Children's Alpine Instructors

Kids Camp Standard Operating Guide ©

Helping people enjoy the great outdoors, one turn at a time, at New York’s Winter Snowpark! Children’s

Alpine

Instructors

A COMPANION GUIDE TO

THE TEACHING CIRCLE STANDARD OPERATING GUIDE

Belleayre Mountain PO Box 313 Highmount, NY 12441

Phone: 1.800.942.6904

Donnie Boyce Snowsports Director

Chris Ericson Director of Training

INTRODUCTION

A juggling act; the toughest job on the mountain; a never-ending challenge; the most rewarding, most fun, most demanding, most important job in Snowsports -- all these phrases describe your job in Kidscamp. The Kidscamp Standard Operating Guide has been developed to help you be successful.

Stealing some nuggets from the TC SOG, “In a perfect world success would happen every time. In reality, many variables can impede or delay success. As instructors, we can minimize many of these variables by the way we introduce, demonstrate and teach (Snowsports) concepts.

“This is not to say that we should all use the same words, or always use the same exercises, but our underlying messages need to have the same roots. The fundamental skills that we introduce . . . will be the foundation for future development in the sport.”

The purpose of this guide is to help you understand and manage the challenges inherent in teaching groups of children (particularly young children) and to provide a framework you can build upon. Structure is essential.

The guide is organized in five parts based on the PSIA/AASI mantra “Safety, Fun and Learning,” but with a little bit of reorganization in their order PLUS an extra, but essential section (Parents) and a look at some possible classes you may be assigned:

1. LEARNING – Are kids different from adults?

2. SAFETY – The essentials of class handling and procedures.

3. FUN – How to keep them interested and make your job easier.

4. PARENTS – Connecting with them.

5. REALITY -- A tour through some possible classes.

LEARNING – ARE KIDS DIFFERENT FROM ADULTS?

(OR THE DREADED C.A.P. MODEL)

“I started out as a child.”

Bill Cosby 1964

We all did. But do we remember, or can we relate? The widely held belief that younger instructors make better children’s instructors is based on the idea that they are not so far removed from the growing/changing experience. Youth may have its advantage, but great children’s teachers come in all ages.

Teaching children is not that different from teaching adults if we remember that WE TEACH INDIVIDUALS. And key to teaching individuals is developing rapport – listening, observing – to develop what PSIA/AASI call a “learning partnership” – connecting to your students.

First things first. Why are they here? How do they feel about being here? Have they been here or to another winter resort before? Are they excited, nervous, reticent, afraid? What have their friends/family told them about skiing or riding? What are their expectations?

Are they physically ready? Other than skiing/riding, what do they do for fun – play other sports or play outside a lot? How do they move? How are they dressed? Is their equipment appropriate and worn properly – boots buckled or laces tied? Did they get a good night’s sleep? Did they eat breakfast? Did they travel a long way? Have they been to the bathroom lately?

How do they feel about the as yet unknown group interaction they’re about to experience? Are they shy, withdrawn? Are they experiencing separation anxiety? How do they respond when introduced to the group? Or how do the individuals in the group respond when introduced to you?

WE TEACH INDIVIDUALS, even if we have a group of individuals.

Are kids different from adults? Yes!

How? The C.A.P. Model provides a framework for understanding generalities in child development. CAP = Cognitive (how we think), Affective (how we feel/emotion), Physical (skeletal and muscular development and coordination).

Children are not just tiny versions of adults. They differ physically, intellectually and emotionally. And the darn little humans never stay the same, they constantly change. They get taller, heavier, stronger, smarter, more coordinated, more aware, more independent as the years pass. The CAP model generalizes and categorizes those changes.

Many tabular versions of the C.A.P. Model exist. One of the most descriptive has been produced by the Vail Resorts in their Alpine and Snowboard Teaching Handbooks. Their version follows for 3 - 6 year olds and 7 - 12 year olds. We start skiers in Kidscamp at age 4. Snowboarders do not start in Kidscamp till age 7, but snowboard instructors may have the opportunity to teach younger children in private lessons.

One of PSIA’s favorite phrases summarizing the CAP Model is true, and not just for children, “Teach the whole child.” Be aware of the generalizations, but remember we still teach individuals. Watch, listen, connect.

Summary of Characteristics of 3 - 6 year olds:

COGNITIVE (THINKING) TRENDS:

APPLICATION

DESCRIPTION

I like to use symbols. Sometimes one word is all I need.

I am learning to read and write. Give me one direction at a time.

I like using my imagination for play and fantasy Use pretend situations and themes.

I like to make up stories. Ask me what books and movies I like.

I don’t know how to follow rules. Give me one thing to focus on at a time.

I learn by watching and doing. I like to do what you do.

I do not know how to reverse directions or thoughts. Face the same way as me or stand beside me.

I make decisions because of how things look and happen. I live in the here and now.

I am learning to judge spaces and distance. I need simple, concrete boundaries.

I am the only one in my little world. I will need lots of individual attention.

I see things the way they affect me. I’m not a fan of sharing often with others.

I am developing my attention span. I need repetitive commands and cue words.

AFFECTIVE (EMOTIONAL) TRENDS:

DESCRIPTION APPLICATION

I am developing a sense of self. I miss my parents, so be my friend.

I am starting to be independent. I need you to reassure me.

I use words to tell you my needs and emotions. My needs require immediate attention.

My personal needs are my priority. Nothing else matters.

I am not aware of other’s needs and wants. You will have to explain this to me.

I am learning to share and enjoy social interaction. Reward me when I share.

I am not competitive. Playing together is winning. Let’s have fun as a group.

PHYSICAL TRENDS:

DESCRIPTION APPLICATION

My head is bigger than my body. My center of mass is higher as a result.

My arms and legs are short but my trunk is long. I need help with balancing and pivoting.

We, boys and girls, are the same size. Treat us in the same way.

I don’t know my left from my right. Help me feel or see the correct side.

I tire easily and need brief rest times. I like animated, lively, short activities.

My upper and lower body move together. Expect overflow movements -- hands mirroring leg movements.

My large muscles overpower my small ones. I can only do so much. I need a wide stance.

My arm and leg on the same side move together. I need to try every move on both sides.

I balance by having my hips behind my ankles. I fall easily.

I learn best by seeing, feeling and doing. Telling me is not enough.

Summary of Characteristics of 7 -14 year olds (Yes, they’re more like us, but . . .):

COGNITIVE TRENDS: DESCRIPTION APPLICATION

I use symbols extensively. Teach me new ones (Ex: arms crossed = don’t go).

I am able to read and write. I can handle two or more simple directions.

I understand the difference between appearance and reality. Teach me basic concepts in a fun way. Avoid fantasy.

I learn through concrete experience and interaction. I will learn through cooperative teamwork.

I use language for planning and remembering. Link tasks and instructions together for me.

I am able to judge time, space, distance and speed. Allow me to practice this on my own.

I am able to understand and reverse directions. I can find my way back from the bathroom.

I am able to sequence three or more tasks. I can remember a sequence of simple movements.

I am able to understand rules and consequences. I may still bend them, but I may also tell on others.

I often overestimate my ability. Please keep me in safe situations.

I can understand things I can’t see. You can use “what if’s” with me.

AFFECTIVE TRENDS: DESCRIPTION APPLICATION

I have a strong sense of self -worth. Have me compete with myself, not others.

I am developing positive ways of dealing with emotions. Encourage me to be positive.

I am developing an awareness of others. I can see the world from another’s perspective.

I want to fit into the group and please others. I might bond with you if we are a team.

My peers easily influence me. I do well with partner work.

Group praise motivates me. Don’t single me out, I will be embarrassed.

My self-worth is tied to accomplishment. I like to be first and I hate to lose.

I can be responsible for my own actions. I learn better in a non-stressful environment.

I am becoming self-motivated. I need feedback and coaching from you.

I see adult rules as a challenge to my own cleverness. Stand your ground to gain my respect.

PHYSICAL TRENDS: DESCRIPTION APPLICATION

My head is in proportion to my body. My balance and center of mass are more adult-like.

Boys are stronger than girls as they near age 12. Coordination improves with strength.

My upper body moves separately from my lower body. I can handle holding poles correctly now.

I have developed fine motor movements, age 11. My legs will move simultaneously usually by now.

Sometimes a growth spurt occurs in girls at age 12. This causes awkwardness in movements.

I like to rehearse to achieve perfection. I need lots of practice time.

I have refined coordination, usually by age 11. I can progress more quickly now.

Balance and stance are the keys to success for kids of all ages. But the images of balance in motion are different in small children because of the large head, large torso, small arms and legs when compared to adults (large muscles develop first, entire body functions as a unit, leverage is turning force). Here’s where “Real vs. Ideal” comes in -- from “Visual Cues to Effective Movements for Beginning Children Skiers” by Alison Clayton-Cummings in PSIA-E’s Alpine Exam and Study Guide. “Real” is what we see in young children, “Ideal” is adult performance from PSIA’s “Visual Cues to Effective Skiing.” In-between children will perform in between the “”Real” described below and the “Ideal” of adults.

VISUAL CUES TO EFFECTIVE MOVEMENTS -- YOUNG CHILDREN (4 - 7 YEARS OLD)

IDEAL REAL

BALANCING MOVEMENTS Joints flex evenly together -- ankles, Large muscle groups stronger -- knees, hips, spine knee & hip flex greater, ankles flex less with less coordination

Hips centered over feet, ears ahead of Hips slightly behind feet, ears over center of feet, hands ahead of ears heels, hands in variety of places

Outside ski bends more than inside ski -- Inside ski weighted as much as primary weight on middle of outside ski outside ski, bends towards tail

ROTATIONAL MOVEMENTS Legs turn underneath upper body to Large muscle groups are stronger -- guide skis through arc of turn torso and shoulders generate turn

Femur (thigh bone) rotates in hip socket Articulation of joints not well developed

Upper body remains stable and strong Entire body moves as a unit

EDGING MOVEMENTS Diagonal movements of feet, legs, and Tipping of legs and body into hill hips engage and release edges and away from ski creates edge

Shins contact both boot cuffs on a Shins have little or no contact with diagonal front of boot cuff -- see balance above

Edges engaged and released in one Movements are harsh and jerky smooth movement (require large muscle)

PRESSURE CONTROL Body and skis flow smoothly over Bouncing and loss of contact MOVEMENTS changing terrain and conditions between skis and snow

Joint flexion and extension determined Joint flexion and extension by changes in terrain and pitch of slope uncoordinated -- knees and hips commonly over-flex

Skis bend progressively through turn, Bend in ski comes late in turn -- entire ski used in turn frequently at the tail

DIRECTIONAL MOVEMENTS Body moves into direction of new turn for Movement is up and back to edge change change edges

Ski travels along arc -- tip follows tail Tail of ski slides past arc of tip -- through same path pivot and skid

SAFETY -- CLASS HANDLING AND PROCEDURES

“If you don’t like their rules, whose would you use?”

Charlie Brown (in “Peanuts” by Charles M. Schulz)

Class handling -- how you run the show -- ensures the SAFETY of your students and establishes the foundation for a successful lesson.

So what are the rules? There are Kidscamp Rules and there are rules you create for your class. You’ll find the Kidscamp rules in a mini appendix with other operational information at the back of this guide.

Lay the groundwork for your own rules as soon as you meet your group -- inside. Some suggestions:

• Make your group a team. You’re going to spend the day together -- build a little group identity, or call it Team Spirit. Name your team, identify yourselves with your own unique combination of colored flagging . . . be creative. Make sure you can identify your charges and they can identify you.

• Have a buddy system -- so they watch out for each other as well.

• Establish order. The degree of freedom you allow depends on the ages and skill levels of your kids and the terrain you are working on. Start out fairly strict or rigid -- you can loosen up the rules as you learn you can trust your group. It’s difficult to establish rules if you started the day free-form. Every child wants to go first. Ensure each one gets a turn. If you’re working on the flats with first timers, they may not need to go one-at-a-time.

• Use a signal (verbal, visual or both) to get your group’s attention and huddle up. Use this to establish order before entering congested areas -- approaching lift lines, or negotiating trail intersections (or making your way around the Overlook Lodge to head to Kidscamp for lunch) - - to make sure no one goes the wrong way or gets left behind.

• Establish a meeting area at the top of lifts. And a place for a child to go in the unlikely event they get separated from the group.

• Know Your Code. Include the Skier’s and Rider’s Responsibility Code as part of every session.

• Quiz your group -- make a game of it.

BE SAFE!

FUN -- HOW TO KEEP THEM INTERESTED

AND MAKE YOUR JOB EASIER

“Time’s FUN when you’re having Flies!”

Kermit the Frog (date unknown)

“People rarely succeed unless they have FUN in what they are doing.”

Dale Carnegie

Why are we here? It’s all about the FUN and helping people have more fun -- show them ways to ski/ride more easily, to challenge themselves to accomplish things they never thought they could do, to revel in the mountain winter.

This is where all the games and drills come in -- it is class handling. It is creativity. It’s the overused phrase “Bag of Tricks.” For beginners, it’s the TC SOG with imagination. An important component -- TIME ON FLATLAND IS TIME WELL SPENT. This is the same idea as choosing appropriate terrain and not pushing too steep too fast.

Some ideas you should use for boot drills, scootering and two-ski travel

shuffling, skating) with younger kids:

• Walk tall, walk small (Giants and midgets). Walk like an elephant, like a mosquito.

• Red Light -- Green Light

• Chocolate Chip -- Lift one foot (chocolate), Lift other foot (chip), Yell “Chocolate Chip” -- see what happens.

• Peanut Butter and Jelly or Chocolate and Vanilla -- little kids don’t know right from left -- they can name their skis. Or you can put a sticker on one -- then you can play Hokey Pokey, work on sidestepping, develop wedges. . .

• Go on a bear hunt (adventure hike, Kidscamp Park tour) – boots only, one ski, two skis.

• Relays --- Start here, go out and around the cone, come back, tag the next person to go.

• Simon Says

• Follow the leader

• Orchestra Conductor or Traffic Cop -- the instructor gives hand signals to children who are some distance away -- Right, Left, Slow, Stop, Come Ahead. The kids will want to take turns as the Conductor -- it’s up to you, do you think it will work or become . . .

Use group activities without competition for younger kids. Everybody wins, everybody gets a turn. You can add a bit of competition (with themselves) for older kids. Play “Challenge” -- just like Horse in basketball. The instructor starts by setting all the challenges. Then the kids can start creating the challenges (with instructor guidance) -- this works for first-timers and black diamond skiers/riders.

The games are just the framework for the instruction. Each game has a focus determined by the instructor. Feedback and corrections still need to happen -- to the group as a whole (“try this”) or to the individual (perhaps as a private coaching statement).

Know your objective. Devise a way to achieve the objective (sometimes through the back door).

Take some free runs. Have you heard students say, “Can’t I just ski?” Sure. Alternate focused, intense practice runs with free runs and you’ll see real change in skill development.

Ski and ride a lot -- we learn to ski and ride by skiing and riding.

PARENTS -- CONNECTING WITH THEM

“You don’t really understand human nature unless you know why a child on a merry-go-round will wave at his parents every time around -- and why his parents will always wave back.”

William D. Tammeus

"My mother had a great deal of trouble with me, but I think she enjoyed it."

Mark Twain

Parents are people, too. When teaching children, that Learning Partnership (described way back when) is really a learning team. Even though they may not be out there with you on the snow, parents are an integral part of the team. Kidscamp instructors frequently do not get an opportunity to connect with their students’ parents prior to camp. But we always connect at the end of the day.

Our Kidscamp Progress Cards are valuable tools for communicating accomplishments with Mom and Dad. Take some time to fill them out. Take some time to explain them to the kids and the parents. Absolute honesty is required. Sugarcoating or over-inflating accomplishments helps no one -- not the child who could be taken to terrain that‘s beyond his capability, not the next instructor who believes the child owns skills that are not actually there. Keep it simple. What lifts, what trails, what successes were achieved.

If your kids’ parents are skiers or riders themselves, count on them taking your charges out for a run to see what they learned. Suggest where they can take the kids and give them some ideas for coaching (that’s coaching later, not necessarily right now – right after class is the time for a little showing off by the kids and just spending time together).

Realize that there are times when parents’ expectations do not mesh with ours, or with reality. Going higher and steeper too soon inhibits technical progress. Instructors are guilty of this too. Be clear about your recommendations and why you are making them.

Talk to the parents. Listen, too.

AS AN INSTRUCTOR, WHAT CAN I EXPECT – REALLY?

“I think my greatest ambition in life is to pass on to others what I know.”

Frank Sinatra

Take a tour through some hypothetical Kidscamp ski groups for some ideas on how all this information fits into reality. Ability levels are based on our Kidscamp classification chart (see appendix). Although the tour follows a progression where skill development parallels age in the following descriptions, we do have 5 and 6 year olds in Kidscamp skiing on blues and blacks and 10 to 12 year old first timers. The technical progressions remain the same if you change the ages of the groups below. But what would change?

Physical, cognitive and social characteristics of different age groups clearly are no different between children learning to ski or children learning to snowboard. The examples listed are for skiing, but much of the information is transferable to riding.

Ability Level: First Timer

Age: 4-6 (although there is a huge difference between 4 & 6)

Physical characteristics and associated challenges: Large head, long torso, short arms/legs – top heavy (center of mass is high). Balancing is difficult – fall frequently. Movements come from large muscles and tend to involve the entire body; upper and lower body move together; when right arm moves, right leg moves. Even walking in ski boots without skis requires huge amount of effort. Tire quickly/get cold quickly.

Communication and social characteristics and associated challenges: can’t tell right from left, cannot judge distance or speed. Center of the universe – personal needs take priority, want those needs satisfied . . . now. Not sure about this strange, new environment, miss the parents, this is hard (“I can’t”).

Realistic Goal for the Day: Gliding Wedge.

How to achieve the goal? Baby steps. One thing at a time -- a series of small objectives. Objectives for each stage in the following description are underlined.

• Learn about unfamiliar equipment and explore some ski ways of moving. Start inside -- before you put on jackets, gloves, helmets -- but with ski boots on (riders don’t start till age 7). Explore moving in the funny, heavy boots. Can they – balance on one foot, balance on toes, stand on their heels? Walk quietly or make sounds? Can they stand with feet in a “V” or an “A”? Learn basics about skis – they have tips like the tip of your nose and tails like the tail of your dog. The bindings hold your foot to the ski – the heelpiece looks and acts like a mouth (alligator?) – it opens to let the boot out, closes to keep the boot in. Learn to put a ski on inside.

• Become familiar with the ski environment. Get dressed. Go outside. Everyone carries their own skis – show them how. They will need help clipping the skis together with the brakes and at first will need help picking up the skis to cradle them in their arms in front of their bodies. Walk a little on the flat just outside the door to get used to carrying the skis and walking in heavy boots, now on a slippery surface. Then travel slowly to the flats of the Kidscamp Park. Take some time to look around – this is all new. They’ll see people skiing, kids riding the Magic Carpet. Point out the carousel, the props we use for drills. Let them look around.

• Develop mobility on ski equipment. In the Kidscamp Park. Refer to the drills in the TC SOG. Little kids go through the same steps. But they need breaks – to play in the snow, to rest, to look around. It takes them longer. TIME ON THE FLATS IS TIME WELL SPENT. You (the instructor) can stake out a territory, but use some acreage – skiing developed as transportation from here to there. MOVE – relays, tag, bear hunts, hiking trips, red light/green light. Use the same acreage, the same playground and the same routine for boot drills, then one-ski, then two-skis. As the kids move on the equipment on the flats, they will learn to control the equipment. The emphasis is on GOING and controlling where you go and how you go. Learning to stop is an essential skill, but is almost a by-product of learning to go.

• What to watch for. When introducing one-ski/scootering, many kids (some adults, too) will tend to essentially hop along on the ski-less foot while pushing the ski on the slippery foot ahead of them with very little weight on it (they are instantly out of balance, can not control the ski and will likely fall). Slippery is the key. The ski is supposed to be slippery, it’s fun because it’s slippery. But just because it is slippery, that doesn’t mean we can’t control it. Keep your toes under your nose/body/belly button. Stand up tall. Keep your hands/arms forward and out. Balance on the slippery foot. Can you glide on the slippery foot without putting the boot foot down? Now we’re moving – we’re half skiing. Spend some time enjoying this. Then switch feet and spend equivalent time there. With one ski, we explore walking, sidestepping, herring bone (penguin walk), sliding, aiming the ski, wedge shapes. We’ll do the same on two skis.

• Learn to get up after falling. Do yourself (the instructor) a favor. Teach your students (of any age) how to get up by themselves. This is a HUGE accomplishment for small children – and a big confidence builder. Practice during boot drills – we get up with our tummies facing down and use our hands and feet to push ourselves up. Practice in one-ski activities – then they won’t feel so stuck (or pretzel-like) when they fall with two skis on. How to get up (the easiest way for kids) -- step by step (talk them through each step – and provide hands-on help if needed). Roll on to your tummy. Put your hands palm-down under your shoulders. Carefully (especially if you have skis on), slowly kick your feet up so they’re waving in the air above your bum. Untangle your legs. Put your feet back down on the ground with your toes pointing toward your ears. Make sure your feet are apart. Use your hands and arms to push your body up off the snow (keep your legs straight – knees off the snow -- bum goes up first). Walk your hands back toward your feet until you can solidly balance on your feet and stand up. You may have to talk them through this a few times, but soon they’ll “get it” and manage it completely by themselves without coaching.

• Dealing with “I can’t.” Replace it with “I’ll try.” Celebrate each new achievement. Establish as one of your group rules before you even go outside, “There is no such thing as ‘I can’t’ in skiing.”

• Kids learn by watching, imitating. If you are working on the flats, all the kids can be trying all the new stuff all at once, rather than waiting for their turns. The instructor can rove (like a sheepdog) giving assistance as needed, while everyone keeps moving, keeps trying. Group/relay/circle activities work well through one-ski activities (make sure you switch feet) and can work well with two-ski activities without incline. Kids learn by watching, imitating. They want to do what you do. Make sure you’re scootering/penguining/getting up right along with them (keep your skis on as much as possible while teaching). TIME ON THE FLATS IS TIME WELL-SPENT.

• Two skis – YIKES! How long does it take a young first-timer to go from no experience to being ready to put two skis on? It might take till lunch-time. It might take longer, depending on the fitness level and activity experience of the children. 6-year-old soccer or hockey players might be ready for two skis in a comparative flash. How do you know they’re ready? They seem to move easily on one ski. They can start and stop and change direction. They control the ski, it does not control them. Two skis, same activities, still on the flats. Shuffling, marching, sidestepping, penguin walk, skating, wedge shape. The flats are not truly flat – there are humps and dips where kids will begin to get that sliding sensation.

• Learn to glide/slide on an incline. Add some incline/momentum. Climb a bit (sidestep, herringbone). Just a little at first – working on the same plan still as the TC SOG. TC SOG Focus Note: “It is extremely important to keep students on fairly flat terrain for their first straight run. One of the biggest mistakes we make as instructors is taking our students to the top of the pitch for their first run. This defeats the student and all of their moves become defensive in an effort to survive.” Go for a slide/ride where the terrain lets the kids come to a natural stop.

• Try the carousel. It takes kids for a ride, but they have to control where their skis are pointed. Start slowly. Make sure you reverse directions, adjust the speed. The carousel helps with mileage and direction and it’s FUN. They’re moving, sliding -- getting somewhere. As they ride around the carousel, movements that promote wedges happen.

• Learn to make a wedge and explore wedge sizes. Call it wedge; call it pizza, pie, triangle, arrowhead or the letter “A.” Let your kids name the shape, but once named, be consistent in using that name. We’ve already explored the shape inside, outside with boots only, on one ski, and on two skis while standing still. But it feels different to try to wedge while sliding/gliding. Skiers need to use muscular effort to obtain and maintain a wedge or to change its size while in motion. But sometimes it feels like the ground pushes back, the skis try to run away. Kids recognize that they’ve got to do more, but what they do is not always appropriate. Knees come together, bodies contort. Sometimes they try so hard, their feet and legs clamp together. Or hands and arms wedge as they try to wedge with feet and legs (remember – when right leg moves, right arm moves). We want them to make the wedge by turning their legs. We want open stance. Try getting them to “ski like a star.” Here is a star -- . It’s got a pointy head, two pointy arms and two pointy legs. It is upright, not crunched up, and open. It is symmetrical. Start straight, like a telephone pole. Now open up like a star. Glance at your skis after you do this. Start straight like a telephone pole or tree – your skis make number 11, close together. When you

become the star, your skis probably stay number 11, but far apart. Become a star again, but when you do it, make the tips of your skis kiss. Number 11 becomes at the bottom of the star. It’s OK to move your hands and arms with your feet and legs. Sometimes it helps.

• Play with the shapes -- the triangle and the body star. Bigger, smaller. Can you make a half triangle using only one leg and one arm? Move. Ski. Take your shapes on a bear hunt. Mileage. Aim the triangle way over there. Go there. What happens when you make the shape as big as you can? As small as you can? Give the kids targets, try the orchestra conductor game and gentle turning frequently happens. Gradually climb higher, go farther.

• Get some mileage – go skiing. Take a tour around the Great White Way. Now we’re skiing. The Great White Way begins on the west end of the Kidscamp Park, past the carousel – it’s a trail below and around the park with a gentle incline. It will carry your class to the bottom of the Magic Carpet. You are taking your class from a group work area to an area where your class handling might be a bit different -- follow the leader, ski in a train.

• Ride the Magic Carpet. Group up to watch other kids already riding the lift. If no one else is riding, the instructor demonstrates. Approach the loading area giving each other space (little kids do not understand space – you will have to place them and keep a constant eye on them). Help them load the first time. Each child shuffles forward, using baby steps, skis pointing straight up the hill, standing tall, but reaching forward with their arms. Shuffle, shuffle till the tips of the skis touch the conveyer. Continue to shuffle. The conveyor will take hold. It may throw the child slightly out of balance the first time (this is why they need to be standing tall and reaching forward). “Stand still on both feet, reach forward and let the Magic Carpet take you for a ride. “

The Magic Carpet will spit you out at the top -- but you have to walk away from it to make space for the person who is coming up the MC behind you. Step away from the carpet. Step to the cone and wait for everyone else.

• More mileage exploring. Kids who are wedging pretty well, but are not really turning can gain a lot of skill and confidence with a couple of loops from the top of the MC all the way across the park, past the carousel, around the Great White Way, back to the carpet. They’ll get better at controlling their direction and speed. When they can accomplish this, they’ll be ready to try the cone slalom course down the pitch next to the Magic Carpet. When they’ve mastered the slalom course, can turn both directions and stop on demand, (they’re in control anywhere in the Kidscamp Park) they’re ready for the chair lift.

Final Thoughts

Will every four-year-old make a gliding wedge by the end of the first day in Kidscamp? No. Will every 6-year-old? That’s more likely, but not guaranteed. We’re using words, games, demonstrations to get kids to feel a sensation and to be able to repeat that sensation, by moving their bodies in specific unfamiliar ways. They try and they try and they try. Some give up. But if they stick with it, suddenly they “get it.” And instantaneously their world changes.

There are three generalities to remember:

1. Keep tasks simple and fun.

2. Change tasks frequently for short attention spans.

3. It’s OK to take breaks.

Ability Level: Green Circle (Parents’ assessment)

Age: 7-9

Physical characteristics and associated challenges: Body is intermediate between that of small children and adults. Head is now more in proportion (CM still higher than adult), learning to move body parts independently of one another, but upper and lower body still tend to move as unit. Balance is not quite that of small child, but not that of adult -- still somewhat back. But ability to use ankle joints more proficiently develops (helps centering).

Communication and social characteristics and associated challenges: Know their right from left, can follow more than one (but not too many) directions. Understand the concept of rules, but like to question authority. Better concept of space, but no clear understanding of flow line (tend to keep skis pointed downhill all the time and control speed with giant wedges), frequently have inflated beliefs of own abilities.

Realistic Goal for the day: Ski all green circle trails with control.

How to achieve the goal? Develop various turn shapes and understand relationship between speed control and direction.

• Explain your group rules before you go out the door. Some suggested rules to start out: I (the instructor) go first. No one passes the instructor. Stop where the instructor stops. When you stop, leave space between you and the person ahead of you. When you stand still on the hill make sure you aim your skis across the hill (sideways to the hill) -- you will have to show them this over and over again. The rules may not make sense to them until you are out on the snow. But you will repeat them many times. You may choose to loosen some rules as you get to know (and trust) your group.

• Take first run on Magic Carpet for skill assessment. Green circle means different things to different people and may differ from ski area to ski area.

• Keep them engaged and motivated. Biggest challenge with this group is to get them exploring turns and speed control when they just want to point the skis down the fall (flow) line and go.

• Enhance balance -- use hopping, shuffling, stepping, tapping -- focus on lifting (moving) the entire ski, not just the tip (or tail).

• Focus on feet and legs -- revisit boot drills -- draw bowties, describe an arc with your boot. Can you use both feet instead of just one foot at a time? Do this in just boots. Can you do it on skis while you are skiing?

• Develop different turn shapes -- Explore shapes and direction -- how many letters can you draw with your ski tracks -- C, S, Z, J, L? Have you ever tried to make a square ski turn -- do you think you can do it? How? What happens if you let your skis run down the hill without a wedge/pie/pizza (on gentle terrain)? OK. What happens if you do that and then aim very slowly back up the hill, using the entire width of the trail? How about if you aim quickly back up the hill? Play with Hockey stops, Whirlybirds (360s).

• Lay a track in the snow for them to follow. You need to teach them to follow the track. When you ask them to follow you, their first tendency is to keep themselves aimed at you all the time -- results in cutting the corners. You’re doing “S” turns and they’re making dollar signs. Remember that you weigh more than they do, your skis are longer and your skis probably have wax on their bottoms -- they slide more easily and you go faster than the kids unless you intentionally spill speed while laying the track for them.

• Create corridors/boundaries. Can you ski without going out of the lines? Can you ski and erase the lines?

• Mix it up with games -- can still play traffic cop/orchestra conductor, cat and mouse. See that lollipop down the hill? How many turns do you think you can make before you get to that lollipop? Try it. Now do the same thing between here and the next lollipop, but make 5 more turns than the last time (this works with adults, too). What did you have to do to accomplish that task? Ski with rhythm, make up your own group song, try synchronized skiing.

• Integrate the Safety Code with your own group rules. Quiz the group on the code and the rules.

• Ski a lot. Mileage is the key for skill development.

Final Thoughts

This is a time for exploration. Although you will be skiing a lot, there should be a focus to the activities that you are using (and understanding of why you are using them). Your students don’t have to know the technical details (although it’s kind of cool if they want to and do) when you know you are refining their pressure management skills in a particular activity.

Developing a sense of group identity helps -- work as a team. Work hard, but take “free” runs (instructor still sets parameters).

Ability Level: Blue/Black

Ages: 10-12

Physical characteristics and associated challenges: Proportions approach those of adults. Girls may be growing faster than boys. Any kids going through growth spurts frequently experience coordination challenges -- takes time for their skills to catch up with their bodies. Ability to separate upper body from lower body develops.

Communication and social characteristics and challenges: “I don’t know why my parents put me in KidsCamp - that’s for young kids.” These kids want answers to “Why?” you ask them to perform a task. They can understand technical explanations. They embarrass easily -- don’t single them out.

Realistic Goal for the Day: Explore more varied terrain with parallel turns -- both short and long radius. Introduce pole swing.

How to achieve the goal? The options are endlessly varied. You can use the tasks you practice in your own training, just figure out a way to make them more game-like.

• Establish and explain the rules again. You’ll likely be able to loosen the rules more -- let the kids participate in developing their group rules. But you still need to start out fairly rigid and defined, until you get to know the group.

• Take your first run on Lift 2. We assign kids to groups based on what their parents tell us if they have never been here before. Sometimes kids come for the first time of the season and their parents expect them to ski at the same level at which they finished the previous season. It takes some time for them to remember, especially if they have grown a lot over the summer. We might re-group the groups after one run on Iroquois. Use this run to assess not only skill level, but how the kids respond to each other and to you. Assuming they fit, proceed to ski goals.

• Learn about using the tools you have -- boots and skis. These kids are ready to understand the skills concept, but need to play with it. Juxtapose pure carving via edgy wedgies and railroad tracks with flat ski games -- falling leaf, 360s, side-slipping (hockey slides). Continue to explore turn shape.

• Explore separation of upper and lower body -- active legs, stable torso. Use those hockey slides again. Try hockey slides while targeting a downhill object. Link hockey slides, keeping the body stable and turning the legs. Use that same old Orchestra Conductor idea with linked hockey slides (pivot slips). Explore the difference between this and railroad tracks. Can we create something in-between?

• Introduce pole swing. Ski different-sized turns, with focus on hand locations -- keeping both hands in sight out of the corners of the eyes -- we ski forward between the hands. Do hand awareness runs without poles. Try some garlands -- start a turn, but then turn back uphill in the same direction. Now carry the poles and do the same thing. Watch accomplished skiers’ using their poles. What do you see and why do you think they are doing what they do? Let’s try it.

• Use challenges and games to get kids of this age to compete with themselves and perhaps a bit with each other. Synchro skiing, turn contests, HORSE, Slalom with chair shadows (only works on sunny days).

Final Thoughts

Let these kids have more say in the way their day unfolds, but be careful not to relinquish too much control. Keep them involved. Remember to introduce new technical ideas on terrain that they perceive as “too easy.” You can find flat spots in many places on the mountain -- or you can give them some real challenges on the Lower Mountain before trying it out on the blue.

Final Final Thoughts

When we teach first-timers, we need to develop a solid skill base -- our lessons are more structured, less varied. As our students progress with solid skills, our teaching options grow (exponentially?) Less structure, more options for creativity.

We teach individuals. We help them learn skills. We want them to have FUN.

Hey. Thanks for reading. We all have different reasons for being here. I’m here because of that little nugget from Frank Sinatra and because teaching skiing (maybe riding for you) is always a challenge. Each day is a new puzzle. It’s fun to try to figure it out. And I’ve never experienced anything else quite like the feeling you get when someone you’re teaching “gets it.” Wow.

Resources

Belleayre Mountain Teaching Circle Standard Operating Guide, Belleayre 2010

PSIA-E Children’s Specialist I Workbook, 2011

PSIA-E Children’s Specialist II Workbook, 2011

PSIA-E Exam and Study Guide, 2010

Visual Cues to Effective Skiing. PSIA 2nd Edition

KIDSCAMP RULES FOR STAFF MEMBERS

Communicate: Our planning depends on matching reservations our guests make with instructor availability. Make sure you have completed your commitment form to the best of your ability. We recognize that people’s lives are not entirely predictable. Keep a copy of your commitment form for yourself as reference. If the days you will be available change, please let us know.

Absence: Please call extension 2450 or 2474 no later than 8:30 a.m. on a scheduled workday to report an illness or unexplained absence.

Be prompt (better yet, be early): We will give you as much advance notice as we can regarding what day and time we expect you to work in Kidscamp. We will communicate via e-mail with instructors who regularly work in KC. Instructors who generally work with Bettyrae or on the Upper Mountain will be checking in with their supervisors and given Kidscamp assignments at line-ups or at early morning weekend clinics. If you are assigned to Session I (goes out on snow at 9:00 a.m.), report to Kidscamp no later than 8:45 a.m. If you are assigned to Session II (on snow at 10:30 a.m.), report to Kidscamp no later than 10:15 a.m.

Instructor indoor responsibilities: You may be asked to report to Kidscamp well before regularly scheduled Session times to assist indoors before the on-snow sessions. You are paid for this time. Indoor job assignments include: greeter, runner, rental aid and dresser. If so, you will be asked to report to Kidscamp at 8:00 a.m. for Session I and 9:30 for Session II.

Sign-in/sign-out: Not just Kidscamp, but all instructors must sign-in at the beginning of their workday and sign-out at the end. Kidscamp regulars -- please sign-in and out at the Kidscamp registration desk. Alternate locations for sign-in/out are the Longhouse Lodge and the Overlook Lodge Customer Service Desk. All SnowSports staff members are responsible for recording their own work-time via LATS (Leave and Accrual Tracking System). You can do this on the computer in the Longhouse, on your home computer or on the paper forms provided in the Longhouse or Kidscamp.

Please adhere to the daily time schedule: Again, be prompt (better yet, be early). Refer to the attached page from the Belleayre website (includes not only schedule, but reservation and cancellation information for parents).

RESERVATIONS CANCELLATIONS CHECKLIST DAILY SCHEDULE

Registration forms will be Payment is due in full when • Call or order on line to make a reservation in Session 1: 9:00 AM – 2:00 PM completed with the booking your reservation. advance, especially for holiday weeks. Check-in from 8 - 8:30 am. Walk-ins will be information you provide over • If your child is bringing his or her own addressed after check-in, 8:30 - 8:45 am. the phone or via the web. We understand that weather 8:45 to 9 am: Line-up Coordinator organizes Please make sure all equipment, please make sure it fits properly affects plans, children get & has had a complete tune-up. groups. information is correct. sick and plans may change: 9 to 11 am: Groups on snow. Experienced • Snowboards must have a safety leash. Payment is non-refundable. skiers/riders take first run on Iroquois to verify Children will not be allowed on the snow Kidscamp is a pre paid, However, if a reservation is groups. Line-up Coordinator may adjust without a snowboard leash. reservation only program. cancelled at least 72 hours groups. Payment is due when prior to reservation date, • Get a good night’s sleep and eat a good 11 am to noon: Lunch. Line-up Coordinator reservations are made. you may reschedule camp breakfast. meets with instructors to make any changes There are NO Refunds! You for another day, provided • Pack snacks if your child is a picky eater. for afternoon. may call to reschedule a space is available at that • Allow adequate driving time for snowy roads 11:45 am: Instructors are get kids ready for missed date. time. and traffic. the afternoon. On snow from noon to 1:45 pm. • Arrive early to check-in for your session. 1:45 to 2 pm: Groups come in for sign-out. Limited space is available in If you are unable to attend Reservations will not be honored after check- Instructors write report cards. each class level. To ensure camp again this season, in time. 2 pm: Parents meet with instructors, sign out. that your child is a part of the please call and request a • Bring appropriate winter attire: waterproof program, please call or order Belleayre Bucks gift card. The snow pants and jackets, waterproof gloves or online to make a reservation balance of your Kidscamp mittens (pack an extra pair), extra socks (one Session 2: 10:30 AM – 3:30 PM at least 72 hours in advance. visit will be put on the card pair only in the ski or snowboard boats, Check-in from 9:30 - 10 am. Walk-ins will be and may be used at any time please), thermal underwear, extra layers, addressed after check-in, 10 - 10:15 am. Walk-ins will be (no expiration) for lift tickets, neck warmer (no scarves, please), hat or 10:15 to 10:30 am: Line-up Coordinator accommodated according to lessons, rentals or any other helmet, goggles, sunscreen. Remember, you organizes groups. spaces available before each Belleayre Mountain can remove layers when it's too warm. 10:30 am to 12:30 pm: Groups on snow. session starts. programs. NO BIKE HELMETS! (HELMETS CAN BE Experienced skiers/riders take first run on The Belleayre Bucks Card RENTED ON THE MOUNTAIN). Iroquois to verify groups. Line-up Coordinator Please refer to the chart may not be used in the retail • Be sure everything is labeled with your child's may adjust groups. below to find out about the shop or in the cafeteria. name 12:30 to 1:30 pm. Lunch. Line-up appropriate ability level for Coordinator meets with instructors to make your child. Please note: any changes for afternoon. If your child is ill, please 1:15 pm: Instructors get kids ready for the Reservations are available refrain from bringing him/her afternoon. On snow from 1:30 to 3:15 pm. online. into our program. If children 3:15 to 3:30 pm: Groups come in for sign-out. Proof of age is required for suddenly develop any flu-like Instructors write report cards. children under the age of 5 symptoms while in our care, 3:30 pm: Parents meet with instructors, sign years. our staff will notify you to out. come pick them up.

KIDSCAMP PRICELIST BELLEAYRE KIDSCAMP ABILITY LEVEL CLASSIFICATION 2012-2013 KIDSCAMP Full Day Skiers Snowboarders $102.00 Level w/rentals minimum ability minimum ability KIDSCAMP Full Day w/o Can play, have fun and learn new things on $80.00 First Timer Can play, have fun and learn new things on the snow. rentals the snow. KIDSCAMP 6 PACK Can put on skis, do straight run, starting to place skis in a Boarded once or twice. Can do straight run, With Rentals $510.00 1-2 Times

Without Rentals $400.00 wedge formation. sideslip. KIDSCAMP LUNCH Comfortable in a wedge and can make big turns (medium (Lunch is no longer radius) Starting to control speed through turn-shape. Can link skidded turns. Can or will be able included with $8.00 Green Sometimes the skis are in a wedge but there are also times to ride chairlift. Familiar with Responsibility

KidsCamp) It is a when the skis are parallel. Familiar with Responsibility Code separate charge. Code. Can control speed with turn shape. Skis are parallel most of the time on easy blue terrain and Rentals (Ski or Beginning to carve turns in both directions. $22.00 Blue turns are linked one to another. Controls speed through Snowboard) Can link turns from heel-side to toe-side turn-shape. Child can do a hockey stop on demand and use either edge to stop. Can make wide, medium and some short radius turns on Carves turns in both directions. Can do Helmet Rental $13.00 Blue/Black more difficult blue. Can ski groomed snow conditions from basic tricks. mid station Can ski all mountain including various conditions and Can ride all mountain including various Black bumps. conditions and bumps.