Children's Alpine Instructors
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© 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. 1 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? 2 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. 3 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. 4 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. 5 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.