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Show / Meeting of Nationol t)ki ALDociation 5-27-Jo. Tu~sd"y h.vening. Meeting of heeds of instructor groups to form a nucleus of professional people starting toward a national manual. Those presents Ed Heeth, F.Ii.S.A. J Bill Lash, IoJA; Joseph p. harlacker Jr., P.N.S.A.; George E.ngel, b.R.;,j.~.A.; James Johnston, (J.u.ti .. S.A.; Willy Schaeffler, Ski Coe.elh;. JilIJllY Johnston readl "The PreaidLnt shall appoint f1uch otl.!er stanuing or special committees as may be found necessary for good Aflsociath;n Cioverruut;nt. The President shall consultilith divil;;ional prtsia.ents cuncerning tbf, recFective divisional representativEs on such co~itteEb. A&sociaticn co~ittE:es ehall have equal representation frorr. each division B8sociatiun. Oommittul.. bhall inve&ti-gate euch minutea as rr.ey be subILitt,~d to thelll anJ. ,,-eke reJ.orto an..i nectlto.sary recomendetions to the Board c.,f uelegate£J end Boaru of iJirectors in wri!oing .. _. Meeting of any corr.mittee mey be calhd at gny time by the Prtsident and/or Ohairman of such coamittee apfointed at it's firLt meeting. The President shall be ex-officio, a rr.ember of all con:miLtees. '1 Bill Lashs "In eSllcence; ITile cOIWllittee must l:L8.ke reCvlLena'1tions to the Delegates to the Board. of uirectors for any new busint;ss they wi6h to coniluct.' II Followt;d lenghthy uiacusuiuns. -- Stated I We would folloN thi8 proposal. vie heve to i'ollow tLis, letl u sbrc.e to the name of this. N.A.C.S.l., National Ausociation of Certifit;u bki Instructors, was proposed and aaopted ~s the n8~e of thi6 cOllfuittee. Motion n:.ade to adept. this draft proposel in €ecence by Joe harlecker. George seccnded motion. There "8S some d.iscussion BE to 1Ihether we lJhculd incorporate at ti.ie tin.e or whether it is neceEsRry. It 'ties suggested that a resume l be 6ubrr.ittt;Q of quelificstione of tt.e IDt::lLbt::rsnip present at this n:.E.€ting. SUbg.estit.,n meJe oy Willy ;:,chaeliler. Qualifications I Ed. Ht:9th, Teaching for 20 yesrs - on anu oi'1'. i>neiuent of ¥'.W .S.A., two years.. un the e:hamining Board three years. . .. .I / - c._ "' Bills Wh~t we are trying to tet into no~ is a means of getting from one traverse bRsic to the next. We can also te9ch a f{;'~/t(;ings--ed!:':.e control. 'lie are not epl.n~in~ ~ lot of time, we are not drilling the stuuent in the unow plo ... Jim Johnstons llo yc..u h"lve any hand position in the bnoW plow turn, if not do you think it is a dieadvantage~ As ~o far down hill running position is the only mention of hends. They are in a rt.lexeu running posi~ion. Hugh - Traverse. \'ie assume thE; bOdy position, WE; elLpil9l;liz€; anc;ularity, boltling, trAverse. Anklt;s, knees, bips, ehouluE;ra ell et lJllL€ an!!:.lt::.~(. uo t:1l,phsuize angularity all thl. WBy tLrough. It dept-nds on the terrain. If it is sttt.per we do have 8 little diffenntial. To 1:l[,OW ang\...larity 1 will leave one pole uk" els Are you teaching hends as heving.anything to uO with this~ As Not tt::aching ~nds yet. Alfs Flatform, starting in a traverse position. Bills Here we do not spend too much time with it. Q, llo you have any lead into maneuver to get into thist I noticed there wae four kinde of tninge. As At thie point 1 de not tnink-- (this thought ''''9S dropped) Jrs Obtain platform in traverse, arm back at tnis Rngle, knees end qnkles in. WillY s Do you haH many ment.uvt;;rs1 As At this timt. we d.o not. Willy s It is extreruly importent to get this starting meneuvt.r. Joes When you o,re demonstrating t!iis--wht.n j~U set. a stuQtnt come across do you let him just open okiis1 Bills All Y'/e ere doinG it, I.lelllonutrating this anu hoping the student g,t.ts 801::;(;; ser:.bl(.nce. V/(. opt.n Doth ukiia. Ken Riggss Side Slip. In this men~uv~r, we ar~ using rclt-A6b of eUbes Y'/ith our knees and (Jur aniles by rolling then:.. out p.n-:. If-tting tht.:r. eliie. Tllis if;; a ratner difficult thing to do. 'lihat:i 1I.een to ~n:phqsize is release of mt.t.6 ... ith ankles. Your streight aide slip is at dire.ctic.D of engull'l.tion strai6ht clown slope. ~Jatch in direction of travel, if you drop b~c~, it will tt.nd to make you lean back. els Are you using tht. fole1 As You can u&(. the liclt. BE; a crutch. Use them for a teaching aid. Woodys We are using it as ont. uf tne greatest teGClling, aida. .' - ) - Billl This brings us into turn into tht hill. ~e ar~ trylnb to apfroach the studento'lith aD little a8 po~£"ibl€, try not to conf\Ase hill!. how, our turn into the hill where this becomes so evi..ient. This it, tilt. crutch of skiing. l1.ub<JfI. Turn into the hill with cur edges, turning power, and un'o'ldgrlting. It is v€ry critical at this time tMt the student g€.ts all of this. Buu, In the. first step we are teaching the otudent edge control. In doing this exercise, at first the student 'liillheve gre'lter aietance between his skiis. The dist'lOce will It;iwen. Mechanics serne as for forl'lard aiae slipping. ~I No unwtighting? As not y~t. Straight forw9rd and backwards. Q., What do you call this? A, Tuen into the hill with uae of edges or forward slipping. \~ooJy: 'Ne teach 'rlhere we !Jut a little heel thrust. Jr. This is what we are aftE-r. Teach ~hem to do this ·.. . ith forwara r.:..otion. This is one of the (..xcrcitl~& tnat is part of tnat. ~, liow much <.iOt::8 it help with eo.ge control! A, Do yvu ~ver i,ct too n..uch prscti(.;e of ~d;;t. control? Junior demonstrated forward side slip. Woody, We are trying to stay as relaxed as we cgn. llo>'l we CCirI.e to the oecGnd step--turning power. He will use the h ... d thrust typ£:; turning p01'ler. 'ue art. trying to teach p€.ople to ski with feet first then '.-Ihat €v€.r Y'"'U went. bhouluer&--upper body--.\~e put forw13rd slip togeth~r with h~d thrust. You can use unweibuting here, but don't make any lli~ntion of it. U6~ it in dellionstratin6. ~tart in traverse r€:l€:aaeedbcB 9nd thrust. If student picks up tnt. unN€:i6tlting her£:; from demonstrations, 60 lLuch the bettt..r. Willy, We don't te9ch hebl thrust yet. In tnis C8se 1 w0uld QO it un 8 conveA slope. You can do it very safe with 8. u.iniLLull. vi' ep.ed. Jrs Th'!t ib e.ige control, n~ hgve g~nt one step b~yond this. Hughs 'tie actually start o\,.t B.aintaining angulerity. 'lie start out with jU6t dO'rln motion. Then into actual dOlm, up, aO'1'In, h('t.l thrust, and d01'ln to set edge. I will demonstrate. Uown up ~oven..ent ae we teach it. 5tart out with angularity, down, up down. \~oody, Start cut with 8. drop. Then \'Ie ',%n't confus!; so n..any people. Bills Again we are trying to ~9kE it simple •.. WoodYI T; io is the ~~~ining of our scellops. The thing io here so wh~n you uO lin~ th~lli all, this iB allribht. Now the ~eginning phase of beginning christy. Ibis is similar to platforIU turn. We are going to include heel thrust and make e co~pl~te turn. Platfor~ turn with christy and end. All thebe basic things h.ad to con:plet€od. turn. I..pt.n skiis, whethEr it it! up hill, dO'lln hill, or both. Static uemonstret\.on givt.n byt Ken, Gelting ready for next turn. Buds Drop poles, and Ube of poles. LLoyd, is skiiding side tlsys, pest thl. fall lim ... QI Doe~; this folIo'''' thE other practices yeu ha vt. gune intol As right. Three phR ses in beginning christy. Poles, unweighting, hed. Ali' will do t.veryone of these 8S he goes around. (ski~d around demonstrators). Jr. will make several of these linked. Jr. demonstrated. ;'1oodys Hen "lgain 90 yc,u un\~€ight, we meke liC M:.ntion of it hert.tie ert.. brin6ing this unw£.ithting in, in just a rr..inute. Next, es ,'Ie seid, thebe acrOEiS hill turns are very important. \'if.: sh0ulJ. spenu wort; tirr.e on this p'lrt. You n.ight ,.Clt hev(; euitable terrain. So we go back gna do wore wor~ on these scallope. Now we art going to heve Ken bO into these scallops, gra~ually COllie uack too f~r qnd as he ~ndB up he ~ill b~ going quite a bit back. Ken Wee doing his very shallow, Jr. was ",oing (,is a little etE;~pt.r. Bud .... ill make salLe type of up hill christy .Iith unwt.ibhting. We art. i:.,uint;, to Kt..E.l' wou.int:, on it. Woodys Next phaee. Second phase of beginning christy, this is .... ith un .... eighting. Same beginning christy 'lIe have had. Tht..re will also be oth6r changes, student will bring ekiis together sooner. Another atatic den;onstrath;n fo11o',o/eds Ken is etarting his next traverse, is also sinking dOlln. Bu.d is cOlJJroing up. skiis .... ill etart to ceme up togt.ther. Lloyd ~ill uue heel thrust t;ype turni.ng power. Alf demonstrated, in running },(jsition. Jr. maue linked turno. 'Neody will make some llion scallops before we go into tilis. Bud will do theBG ecallope with unweighting. " - Woody, Here we are E,uing to start usino uki pule. hugh ,ojill use pole with heel thrust. Hughs Cne of the u8eic tbings, we touch pole ana use tnis,ojith crutch. Down, pole,up. WoodYI Use down hill ~ole. If y~u can, dlow it dO'o'ln. Kens ~8rt of uoe of down hill pole for the turn is slowing aown into the fp.ll line, end they will come out of it. Joe, In the firot one, uoe the pole tu initiat~ edge r~leAoe and klck of heels. N€xt use down hill pole to put you ba~k into th€ fell line. You weren't using both of th~m. Bill' T~io is Freparatory for initial transition. 't/oody, T.is is the third. and lSbt phase of bt.~Jnning ~hristy 1'It; are going to put pole with it. Jr. will use the poll: with eJb€ control and unwelE,tlting end with pole. No ... he will Uu€ then:. in tht. con:.plettd turn. He is cutting down on the size of the orening of i.is skiis. Q, In llis derr.onotration, he used. strictly up hill st€It. Where Jr. used pole, skiia made a snow plo'''' t;ype turn. Woody. Now, we continue to use eith~r or both s~iis. Which ewer is natural. Bl1l1 McOonkey will demonstrate the parallel type skiing,I would like you to see if you can tell 'tihen he chanbel> tl:.e style of skiing. HE; uses a lot of pole; the closer he comes to a traVtree, the !Lor€ he U6t.6 th~ unwt.i~!jting. Willy. Just to stir up interest, George, I ttink will Q(;;monstrate his teacuing sequence. Pernafs this could be aone tomorrow ~orning. George, It seems the te~ctinb sequence d€f€nus upGn the tjpt ~f terrain y~u have to work with. Qs What turns the skit A, You pueh tails out. Jrs We ere ready to go into the final stege of' parallel. Oo-ordinetion of pole into linked parA llel turn. In Lhe paet €xtrcisee you he V€ already had uat. of pole .. ith beallop at final stage of att.~ christy we introduce use uf' poles. It is not too diff'icul t to take student into Perelles with pole. Hardest thing, is to get grest"r arm end pol,€' action. JU!:Jt follow e).ercise le8\1 through to t{lie end result. Alf will uemcnstrnte-- starting with e sttW to build up enoubh speed into long ewing, just long radius turns. Ken u€~unl>trattU 6cellop~. Ut:fort: we - u - go into the parallel turn, we hav~ incfLaaed scallop in 0ur skiing, we neLd ~ore practice and need to chenge them to adapt them into our parallel. Now we n~ed ~uch more exerciae of useing scallops before goin~ into parallel. FirLt uemonstraticn Ken de~onstrated hop. will be with a hop./ With hop he brou~ht skiio around to thL fall line. Tue hop was up hill. CO!tming into the fell line was forced. Next with the should.er. Using the shoulder, ttis is al~cBt 8 reverse eh~~laer ~ith a h~el thrubt. bhLulder helpa bring tips of skiis down hill. ~e want ohoulder sgain to drop tips down hill. Watch the tips pull with the shoulder. As we brin~ the bhculaer back to the regular angularity, it brings tht, tips do'"m hill. Joes Heel thrust itself actually initiatcs tuiB action. hughs In order to release the edge we bring the st0uldt.r forwqrd. lt re.leases ed&eb &0 they will drift down hill. Tdb is an advanced part of the scallop which will be u&ed leter in the advanced pert of Wealen turn. Woody. If you are forward with edge release, they ',.,ill go down Anyway, but thi£> gives it a lit-tIe impetua. Full co-ordination. Hop with greatH displacement. Georges How many 0: 'yCJu MVeI been teeching this hop? \'looay, In Brighton about one-half of the Yf;;ar. Kems It helps the student get into the fall line. Hdps get hilL over hie skiie. 'ThtlY should be able to do trlie hop more than two or thrte times.~oL,e of thE; auvancea students cannot do it tL.9t !Isn] tiIl!E-s which clearly sr.o-~s tr,ey nt-Ed tbis practice. If you have shallOd slopE:s, tht-ir cI.JnfiJ,(;nce will bt; tJ() th8t they C!ln uo it. Qs Do you "It this point tt;8ch Uf:e of' pole with hcp~ As We he VE: alre<;uy broug,ht the hop in. Alf dE-Ir.onstrated straight down hill runnint:, with poles and do.m up down motion, bE:ginning ext.reisE: of this un-d€.it;hting. AIr, r altlays Uf,E: poltl At the bottom of dONn enli un tht. way up. Bud will uernunEltratt; straibht bop. Q. Do y~u teach this strai[ht hup with tht. wholt. ukil As Act~lly the tlhole tiki should be un'~eighted, bLcauLL weight eh0ula. liE: t.vton 0v(;r LIdia. ~o '1I(.t.r. yc..,u un-weig, ht ttt. to.ntire Eki is un,~eighhd. Alfs If I haJ. a hsra Sll,ooth burface 1 would Hop with slight diuplecen:.ent of oki. Alfs Ana. ["!Sa in, I WGuld tescH both ways. Hugh, Hop tlith greater uispl'3.c€fuent of skiis. 'vI'oouys Hop on the otht.r ciue, / ,/ / / - 7 - go into tht; shert B'.;ing. Chgngt, froID cne tu tht. othEr. ~. Jim, uo yuu turn both teaching tips gnd t'?ile1 As As in/';:t.dhn. Jr.' Will you ao sbort s.;ing. II.. ;lab uecilit;d to go do.;n to B ll,orf;;; ohallow elope for tht, final rt::fint.lL.l-nt uf llllort swing. Q. That appeart.d more like Il.allibo. As Hugh, do Mambo. Alf ao SHort swing, ana Woody do short sWing. Down on a mon shallow slopes Alf', ~traight uo.m using polt:s, "down touch, aown touch". Buds Straight down with hop. Kens hop ;lith u.isplac€:ment. hugh. Hop with greater dieplaceffient. Weodys When you firut sLart thlSE hops to tht, sidE, in a cla~6 someone will hop over the pole, he will plant tht pole then will go ~ne ogher way. Tell them to keep thelL out of the '/Jay. Woody demonstratE-a 6hurt s'Ning. George did you say you ert skiing with both skiis equally weightea? As As mentioned before ~BpEcially in powder or crud. In uE-ep powder you haVE- to be floating. Qs How de you eAplain holaing thLir skiis together? What CBUBt.b it? So mnny people can't learn to ski parallel. As you heve to actually uevelop muscles to hold tht.IL. together. Gt.orgt.s Tht.rc wae LLore prebl,;Urb on up hill ski. In tE-9ching I tell peoplE their body weibht is on their ao.;n hill ski. As Basic position is on down hill ski. Georges You can't possibly put 'Weight on ooth ekiia, you hav~ to ue~ pr~oeur~. us~ preB~urizing ond w~ight of ~kila tot~th~r. Anytime you go acrOBS, you 'tlill have nort. on tbt. lotler ski. Joe, In the bop approech, dOte enyone ft:.el the finishe(.l preauct shGuld have a hop in it? iloes it heve an opening of skiis in it? Alf's Tne hop is a little aheau of tht:. finish~d product. Rolling of the tips is very difticul t. We are going to have to stell, with it. Jr., Drift hes a very g:od effect in starting f'ro~ a stand still. Gecr~e. your school do yuu teach do~n stem, up stt:.m, or b~th? As Teach opt:.n skiis, either, or both. Do not cvnfus€ st~d€nt. Kt:.lp it ~i~~lt:.. George. Your control is in thb oki which is ~ubb€d aown. bo actually it lliRkeu no differbnce wheth£r you teach up or do',m hill stt.lll. l"irct it I::,ivt.a etl.<utnt something to elowdo',m with. ~econd at> a push off. Jr., Tt.aching sequence rE:il-eese of edgE-E to open. George. Deptmda on thE:: terrain. Jr., you will work on a gcntl~ slope. :a you go etraibht out on s atE::Cp slope t~ty will rt6iet it. DiscUBsion follow€d soout advantages or rEi8S0na of btcn;., E;ithE::r dO"tln hill, or up hill, or both. .~: /\ PROPOSAL9£.. CERTIFICATION COMMITTEE IE. ~ ~ CONVENTION ADOPT£D -.O...N.. -MA-Y -3-0, -1..9...5--8. , ~ALTA , ~UTAH The NSA Certification of Ski Teachers Committee recommends the following in the beat intereat. of the aport of aki ing and to provide the highest qual tty shi instruction for the ahiing public. 1. The policy for selection of the N SA Certification 0." Ski Teachers Committee Chainman be revised so that the Chairman must be an active certified instructor who has served as a member of the NSA Instructors Certification Committee during the previous year. 2. The poLicy for selection of DivisionaL NSA Ski Instructors Certification Committee membera be revised so that the representative must be an active certified aki instructor. (The reason for these changes is to assure a reasonable continuity of operation from year to year since the Chairman does not usually receive hia appointment until late faLL and his report h due in March. In addit ion, the committee·, , feels that in order to understand certification requirements and to advance the quality of instruction the Chairman of the committee muat be technicaLly qualified on a current bas is.) .It' The Certification Committee, with the exception of Otto Sfeiner who was not present but waa represented by Ed Heath of the FWSIA, recommenda the adoption of the above and approval for the necessary action required to impLement the intent of the foregoing proposal. Further the commi.f,tee feet's that additional delay in establishment of a means to better implement a National program wilL adversely affect the stature and capabiLity of the certification program • ..Joe Harlacher George Enge l Chuck Hibbard ..Jimmy ..Johnston Kerr Sparks WilLie Schaeffler By BiLL Lash - Co-Chairman Ed Heath PauL VaLar -~~ ----~--.~.~.--.~-~~-~~-~-------------~-~--- NATIONAL SKI ASSOCIATION OF AMERICA CERTIFICATION OF SKI TEACHERS COMMITTEE 6811 South Meadow Drive Salt Lake City 17, Utah July 28, 1958 REPORT OF THE MEETING OF THE CERTIFICATION OF SKI ·TEACHERS COMMITTEE OF THE NATIONAL SKI ASSOCIATION OF Af.fERICA - MAY 27-31, 1958; ALTA, UTAH A resume of the techn ical discuss ions of the NSA Cert if icat ion of Sk i Teachers Committee at the Alta, Utah, meeting May 27-31, 1958, is a5 foLLows: In aLL qivisions the interest is towards the short swing or the new technique. The change in approach to teaching seems to be dependent upon the rate of proficiency in the abiLity of the instructors within the ski schooLs to perform and teach methods of the new technique. It is agreed that shoulder rotation has a place in our free style skiing, since it is used in one form or another at certain times. Rotation or the modified arLberg is stiLL being taught as a technique by some of the Largest ski schooLs in the United States. In other schoo~s, it is used as an eLement of the downhiLL racing technique. One fact remains evident concerning the new technique, however. Theskiing pubLic is demanding the new technique in alL sections of the country. Thus, the certified instructor must learn to be proficient in ~is demonstration and teaching ability of the new technique-short swing. It is now evident that considerabLe confusion exists among the skiing public concerning technique-the modified arLberg and the shortswing. This is partiaLLy a result of criticism (lmong instructor!) and BId 5chooL. of one technique as compared to the other. Unfortunately, the criticism has of ten been made in pub tic or in sk i pub L icat ions. I t seems unnecessary for one instructor or school to beLittle another in pubLic. This onLy tends to degrade the teaching industry. Salesmanship within the ski schooL and individuaLity with the individuaL teacher is to be encouraged~ and it wouLd eLiminate individualaLity for any organization or certification committee to advocate a unification of a teaching technique without versaLity provisions. But there must not be public argument. Thus, the need exists for more meetings of key ski school and certification personnel on a national LeveL to discuss problems of mutuaL interest to the teaching industry. The new technique or short swing capitaLiized the conversation of the meetiing. Some schooLs calL the body position reverse shoulder or delayed shoulder. The division repre~entatives agree that upper body turning power (rotation) is being d&€mphasized or eliminated from the teaching technique. Snow pLow is being taught without rotation. Emphasis is on edge controL, body position over the center of the skis, and weight shift is used sLightLy to faciLitate the turn. The s~ouLders are not brought forward but foLLow the direction of the faLL line. Hand position is not stressed. It is feLt that the snow pLow, theoreticaLLy, shouLd not be taught as a controlled manuever. However, it is taught in some areas as a controLLed turn because of traiL or snow conditions. For example, the snow pLow is taught with a wide stance at Stowe and with a narrow stance at Alta. ALL divisions are placing more emphasis upon traversing and the forward sidesLipping steps. The feeling of some schools is that the straight verticaL sideslip should not be taught, since it is often a difficuLt excercise. The forward sideslip is more important, and the time should be spent at this point. It is feLt that this wilL accompLish the same resuLts. A leading of the uphiLL shouLder and hand in the traverse is taught. The uphiLL shoulder folLows the angLe formed by the uphill, Leading, ski tip, ankle, knee, hip and upper torso. This forms a basis for aLL traverse post ions. It can be used to work into the comma position • • JUL.Y 2~), 1958 Major differences ortsc in tile um'!cl';:Jtin:7 process. Edge release ond heel tUrn or -thrust nrc' being t(1uylll on both () dO\'1n unweighting in son/" schools and on tht: upliftin.!J in otllOrs. Uplifting is held until the turn is completed or until it becomes necessary to sct the edges at the end of the turn. The stem is also controversial. Some schools make no mention of \'lhich sId to open first. They say open the s/ds. Other schools use a definite uphill or downhill stem. The uphill stem is the most popUlar. Stem turns arc coming back into importance. Some schools call this entire transition between traverse nnd stem christy the stem turn sic!ge. Other schools refer to tlds transition as the bc;;£nnina Christy SUlgC. The fact to remember is that the stress must be uron the sidesliprJing and turning il1to the hill manuvcrs in either approach. The degree or amount of preparatory (counter) used in tllis stem phase varies too. The Kruckenhauser (Aus t r i an) system uses a s omel'/ha t pronounced preparatory movement to the point tllUt tile lo\'/er hand comes ~o a position over the center l inc of the sk is. The other apporach is to bring the shoulder position to a squared line ,'lith the direction of travel of the skis. It is a counter but less pronounced. Again tho variance is influenced by the nature of terrain. There is not time available on crowued eastern slopes to allo~ the student to remain in the traverse position long. Trail sId inc,' also influence this position. Where slopes nre open and less congested, much more time is spent in the preparatory position. Do not tall<: too much about the word counter. To r.7c.ny people this impl ies rotat ion. Stem christies arc used in most sections of the country. All techniques place tmportance upon the transition manuvers-uphill christies-christtes from the fall linr:!-up!lill stems into the fall line-Gnd tip drift into and out of the full line until thr tr'lnsition i~; (;OmrJi"lr-d. Stnm nhri·dio.'l vary also il1 uphill (lnd lOl',0r stem. The pole is introduced by mcwy schools at this stage. The Swiss influence in the United States is towards the elimination of the lise of the pole until the final wedeln stare. Many teachers abuse or' misuse the pole action to the point that they neglect fundamental,s. Teachers shl'uld attempt to practice their shortswing tech-niques without the use of the pole plant ins in the stem christy and parallel long swing stages. Parallel long swings (pnrallr..t turns with dclnyod shoulder or basic commn position) nre the basis of the short swing tochniques. No upper body rotation is taught. Again,pole use to be!_ in the unNei[;'hting is debatable. If the pole is planted, it must be planted as the upweighting or lifting begins. This is a critical f(!lIlt of instructors in their short swing dem-onstrations. They plant the pole while they arc still sin/~ing down. The result i~ a jerking action with the arms causing high arms and shoulders. The thinldn~ on shoulder rc't,liion on the pnrullcl turn need!; clorificution. Most schools have been teaching upper-body or shoulder rotation for years. It is difficult to change this technique in the te':tching approach without confusing the student who has Learned rotufion. This situation exists becl1use some instructors h'!ve plClced over-emphasis upon rotat ion as a cure-all. They have failed to bring import~nce to the basics - edge control, unweighting, and turning power. 'Ne now reali::e th"i turninr, power is better utiliZed at the center of tile gr-avity of the body -. hips. Tenchers should try to reltiember that the critical element of any, turn is the inception-getting into the fall line. This is accomptished by edge control Gnd un-weighting - turnin!J power is use>d as the> turn l('nv(~!> 1I1r '.Ill linf' into th~ new traverse. A method of effectively tyin[,' tii(' new Clpproach to the> ro-tation aPf'roach is to differentiate betwe('n deLcyod or reverse s/Ioulder with a subsequent new prepnr,-dory position and the old shoulder follow through thL1t progresses as the turn is being executed -- there is a difference. 2 /R£PORT OF TH£ NSA C£RT IF ICAT ION COMM ITT££ JULY 29, 1958 The success of the certification committee meeting was expressed by everyone. The response was tremendous. This was the first time that the entire representation of the seven divisions of the committee met together. The meetings were conducted on the slope each morning for a discussion of t~chnical problems. The afternoons and evenings were spent in discussions of administrative problems of ski school operation and management and its relation t.o certification. Certification standards are generally high throughout the country. Some divisions differ in certification policy and administration. The US£ASA has, for example, one classification of certification while all other divisions have two -- one fully certified instructor and an associate or apprentice instructor. It appears that the trend may be evolving towards one certification class in some divisions. The standards for associate instructor have become so high that there is little difference between the two classifications. Some divisions aFWSA) feel that the second class (full instructor) is necessary, however. Since this denotes a skier of exceptional ability. That is, a teacher who is well enough qualified that he would be able to operate or manage a ski school. Actual examination procedure remains close in all divisions. However, there remains a wide difference in the method of scoring candidates and evaluating passing grades. The percentage of candidates passing over the total number taking the exam ranges from 16% in one division to 53% in another division. The difference 'in these percentages may be because of the pol icy of some divis;ons to place greater emphasis upon a candidate~ free-style skiing ability. Where candidates are gradQd critically on their froo skiing, the indication appears to point towards a lower number of successful passing candidates. In divisions that score with emphasis upon a candidate's abiLity to demonstrate, teach and understand fundamentals, the percentage'of passing will naturally be higher. This is true because of the weight given each cLassification, i.e., snowpLow, stem turn, etc., will result in a rather high average overall because of the predominance of more maneuvers in the lower stages of learning. Thus, many of these passing candidates might be excellent teachers and demonstrators in the lower stages, but they might need experience in their demonstrations in higher bracketn. Thi3 situation is created by differences within the separate divisions concerning the type of teacher that is needed--that is, teachers who can instruct beginners. Overall, more importance is being placed upon free skiing. It is realized that the manner in which an instructor skis while wearing a ski school uniform or certification pin influences the skiing public. This is what many people use for a criteria to judge us as an instructor. The theory of a few years ago that a teacher need not be an excellent skier and demonstrator to be a good teacher is no longer true. Certification Committees are accepting the reasoning that they can no longer only certify a candidate who can demonstrate only on the lower brackets; a teacher must be proficient in all phases of skiing, teaching, and demonstration. Because of the foregoing differences in scoring and evaluation, 'a national unified system of certification and transfer of certificates is not practical at this time. Some divisions will remain se l ective in reciprocating of certificates. It is agreed that any requests for transfer should be directed through the teacher's ski school director, for references, through the divisional certification chairman of the division in which the teacher is presently certified. The divisional chairman should then make the request directly to the division to which a transfer is desired. A copy of the request should be sent to the national committee chairman for record. This will enable the national committee to facillitate a file on this subject; since it will be an important consideration in the future of the certification proqram. f ! i REPORT OF THE NSA CERT IF ICAT ION COi'fM ITTEE JULY 29, 1958 Because of the success and enthusiasm shown at the certification meeting, NSA, an annuaL meeting wiLL be held each year during the late spring at a central location where adequate snow cover is available. PLans for the spring, 1959, wilL include the sending of a representative to the 5th International Ski School Congress to be held in Val d'18~re, France. This representative will report to the spring meeting, 1959, of the NSA Certification Committee. At the NSA meeting the committee will invite all ski school directors, assistant directors, divisional certification chairman, instructor association officers and other interested pp.ople within the jurisdiction of the NSA. This shouLd be a tremendous advancement in the ski teaching industry. In conclusion of the meeting, it was evident that sid teaching and thf!t operation of the ski school has become a highly technical business. Instructors have the obligation to keep abreast of the technical advancements. And this no longer is applicable to localized areas of the United States. The quality of the skier of today is high. The number of peopLe skiing is growing very rapidly each year. The divisions of the NSA must keep abreast of the changing trend. NATIONAL SKI ASSOCIATION OF AUERICA, C£~~~~£RS COMMITT££ BY William R. Lash, Chairman Division Representatives present ~ meeting Joseph B. Harlacher, PNSA George Engel, SRMSA WilLy Schaeffler, IntercolLegiate Skiing Kerr Sparks, USEASA Jimmy Johnston, CUSSA Dr. C. ~. Hibbard, NRMSA Ed Heatl!, FWSA PauL VaLar, USEASA Atf Engen, ISA Junior Bounous, ISA NATIONAL SKI ASS0C/ATION OF AM£RICA SKI T£ACH£RS C£RTIFICATION COMMITT££ TO: Certification of Ski Teachers Committee 6811 South Meadow Drive Salt Lake City 17, Utah August 5, 1958 £nclosed is the report of the Alta, Utah, meeting May 27-31, 1958. I would like to express my appreciation to all concerned for your interest and cooperation. This may be, at last, a step in the right direction for effective committee operation. You will recall your commitment to send $50 from each division instructors' association or each division certification committee. The status of the committee is now dependent upon these funds. This appears to be the only solution to a means of financing the administrative needs of the committee. There are no NSA funds available. Our expenses should not be great this first year. It is difficult to project a budget at this time since we have not determined the extent of the itinerary. We should consider the following this summer: 1. £ach division should send a current list of certified instructors so that a master list can be made. 2. £ach division should Send their present plans for a manual - or the manual now in use. Thus, we may be able to ascertain whether or not a national manual would be feasible. 3. Sending copies of general interest, correspondenco, etc. ALso announcements and results of certifications~ This will enable the b2ginning of a file for use in statistical analysis. 4. Sending a representative to the International Ski SchooL Congress and the International Ski Instructors Congress next season. We shouLd at least be members of these organizations. 5. PLans for divisional advertising and promotion that might be incorporated on an inter-division program. 6. Ideas on NationaL coordinated promotion of the certified ski teachers' program. 7. PLans and ideas on next year's meeting that would include the invitation of alL ski school directors in the United States. Our immediate objective should be to correlate and disseminate mutual interest information; and at the same time, consider laying of groundwork for a better future organization. This is contingent upon your prompt attention and cooperation. SinCerelY~ ~ Bill Lash, ~~n, NSA Ski Teachers Certification Committee NATIONAL. SKI ASSOCIATION OF AMERICA CERT IF ICAT ION OF SKI. TEACHERS COMMITTEE TO: Certification Committee and the Technical Coordinating Group November 8, 1958 Mr. Alton MeLville, President, NSA, has given me permission to appoint a technicaL coordinating group to study the feasibility of preparing a National Ski Instructors' ManuaL. These appointments have been made at the sole discretion of the Committee Chairman and does not necessarily represent the views of the Certification Committee. This is true because many members of the Certification Committee have failed to correspond with me this summer. The following individuaLs are appointed because of their interest on this subject in their respe~tive divisions: Karl Hinderman Whitefish Montana Paul Valaer, Chairman Franconia New Hampshire Gordon Wren Directo~ City Recreation Reno City Corp. Reno, Nevada HaL KihLman 3639 West Mercer Way Mercer IsLand, Washington Jimmy Johnson 3505 AdmiraL Lane North Minneapolis, Minnesota Junior Bounous Alta, via Sandy Utah Curt Chase P. O. Box 563 Aspen, CoLorado It is important for this group to evaLuate all the ramifications of coordinating a nationaL manual for ski teachers. The USEASA has a meeting of its manual committee planned for November 15-16, in Franconia, under direction of Spence Wright. The FWSIA pLans a meeting of its technical coordinating group on November 17-21, in Mammoth Lakes, CaLifornia. It seems significant that the two Largest divisions, one on the East Coast and the other on the West Coast, should be meeting at the same time to discuss a similar probLem. The need for technicaL coordination is apparent aLL over the United States. One probLem wilL be sectionaL differences caused by inter-school rivaLries and of professional jealousies. Remember that there are schooLs in the IntermountainRocky Mountain regions of the West that are fiLled with skiers from aLL over the U. S. These schooLs must be concerned with the teaching probLems of other areas of the country. There is a universaL need in the U. S. for ski teachers. We simpLy are not recruiting and training enough qualified personnel to meet the fantastic expansion of skiing in this country. Ou~ candidate teachers are demanding a manual - a technical manuaL, not a manual of certification procedures. ---~--------- Certification Committee and the TechnicaL Coordinating Group November 8, 1958 Page Two The manuaL tha t has been sen t to you is an outgrowth of, an out Line started th is summer in the Intermountain division. I,t becomes apparent that our differences in the ISA are the same as one wouLd find within other divis ions aLL over the coun try. Th is Out Line 2!.. lli Teach ing Methods has no t been pub L ished at NSA or NSA Committee expense. It is in no wayan endorsement of the NSA Certification Committee or the Intermountain Ski Instructors Association. This is a private project. It has been produced in this manner to avoid criticism that might be directed to the NSA Certification Committee. I feeL that the onLy way to determine whether or not a nationaL manuaL is feasibLe is to attempt something simiLar. In other words, this is presented to all divisions so they can work from an equaL basic assumption. I suggest that you do not be too hasty to revise, adopt or reject the idea of a national manual. This shouLd be brought up before the NSA Certification Committee meeting to be held in May, 1959, in Arapahoe Basin, Colorado. This wiLL enable the instructors and school directors a ski season to evaluate and make recommendations. It is this technical group that should help coordinate this information through the respective divisions.. ' I ask you to be practical in your approach to this subject. Forget personal jeaLousies., Realize that there will always be some people who wiLL be apposed to progress. Objections and criticism are to be expected, but some peopLe wilL not be constructive in their criticism. Accept the fact that there are differences in ski teaching in this country. These are usualLy vaLid variations in technique. They are a resuLt of: 1. Area conditions 2. Instructor or school preference 3. The advertising appeaL or vaLue of a certain technique It would seem reasonabLe to assume that these variations will continue. The out Line has been sent to you at my own personaL expense. I do not expect to recover the vast expense invested in this manual. However, I wouLd like to regain my out-of-pocket costs. If any of you feel that the Outline might have merits advantageous to your instructors or candidates within your divisions, they can be obtained at, a price of $2.2~, to certified people and $3.00 to candidates. It is suggested that your committee allow the divisions to buy the manual at $2.25 and reselL at the $3.DO price to candidate instructors. My best personal regards to aLL of you and best of Luck. 6811 South Meadow Drive Salt Lake City 17, Utah BLlt! YOG~b~'ki B iLL Lash9 tZ<z" instruction, Chairman, Certification of Ski Teachers Committee, NSA |