Alpine Level I Study Guide
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Alpine Level I Study Guide Alpine Level I Study Guide Professional Ski Instructors of America Education Foundation CREDITS Education Director Linda J. Crockett Technical Editor Weems Westfeldt Cover Illustration/Design Standards Lee Reedy Creative Graphic Design/Pre-press Production Ken Grasman Digital Photo Design Boulder Media Group Photography Scott Markewitz Still Images Rodnunsky Arts, Ltd. Copyright 1996 by the Professional Ski Instructors of America Education Foundation All rights reserved. No part of this work may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the Professional Ski Instructors of America Education Foundation. The American Teaching System and Center Line are registered trademarks of the Professional Ski Instructors of America Education Foundation. ISBN 1-882409-09-4 Table of Contents Acknowledgments . 6 Study Guide Organization . 7 Skier Level 1 Step 1 Introduction and Equipment Orientation . 9 Step 2 Walking, Stepping, and Sliding . 17 Step 3 Climbing . 27 Step 4 Straight Run . 37 Skier Level 2 Step 5 Gliding and Braking Wedge . 45 Step 6 Wedge Traverse and Stop . 55 Step 7 First Wedge Turns . 63 Step 8 Riding the Lift . 73 Skier Level 3 Step 9 Linking Wedge Turns in the Fall Line . 81 Step 10 Varying Wedge Turn Shape . 93 Skier Level 4 Step 11 Providing Mileage and Guidance . 103 Step 12 Introducing Matching and Skidding . 109 Step 13 Methodical Approach to Matching and Skidding . 117 ALPINE LEVEL I STUDY GUIDE 5 Acknowledg- and their personal experiences to Jack Copeland ments describe how to present an excel- Johanna Hall lent ski lesson. Reading the study Megan Harvey The PSIA Steering Committee guides is like taking a private Glen Peterson, Ph.D. developed the concept of present- lesson with one of these accom- Sue Spencer ing the American Teaching System plished skiers. David and Nancy Calvin Yamamoto alpine information as an assort- set a fine example of teamwork in ment of materials. The pieces of producing the study guides. PSIA instructors are also acknowl- the system manual, study guides, Pat Butowick, a ski instructor at edged, because it is you who can video, and handbook work syner- Heavenly Ski Resort and a technical take the words on these pages and gistically to produce a complete writer/editor, developed the study transform them into memorable picture of an effective alpine lesson. questions relating to each chapter experiences for your students. of the study guides. She painstak- • The Alpine Manual covers the ingly distilled the key points to American Teaching System, the provide a valuable tool for study Linda J. Crockett role of PSIA in the ski industry, and discussion. In true PSIA spirit, PSIA Education Director and a variety of subjects that Pat always provided what was contribute to the working knowl- required, plus a little extra. edge of ski instruction. Weems Westfeldt, a former • The study guides available for member of the PSIA Alpine Level I, II, and III instructors Demonstration Team, and currently contain the step-by-step proce- a trainer with the ski schools of dures for conducting a ski lesson. Aspen, served as technical editor They are written to be useful for for the study guides as well as the the instructor who teaches, or is manual. Weems worked 25 hours a preparing for certification, at that day to accomplish this task. level. Bill Grout, senior executive • The Alpine References video runs editor for SKIING Magazine, read parallel to the content in the through the study guides and con- manual and study guides. It stantly challenged us to provide provides moving images of the technical information in skier- skiing discussed in the ATS friendly terms. publications and was the source The PSIA Alpine Demonstra- of most of the photos. tion Team developed the core of • The Alpine Handbook—a pocket- ideas presented in this edition. The sized guide—contains exercises team is instrumental in PSIA’s and drills that can be used with educational process and provides a any level of class to develop constant source of creative energy. improved learning and skills The PSIA Board of Directors acquisition. supported the project both in encouragement and funding. The study guides were co-authored by David Mannetter and Nancy The review panel for this publica- Oakes of the PSIA Alpine tion consisted of the following Demonstration Team. These indi- individuals, who offered valuable viduals drew upon insights, ideas, advice: 6 ALPINE LEVEL I STUDY GUIDE Study Guide Level 1 Skier: see Chapter 4, Phase an effective way to communicate Organization One-Beginning with other instructors, you will Steps 1-6: see Chapter 4, The want to develop non-technical This study guide contains suggest- Skiing Model, Level 1, translations of these terms ed steps for teaching novice see also Chapter 5, Ski for students. through beginning wedge christie Equipment lessons. It begins with the first mo- Level 2 Skier: ment of the first lesson for “never- Steps 7-8: see Chapter 4, The evers,” giving step-by-step guid- Skiing Model, Level 2, ance for helping your students ac- (Wedge Turn; Balancing, quire the skills they need. Rotary, Edge-control, and The book has 13 steps in all— Pressure-control each building on the successes of Movements) the previous step—moving from Level 3 Skier: simpler to more complex activities. Steps 9-11: see Chapter 4, The These steps cover ski lessons up Skiing Model, Level 3, through the introduction of Level 4 (Wedge Turn; Balancing, lessons. Rotary, Edge-control and The sections “talk” you through Pressure-control the skills and exercises students Movements) need to learn so they can balance, Level 4 Skier: glide, stop, and ultimately turn on Steps 12-13: see Chapter 4, The skis. It discusses both what to Skiing Model, Levels 3 and teach and how to teach it. Sample 4, progressions and progression op- (Wedge Christie; Balancing, tions are provided. These are fol- Rotary, Edge-control and lowed by a technical summary of Pressure-control skill development for each level. Movements) Following the concepts, you will find questions and answers for Good luck in your ski teaching checking your understanding. career, and remember: the guest Plus, notes pages are interspersed always comes first. If you keep that for listing your own progressions in mind, the rest follows naturally. and other pertinent information from your ski school training. Note: As you work with any of the The Alpine Level I Study Guide materials in the American corresponds with the Alpine Teaching System, you may come Manual. You can refer to the man- across unfamiliar ski terminology. ual whenever you need background Please refer to the glossary and/or information about the Skiing text of the Alpine Manual for Model, which is the basis for the explanation of these concepts. Ski concepts and progressions in this instructors use terms in a variety book. The following list describes of ways, so in any technical where you should look in the man- discussion always state what you ual to find specific information that mean and ask others to do the same. supports this study guide. While the use of ski terminology is ALPINE LEVEL I STUDY GUIDE 7 8 ALPINE LEVEL I STUDY GUIDE Skier Level 1 understand the environment in New England or in the they come from. Ask what their Northwest). Wearing mittens or Step 1: Introduction expectations are. Make sure gloves, even when the weather is and Equipment you’re not the only one doing warm, protects the hands from Orientation the talking. Real conversation potential abrasions—especially eases tension and helps you when the snow is icy, corn-like, Terrain learn about your students. or machine-made. Obviously, 3. Help the members of the group when it is snowing, a ski hat sur- Ideal beginner terrain is a very get to know each other by intro- passes no hat or a headband. gentle slope which ends on a flat ducing them to each other and Likewise, goggles are better than section, or better still, has a encouraging conversation. sunglasses in harsh conditions. “counter-slope,” to stop the skier. Developing trust and rapport Remember, these people are The hill should be flat enough that within the group is crucial in newcomers to the sport, and the skier will stop on the flat sec- creating a comfortable learning what is obvious to you may be tion or counter-slope without hav- environment. Simply learning totally foreign to them. ing to do anything other than stand your students’ names will help with weight distributed equally to show them that you care Ski Equipment over the feet. If and when more about them, and promotes trust. challenge is desired, have student Try to create an environment of • Show your students how to carry climb higher up the slope. mutual support and enthusiasm their ski equipment. More often to help individuals become than not, first-time skiers will be Lesson Outcome more comfortable with each overwhelmed with the amount of other. Encourage the students to gear that is required. While their The students learn key facts about ask questions when they are skis are off, show them how the the mountain environment and be- confused. ski brakes click together, then come familiar with the basic func- place the skis on one shoulder tions of their ski equipment. The Mountain with the tips forward and the Environment poles in the other hand. Getting to Know the • Explain the basic functions of Group and Establishing • Describe the importance of both skis, ski boots, bindings, and Rapport eye and skin protection while poles.