Miscellaneous

AZF_Misc_nyk_Part4

--.. .. -.~ ... -. ~ ... -----.. -.. ---.~ -.5- You oust know that too. The point I 8m trying to maKe i. this: One might say th9tt~aohing direotly for teohnlQue 1. sort of the littl~ red sohool hou~e approaoh. One really ha. to do more than thAt to be effective. Now I em not knowing 1f you do more. that is up to you. But mostly I am th1nking of things 11ke taking the Whole person In. For lnstance, if y8U would heve tripe ln pert of your .ohool tesoh1ng, tAke guys o,n trips, you know. They would leern not only thet they have ~d teohnique, but t~ would leem verT dlfferent things, thjy would leel'n to oopy w1th different situations. They would have what we onll -group feeling or unlt feeling.- Thi. i. probAbly the highest morele bullder that we know. Wban yo'l h8V. 8 unit, they oen do 8 lot lIore thine' than when you have Just one individual. Now unit feellng we know frow the army. If you went to have 8 good fl,ht1ng arm1 you want to hAve 8 unlt, you want to ~tr.nlthen the un .. feellDI or the member8 or thft group. And I think that hal not been maximlzed teohnioally, beoau •• in te80hing sk1ing you have. lot of people who oome in the group and hardly ~oow eaoh other, and then th&y go out and get 80me teohn11ue. Well, I th1nk lOa. thought 8houl~ ~ gl.en to the ideA of hevlng groupe, irouP8 work1ng together- for B whilft. Nothing i8 moN' 8xo1tlnl (or II groupe than beooming III group. Por lnlltATJOe, heve 8 trip or SO out for an afternoon on~ do eorneth1n, of thet sort. The 8klerl might not be 81 teohnique oon8010us. but they woul~ get more oon­f1denoe 1n term. of belng members of a group. I 8. Just .u&- i8t1ng thl1 81 an 1dea. It ie probably very l~pr.otloAl. But Er~. of working ~881nBt thls lnterrereno~, this rear, II1f­n lousnel., the psyoholog10al, thls might be sowethina to 1 sbout.- Another ~ootor: -And Just to Add, the psyoholog1oal mo~.nt doe. not appIY only· to the beg1nning ekier. And I am • I1ving testi­mony to that. Beoeu~e you try, you try .ery h'" end you ~on't suooeed, snd you g8t yery frustrated; and I A8Rure you that to 18. lour lnitruotor go down without an1 error 11 one of the lIO.t frustrat1ng experienoea you oen think of. Om~ of _, .o.t po.l­tl. e l.arning exp4!1'i4ltDOeS "lIa--flnd ~lr I hop4 you don I t .tnd-­. e.1ng you rall ln 1952. I th1nk it "aa the 1.lt time you tell.- ~d. r,tQr: - You had a que lit 10n." ~ rrqm 8 ;~ -I think 1n my oxperienoe se.n this id •• ot re.r. was teeonrnr e otRn, an~ I sBld, 'Maybe lOU are a little .fre14 of this Ilop4IJ t He sold, 'I h9ve !l phobla.' Anti it turned ou.t he W~I wrltln 8 book on psyohiatry or psyohology, end he sald, 'I'm golng to use a lot of thl. "turf.' And I e.ld, 'Well, you teaoh me bticauII8 r Kont to (1 n~ au t how t.o t..aoh • P'" r80a who 1. afraid of the .lope.' Unfortunetell, the .lo[~ ~oean't have t. be very ._ •• p for the b~ilnner. The next ItftS. t •• little .t •• per elope for "'th!! int8rmedlate sk1er, 8n~ we ha •• enen aeen lo~e of the experta who fall apart at the eeam. "hen they get on everT .teep slope. Not ell of them of course.- •• . , E:,",9):_P~!l. .~. l~'-:£~ffl'E ("lr): ' I wc'll~ l1kfl to l:.lep.t JJ("\IlHt oomment. en"- p",rhAp1! g~t 1'!t1fT',,! iTSlCtlo!I'1 ClrrUC"otlon ft'(\:H YOllr very good genera11tlen. Tll'!'! :)rlf' whIoh l)"H·ttl~1.I1FlJ·ly ~trllck U'~ 18 the POI- 81b111ty of the ltlt;1T.ll1d~t:10n of th4t pt,\1(lent. Some or U8 f'181 tt1f.lt thlQ 1s a v!!ry AhArp feotor 1n ttl1J Incy of contlnt),1t1 in the student.' oO!ltlnulni to take lef'BC'lt)s. l~oyb~ to stliart the bell rOllin" I'd euggoet one thing whloh "'~ (.1f) so that •• won't in 11!11~at. th~ I']tud~r!t E\n~ th4!rt9by )01" the floor with hl~ end ometlm.~ n f~w extra buoks. W~ tnnl~t th~t our in­struotors do not pk\ b~yon(' tho 8bl11 ty or thl! 8tud.ot. In other words. th~y don't mqke their aemonstr8tlcn~ b.yond the realm of roas1b1l1ty •. It 18 very nloe Mhon you "1"'8 te90hlnl t~. beginning atlltll! ohr 1 Iftk\to com" out l! m!3 k~ y f."ll·r-e 0 t <.1ellon8 tre t10." but 80me of UA reel t~~t by ~olng thl. you m~k& the .tu~ent f.,l 'Oh lIy Ood, 1 oouJd nnv~r do tt'. 8(tttnr to oOllle out and m~k. 8 sloppy <.1emcl~tretion. whioh lR oloB~r to hil aotual ubll1ty, 8n~ then pol1nh it up ~urlng ~le olee~. Now I wonder ;.rhethGr there ~,r. other people "'0 feel (\!) stroogly about this lntll!l1~Rtlon ,RSpeOt. tmd if ·'Wtt oould hHve a dlsou.llon. or oould you gentl~ruen1~ A ~l. .one ot. ~'tl8._~oQtorfJ: • I ,",ould 1 \\(~ t<l .'orr.w.nt on \ t. I th1nk that the tn~tru!"'t.or tn aId 'nIT, h"ll" t,.' tnk'l n goorl look at himlutlf beo8uee r thtnk Flk11np; lOAtl"llot.01'1!I Arl') very .p.ol"l people. They hElvl't ""voted the 1r 11'88 to A pprt tou19r "VOl't. they get 8 great IllSrll N'w8rds for th9alsrJlvol! out of 1t, I} great deal o~ their own B"lf.~~t.em co~ee to tR built into 1t. Belng honeet, "kilna i8 so exhibitionist nport In the p.uu,.e that 1 t 1. ~one in the oomapany of R greet ;(lnny other pteople, eod w. eN none of lUI lmmuntl to enhanoing our Cllfn r.elf-eet6elll by dewonetrat1on of our "p"clel prowa88.t t ogree very nluoh w1th you. I th1nk 1t 1, unwise to go before A group c( skiers whether tM,Y be beg1nner" or lntermedleteJlJ. ~nd 11:1medl"t.iy lm­pNJ81 th811 with ell Y'Jur f1n'!Jl'Js, Bn~ 11.111 th~ (finoy thingll TOU oen pullout of your l"iJpetolNI rlght rt the Flpot. r 8~ thloklnl now of A1f. (Inolc.'ientelly, I hove neve)' taken" ,,)(1 l~st'on. I hay. alwAY. purloined them by watohing oth~r8.) And Alf I th1nk 1. 8 ve ry goo~ .xa!D~l. of 8 .\rie I' who 18 ra lrly ~ f! "'1 to lml ta t. b~O.UD. there 1. 8 tHtrtA),n k1n" of artl~qlstlon tr. hiD mO •• Mn'.-­thBt ltl, it 1, easy t<" O"tr,ot the ."rlolu oOIl'r.~rKlnt. tn I gl.en lIan.UYflr *",t he h~" de;on.t r~ te d. The t"" 0 rt 0 tM r ex tI'~11I1t11 f1ne ekiere who ~o thl. in 8 h1.,hly pollehed W~1,wh.reb1 tM ob~.r~er 10 ••• hift abillty to ~eteot the oompontntl.· "I aon't thln~ th~t it 11') n.ol!tssery thet on'!! ~ ~"11~ret.11 sloppy beOfllUf!lft I th1nk again unl •• e 1t ~~rtl l10ne "f1.th gr-.ot .kl11, the 8tu6.nt might det9ct th1s end think yeu wer~ 1ellberet(ltly try1ng. to make h1m r~~l good. But In"t~e~ try to ~kl 1n .uoh •• flY eo the p.grt lou 111 r ., 1 erne ntft wh loh yOIl .u-.. _mph •• 11:1 nc ar .. dMlll'o t loflllr broulh ~ out e""n fI t ttl~ oo.t of' (lon" .. t.hing el ••• But I ha.,. wetoh~cS 8 gC'rld alany lnetruotor., be1!',1 hw" ... n e04 •• -7- having SOIIIA )'"lun;; l~HHA' in tll~'I1r olr~8g Mhom th$y UJ~y kn lW 1n the lodge FJnd 30 forth, who prooeed, espeolnlly with the moNt 8dvenoedp18Rses, to peel off down thfl slGPI' flaying follow lie and sIloo4a 1n s'"'tting;-, k1nd of eXAmple whioh is imposs1ble for the sK1er to imitate.' Modt'tretor: "You hed iJ ~ueBtion." 3-Q.l. a wan (I recogn17od 8111 Brlggst vo1o~): "I was JI..t8t agreeing wIth DOl.lg h~re. I find that Bt 8 !,"Jint in TDy teeoh1nl I am a foreigner to my 01H96, and ir r .~n :'!')I.nehow get myself 1n the1r oonfld~noo. end reduoo th~lr Relf-oorJeoiouaneel, then I can .stert teaching muoh bett.or. loan do thlft 1f 1n my pre­sentat10n of Ivh"'t I Am doing, r do 8ocllothlng that WAkes thew think, 'mAybe I o~n do thRt too,' then I SAem to reaoh them, end th",y put the ,ffort ln, end sclf-ooneoiou8nel!l8 Bort of fadee away." I ~_b.LJ2n~_?L~h~_d,o~tor~: "Yes, I think there 18 8 general poInt rwould 11ke to [ij~k~ lv:'re, nnd t.hls polr1r hAA to do w1th the method or teaohing. Some of y<ll,lt' tt}l1()h .. ~;rlytloIl1.1y. By thet I wean that you 8ey, 'I nOw tAkR illy hipe and ~h,.. .... into th" air. r tqke one lAg, ~·nd r have no welght on 1'£, 'tnc1 I keep DIy ankles flBt.' And they show y,)U t.bflt, und !lome or the people ln thft Rtudont body can follow. They 13rq U!'HH.1 to thl. kind of method. "There 18 another group of r)f3ople who r>r~ tot,.lly unlible to pro­oeec1 on an nnRlytioal basls. All th~y w9nt fa do 1~ get ~ general ld~H 8nd work it out with th~lr bo~le8. If y~u tell them About th~ ankle, the arm, Bcd the edge, And the knee, end the shoulder, they etBrt th1nking of eaoh port, an~ they o8nnot prooeed At all. And I think this diffArentIet10n botween Jlethods <1nd the dlff"rent kind!! of people you 'H"'e tfl'1~1hlng 18 somethIng you have to find out." 3..~--U!~-: "My questi:)n is A c,"qnge of AubJ",ot, And 1 t perta1ns to tesohlng ohildren. When I ~f3y ohl1dr"ln, I '}lt1.Hl 8n age group of qbout flve to ten y~8r8. My questIon 00n0nrn~ 0ne of the prob­lews thAt J have nlt b~~n able to oope very ~nll wlth--thet 1., I have not felt I have been able to solve this rroblpm. I start out wIth a group of ohildren and work with the~ for about heIr ao hour. Then naturally they begin to get tIred, 80 I have a lIttle reoess, g1ve thew a little candy or somethlng, or Just let them reate They I start agoin nnd gat the~ to the polnt teohnioel1y where I would 11k", to hnv.., t.ll"rJI. ~() th.tI T thlnk, 'well, they 'lC'l r"'[1(]Y f()r' Il lit.' J~ gllllJf'I whloh they ull 11ke bec~use it requlr~B R l'ttle competItive spirit, whioh the, all go lnto.' So T E.Hlt up 9 lIttle, e80Y COLlI'se. 1'hen one of the uhl1drf'tnPl1l8ybe I'H'lVr"n or 80, beg1rlfl to 10"e, oannot beat. younger chil.!. Then thls sort of chl1d who up to this polot •• . . ' -9-· hH2 tl~~n \"~!':.' ~r:}:)lf'r tlvfI in' my sffoI't8 to t~f'oh him gets rr:oody, 8topS CnfJf'errtlnf:. nnd t)f~gln8 to ~ry or '30:11f~VJing. ~'hat would Y"'LI t1\11l,i7,e~t I ~3h'~l~lJ do to overc(.i':">. '":h18 nhi1d'!'; ne~"ltlve approaoh to ';'/ (~ffortl; t;:) +~"lHC~l hl'll t·:) ~ik17 I ntor to t.91k '~1.th the crdId, but. t,h;:.,t; 11(~rdlf; ~ hrv@ to nt~'Sh,(")t thl'1 rPAt of thft children bee J • U 8 e I 1'18 V t" t: 0 t r ito (j 19k e h im S fJ '" t h' ~,' 1 e " r n 1 n g to B k 1 18 fun. l'hi~ t'd\f:"s :rJ"ybe five or ten f1Jtnut~H! to tHlk to him, Rnd u,nybe T Ul~y ",ven tJ'1VFl to prJ nut 'did try co "'OI/(I'1'1t~ly c'llffI':J1'8nt 8ubJ~Jct,. 't/'Juld yuu b~ ~'ble to tf>l me ttl", t'lght way to tell this child thflt th8re 18 no 8htJfTj~ in ~)lR not b~1.r.~ Able to CC'IDpetllt wit'l G flv"-Y€:1r'-o111 ordld ~ho I'd, thqt ~'''rtloulf)r l]jom~nt 1.8 a l1ttle b1.t bqtL~r7 I think tp8chtng chl1dran 1s one of the t h 1 n g s p: k 1 J ~ (~ t . \J 0 v) r B ·n u s t dot h ~ r 1 ?; h t w 9'y L'e 0 "l U e e, Aft ern 11 , the;, 'q' ~ Ll t. J r IJ S~, ~ '" r g for t I-Hl 4 r p a 8 n d r 0 r " v ~ r y bod y • - A by nne:)f ',he duotor8: "'~~ll, r w1ll r,I3VA to Ask you SOille queFltlons And go bAy')nd wh.'1t, :r'u nrt'l Iq~r.l flf,cd Jy <)f1klny,. P'lrllt, I h'\ve t.o FHlp.lyz*, thl'! 1'I1tUfJtl()11 'HI Y')U lll'~~ gIvIng 11:. Now you heve given me two eole'Dents. 'Jne 1s t,h':jt yf)U ;';dnt. to creat" group faf'llng 1n the chlldrt'ln th8t y')U h:=:lve ht're 80 they oan ;llore 88sIly forR'et tl')ln]~AlvAS end 1?;8t iilore lnt,,) the techniques. To this extent t th1nk Y0U do 0 vpry good Job 1n crppting nome Rort of g8me W~'HH~) U1Ay 80;,q:>f'Ite Rnd ~'t)rt1cl!'~~t,e. f\:ow the ga:ue 1dl"A ',lei:'r1S you would ~ ~I ~roup, YJu pr'e T,l'lylng togethf'lr. Now what ~ou ~rA doing in addition 1s ylU nr~ npperently introduoing compe t 1 tion." lnterruFted by AIl·~t~!3n instructor W'10 broug~.t l~l; this problem 1n teRohing Qhtl<.lt'e~: "Now this id!HJ of oo:,petltlon is 'Iery ll/l~Cn In1n~ A:Dndc'''lnlnd I:1Il conp8r~CI w1th tl1f'1 ::urop~8n. It 18 8o,i,ethlng wh1ch th'_'y'rl"l b)rrl wIth, '1nd t,fln ~" t''''''t.!l 11k,! t,o oee t r;elr chlldN3n C()"V:tl'3 right t"I'O:U t.rH'1 very u'9g1nning. I mye.,lf don't emphasize competition. I don't fiSt Uf' thi~ c')urae for the c h 11 d re n 8 s .~ C 0 :li pe t 1 t 1 vet h 1 rig. I d 0 i t f.i B ('; R 1 d eat t rR 0 t ton fJr trlfl chi1cron l.'f'!f~',use } don't .... Ant l~le,. t·, Cfl'!ll that they 8re th~rB in P f'fJrl) ,Qhool. I W81lt t~I~,n '.~) h.1v!'\ fIInt8rtA1nmf'lot, but thp ohllJrer ,ere nnt ~olng it th~R w~Y. Thl!Y ere going into the reoe wi~h ~ c0mp~t1ti.,e spirit, which I ~on't l1ke.- ~.2ct~r Cl.&;lll}! ·Y~a, I under'Qt,8'ld th-:t you don't w!'nt to 8tresB this toor" ~auch, but 9ppH rentIy beceu~e yeu f~el the part'tnte went 1t or' 30['lf3t'11np: y:-,tl 8re introdur)lng, for bettf3r or for WOr8ft, cJ;Il~t.1tlul1i nnd In r)ol1lPAtltto!1 you F'lwnys hnvf! w10Mrfl l'nd lOA'3r~. tiow 1.f YI'II .. In nt, 1;0 hnVA r;nllJl,..,t1Llc •• " J.lp4 th.~'ft "r". pl"'l." whet'f' you (H~n, then you Rhotlld hf.lve C'ompfltlthlll between r'(HlSOn- 8ble equB1A. N,)w 1f .lotl don't hAve QI)lnretlt1r)r) b4Jtweftn r~AI'JOn­eble e!'lu81B who Ciln eki ~Jr('ltty '""ell 1'I11k6, t,h~n you ..... {.t hSYing oOilipetltlon. Thn fp!fJ1Ing of groupnt'!8/J 1n ttlf'! olA~B 1I19KftD a lot of serlf'le to !lie beoHu96 you n~ed this In order to alleviate the fee11ng I I !:IOJ ell 810ne herfl.' App8r~ntly, for reSBons you do not know rIght now I gueAA, but for A~~~ r~Anon the oo~p.tltlon takes over. ThAt 1~ what you fiN'! r'p.pol~tlng 8S 8 problelJl. You •• -9- 3.18, -t;,1I!8ft gUY8 1008 and then they 0r,') V(H'y lJnh£ppy. Well, unlesl: you br1ng f.tCJ.u~'11J to thfl corn~t.ltlon, yr'l\.~ wl1l IIlway. hrJve tl)lr.. And th~n thfl only thing to ~o 19 not to r988Bure the young cnlld, but: not to brlng ',,':11 tnto :~o:!Jpetltlon '3nd to thln\{ of ~:'l!1:W'!8 th,-.t [11'~ re~lly nOI1oolJ1p"tlt\vn.- ~IONt oomw~nt8 hI th~ t'I',1Jl4 AV8trlnn lnntrll()t;t)r: ·Doe8 thl. not APp1,Alt=.o to othHr thln&,,1 r wtl1 la' oonCI' .. tft. I try to t •• oh the 8now plow turn; ~'tt'/~I.t./t';'t/"t/y,,'r't I h(1". R 01988 or eey.oJ well, six out or thfl seven "rfl 8uIJofHsf'..ll in the1r ~ttellpt: but the Bl!tvf'!nth 1s no·~. It doesn't T8ttfllr Mhat ege th, IUIventh 1., whet.ler hfl 1 r; young"'Y' or older. NOM th1s 18 not the oOtllpetlt1Ye eplrlt. Ok~y? Then All of D 8ud~~n thle oh116 does not oooperate with roe 8ny mor~. I O!:'ln do not.hl>""le with h1.n any more. I try to f>6rsuede hlol, And he RBys, '18m not going to do 1t anT [IIore.'· .A.!..~¥_thl! ~o~~o_~: "-"el1. I would 11kA to C:Jill'1lf'lnt on thtl. LU,e Tn any t':J8chtng !'Iy~t.{\rn 1')U h"'''fI t.n h"118 ",,..1"'0tino. You hA'ftt to, you OArl't hf'llp it.. You IH'~ p:ett1n~~' r..rour' or p~opl. who limply pel and w~nt to ))"fn A few le,,~onl!l, but th~lt. 11'1 not 1It11 that you 080 do. You h8ve to seleot, pl':rttoulfDrly ~"1Ul c~111dl'1"'n. Then thet eeventh child y~u gr~t 1n there. yOIA hfiVt! to tell hill next t1me h., OAnnot p:n'tl,11pete in thie gr,)up t~crj'J~('! hEl cUIlt.urbe utort! ttlr·n himself. Htl dlst~\rDB rf1,:,lJy th~ gr'(\up. I\n(1 I think seleotlon 18 pn lmpr.>rtElnt point.- .Anoth!r:~~~_~.?~: ·wfil1l, to ROfn"er yOIX' 11ue~tlon, of oour81 this problem Olin be ~nerl3li:UJd. In Sl'10h group of se,en even wlth edultPl, you m~'y h~'vfl one p~rllon who jUl't CRn't do 1t. ~ow ohllC!ren wl11 brfHlk out in teare and w111 take off the1r IIkl •• And we ~dult. would l1ke to do th~t, but "~o~n't. ~h8t I am trylng to point out 11' th[~t lTl 8uoh 8 clr011ll1stano. the be~t thing you ORn do l~ to lntf.'lrrupt thl" t~l\( you ere dOln, snd tlt&rt on a 00,.lp1~t"ly nfl"l on~. Or ~lee YOll h"T~ II reel prob-lem on your hAnd!. ~Qau •• th~t ftfnf'nth r"'r~on OBn nl9ke the oth~r six !!lour. So the only thing ynll cpn d'') is g6t out of the set 1n which onft rt'rflon i8 J1.ut not good Fnrl p~rh8p8 rttgre •• (or (iTe or ten minutes to 90w.th1nt wher~ thin p~rSOD will oetoh on 1ll1medletely. Ind I think euoh e t}-J1ng 10 po.n1bl. most of the ti!D •• - ~noth~_r._gQ.~t9r_: ·'Whet you are doing 1n I.lnc:'lertgklng anothtr telk fa fly. :nlnuts pf'tyohothflr~p1. Wh~t you aNt d~u"llng w1.th ba.loalll 1~ tolflrflnofl for frul'ltrnt10n, thfl 9rv()lmt r')f ~hl11ty t.o tr')lerllt. failure end hum1l1!1tlon th£lt 1,. dlffel"flnt 10 ,Hffel"'lIt ohl1dr ... n. 811 lt 1. 1n TArloul ndults. Th'!!l"'e lR no N.t'Il "olution to this 1n your situatlon. A s1mple th1ng one might do th~t wi~ht 00- oBeionellJ Mork 18 to t~kfl e 81 •• n ohild who hn8 fellen on the oours. on e turn and tqks "hat 18 worthwhile rrom hi. perf0ra8n04 and em;'ha.l~e th1s. Ir he di~ well in running Itral&ht ~twe.n the gntell. you oould OOllllM9nt on this, end then A"Y hill turnlDf needed a b1t of lmproYerlHtot. So you oould meek to roe.lnure h • •• -10- by rln(~lng !'!')ne eletll""llt th"lt you coulCl aOLDIlII'lnt fsyorlbly on. Oth", rwie.- th(> ~)robll!tm 1 ~n 't-, !oluble and could b. 1101"80 only by oh~)nglng the rJHture of thfl tRek. -It 1B tru~ th~t Arnfllr1o c'ns ere cOlllpetltl~epf)orl., but co-­petition for tho nJoP'!t r)f'trt 18 thrust upon therJ. And ,,1.0 00.­petition i8 the 'r)9jor fActor in III gr~f)t III~ny of our neurotl0 8~l'Juelt1'B 1n Amerioan culture. It h811 tOllle ~tnlthy and BO •• yery unhealthy ~epect" to it. The b811ef th!t oompet1t1on 1. always thought to be oherect~r bu11ding 1s I thln~ .ery ~l,l •• d­lng. We oan't 88 adultR help but be oOJUpetltll'e, enG you ••• thill tremendously 1n ski 1nstructorR who 8re 1I0,lIe of the IIO,t oompetitive ~oplr, r hlue e"er \mown. L1terally, 80we of th •• when they ~re el1gbtly out of (orm ~on't ski with another ,kllr, but w111 wait until they Ant baok in t;he groo"e "galn. Th" theweelyes Hre very oomp""tltlY8 ~bout thi~.· ~O~.rBtor: RWe have told you no f~r whet you 8houl~ do I th1nk. "fherF' III one thing whioh I th1nk )If_ Flgr.e you should not ~o: Don't ttlll a ekler he la no good ~nd shoul~ giY8 ~.t up.' Ryou had e queAtlon.- ~8nother AustriAn 1nstruotor (very h"lr~ to understRnd.): 'To oOIlle-beok to the-poInt ~oo- (Hs-oui""ed before 8bout ",hen we &0 up the 11ft Dnd Bowe inltruotor. ere oorn1ng down th8 h1ll. All instruotor. we try to Mork out ~ unlfl~d Iyntem th~t 18 un1f1ed 1 n e v ~ r y de t ~ 11 for f'l t le •• t the fun d fj rot' n tal po Ii t ion a • 1ft.. ~ 0 that ell right on th~ hill, but we explAin thlngD when we t88oh. Now I want to go 9 little bit farther. When the In.truotors sk1 by themeelvell, they souid be 8 little blt :\lOre oareful. It 1. not 8 m~tter of foolln~ around end try1ng thlni~. How fer oen we go to do thlng~ wron~ end atill .tend up? Th8t 1 •• "ery bed att1tude, DeOftU8e when ~ople w.toh thi8, thfty eak th.~­fl(, ll'88, 'why I can dO th~t; boy. I'd better ,tay '-Iwey froll that group.' (r1uoh laughter throu~h here ent'! oo~u~nt' unole.r.) People e~elng ~ group of 1nstruotors cornlng down the hill Ihould feel, 'boy, that look, goo~; I th1nk by tskln~ 0 rew le"on. I think I 08n lesrn.'" A by one of t!~~_QQt.2uJ ·Well, to a~~ to who t you !ey. "e f7 r-renkly. an instruotor in th~ Rxpl~n~tion h~ ~lY@. to his ,tuden'. "~8n't know 1I0me of the thing. h~ dO@JII. I "Ill tfllw:lng now .bout lnetruotorR •• ~t toke. 8 goo~ deal of tl~e 8n~ 9 goo~ manl que,tion. from;,exol!lptlonally 1ntelleotu.l 8tul1ent to flnd out -hat he 18 aotually dolng, The lGiportent pArt8 ere oompletel, o~ltted--~ennlng that, If 80 ant'! 80 ~kls end J.monetrpte. there­by th8t th1s 18 tile wBy to ~o it, he will orl\lt ylt.81 al'IMDt, of wh~t he 11 dOing,- •• -1J.- ...;. by ~ IJf"ln: "In t,II'") n~'flE' of 1,ljf) 1111;1'1] J'Ot,~!'IJ rd,Ul1nnt verlnAI the JCHt ~-;;:l-() O'Hl 1''''('11 by oopying, to y'J1..l [11"\<1"1 ''l c'e!)omlPen<1at10Il t}1'3t we I'ho,)]d try t~ pet :Jlorel luJlt fl tton. or 3~H''\'~ld we epl'>eel to tl'1e lntE'l1ect7 r th1nk you br(')u~ht; c)ut th~ point ttp~t th1s ',U'ly co",plet~ly tfl' r a;)Clrt thl~ r'~r!lon'!-l mottJ~!I~ I,Hltil he oan't move flt r~ll." A bJ dootor: ~l thinl;; 1t tfl lUI! llIl~'ol'lulDlfl 1!1tutl~':"Qn 1f you -htlve ·botFi-k.lndA of l":~ople bAc,:une J1)U (")rrU!'lf'! thqUI. But I thinK wl1~t you ought t') rio \s try to kl!nr' U'(I two ""i"~rl)te, If yO\l InlOW 1.11 the me rnl'lK thFt you hr.,,~· 'h"~4) tw,) !' l'tPl 1n your group I!lod "Io!!f'!body I1l"lf't II' fJ rll'lo tr,efle two, try t:J f'"",tmrrlt' th.1II be­o~ uee you t'lrf.'! going t.o 8f':!e th~t theB!:l l''-'lopl~ 1"::Irn very d1fferent11 when tht'ly hav., !'vl'rrebody teaching U'tt'lfli t'1fJ1r ~j'~tpl(n. And you know them pfter 8n 'lour, you know who 1~ who In th~ group. But you should rFlth~I' r-p-roup th~rn UlRn v; try t,o COf:>6 with them in ')116 slrJgl~ group.' Mode rJltor: I. f'lea ~e, It S b1.~l: ·P1r~t, '}f'lll, if \\'" !'It.~lrt Jut by n!lt"bl18~lng the. \ln1 t feflTfnj; Dnd t.h~ rrour ft'!flllng. I t!11ni{ '1.1.)~t In3truotor, do t ll"t, but i'.'1 ('An brl~gf' R IIH,lOh [,rl:' 1',.,1' gp.p 1.(' you o-.n quit b~lng so o'Jn~olu8 of your~elf R9 1ln in!':truotor '.1nd l,.,t the .tu­~ Ant5 ldentlry them~ql.es w1th you end not with .aoh other. Por Inot:' lJoe, 1f e. fhl1d 1.!1 your ~roup goel! thro~lgh the l1ttle cour". nnd fF:lll~Q down ,1\ you c"n go through ~n~ r',ll r1,)wn tn th. ftn~ way, ~nd~fee18 th1s Identlflc Q tlon, he no long~r feelft 80 "~lr­consolous. If the), C'lO Id~nt1.ry th~t;J!'!"lYGR with you And not (8.1 that Ihel"'8 19 t Go:>d. out here trying to !'IhOtf 1!,~ holJol to 1"1.'" A by ~I ~tC?~lQr: III'd l1k~ to m'-1k~ this cnt!! ,~;#T"'rpl cO:U:D"nt on th'l ~ • I th1 nk they h'JVI3 (lon"J 8 10 t Of ' .. ork 1 n p,y!)holog7 on what they cliIll syst<1:ml'l. A good I!yatem '8 O[-l11~(~ flornethlog where you do ~om~thlng Bnd th~n you g~t ~n eV31D~tlon of wh~t you -re do1n~, t"ow this ul1.ght bf't f:l'"u,,,,th'ng t-) throw ')I~t h·!IT' •• r don't kn()w wh.t,h~l' it. 1,. pofl"lbl"" nut yOIl do I1(,y.". ft(t:~r' Illl, 41 lot of stu"ents who oOl1le from your sO!1001tl. ~ollletlrr.e. it iolght bft unple~u"nt or thret!tftlJlng t.o tr.,k thf;'Ql {'\ rtu~8tlon or ~~en to send thom n questionnaire, but you ~l~ht ~1ngle out. week when you might do thle, Jl.U,t for findIng out whet ~o <.'H!r pr'oduote really thlnk "bout un? An~ If you .]c. it 1'90 th"t ttl. Indl.Tldul'l 1nntruotor 1[11 n(lt thr~~tenfld Plnd 1'\1(') hit won't !ot v{>,ry unh8r,py 1f 8')rtlflbody f'lII'yn flomethlng. If yOi.l do It 000(1- dentlelly, you 09n g9t 30m~ really v~luable Inr0r~"tlon out of t h 1 B so r tor t h 1 n g. ,! ....... ~ ,"~ ~" ~,,,,:..... ~ ~ .. ~ .lff~·" • I aaked " IlUtrlbfllr of ~oplft h~ 1'0 b~ foNt I ofltrnfl hf'l'. ~bout fll<l •• -1,<- instruction". t <:;:u n')t g'Ji!18' t~, t"ll )'8 11 [Juch /lIb'Jut ""holll I 8'Jkt'd, '-'to. It dOt!~ n(\t neNtR8crlly InJol'l!! .Alte, It ;1I1ght lr'lVolvt! Snow Valley "'rJ(' :~r1ghton. In ft'ct, it d(HU lnvol ... otlH!r plaoes thf.!o Altf.l. And I li3korl four or fi"e peopl~, 'what do you think about I'Ikl \n8truotlon.' I thought it w •• tlJy tS!lk before oo:rltng 'J.r h,qI·~. I got a ~lum~r of oom~rJtl wh10h ~ight he? b~~n ~utte worthwhile for ROQ~ of the Bohool .. to learn what do~s tb@ produot ftl'!!l, .h~t ~o they th1nk about u~? Atl~ thfl oom.lentA YBr-led e lot: 'The guy (Hrln't pay any ettentlo:1 to rt:~ Dt 811. Be IItu'cr>~d to r •• l that I 8k1e~ better than t~~ 1~lt of th~m ~n1 ~o he l~t m~ nkl.' Well, th18 ~lFht b~ 011 "r1ght, you know, but th~t 1ft the oommenb I got. 'I reRlly Wl"..,t.fI~ ~y mon<!y.' 30 t.h1" guy 18o't going to ~o bBOk to th" flkl 8c:v·'ol. And other guy~ were Y~r1 prel.e­worthy (Rlo). Ih"y r"Jt they got ~ lot out or 1t, th8y got. lot of ~tt"ntlon. 30m~ ~ai~ they could nev~r sk1 wlth 8 par­tioularly l~rge~rour bet'l8Ulle t.h~y woulu not r~r\.Uy get snlth1nl out of it. There W88 not too muoh p081tiYo f~~llng R~on« at lee8t two or throe of th~ riv. people 1 F""ke~. No'" I &l1ll Ju"t an outs1der, but to you thi"" wight be r6~1 ~lEl:l1.rlo.ont lnforate­tion. You might w8nt t.o think eOfRetir11f!, 'how oan "'. g.,t hold of much inform~tion7' gv~n if tt'. unpl~e8ant, let it b~ talked out And you atight be RbII!' tl") ohAngfl the "lt1lE'tlon. tI Mode re tor: " 1-'1 (II~ fH~ •• ..s.._fr~_w f:'~:'l.1')_: • ('0\)) J F)lJ eiv,", ue '" r.,~· ~1 r<)ot: 1·)['!! I ?"0J.ng l,)!'.lO~C e little bit, on ~n obJ~ctlyt approAch nf dlnp~lllnr f~er "nd e.tabllshing oonf1{i~1'l" from S pPJyoholol';lnt'" L)olnt of vlew, .ort of at4l9p by 8t~p'l ',ffl "pent quite a bit of tl,f'~ this {lJornina 1n terreln ~el~otlon ~nd ona of the objeotive. "~8 8eleotlnc terreln whioh would. 'utoblhh oonfic.\snoe Rnd. dl~p!ll r.ar 113 the b.g1nner. Could you give us ~ few ~ord87~ A 91 & dooto..!: lI'w,,11 fir.t, I would 11\(3 to f~c" JOU all up "ith 'theprobfe;' I think yOl.l all kno~ ~bout. ~nO th~rl I thln~ we w111 all go into the t. I don't th1nk you real1rs how important 1 0U ~r. ror the tlm~ being when you funotion ~s lnntruotore. You know 8" 800n 9S you nr. runotionlng 9. *n 1n.truotor, JO~ .tu~.nt. wl11 oome up 8ometlme~ snd Bsk you ln~n. qu".tlons, attentlon gettinl question •• qUI!.t1. n nil whloh w11l 8omehotf tr~ to 11Dgl. thell ou t 1 n your .,ye fl. 'rhe 8e people hlne real problellls of .1- tsb11ehing theDl8'1tlv83 somehow 1n the group, and. you lave really 8n ext.remely r88ponntble Job, you he •• 90t~8111 II 'H'1'7 c:Urfloult Job. In !'IOnle lnlt!'tllo~1!I I th1nk you h~v. 8n unsol"ebl. Job, but 10U hf).,. '-' cUrrloult job. No"" heril!l you ~r8 1n the center an~ 10U hove • .,arl~ty of thlngs to d.o. You ha". to t.eoh the ?arlou8 teohn1que", you have to kfH!lP the pt"o le together, you h ••• to woke thew refill good. By no~ you have ~lready quite a Job. • Now whe n 1 t OOll~ tiJ to t h8 que 6t 10n of ~'Jnr l~. no.:!, Dr. Cl.rk will .t~rt out. R • I Dr.::lnrk: "Nc.'1<! T tlJlr'k thAr'0 <Jre B()~lq tn~lv~11.l(l1. 'l(ho ~r-e -;::;611y "fretd of.' hetl',ht~, otllers M'10 ~rfJ T)ot .. 0 much f)fr!'l~ of h~lghtllJ but Y~lue th~'lr b':>cH .. 19 ;f!JPn t,1)(1n aU)"r veoplf9 do and hl?vGt l' r~el r"Ar ')f 1n.lury. And flKftln th"".'9 Plr" ('nth.r C! •• p­rootet1 typo", ot' pr()\}.l'11fI8 th8t oharoot.~d.zl!';h~ peraonftl1tlel' of the(lf! pf)rtlr)IJ1Ar p"ople. r RJI RllJ'C you hpve .11 h8~ the tlptt of pe raon whc hug~ t ho .. lo~, w~o OR n' t g~ t AW",1' frolll 1 t. If he hf'll to klck-tur." hl'J 11 . .,19 Clown nn~ 11ft, hill; reet up elnd turn. the:u 1n the ')th'!!r d1n'lotion. -Fltn~ern.nt[il1y, J. thlr1v th~t ir w-. ~'rl'l go\nf, t':) o,al'oom. thl. type or feAt, it 1~ olos"Jly oonn(lotl"tj l-!1th ttlt'! ~~"oloPlJlent of IIkill, "'hleh nl!:l·'Ifl8 l:'OV.,~nt frofT! @,ftntl,. .1oV~f~ to nt •• per "lopes; then p48rhape on U·fIl ~!;~iI')pr elopt!.,. rl~~t t"Jsohlng the .tu~8nt' !Sollle or the f:l8"le_' .:,..t."!(~~!!! fer qettl1"':7 flr'Ol:n~ 1)1) e T8ry It •• p 110pe. For ~xl\l1lpl" _ \I~e B Double J'0Je. tum ~r pOIl.th1n, or that 80 r t to" n 1'l b lett! e ., t 1 \(.h:: n t to Po t 1 ~ f1 ~ t; h flY e 0 em f 1 ch n c. 1 n be 1 nc able to keep hln l'Jp~~:l down en~ IIIAktng it l~Gltfn b1 101118 m •• nll. BlAt I clon't Othfll·t#l~1! know, flJh0f't of p:61ng tnto pnychotherap1 wIth people you hA'Y9 ffllr,,' or hf'llp:htl'l or rent" of 'nJul''y, I C!on't know how ,rsotlos1 this 9pproAoh would bfl.- Another dootor: "L-:"t mo try to tm~wftr the qllt1~tton. I thln~ a" a--,'ine 1'81 6 r i e n t $) t ion, 0 n d i w 1 (I! h you 'III ::) U 1 d hI 11 DIG aft. Mf II rd ., wh.ther 1t would work, the lI~oSt Lnrcrt.l'lnt thl.r'g 181 that you k •• p you territory limited. By thst I N~~n you ~~0" you haT. ~ ~r~up end that you wBnt to make peo~le re~l ~~aur~ 1n the rroup. t~ ,tiok together. N\"w be £lure that YOll trfln:glflt., t:.het Into t.r­rltorisl, 8pacl~1 ~lmentlor.S--~OI1't let y~ur group 8pre~d out. 'You.:l'\ave to bq Rt n)1 t111l(teeowthow oorm~otfld !Io'lth the peoplt 1n the group. You oen only do thet if Y0U st~tt out here and your next turn la, let's roy. 10 feet below end you end up )0 yard. below. 1ft that coo r,..r1 Yes, I gut". 20 y"reh would be bvtter. You ClIO make oornll~nt8, 8n~ k •• p th~ student" SI! • ,roup, you oen oomrnunioQte. Don't lot thtlilll IItrlng out. Blu. th.!I ODe, two, thne, four, fl'9'e, 'th1s if! your turn'. If you lt9t p~opl. JUlt 10, they won~Grt '11 1t 111 turn, ~o 1 h~~~ to g01' y~ hllye to keep" oert81n emount of orgftnl~8t1cll, ,,'" you hay. DOt ••• ourity glYing ,~up. Th.t menn" t~.f!t you h--V9 " I1m1t4ld terr1torl. thAt. Y)11 ()!I1In tnlk aoro,u to IInyon_, thnt 4I •• rybod.r know. you flirt looklnK, thl1t lOU are Mftlllg. UI~t you IIrfJ jnttr­e I ted. ·You Ofllnnot do thL'II If you h~..,e th" gl'OIlP rhY!llo,.,lly IIprelld out. You hf.l'f. bee n to p~ r 1;1 ".II! r pre IlUllI0 '1 Ir 1t'J1), hl11,." too bi, • rooa. thl'J Pf.lrty 1. IJ b'II~t:. Th., r-top18 onn't, talk to •• oh other. If you heve ~ ernall~r room, not ~o 8m~11 that th~y oannot oomfort_bll moye 81~ound, Juet b1g ~nou«h, they ~NI foroed tnto aotlC'1n. Ad you, 1f you willet t.o bt th~ direotor of it, I!IIrfl flotuelly in the oenter, you fiN! a'fe\llflble fit .,11 time •• end thl1 i. your Job. •• . , ; 'J 'I '.' \ 1'1 (1:'I,"nt. )"fl. I I'i ; r , . J' . ./.- r I ..... ~ \ ). ,) T' ~~ '1 n \ 7 ~t t 1 ,) n (~() nAt '1 J) t 1 Y .,' ~l,f' "p trHt ~ tu- .' 1 .. " I~. I" J ( ." : r , 1 '! 1 -tl • " ~ \ :'! ..I. . ,', r r ~ . ' "~ ~ ': .. r' ') ), ') I ( r . .. ,'" • \ ~i .,,' \ '/ t .' j ~ , ;lr,1 \ ,,' " I , C- .. r, t· . )' ( ; -r t ..... " J ) , l' , . l' " , :1 ,1 I"" , l' ., , I \ I,-f "A} : , ~ " -' " , \. ( " ',! . (-', " i '" ) l,' i.,~~t,;·,:o.,r~"·';j, '.';~J-, , .. :' J -, :~, -_. " • '1 t.· r~JIB of 8 p~ce .' t!:l 1 '. t \ I) n E; h 1 p to _,' :: I I.~) n t3~, bythl! way'? \-: >", 0,1 <.; !, tfl:~ to .l")ur " "tP "'/f. "Ot' b'!ltng , \. ":1 f'" -; 2. C' (, t l' ) t'u t 10 n • ,'''' t:,~ . rob] e:~ 1 e a 8 t :):'i,'I,;;~i .f' ·'ll!'l 1~9~er :.' ! j :. .. 1 ,"j. . ,~r' " ~ , :') ~ I \; ~ ~. I ;. ::. ". "'1" :d the roint about , , .; I.L ~~ p" I~ e - - ".~ r'l r~: i ' ""\ t ~ t " . it l-' '" , , c tic ;,-,1 II!.) f ~ t, it. ! ~ c; : I () ,,\ 1 .i 8 r: ,:' t ",1. f, ru 1 1 d 0 1. t .. ! ~~ : • t ~ ..~ ~ ': : l ~ i. ~ ~ , t ') ,_I I ,. r q r'~3 n t . ' " ',':' ~ t' R • " '" ,< ' i "1-(1 t",';' t .... ~, t-,~, .' ro l, 1 'i ,.I "i ... U r'" 1 Y' " ! 'J C' " ·Jl'.('~~ (·r~. in ",-;'" 'i." ~:I'I ~~'J,:' (t::·'.'·I\'~'l. ext,3nt" ,lli,: 10 ' .. .r h.f·~ t: l "J:, 1 • ' <-. :'. !" J i" 0:; 1'1':' (I t. t.1 e lID- .. 1,1:,. I,,;J:' .'" rlltl t.1I" HIoc1 :'" ,;(1 ~,: I,el. Th"'re ROll,e- ,_ "<{'f' 1,;) 1. Lg • roha t ~i,~: "J r:),~ ~'):'H!t1:te9 " \r [;'1 ~,ol-,()o1. IIlla t.hf:,Y /1 'r. \ (.'\./ ~o,,'e of th6 ~,'i' ,--; ': {\(~ I u:'(, yo'.1 l~,y clown )\':' " ':jr,~;:' 'robifll:iS to 80llle ~J r,,-evhltll.t~. r.cl<:~ld 1 o:lflnge? " ;'<\ :; ~ (I \ c t, () r ~ -;!) r' " C '; H" .. , [I Y '_.''' : :.. t P:' r O''-'~.' :- p ~I U. n g C 0 u 1 d b t! 1 n - Cr't'fHl"3d '1.1' ~"~("lld ''l'f' :!t~y'1.r!t"', ~,~\C!.Dt"~,: frjf lj l';:I~er 1:1.1:", if JOu gf't ")g<'~\~'H' f lre;t; "li'~")'t, ~tV(J Jny I)t~~,p':";)ur' t:) tEc~r.1Cjue r"lCJ11Y,\Jut ":,)r~ or; i.:'~)lr'.:J, ~"\,,~~t.. 'ir'~ l,f,,.-,:.!,1,<:'r·'-R.01.ng (Jut ol1::-:blng 0r ';")e t:., 1 :l~:, 1c )ld, F! '" I. t!! ta":l • '. C),l ;:.; j"" tr Y"u GFlrl Rp8re the t111,fl. ;\s;~ Y ... .lrF-,)lf., c:',:",,~ ,;l3 \~ j'1 ',',I)rtl;"'I' \:1e ev~n lr you do WI.iRtfi F30:,', t!.'i'f~ ~".1" WH{ 11: .1.1'I"t~,:~, ,," p,f",\ll' ~,"p-fOth"r, rnrt.tOIJ-l':< r1j If j'('1'.1 ~'IP ~Ur'":j '",(Il'~ .... J'f)I ... ;' ~'l:: 1 'I~' :"'~f)',hfH' Itgi'ill "Itlll th~~l 1'4111 <Ill ;Il,cm ~\;; for 'i lO'lv,"r "I,~. ,'),yhe expel'ltllAnt1111y ~'O\l c:) n t r~ t'"l J SO:d~ t lIlitt • n , Dl !i 'p.n: "I \oI,)\11j 11kr> t,) ..... dt" ""0\' to::. ';)'}1'1 polnt" th",t; hflVf'! b~~~r) lrrr)'~~I;CH'd, f;JLlti'):l::' !:.h t rl'vn l' Pt ':OJ tU~d. w~ h""'fI n'COlo::n178d f-r 11~),iG (.11;1£: hi'~t 1~li rV':1c11e tWG r\ln~!I of pfllopl.,-­the 8o-c,<,11f!d .JCI'."C,t3fl1~d thl" ~;C)-'J,,;lli~d In:;,,11eotu81 U11ndl'J. i;O'A oln our e~HJt.f'rn :J,'1t-'~ri trHH'E' 1'3 " ~,\?rrlrl,~ ~,urnov.,r flljvlf'ry cJn:-. 'HJll the ALr,:~c ,1h.1'dGtl e)f t~:I~ t; .. ro Id'lGP ~)r peot,le 18 not -15- fe3s1blA. ,Jur C!nR\<f~r 19 ~;tI'lDt G~Ln,)o9tr"tion HntJ go.od ex­planflt10n. Children And t8f!n-agor~ '~r'e d8r1.nltftly OOPYCRts, but our purlle :!Ioatly . re lntollectu5tl !1I1nd" in the grown-up grolJp, C)nQ this 1s th(1l \>/By ~H! try to oover th,tJl--good demo.nltr8- t 10n F'nd explana t 100--80 we can reaoh b:J th k 1 m'! of people. - In the adult cln8~ee you CHn ass1gn .a p!1rtioullJr flr9a to eaoh group, ~lth the tov cless ~t the to~ of the 8lore. If you find that Bnyone wants to go 1n ~ lower cl~ss or Into 8 higher ola •• that ls maybe too 8~v8noed ror him, thaD you cBn find o.ut on the 810;.18s 1n the f1rst ten, . nut.,,, of l(J~tructlon thAt yeu ha.,e luch .q ~r90n. Then you C"rJ 'dJu~t th~A" pflople--tH'lnd them down or send them t..q.' t;(JfOl'O they :lll~ke ~l rl'-eeH~ of th~ group. If you hElve definitely Elp~)o1nted p.r".9s, th1! ls very d1stingullhable 1n a v~ry short tim1.- Q.<?~_?rlerf~u: f:lgaln: "1 think ~~"!rhqp!1 ,.,lliR l'tV,t,.f1lent of groupIng people anJ nelnta1nlng the groul' h9B been e 11 ttl. oTeralUlpllf1ed 1n its 80tu~1 preotlcF1 ] 8rpllo8tloCls.1n thet esoh person 1n your closs 18 [tn 1ndividual Bod "'~oh f'l'reon must learn in hie own r.,.ehlon. Thf3refore, to 8;") "I\'t CX~;8nt you mUfit proTide thet individual wlth ~ oertr:ln'-':rt,unt of frel!!doiIl to leerD 1n hi' own way. Bnd if you beoo,:,e to·) rf'g1:nentod or too org8n1~ed, you kill th1s epontanflJtt¥, you OJC>Y kill thls p~rllen'B opportunity to learn 1n hie own fAshion. Th~refore, ~rh~pg If toll'! were to try to flnd a looser organizatlon. ~0r instenoe, one of the th1ngs we do. to establish tbtl lncliv1duHl'a opportunity to eXlJerl­went at his o\~n 5peed is to tHlk to. t~)e group first f3n(] II"Y: 'Look fellows. sOlne of iHJ ~r8 1n better shape thAn other •• Now do you h~lve any obJeotions if John here ~M~k8A three run. wh1le you !uake two? If you do~ we'll keep you goln' !)n~ at [1 t1 ... If you don't. then by ell ~eBnA do eo. If you went to take ~ run up on the rope tpw with my ft'ro1lss1orJ, you way do 90.' -Nolll th1r. 1s (flss1ble wltr.1n 6 oArt":ln ttt-rraln ~lre8. '(ou can't tio 1t if you Are going up on th" orp lr 11rt. But I do reel again thBt, having don .. B 1 ttt}" of thln lIIot1vntl"1l1it1 1'4'9."flroh, not on a oonolusive or !"rge-sonle b8!'1i~, we lose ,1I[1ny of the iodlvlduale--the people who don I t want to b. in y group, who want to be themselTe.--by mak1ng them oonforwl too illuoh. And A. oh, I have l08t my po1nt.- Group laughter. 90e of the doctor,,: "No, let we po1nt out. I th1nk you heT •• III • ......... .,.,........-..~~-.. • . -16 very goot! polnt, I'ln fnoellent point. rhe rf1'H"",roh datlll wh10h we h~v., on ~rOllpl't 1n the U. S., ext~n(nnp; ovsr 100,00(') people, will gl"e you ~n "lJ:'proxlmBtlon of th~ klnd of rroblems you ere golng to hev@ numberloqlly. Eight out tan g~n.r911y .'11 fit 1n Bnd will s~ek 8 group ~truoture, and two ~111 not. I think it 18 eXCflllent If .IOU can tl"ke out th@(I!, two lrrHl.lfH~!1~tely, •• this gentlerUlD suggt'ste. 'rake them out '3.nd rnfer them el.ewhere to another sro'.lp. :t. think t.h1, 1~ 8xoellent 1f it 080 ~ ~c)M. -And I th1nk we all F1gr8~ h"rfl t,hflt you nh0uld t .. le. tny or the auggeationl 98 not mnr~ thHn "llgg4'lotl')"fI. &>,"" of them w111 be good, aoule lllel.Uool'f'I, nnd I enl ~ure 8011fl of thftlll Are lOUIY. But that 18 whet you t'uy. when you buy roOf'lL-Group laughter. Qo~rt'le~t:.~_~: -I (H~n't intenll to eUP."guJt th~t. ~O.UI''''' ere alr-more lnvolyed 1n the 81tuotlonll, it in etu1er to gener.l­It" e. 2.~""'lIent._ by sno_th'!r man.; "Wh9t I try to tk· 1" l'~ept the teohnique that 1 po..... to th~ phys 10Al oMpabl11 tie 8 8nd the rnent.l at.­tltu~ e of the 8tu~ont~.- -I woul~ 11ke to l~~'~ you w1th one rrobl~m we have not ~ent1on.d h~re to~ay, Dn~ thst 1. the h1erarchy of lnstruotors. You know that ther~ 18 e hiersrohy of instruotor. 00 th~ hill, and th4 students ere ewsre that they erft erreof,ed 1n ~ group "lth • h1gh-ranklng one or with en instruQtor who 18 8upPOBe~ly not 10 hot. However, thelo 8rlt not Nul olrter18. Both P'!ople IZlsy ~ 90tue11y of the AR~e quallty of lnetruotorshlp, but one 1. 'hot' becRu8. ot thing. he ~o4'. !lifter the skl1ng--h" go"" dowo ("ltter-­or beoeuAe he hee 9 n~olng reoord. But thflr~ lirA In.('j1l1t1 •• ... .,loh your 8tudenta vnow "bout "n~ h,.ve v-rj Lt"'!'t. fe"11o,. about. An~ I lIfond4!9r Wht'tttlflr you do teklt O"l'~ of tb ..... rank ''It­fOMlDOe" whioh !J81 not. of'Ixlet 8110n& you but "hloh th'!t .tudent hal fe.lln" about? - I interrupteO thl" g8ntleal8o. You hed (\ queetion ~ro~.- ~_l?L_~....:!!C?m.n_.! -I th1nk we ere 911 cwt\re or thAt. r.rhepa one •• y of o~eroom1~g it 1s not to he"e one instructor teaoh the aa .. alas! throu8hout. but r~th.r gl •• ~eoh 1n.truotor the opportun1ty to tt1aoh os high 8 olelu ee poss1ble, tln~ N)tat. the lnatruotora- · . whereby 1n.tr\lotorl of the beginner. this week, who work up through the snowplow turn, • to., 08n pe rha))8 W81 t I week and then ~turn to teaoh be~lnn.r. the next we.k. When the .tu­dent. find out that Rn In.truotor oen In.truot 811 tho.e ph_Ie., they ha~. I muoh h1gher regerd for the instruotors, rsthftr than thinking, 'for fl~. yeltr. h. hftlJ be.n toaohing • beg1ftnlnl olallS. aod he 1 •• till there. II One of the dootor.: ·YOLI l1on't know 1t but you h!l"1 ee.n aTttIng here' ro'l';"OYOr~D hour, fltnd "8 oid inatruotor. w. ba •• be.n k1nd of watohing you. And I ru~ven't leen ~ore than two Iewnl, wh10h 1. a ~~r?ellou8 qualificatlon of you I. an aud1enoe.' « . .. - ----'~ .." . wfint t~. on: H Fc,'~ :Y'; '? fr' Iil c;;:;;:: : cr,Llj ~·I. I .• ' (,r.' for'li1 to another: • AIDO thJ p3rlcd, place! at/c'. in which such t) ClWl11'1l is; a.ffected" e' The·G$1: .. . • ~. . .,' ,¥ arC' too \'10rds of: i'hbsi:.?t' Jlctlonvry, l,vt in L;·,(· II(.Jrda or mu touohGre"i', 1. t is the pas9agn frOln sM.fr le':J:red DUC';i 91.oH turns to '~racefult' parell~:l skidded turns In-::l'..ldLI~s t,:.J;~ us·~ of P018, Hhlctl £:.!J11l£>\t. happen \'11thout ,n'. \. , . . , .n. ass throu::.h or 8C;:"()B~: ~ , ' .. . . '; ~.'.. :~. nlnce there 1s a ve~y small p:n:'cGnta~,; of ~.,.:·.tn·~; t.1.llk", ':':;~ot. ,-.:,.(.t:)~:\·:~;,~ -:..:olnt~ c.trt.l1.c;ut a.O\'In tho olOl~ (fL\J.l ,linz) ~ t.b'.! ~.~J ::?:..~.p..2:1utolX 'f,l····· W);~·t. import,ant phH8euil:'i.k1ng·~;" t.ho biglea.p fro;n 1310' 'YI m~ dlocl"i ty to ~:'J!(l!'t~ ~J~:hl1u~"'a ting ok..'I,.1tl.~ joy. ~:~~ ~o ~O.5~ lnsti.'uct0).' \/l : :;. ~.. . /Oi~ OO51n tt~~,a;:,L< n. .;,.lUpLL 'i1t,llo\.\t"rll.~ot. h!l.iW~~ ',' "checked him out.'.' ell t.hic basic stance .. Nt) wur,1ier how "1ell he 'skis! ~ I~ -No .s ki~r will eyer ~,), .. RE;ALLY prof':t(!~.~'n:~ LmtiJ. h~~ has E!a.q~~ tho; ~ tt'8~versepos1tion. T(IO m,~.nJr :tustruct.ol'i, w1 ',1':' th!? m! 13take of tlpnsh,.ll[S,t' .~:;- . a pupil into e. Christr (:'h101. -!. lnevltab:ty ts olo:)Pi) which c.reat,es otl1e-!' ,'.> ~ , faulto to be correctc,}(j Ihtel' and pos81bJ.~~) in .. :ury.. COIf1pare this to h ':olfing stance or F0t~;.nr~ th3 feet 1n por:1.ticn to hlt the bullln tonnl}:· or a pitcher E-ct.t.ln:! 119t3.dy to thrO\'l. Au j.n oV9ry other sport, ',;;ho okie! , ~ must FIRST be in D. finn conf1'ient pOBi tlQn from which he must l-'iO'TE! points: 1st Hulo::}"f1vcr onc- 01:01. l"~ 'iFll'''}'' t,lt~·'1 tllf.l o't,hoT', tht.:! ~:2.r2J.r.. ok'.1 must en ',td.'I]('G,>l at' leau1.lI.g 3I'd . Rulo : T'~at, thE' kne9s shaul} t.~ 2..s· far npnr't as th·;, fet3t (boots, O!3l)ending on condJ.t i.()"Je:md terrai.n. l'bts ~.3 easlly a.ccomplished, by having thry pupil (r? tandl;l:~ f:\tl1l on tho f..l1d,,~ of toe slo;.e) aJ.vance - .. , ins :the lower hand oppoolte the lo·.~cr bJ;;;1 t.hl18 tm"nlng t.h<3 h':::n and .. 4 ' •. J. - .. * , . , , ",\.; : 'il-t,:,:, i'l1th the knees. T~nn try jwnpln: up Ei,lyi 'lm':J:l \'/(l11e t.ruvera1ng, but ,i.~ \\~:;"~: I • ":~,"T:~:" lift1ng only the t.a:! :1." oJ' both skis (1E i:.ot' M19 \';hole ski). Next ;htLve . t::~~~~:"~ "'I' ,f ": ~ .~;~{!\. tho pu~)il try [.Iicldn'< UP t1~18 trl1'of tbL~ i)[,b.D.l rId, i.;h'1JG mov-Ing tl.n~ v~. . ..,,', <. ..I J_.0 "' ., ..' ..c ' ~, (In':' and no fun and no one (or very fow) lFtnt::J to -,fork that t).a !.'cl on SOli""} U} lng tha.t'o a. sport! ~~~'"p,~""", YOll con always re-rieN .. Gv back. to nom~ tld. ncr the pupil already kno'ds' ,"" and dee s \'1e11 to l."8 f"i-) tn 1.113 confidence an'l ~:unR :.;. 1'0 si~61 i1 t U:1:,! (1 r0~~S ona tlly u ~~,-," i1l(·"r,~ id t~1 !:l S2I!.~ Bur-faoe . / (ID.!~~~~j;:;;-k~V~/':~~l~~jj~~:l/~~ A~ l'.nG,~~-;;;r,':;;e~~ll~; uph111 'l~rJ'(j -(.);:::, tL~ f Iti1 Hl~ r.' ',do 81(LOh' O,.....,...c~~ooltlon rot"",) not, 7e (~)~~l:heg' - '" pn.ld 1" kee::-:-,ing t!1.e do't!tihil1 ~:()L; out e,f th'2 F1::' :~. InE,(l 1 t shQuld catct .. ["n;:! dUlllp thQ sitier dtHoJnbill shc',:..ld b3 Blip into 1 t~ l19l'01y explain that 1f he totwey' to help· 0 ta, r't ttl>? ': ~i.. ~:0 811 f1, hu t L(r;~ l'~ le? :;,tJ en it.. aem~mb9r the baBle t.raverse peal tiO'1 Llllllt. be :malntal~lo:i,~ An.y 'o'lJ,t'l.ut,lon 1e a. fault. Usuall, t,he pupil uJ.j.l 1~l.mt to lean to\'1 I'd til.) nJ ope as uoon an the sld.n st.tl.rt a11pping (self-~rC'~;'H"\:vtlon). 'l'll1.u QaXl 1.).') o.v(jlded by the teachor 1f he holda b1u O\V'u PC103 in hls lO'i'iQr b;:).Dll rljl(} pvllo tho pnp',} dOlJfll1111 by the arm. ,ilt.h 1<1<30 hr.'3 ml:ht even put blf.! uPl')l.3r I3k'- noxt to c,,;.\I) klda t Im'ler one ,to hold him aDd prevent a l"Ur...rt~i""y .. o 1de w,J.ye .••. ' ' - the ~~y con slide I Next exerciso from th9 traverse (o,n:; !-.1.1 of ,them st:J.rt there) ... 1 1> •• r 0 l1i1l tcita the skid and " t'. incr.casln,?; the Pl"{'~'SS1.'I'(j :1'fmj.\r':'~,l.!H .:n Lh;-' f:t'G:/:'~, 01' t.h~ skis ·from boot, to' , .' ,t1plll -Seco-nd: skis (Dvoid th8 V: l'l!t :rh,,~cl thruot") 1h1L 1.:ill C~tL1.sc the tips to turn uphill th~I'9 by in;·"s<'HJ jl~:~ th~ r-lJlmin,-! rn.ll' f~{,c" of ttl!) It,;.1s· and with cont rolled "Knees ): n" - 1/ KU39n Out" (vJi ttwut '!lw,rl.~lng' pool ~1on ot upper ~·el l~~-c;. -I3it.lt ltw: h4a..; :ho;',! (JOt W~9 ;c;t--~-hniTllt tol L~){)',/1N t~rJ~' h2lll~? ~H,~ hkus ~ 'IiO s-om:::- t1-w..: : l;'.tt not. too soon! ·.. ~011. thl ~ 1s 'rlhOI't) ttln ::lIJEtr't teacher' wi th, .~. , , in~nu1ty, p::;orS9l7'eranCe, and .s\'Jeet 011 comes ::-:.:1 . .....,.-~ ... ,.~-- . '. ' . "~: in! ,. Unt.1l no:w-.(asswn1~ '. . ' .'. " . "":;L~" .:' I"'!: o.voillr3d the 'pyaQhologl'c~l:'\~ I • 1;'. -:' l i (,f~<;:,11,: "! you started from scratch) you have' purposely thou~h 1 t ':10.y b~ '9. preclpl~9 , of some 5 or 10 de ':'I't:?;t? E ~ ('Ihou~lJ he cad n.ll:sad.y \'Ii th the do\'mh1il . l"unn~ng posi tlon t,W] 8 HOvl plOI",' turin on a ;~Gntl0 e.J.opo wi th a. flat runout a.na i'/ith no fear of ha\l'.['~~ to stop). The ch(J~u.:e of terra1n 1es ago,in and goon ~os'r iI!lportant... 'lc'lun~~ for gl"unteci llC" [ .... 8.8 E'amillarlzed himEjelf wi th changlnd dire. et.lon in th9 Sl1'Y.'i plo"\'i (wbl;h you dL3n't dwell upon too long~) chose ~. rotw(:',,,,j bump oo:i.n,e' surG th8I'0 ,::.:re no obstaclGs the (boot~J) on tho abnolutc: cruet. (l'ulcr1lm) or tho L)u:Il~) i.'hlJ.o leantng on hie pole;i and shoH him that by b;-:1,vin'::' the "i:.l!Xl iln:i tai lG in tho SDt' and the' only part of thE) ::"k:t t f)'-l(:t.:.n~; :n~ON 18 lmdf);t' hts f"Ot,t II that any s\'11 veline movememt· will make the ~":i{ .Ll cl1an::e dl r(;ctJ.o~. - d? sux'e to demonstrate"' first. then go back ur;b111 at)OV8 the bump.. St!:rt in - steop ttaverse or even in fall 11ne (He f 8 alrpa6 y had 910ntJ of do"m-up-Jown eXE!rc1no) pupil "op:?ns" (avCi'.d "8trFl1") t~!lls of sldB - uphill or tlownhill makes no dlfferer.i.ce.. ',,'hat the tt3ucher 1s ,t~n2' to d,o is mal.;:.e hitl' 2'0 into a fllt1d.dc(' chD.n~c of d1rection •. No m3.ttcu"who.t devlouc metl'lodo ho Uf.lGo! ~ltA.Y "turn on top of tha.t bump!U SSG '"hat happens! Tb,>1 COffir)s more ingenu1ty. Try •• , '; \ , " tha use of the pole in tJ.·y':! ,~~p pinpoint the pivot .""""'.H,."· /' ~f~: .~.; . r": " " , ' po1nt as ';lel~ as add "liftrl to tho "~;:,~.~:mova:U(:nt "t~hlch .. l.a tho crucial" p::n."'t of.th~ .turn. ~,lbo J.\)',Gt11ng forward ·1tltb't~·pol'i should. tak.-a plac . )" .. on the"up--s1de of th . , ' ~ :. ·~~1\~·'''·<'!'" " hump ~ t.he skler SlnklnS;ti"ln the'knees ahd planted ,,' " •. I.' , .<ilLI, •. '1' . .,; ....... ''i;;.,or~st ~ the moment . 'ir:.;· t,],,:~ pole toucho (I t.tl('; enow'/' tlla '111ft",_, PC(1Ul"S "': ! . ' '. ',:;' 'J~: }. > ":" ,! . ' ,1ns"the cbane;e of , . ,t, )' .'~ eH l't.': ct:L on or pi V(.Jt 1:71rno d1at&li{1'ollo)'ed>:by: the ,,~f~":>Jl t« .. , ~<:::':~:;~",~'5'" ': . mOV9£!9nt. i!~~ t' th.) knoe s cont.!'1 ':; J':"n<~ the 9d~p~. ~n~.; r~.~lua ',' ,'>·:1~~i~:~,~.'i;':~~\): . .' '{~t,i':':(' .t·\:<~'.~:r~~, t<j·l:, 1,; ..'. ,i,;"<~";\~'o"' !'.~7,/'';''i','! " , ';However, if .it :1j,d.n 1 t \-lork: tf}w (Udn't (!Qtlle .off\,tlla,::';bum~":: I 1·· .... ,.~'~'~ '.::~t~~~: ': ;r " , 5.;] oppl1y afte:" sev"" ·'a'.L attsmpta - 1.~ . .:~!ry~1.~~!l:tl@:;~,:, ..... "' .... ft , • " '>t~~" t '\tgacher has ~om a,hl~}:~,d t.oo fo,st.. hatrc""r9fHl - r-~o, back a.!2:alI~ t.r}?'· ',\ . . ' . - ~. ,,',('::'\ ' .1~~,;'~ thln~- faml1~r hJ dO~8 ,~Jl and bar c0nf!dsnLc In. 'rt11s cannot"be '\7"'}I/''i!', , . cu.lt. oX' the' pupil in ll,)~- ]:'O,cl V fc_.'~ '. • or. I rle Btw·.'ld o;'\"H' bo a,11o';ied to bocome , . 'dlacoura~d~ In,oost c;'...:,· '3 t,nts is direc~JY' ttl.;! f-:u.,,:;,t of the teachor • .'1... . , .{ ?';) h 1m 8.1 i ve , .. ~;i ~J'0 11lrn a' (-~ood tln~0 " 1'8: (~~I blm Rl{:ting 1 1n thu1, f)1'r1,r-r of tn1fl(){'ta.rauo" 2 .. To 00 uI)1·'3 to 60 ell t.J'u;',~ ()1mult'lneo\H~1y \'iel~ld be t.h? '.dG'tl and ",hat 0.11 ski t~o.chere should otl't'iO for .. Re rr;e m l"e !' to c" t. ~'2 i., all 1) :eced.cd t:y fluent, "" ,crisp demonstrat1ons. C.L',~n.rly visible. . to tho pupil .in every det.. a1I o> I - . . ... , " ". I"~ .· ... ··"Exo.:r£erated~.The·yoLlnJ"H':,;lO pilp~.l - t!lOX"F d?mor,J.::.I·!.'n'~.ion';' le~o t.:,L1 ... • . I The ability of the t:';;::.c'-;<;r uhoulc1 nut 'f\=! '~':!:u :EJd by hm' H~ doeo it or ltJ'ht'.t H£ sa.ys but by the r2£~.J_d~: >~.P~ r:n- .791; D • tEr.·~ (; h).n"'· sIt-l.in') to a CU.tl job. I A .fuin(1· (':\l)~b:'.e Et},: able to Jomonotrnte '0 • •• , ) " :' .' , . ;" -f, ' • '" ~' r j' ',' '; ,', \' f " . ~, ~ (. I· 'l TIl1 f 1 s tIi.;=: t;~i:.:~ l:Qt.~\~U~"':~, " the. t the teac t.l.0l' mas t·:~'.··. •• recoP.'nize. He has re,. chad an impasse - ~_I¥"_ ; . ' . .:" J" 1,', :. to ~1ve, fun, the USG of bis lma["lnat1on j, .' Ple.y [all'lG S - " stand ,on one foot in a traveroe - Tl"y slmtlnt3 on the flat 01' 0. very gsntl( ~'. \ ".':·:'·";·,.~:~f.·· .' ,".\ ,.".<' ".:', - ."f~:~' sl·ope".'Ta.k~/'uP a t.o p t.\'li'nr) - At1YTHlrW It' 011,1 n~,11nrr~ ' ... h~t Y ',1"11 riot "io '"" ; < 1nteres~~(and;"\"111 e"l(~ntu:;\"11y,, be [5ulded OV:Jl' - . \ ~t'?~I;~ ... ",\ .", . bi -9..:" hump to a".parallel',: , I~;r. Chrlst~;:";" ,w1gg11ne- dm.'n 'i1.t.h polo s mcvin.':, q;)~. o}dy _ safely',with confidenc,' I ", 1, ,>1",. Eyes b~lgh.t- ',intent concentrated - and hl:'..)py. . " ". In th3 fall l1ne '11th , . short turns - 'boots to':~'~ ~her - enjoyln-:; th.r:! pl'~'.rr.Hl:.e in mod~rn sk1ing,>::, ,'p,',',' '. .. ~:,(' -bJr HanneBSchne1der~ '< •• >" ....... -~,. and helve, fun, kidd1cn! \ '''- , I I, . , " ," • .. ... SUGGESTIONS FOR II~iPROVING FWSA CERTIFICA1ION EXAMINATION PROCEDURES i;*i,i<* The examining and certifying of instructors is the most important function of the Far West Ski Instructors Association. The basic purpose of the examination is to determine whether a can­didate has the professional competence and personal qualities which would enable a knowing person to recomment him unreservedly to close friends or prospective employers, and to proudly claim him as a mem­ber of his own group. In order for this determination to be authentio and oonolusive, fair to the pub1io, the Association, and the oandidate, the greatest thought and care must be taken to set up and observe uniform prooe­dures and safeguards, before, during, and after the examination. The examination must include a thorough exploration and evaluation of the candidate's: Depth and completeness of basio knowledge of all principles and methods of skiing; Ability to ski basically in good, steady, sound form; Ability to explain maneuvers briefly, clearly, correctly; Ability to demonstrate clearly, exactly; Ability to make discriminating analYSis and effective coreection; Effectiveness as a teacher and coach to bring forth the best ef-fort and progress of each pupil and leave him enthusiastio to continue. . Of these the easiest and quickest to evaluate is the ability to ski. Yet in recent years by far the most examination time has been devo­ted to skiing ability, with a very questionably brief time at the end of the examination to judge explanation and demonstration, and no testing at all of the ability to analyze and correct. In an at­tempt to remedy this gap in the examiners' knowledee and to bring better proportion to the evaluation of the candidates, these sugges-­tions are offered: 1) That in pre-~udging runs the examiners be divided into 2 groups: Group A grades runs for skiing ability in the usual manner; Group B aaks the preceding runner to watch the following run .. ner and give analysis and correction (major fault and its corroction), and grades him on his oomments. For second runs Groups A and B e:;.:chanse duties. (This analysis is, in effect, \-lhat the examiners do in grad1ng skiing ability. Since most of the candidates will not have glaringly ohvious faults it will be a real test of essential abiliti€e~ 8,nd of great help in separating the instructors from thOl3d Hho ca.n merely ski and parrot the manual.) 2) That in the final examination there be no demonstrations not preceded by an explanation, and that the demonstration must exactly match the explanation. (A demonstration without ex­planation is just more skiing ability and an inoomplete test of teaching ability.) EY~lINATION PROCEDURES AND SAFEGUARDS Pase 2 * * ,,~ Needless to say, the examiners, personally and as a ~roup, must have the knowledge, experience, and intelliGence to observe, to question, and to evaluate. They must be scrupulously fair and im­partial, both as to personalities and tecniques. They must be care­fully chosen for this gruelling and thankless task. ~~t no examiner or examinG beard can be fully effective unless, the a~·~8.mining procedure is in i tee 1 f 8ffect,i Ye" It must permit the exa­miner a full and realistic observation of hew a candidate performs all of the essential functions of a ski instructor. It must permit each examiner to satisfy himself on all pertinent points without restriction from other examiners. (Wrangling in front of candidates is, in any case, inexcusable.) But above all, the examiner is en­titled to, and must have, absolute protection. How he grades indi­vidual candidates must never be disclosed. Period. Directly or indirectly, present or future. Without the knowlege that this is unalterably so, no examiner can humanly be expected to be unmindful of the oonsequenoes of giving low grades to friends or associates. The examiners must be safeguarded to grade factually and fearlessly, and the grades themselves must thereafter be safeguarded from tam­pering or unauthorized scrutiny. A procedure must be aohieved whioh is so immune to mistake or fraud that no person, however bent on trOUble, will have excuse to rummaGe throuV1 the grades. And yet the record must be available to the authorized person in the event of compelling oiroumstances. Therefore these suggestions: 1) That the examiners be issued a code number, and that this num­ber only (and not the name) be placed on the grade-sheets just before they are turned inr 2) That the list of numbers and the examiners to whom issued be known only to, and given only to, the President of the FWSIA and the Chairman of the Certification Committee of the FWSA, to be kept in their custody to be used only in cases of autho­rized review; 3) That the grade-sheets Shall be lelivered directly from the examination slope to a competent, impartial person !preferrably an accountant not connected with anyone in the Association) who shall total the grades indelibly and certify them;- That this final grade-sheet shall be solely in the custody of ' the PreSident, Fi'iSIA and the Certification Chairman, FWSA; 4) That an average grade in each sectlon of the examination be determined for each candidate, and that each oandidate be g1ven, individually, a record of his performance in each section, rated: excellent, good, fair, poor (not in grade numbers) as an aid to his improvement and as a means of reduoing the oon~ jecture, rumor, and resentment of the past; 5) That examination results shall be FINAL, and not subject to review except by majority vote of ALL the Directors; 6) That these procedures and safeguards be fully explained to all the candidates prior to the examination. 7) That these procedures and safeguards be inoorporated in the By-Laws of this Association. Respectfully submitted, :z: D \-4 s: (=t T-H-- Executive Secretary, FWSIA •• .' , " "1 ',. ~ .. , r:: t~ , ... (J FAR WEST SKI INSrrRUCTORS ASSOCIATION Doug Pfeiffer, Eddy Soheider, President Executive Secretary YOUR SECRETARY REPORTS -P-"~­A SUMMARY OF IMPORTANT BUSINESS ACTIVITIES u During the past FW3IA Convention at Mammoth, the Board of Direetors spent many long evening hours transaeting important business, dis­cussing membership problems, necessary By-Law changes, public relation and advertising matters, group insurance plan~ and general administra­tion and convention problems. Here are some of the highlights: Mr. E. Bachman, of the U.S. Forest Service, expressed the satisfaction of the Forest Service in the present certifioation program of the FWSIA and stated that this program will certainly raise the standard of ski instruction throughout California. A lengthy disoussion regarding changes and additions to our present By-Lgws resulted in Past President Tyndall's preparation of the antici­pated changes which were presented and voted upon in the general meeting, the results of which are reported in the minutes of the general mee\ing. The idea of forming an "Advisory Counoilll composed of the Past Presidents was introduced. This council is to have no administrative powers and to act only in an advisory capacity to the Board of Directors, with the outgoing President automatieally beooming Chairman of the group. The idea was accepted with a unanimous vote. The oounoil is to be named I'HONORARY ADVISORY COUNCIL". An insurance broker, Mr. Van M. Williams, spoke at one of the Board of Direc~ors meetings about the possibilities of a ~roup insurance plan for this organization. It was deeided that he is to conduct a survey and report the results to the Board of Directors at the earliest possible date. Mr. Willy Scharrfler was formally transferred to the FWSIA by a unani­mous vote. Eligibility for certification is to include an age limit. For full certification, 21 years of age. For associate oertification, 18 years of age, In order to enforce Section II of the By-Laws, all delinquent member~ shall receive a notice for payment of dues within 30 days or be re· lieved of membership. In that oonnection, it is noted that two members were dismissed from membership after thorough investigation of the Board of Ethics. Past President T. Tyndall waS appointed representative for the FWSIA to the California Public Outdoor Recreation Plan Committee. ODDS AND ENDS Treasurer Bob Law is still hunting for the holder of dues reoeipt #8479 in the amount of $5.00. There is no name on the receipt, so he cannot credit it to anybody. Here is a chance for one of you delinquents to get into the act. •• " FAR WEST SKI INSTRUCTORS ASSOCIATION Doug Pfeiffer, Eddy Scheider, President Executive Seoretary YOUR SECRETARY REPORTS - .. -_ .. - (Continued) Some of the start numbors wh1en were issued to all examinees have not been returned.' Tho number. are 10, '4, 37, 72, 78, and 79. Kindly send these start ~umbe~. to me so that I may return them to Dave MeCoy or 1t they somehow got lost in the shuttle', $1.00 in their place. Unfortunately, I will be unablo to send memberohip cnrds to a few of our new associate instructors with this bulletin. New cards will have to be printed and the stenoil has to be changed. Should anybody 1" the membership have conneetions to this type of business, please oon­taet me immediately. A eomplete membership li.t 1. available to every member tor the asking. Respectfully submitted, Eddy Seheider, Exeeutive Seeretary FWSIA ; "LMf~SA0E FROM PREXY BILL LENldA~ l\s YOUI' n'rr ~ 5~nt <1 tiv(' on t.he Hoard of Dirpctors of P.S. I.A. · I attended a B. t'. D. Illt'e t i n ~l i n ()t!rlv(~r. S(~plolllb(>r ~~6- 27. It was unanimously agreed that t.he ('Illy W.IY 1.(' r. .I1V.ltll' 1'. :;.1.1\. ;15 .~ n;lt.ional ski instructors associr:ltion . would th-' 1(, r.'l" . I ~ d' Ibel dll.··; Ctl} lectC'd in the individual regions t.o P.S.I.A. This was r a t.iti.'d I'y Y""1' 1'.N.:i.l.l\. Board of Directors at t.he f~ll board rrre~tjng and the dUf'5 h"Vt' \"" ' 11 hmri I I i·e! 10 the np.wly established office in Df1l1vf::r. · The offi ce will lit' :\dl1\ i 1\ i !~ Ii~r.'.t I'y L:x(>cut.i ve Secretary, P:t t Swanson under a three man watch dog 1.0. ,1111 illdlldif)'.1 myself, H.mk Emery and Jimmy Johnson • . An . interim budget Df $1200.(X) per month, was approved to run the office. No ot.her expenditures have been authorized pending a C.P.A. audit of P.S.I.A. To hold the oxpenses of a national office down, many functions wi1l be decent.ralized and carried out by the regi~nal associations, such as collection of dues, maintaining th~ m~mb(>rship roster, employment enquiries, and the like. The next meeting of the B.O.D. will hA December l~ in order to formul~te long-term objectives for t.he reorganization of . P.S.l .A •. Items to be discuss~d i~clude: national cprtification policies, the establishment of an active technical co-ordinat.jng committee, and participation in 9th Interski and disspmination of information. The next annu al memhership meeting is set for the third week in April at Vail, Colo. where P.S.I.A. and the Canadian Ski Instructors Alliance will sponsor the second N.A.S.I.C. Separate arrangements are being made to equip and fund the participating A~erican Delpgation to the 9th Interski and there is the prospect of a charter flight to Europe at a reasonable rate. 1970-71 P~SI A BUDGET SET REVENUES: Dues TOT.-:..L nCO;·:E: EX?E>D:T:"'RES: P!"6sident Certified Associate Registered Executive Vice President A d ~ inistrative Vice President C~rtification Vice President Ed~cation Vice President Technical Vice President Publ~c Relations Vice President Financial ~ice President Central Off ice Printing ~n~ St.ationery Postage Rent-Uti Ii ties PSIA Delegates Board Meetings Publici ty Regional Reps Newsletter Film Promotion IAiscellaneous 5,000~CO 'PSlA DUES 5;000.00 10,000.00 $20,000.00 il .. ' I $ 700.00; 100.00 100.00 1,200.00 700.00 3,000~00 500.00 500.00 5,Ol'tJ. oo 500.00 2,000.00 1,800.00 · 10,000.00 500.00 2,000.00 500.00 100.00 2,000.00 100.00 100.00 - CERTIFIED ASSOCIATE • <. • "~I. $ 5,000.00 ~OOO.OO $10,000.00 I · ~oog lq.- p~JO %0O {) ) lJu'.1·l~s 1'0 d,lrl\jct '&4.1.-:1 lJrOgl~ ,,-.llU ~eprt98an t t.h9 add. 1natr'ucturB to th~ ~ ~.;)A" .fi'oreat Sfu'vloe" -tW<l 4r~H. Opel"lJltorBe Ol\'llh.:J~ 'to:, iI'if. v" Ij,1l etp .. :lullaiA ,""U I!lfJ4~U()t.t iJ~ liU~(l f;bliirll~~lo '1t18 d~v\'l(J;II.,.,,~).t ~.i\d uucu.~ro~tt·",t1ofl or i~kXA ~..u.d l"~"0.4J8~ prOC.£1ur~o tl,ylllw84 LQ6 1:l11Mt.l'!! to I:lCt1()llD ... 4 . Lu'il~$ h¥uorQ,e" tL'Atw.()l.u. an<1 bl~ LQI'.4.C....... 11eoorU8 or 0~J,"'t1flc_Llon. St.t:ltu8o Cuat'.. .. t11un ot ~ro.v~rt1 ~c1 aUAJ",llea. Seortttarlal '"c,t"n:" billlnto\ 'lt1190 tlonolS" a~ec1l1l. mal11~s, MIlQ '.', orS(lentl"la" . 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'., . ~. ': ,', ~o . Nw f·lWl.,. ,l,-d,fl'" ji.'\.l.l tltl J.s8uoa f.\Ur.1.rt.'"j ,,'.1; '!f:UI';J J·d.! .. ins ;', .. :-.1J: bf' trh1t.6V,.itil cltlfj;~\t'\C:Mthln tCl,~l.c,:,t~o. on t.hr,.; ,t-ilu~ 0:;; ;'b.Jtl"lD 11& e r"lln, ,. U 1 t~(J' (11 0 C llfl t ll,u \1(1 ' •. t.1.ri:o~vl0\.lftl)' co\)rd)n •. t~H fi'tH .. s t. ... ~n .. l(~G ~)()~ J~) "Ii',!' "u:Cl: r , t\IQ .,lttJ r.r,e 1nolu61.,n of b. ,lJl"l)tiotULl 1.0 (&tJi'!!~·'3a :,1J,. lil:·n-Cf:lrtU·1 •. 1(!' . inst.ructors If. [iva QoJ . .lar rc,J~.lI;'tx·&t.iOfl f~t' •. i.f"t,l~t.rlJt.hHl ..fl'e ('.~ entltlesone·t.olnf·orm .... t.lull ~nu QUollJ.lllt,~o ;r<>"y~.), .' ..-' . . . . . .. . 'l o·' ·.lSatabllabec1 f1rst alu. I'~QU.1J·UIIl.J1.1t.~ .. 1.1Jl"t. t:uutlr'"l~~I"l:l t,'Ut+ \.0 .... ":.1ncons18tlJnt.~.lDEI.l·lc .. n hf.t<.& (;)'oav ruJ .... ~ u.1J,u. t· .. ·t!.ulnllI)US •. \tu" ·~J·,o11owlnt. 1s prf·8EI1lt.er.' t.Q bel.., olbrU'~ r"'i ll11'W'WllL!h 'J:. \~: oItSSOCl.A'.n,. e.l"'f;lelJ'~. . c(4:t.tlJn l'tJqu.ln·t,f f.\ \I",iJ~l ·,:tl\;\I,lM·~ ,;QI.;!I:t •. can 1·t',.1 GI"O:)!\ ".:·.r~' .. .:; .... r. l :\ •• 111. tJ.,;n·l1.·! :!·.Irf' .v"hr!L b. C';.'• h'Jl."',IU: (:1'~~5',r~~el&l1.(ll1 i~"qul,"t!.:J !l v!~lt,. !'r.1~".ll(.'.~:tt..ul~I·~-· Cu.1l "ea. Grofi,.'1' c.t,t>U ... j.A..jV l I11CfI .:.·.·r·,.!. ",lli L •. '.J.,.llU f.l~,. . 1(:arBu H.}~~lv •. r. \!tljij;"'K ,~"i~'Il~,.(.".d. : • .11: ':". l'll]" .dl1.ot;"H~~.· 1'1 r,l-'lsl.i t."'·I':) h.il:tlllf~~:iu! .• ~,t' t"J'f'4~ ~' "I;r- .. Ic ., ..... lrHt lila cA,r(4~('I;l.t·irlHt~ .ttfl"r ,Iuml'.!} 1$ \'iILt.m t,vOU .unt,il th~ r'.I':'.lo,d.l\~ .Nuv o l~ .. '" (\,l\ 0\)" i"H':QI'(,l!l1 . ~ •. 'ILI\I .llt1 [n!!t,.r\)e:,·~r l' ".,.\,t'.r~: 1 " '~rlt~I";"'l'" \.1',. I,) :.." .. t' :r.~.;f .:(.'(;, ... ~l.f1t.ill .r'nl,:}r;1.dJ.~ tn('.~i't'+;111.,J ... ;··1",j l-'·,~t :,:' tq., ~nl..t:tT ;:~/I ',· .. a·l\~:; 'Ill t 1,nf!" r N.,.,. 1- "";J t·" en t" h 't ~ ~··~.\ •. r,H' ~(J. ... r. Ill. v,,·u:·t' " fl1 Vff ·l~.·· .i!l·e(!~ f~f~)1.'l .. ,.t,:· '!".:" ~ ': > .'i ~.: ~, .!~; :.. .~ ... t .: .. : .. _., .... ~ ;~t.'.:·. ~ t ,;, t;;' 't ;7,' II!l:: f-,;· ".: ( ;'; .; ~ :. '~ 'il I .1 .. ':: l, \'A '.: t '.. . '.1 ;: . I ... I .' I ,," r •. .,1' . t .. ·.\\; .. ~. ,:~.l- "j ,I' i :- ~ L ( I J t)'." '-'~".J ~ • .I... ',.1 !iJ 1:,'" '.~ . -..' \ ._ ,. t (.jI. : .:. . . 't;.' j' \,' ..•. ,' • (;,;'11 ~~ ". ,J 8peul~;eolu~n t~ b€tnh Q~~oted to' our wetlv~t~~9n tlr~t laau~ C()ltl';ltl c.u t, ·O(·"v l,hr. I N T E R M 0 U N TAT N SKI INS T R U C TOR S ASS 0 C I A T ION PROPOSED BIIDGET FOR FISCAL YEAR 1970-71 1965-69 AVERAGE INCOHE Dues $ 3,132.00 $ Exam Fees 3,728.00 Clinics 1,629.00 Registration Fees 703.00 Fall Seminar ? Pin Sales 74.00 N.A.S.I.C. Late Fees 35.00 Niscellaneous $ 9 , 301.00 l EXPENSES Administrative $ 5,134.00 $ Certification 2,900.00 Spring Clinic 1,041.00 Fall Seminar Newsletter Advertising--Pub1ic Relations 212.00 Board of Directors Technical Conference 743.00 Contingencies i, 10,030.00 $ Cash Surplus ~, 1970 ACTUAL 6,320.00 1,894.00 2,470.00 1,110.00 588.00 26.00 800.00 320.00 4.00 13 1532.00 3,872.00 2,334.00 1,056.00 753.00 540.00 281.00 731.00 1,020.00 832.00 11 ,419.00 2.113 .00 13 2532. 00 $ $ 1971 BUDGET 3,500.00 2,500.00 1,000.00 750.00 1,000.00 1,000.00 1,000.00 500.00 2aOOO.00 13,250.00 $ t $ • 1971 REVISED BUDGET 7,000.00 2,500.00 2,500.00 1,250.00 625.00 30.00 800.00 150.00 25.00 14, 880.00 4,000.00 3,000.00 1,000.00 750.00 750.00 500.00 1,000.00 500.00 3 2380.00 14,880.00 " Cl':N'I'II.AI, II.:;. ;' 1 1. r\:~:;()Cll\ 'J'J()N C ( ' I"t.i f J ( . d J n' ~ I, ; ' I ,C t () 1 'r: (' () I II!U II', L, ~,) , ~)jl ;",,; r 11 ' . '! ';' ( , IJ'I ,. REQUIREJVj~~tiTS Por. C ~~!{'L'Ej1ICA1:'IO[\J OF' PJ's'I'HuC'rOnS p~ ~ ; f ace It is the desire of the Central U.S~Ski ARsociation to nromote theschoollng of nI'Osnectl,ve skiinsturctors'-)no to ' keen all c~rtlfled instruct 0~s w811informed in an ef~ort to 'iSive theever-in0rea:3ing skliYl'?; nubllc the ' opportunity to obtain fundamental instruction by comnetent an21qualif,iec{ instructors. To accomplish this DurtlOse it has insti tuted a nrop;ram of testing those nersons · desi~ein~to be recognized as orofessional instruct­orsto te~ch oth~r8 the~cort of skiing. At uresent a charge of ;~5 .00 is m8.d.e by the '3~{a mininp: lnstn..lC~()r o-:" board for each ex;:-,rnim:rclon of 8r.rcsnp.ctlv8 in ;3t ructll". \p'!.OO of whiGh is re­t a ined bythee~amin~r or board, ;1.01 ~o th6 Instructor's Fund f or Research,' and ll.OO to the ,C.V.S.S.A. ' Those persons wishing to test their individual ability are r eferred to the Vniform Testing pr' og:cam (;f' the Central V.S. Ski ASSOCiation, suc~ tes~s bein ~ given by all Certifi ~ d Instructors and othersaopoL1 c,,:::d to 8.r1.minister thr.; Uniform 'r',3sting Program. Part I On the hill oral explan8.tion and nhysical demonstration of basic uniform technlq~e. Explain ani demonstrat0 to the satis­faction of the examin0r or examining board, the following: A. Be ginning Clqss 1., ~~~t:teu::::nt cf-,,;uidance to beginners reJ.Fltive to their aDproa~h to le a rning the sp~rt. 2. Car~ying skis; inside and outside. 1. Waxing. 4. Hol~i~g ski Dole s. 5. Walking and cross-country steps. 6. Sidesteo climb. 7. Kickturn. 8. Downhill running positions. 9. Straivht snownlow. 10. 3no1\lp1.01." turns, linked. 11. 3t,,;m turns, l1.nlu;d , uDhil1 FInd r]ol..,rnhill ski. 12. Sid c sllnnin~. 1). Uphill christy. 14. Rotation nnd swing. 15. Snowplow (or uohill ste m) ChriRty, with countHr-swing B. Advanced Class 1. Counte r-stem christy. 2, Pa r allel chri8ty. ). Eev 0rse shoulder (dulayeJ shoulder) christy. )-1-, Series cf flu:-Jh tYDU turns (l"iarnbo, DhJs idoodle,W:~ d e ln) _0. iii. ------.-.. '---~-- i i j I. I i I C. ~il: ~I~ "' ll : lll " I\U ; ; 1. 'J\)l· ; tn:lrk '-,ul'n. 2. J urnpturn • .' J . Gle l1il.:;snrunr;: • 4: Skntlng on 8ki8 ~ PArt II , Awritten e~a mi U8t ion isrn quir8~ .a ~.follows: A. Pres8ntat ion of Adv o.nc;;rl First A 1.:1 G8rd or st8tem':mt Of enrollment in ouch courS8. B. MountA. in climbing (1!1d :wA. l A.nc he r :; scue w0rk. (Rc::qu ir(;d to .conform to n l1t101181 strmrl'lrdt,;s t .... que stions t:tkcn from th~t scctloh Df n JW Nrtlon81 SkiP9tro1 MAnu ~ l.) . . C. Bnsie krJOw1~rlo.;'·:/ 0f the stT'l'.ctuT'.; 'wJ:1.rctiviti·~s of th,:; I'htioll'ti Sk i AssoCi ~ ' tion 0 11''1 the C':mtrgl Ski. Ass o ci ~l.tion. Continuin ~ r r; qlJir';ITl': nts ."r) ~. S foll ows: C.M~int pin m o mh ~ rsh in i n th: C1ntrg1 U.S. Sk i As~oci 8 ti on ; ith'] r throu.'rh :co l : c .... l ~ lub I') r qS <1n in.livirlu '11. D. M'l.int'lill n C'.lrr ',ntly DTi.. 'l un st ~t u s nf \r ;," r1y ilj'}s of th)C3rtifi~1 I nstruct 0r R Com~itt 3~ . I ! I I ! Li. onr.~ III .'ty ; G Ots"go Ski Club Box 565 . G8ylori, Michigpn PenD i T (';~ ic nn'; r Sug8r Ski Ar':) !l Route 1 C ~: ;4pr, i"lichi g;rm R o nnl~ Ist~ ~ lson Pine Mt. Ski· Ai~ ~ '3 O? E ~ CSt r e;'! t iron Mt., Michig~n Rnb':.:rt C:~m ,"1ck , · Jr. T<; Ie:; ffi!:1 r k H nyw~ rj, Wisconsin D~.V() Grier \HImot Ski Hills Wilmont, Wiscnnsin Al AlmlJn W~ters Ski Villng3 Wnt ~ rs, Michi g0n - L ."1v'; rn :; . 'l'I'UDP '1) ~.1 :. r.l ' ' : I'.I ~l', • .,1 .,) -\',\ . l' . . , .A'.I ' ' .)' " I .224W,' st DSt :r (; ;~ t I~on Mt., Michigan c.n.r 1 i sl ·3 .MontciguG . Cnbr:;rf 28 ll6WrightStraa t Cn1illnQ! Michig8n . Jimmy Johnston J505 A ~ mir8l Lnnn North hi rin' ~\D'~ 1 is 22, ~l1mw s ()t :l Ot to Hnllf)Us Schun '~ nnns St. Pnul ~, MinnoRotn E 'l L0c ke V, c k trw r; n Sh3ll L8 k~, Wiscnnsin J Py J ,-; hnson 919 Chic ."'p;~J Av '-; . Evpnstcn, Illinnis Reyc,; t\sh'Jr Advnnce ,Michignn . F r (;·-l. L ~;ng s'1. ) rf Nichig'l.n Cr,ll ;fSJ j f ~1inin g 8e T ,chn"l" £I;Y Hought on , MichigRn ... GJ1~NTlU~L U. S. :',1>..1: AS::';OCIA'l'10N Certifil'ld Ski Ir,~' 'ructors Cornmi ttee 3505 Adminl Lane No. Minneapolis 22, Minn. Ke11C'gg 7-27(4 To: Certified Ski Instructors Ski Area Opere. tors Ski Shop Operators Certified Instructor Applicants From: Jimmy Johnston, Chairman This letter is intended to be a report to all of you on the cperation of the Certified Ski Instructors Conunittee for the 1957-1958 Season; including the announcement of futtlre t certified instructor meetings and dates for the examinations of applicantsL As you all know, we conducted two very well received ski instructors clinics and examinations - the first b8ing at Mt. Telemark in Wise(',nsin on November 30th and December 1st, and the second being at Buyne M0un~~p in in Michigan from the 9th of DecembET to the 13th. Approxir.l8.tuJy 40 instructors were applicants, of which 19 were oventually c8rtified. Th8 instructors who attended the two clinics almost universally (Hhcther they wore certified or net) felt that they had lce.rned a great deal and that they would bo bettor instructors because cf having attended. 1. CERTIFIED SKI INSTRUCTORS It is hoped thD t you all haVE: boen rending th8 articles publishE.d in the "Skier" regcrding ski instruction and certified ski instructors. It is hoped also tr~t each of you instructors arc doing your ~~rt in your cwn locali tics to increc.so the desire on the p1rt of tho locel populous to take up thE) sport of skiing. Two meetings of certified instructors arc scheduled for this spring, The: meeting for certified ski instructors on thc west side of Lake Michigan will be held at Mt. Tclcmnrk on M:lrch 22nd and 23rd. Tho meoting for tho certified ski instructor12lth tlta.nd'c'f~~do of Lake Michignn will bo hold atBolne Mountain on April ~x~ilX&til:· The meetings nro . being called for (l clinic nnd workshop for certified instructors to discuss ski tcchniques , the success wch school has he.d with the method it has taught, proper sequenoe of steps, c.nd n thorough discussion of tho ski instructors mcuHw.l, n copy of which is enclosed. Plef-s8 stuc1y thl' mc.mID.l se that you cnn be prop~rcd to offer suggestions for additions end corrections. M.'1kc rcscrvLtions for nccomodc.tions cf your choico 2.t Mt. Tclemr:.rk. Those attonding the mooting at Boyne .Mount~'Jin should write to ChQrles Moll, l1umgcr, Boyrh: l/.ount~'i.in Lodgo, Bayno F(1.l1s, MichigL~,n for r cservn tions. Enclosed nlso is your (", :,tific~'t{: which we r,:lizc 'i3hould h~~vC' b.,cn sent to you 10ng ngo. It bjntcndcd th't in the future you will· r'.ccivc c. s(:',l which cc n b,. plc'.ci. d (lV, r thr' y,; r nov:r r;'\,,'mpcd on your ccrtifici.te BO th~'t UlO i3,~m( cc rUficI' tc will be mlcd from yen' toyc:~r, wi th c, new SCt~,l ec.ch yo,~.r indic,~ting your current mcmbLTship. Thereforu; it would be best if you would r..lJ. fr,:'cmc the certifier:. to G.nd displo,y it in c. prominent plewo in your ski lodge or chcclct.· A survey will be sent to you Which we would like you to fill "'ut, indicc1.ting your L.ctivi tics for this p"st seeson o.nd r..ny comments or suggestions you mcq hiwe for the commi tteo. 2. SKI INSTRUCTOR APPLICANTS Whilo it wC',S intendod that cxnminatirns .,ould be held this Elpring, it would now suem th~t the best time for thcoxc,mincLtiens is in the f;-ll of the yoc,r, IcC'.ving tho spring of tho yer open for meotings of the certified instructors to discuss whtl t ws indic,~.tod in tho section [,bovo. Any profcssionc.l instructor is welcomo to c.ttend tho spring meotings. It will bo c. good p::'cpc.rc..tion for the f.:'.ll oXClmin.:'.tions. The tentc.tiv8 detes for the e~~minntions ure ns follows: November 29th ;:.~nd 30th (to be the clinic for CLpplic~~nts) Docember 6th "nd 7th (to be the eXf'.minetion, both weokonds required) Wilmot Ski' Hills, Wilmot, Wisconsin N",vember 29th o.nd 30th (to be clinio for ccpplicccnts) Decomber 6th & 7th (to be oX(1.min() tion, both wcolconds required) BOXfle Mounk.in, Boyno Fc:Jls, Ydchigc.n December 8th thru tho 12th Thorefore, the tot".l clinic <.nd cxc.mine.tion on tho west c.nd south sido of the In.ke will hst 4 dc.ys, [,nd on the or.st side of tho lr,ke it will lr... st 5 d[LYd. Fur'thcr "nnouncomonts will bo m;-.de wi th r('g~.rd to the oxr~mi.nn tions in the futur'c. ------~ I '\ • , r,- i 1-' ~ Central U. S. Ski Association, Inc. A DIVISION OF NATIONAL SKI ASSOCIATION OF AMERICA. INC. en recommendation of the Board of Ski Instructor Examiners of the Certified Ski Instructors Committee has conferred upon THE DEGREE OF CERTIFIED SKI INSTRUCiOR with all of its obligations and privileges during the season indicated by the attachec C.U.9.S.A. PRESIDENT COMM1TT£~ CHAIRMAN ; I sea;. p EXAMINATION FOR CERTIFIED SKI INSTRUCTOR Rocky Mountain Ski Instructors Association Date _ Place of Examination , ---.---- -------- zi "" 01 0 i=! .N.. . 0Z «"'" I 1 .. Z ViIZnI-"" Z « In U 01 0 < In ICllI! :s w ~ .... "" "" .... In "" .... 0 V ... Q :J .. - ,-. ---- Z 0.. « .... Z N .«..... . >.«.. . >..<.. «Z I I .~.i v.... ' "0""" v W N ~ In ti In § ~ ~ ~ I~ ar:::wu"",,,, Introduction-SkIIng on Level, 1 , 1 , Climbing, Straight DH Running Straight Snow Plow ,_, -I~--- -:--,-- .. Snow Plow Turns DH Traverse, Side _SliP_ ---7--;'-+---' ,---,----, -~ ,---­Up Hill Christie , I--r-I-I-r- Stem Turn I 1 1 1--1---1--"1--'- -Plr.II.I-Tur~-.- _____ -____ ~ ___ +-t--_'+---_-. ---I l--I----I---T--'- ----~-----~--- , Stem Christie Free Skiing PERSONALITY TEACHING APTITUDE Polite Arrogant Brief Wordy ------- Plea.lnt Unimpressive Clear Confu.ed Conscientious Bored Tactful Blunt Firm Careless Precise Vague COMMENT: PROFESSIONAL SKI INSTRUCTORS OF AMERICA, INC .. 945 East First South Salt Lake Oity, Utah 84102 .MEMBERSHIP APPLICATION Date ____________________ --- I PROFESSIONAL NAME:-____________ _ PERMANENT ADDRESS~-------------- PHONE _________ _ (Address where all mail m~ be sent) ____ ~~~~----~--~ ____ ~~~ __ ----~~~------~~~~ (PoOo Box or Street) (City State Zip Code;- Division in which certified ------------------------------------------------- Date Fully Certified _______________________ Age ___ ~ Citizenship ____________________________________ __ Ski School Ski School Affiliation ____________________________ Director ______ ------------- Ski School Address -----------------------------------------~------------ Married Yes --- No -- Number of Children ----- Outline teaching and skiing background: (Include awards, racing record, or other achievements in skiing) List other employment or profession' ___________________________________________ __ List any other skills, trades, degrees, or licenses: __________________________ __ I am in a position to help PSIA byl __________________________________________ __ I do hereby affirm that I am a member or certified in good standing of my divisiono I agree to abide by the Articles of Incoporationv By-Laws and Resolutions of the Professional Ski Instructors of America, Inc o . Signature DUES: $15.00 per year with a $5.00 Initial Membership Fee - Totalling $20.00 for the first year. Please enclose check with your application and mail to: PSIA, INC., 945 East 1st South, Salt Lake City, Utah, 841020 PROFESSIONAL SKI INSTRUCTORS OF AMERICA, INC. 945 East First South Salt Lake City, Utah 84102 MEMBERSHIP APPLICATION Date ________________ _ PROFESSIONAL NAME _/ ________ . __________ _ PERMANENT ADDRESS (Address where all mail may be sent) \p.O. Box or Street) City .... ~ Division in which certified --------------------------------------- Date fully Certified Age ________ __ Citizenship ________ __ Ski School Ski School Affiliation ______________________ __ Director ___ __ Ski School Address City State Zip Married Yes No Number Children Outline teaching and skiing background: (Include awards, racing record, or other achievements in skiing) List other employment o-r·profession: ____ _ List any other skills, trades, degrees, or licenses: _____________ _ I am in a position to help PSIA by: I do hereby affirm that I am a member or certified in good standing of my division. I agree to abide by the Articles of Incorporation, By-Laws and Resolutions of Professional Ski Instructors of America, Inc. (Signature) Enclose check to PSIA, Inc. 945 East First South Street, Salt Lake City, Utah 84102 for: Initial membership fee and first year's dues $20.00 PROB'ESSIONAL SKI IHSTRUCTOHS OB' AHE!RIGA, INC. 945 EAST FIRST SOUTH SALT LAKE CITY, UTAH [4102 GIillER FOffi;i PLli:ASE SHIP: PSIA Pin, '~5.00 eaoh, engraved. PSIA, Cloth Patoh for Parka or Blazer. n.oo eaoh. MET-A-CAL Deoal, (Ivletal Deoal with a pressure sensitive baok for skis, auto, eto.) 3.50 eaoh. APATCHE-TOTE~l, Enameled Auto I:iedallion. These are the new enameled oar badges that reproduoes the PSIA emblem in deep-etohed, hard enameled, brilliant, authentio oolors with pressure sensitive baok. ~2.95 eaoh. PSIA lapel-pin or tie taok. filled replioa of PSIA pin. Small gold $3.00 eaoh. TOTAL ORDEllliD Quantity TOTAL ENCLOSED ~ ------ '$ ------- lJAl'.li.!: ______ --r~--'""'::'__:___:_~------------------------- (Please Print) ADDRESS ---------------------------------------------- 8ITY- ---------------------STATE ---------------------- ZIP GODi.!: ----------------------- Dear PSIA Member: professionaL ski instnLctors of america, inc. 1801 york street denver, coLomdo 80206 alc 303 322-0041 tIIIIIII "IIJ' Here it is - the newest addition to your library - the PSIA American Technique Methods Manual. This work comes to you through your membership in PSIA. Its value far exceeds your yearly dues. It is intended to be a working manual which you should study. It is not a finished product. The computation of the material is largely the effort of Horst Abraham, Chairman of our Technical Committee. The reason it's being made avail­able to the membership at this time is so you can become familiar with the important changes and improvements which are described and share in its further development. As Horst says in his preface, the committee wants your "comments and sugges­tions" • You'll have the opportunity to see demonstrations at this year's annual PSIA Convention in Vail in April. You'll be able to ski with the demonstrators and take part in off­the- hill discussions. Most of us feel we are in the midst of a skiing revolu­tion. Don't miss attending your division's rally and complete the season by being with us at vail. See you there. PSIA Board of Directors Jimmy Johnston Jon Putnam Bill Lenihan Dick Crick Herbert Schneider Dick Kun Jim Weiss Jerry Muth Willy Schaeffler Jim Riley PREFACE The professional ski instructor is facing many new and demand­ing challenges. Among them are: - new concepts of skiing - new ways of turning - new ways of teaching The ski population of America is very interested in what is new in skiing. Unfortunately, we have failed until now to let them know, and consequently, ski films, posters, and tales did the job for us. Racers, for instance, were shown in recovery phases on posters life-size. The layman made a technique out of it. "The French sit back and plant the pole behind the heels", was only one bit of misinformation. Let us make sure that as professionals, WE take every responsi­bility to clarify terms and control new trends in skiing. The content of our American Ski Technique methods manual is derived from the American, Austrian, French and German teaching methods plus the concentrated efforts of PSIA divisional representatives and certified instructors. It is the first example of communication between divisions on teaching and skiing matters and should be viewed as a giant step forward! We are indebted to the Technical Committee members who have contributed so much. One additional word. This manual has been kept in loose leaf form so new ideas and technical advancements can be easily inserted. I am interested in your com­ments and suggestions about the manual and welcome all constructive criticism. Horst Abraham Chairman PSIA Technical Committee Box 819 Vail, Colorado INTRODUCTION The following section is dedicated to the American ski instructor. Every instructor should understand the Professional Ski I nstructors of America's interpretation of -technical terms and study its teaching progression and guidelines. We are describing the" American Technique" as it is evolving. We encourage new and beneficial ways of teaching and ask the experienced instructor to try new ways, as long as the basic guidelines of the program are followed. The PSIA SYSTEM is a method designed to apply to GLM students as well as to skiers with traditional length skis. We should make it clear to the student that learning is easier and quicker with a short ski. Each instructor should identify with our teaching system and display loyalty to management, fellow instructors and the PSIA program. The good instructor absorbs the written material and then displays virtuosity in shuffling the program to the utmost benefit to his student. Since we have a growing number of expert students, we expect every instructor to become certified in his division and show continuing interest in upgrading his skiing and acquiring new knowledge in regard to teaching and skiing. DEFINITION OF TERMS ABSTEM: A stem with the downhill ski effects a slowing down produces a natural down movement effects the setting of downhill edge develops the skill of checking develops a pivotal rebound effects the uphill ski edge change or flattening same ANGULATION: A) A position to place the body's center of gravity over the uphill edge of the downhill ski (traverse!. B) A balancing adjustment when the skis are slipping laterally. The more carved the turn, the less angu­lation needed; there is hardly a turn in which angu­lation is totally absent. C) The rapid lateral flexion (angulation) within the body that not only unweights the skis, but also causes a displacement of the skis and/or an edge change. This, in conjunction with a pivoting of the feet, is applied <;>ften in the initiation of christies. Deangulation has the same two effects: unweight­ing and ski displacement. The more rapid the movement, the more unweighting and displacement is the resu It. ANTICIPATION: A preparatory movement affecting the initiation of a turn. More specifically, it is the upper body movement in the direction of the intended turn. The body acts then like a coil and reacts with an alignment of upper and lower body which initiates the turn. It can involve as much as a skier's whole body or as little as a person's attitude. In the practical application, it is the turning of the skis be­neath while the upper body is not committed to the turn, thus effecting an alignment of the lower body upon blocking with the pole: plant and releasing the twisting strain by releasing the edges. ------------------ AVALEMENT: A form of terrain absorption. It is accomplished by re­tracting the legs and simultaneously contracting the stomach muscles. This will result in a slight tipping for­ward in the upper body. Avalement is used both in bumpy terrain and on smooth slopes. On smooth slopes, the effect of a bump is created by turning the skis beyond the horizontal line into the hill. Deep snow or rutted slaloms require the same skill. In big bumps, it is useful to let the feet advance a little to increase the amount of absorption ability. BASIC SKILLS: The three principle actions of skiing. SLIDING: The action of running in the direction the skis are pointed. This includes running on an edged ski across the hill as well as running in the falline. SLIPPING: The action of a lateral movement of the ski. Forward and vertical sideslip and snowplow show these character­istics. The action of slipping in the snowplow is easily understood when referred to as BRUSHI NG. SKIDDING: The action of slipping more with the tail of the ski than with the tip. All christy phases demonstrate this movement. The more forward movement of the ski, the better carved is the christy. CARVING: Skiing the arc that the ski produces when edged and pressed into the snow. CHRISTY: Any turn with a skidding phase. FORWARD LEAN: A balancing movement while accelerating_ Conversely, we lean back while decelerating_ GLM: The abbreviation GLM stands for "Graduated Length Method". It refers to teaching skiing starting on shorter skis than traditional and gradually increasing lengths of skis during the learning process. :==-~I __________ ~AT~M=-_~~ =-~==I ATM :> ,, \. J, \" , '" , ATM ) "~I __________ ~~~~~M~_:> ~I __________ ~~=~=M~)r- --- EFFECTIVE HIP INVOLVEMENT - 1 The axis of the hips is kept parallel to the axis of the shoulders. Thus the rotor muscles are activated. INEFFECTIVE HIP INVOLVEMENT - 2 The hips are associated here with tire lower body. The turning power has to be created without the aid of the thigh muscles. HIP PROJECTION: Turning of the hips into the direction of the planned turn. Stopping this movement creates a rotary turning impulse. The involvement of the hips in a rotary manner to initiate a turn is effective if executed properly. The skier should make sure to block the projection of the hip once it has become square with the skis. The accompanying arm­movement aids in the initiation of this kind of a turn. The hips may move inward (to center of turn) after blocking to create effective edge. JETTING: Occurs when the muscle tension created by a hard edge­set at the end of a turn is released. A) The rebound from the edge can be cor'ltrdlled as the anticipated upper body moves up. and forward into the turn OR B) Rebound can be absorbed by relaxing the leg muscles and allowing the skis to shoot forward and align themselves with the anticipated upper body. LEVERAGE: Creating added forces to the front or back of a ski. The turning etfect of these added forces depends on: 1) the degree and amount of edging; 2) the angle at which the ski is to the pull of gravity; 3) the weight distribution on the ski; 4) the frictional forces between the snow and the ski. Forward and backward weight transfer can create lever­age (turning power) if the skis are at an angle to the fall­line and/or on an edge. The principle of natural positioning of the human body tends to adjust to any situation that upsets its balance (an increase or decrease in motion upsets its equilibrium sensors - eyes and inner ears). For example - the upper body naturally and automatically will tilt forward when initiating a step forward adjusting to maintain balance during the movement ... the same parallel analogy would be a rapid lateral movement of the feet which is next to impossible without upper body movement. METHOD: How a technique is taught. PIVOT: A) A point around which axial motion takes place. B) A poi"nt along the length of the ski around which the rest of the ski rotates. This point can be changed by the skiers adjustment of weight back and forward. POLE PLANT: The placing of the pole into the snow to achieve balanc­ing, terrain absorption, unweighting, blocking or propell­ing, pushing (walking) and rhythm. The pole plant is done with the hand in line with the fore­arm. The pole is always planted ahead of the heels. In recoveries, the pole may be planted behind. The length of the pole is determined by the distance of the elbow to the ground + 3 to 6 inches margin. Poles that are too long tend to throw a skier back and are heavy to handle. Poles that are too short make the pole plant ineffective. REBOUND: Is the reaction to a compression of the body following a dynamic edge set or a compression onto a flat ski. A positive form of unweighting. STEERING: Is the action of turning the feet together or separately to move the skis. Lateral turning action in the ankle is qu ite limited. We can get added action from the muscle groups ~---------- turning the entire leg. These muscles "crank" the bent A) STEERING WITH OUTSIDE LEG: knees into the direction of the turn. The knees must be bent in order to carry out the steering action effectively. Knees bent forward and towards the direction of the turn will transmit a turning action to the feet which will turn the skis_ SQUARE: The basic and natural position of the whole body in rela­tion to the skis and the terrain. The body is in a square position when shoulders, hips, and knees are in a parallel As you pivot one ski relieve pressure from other. The resulting sideways tipping of the body has the fol/owing advantages: 1) Lateral thrust ac­centuates turning action of weighted ski. 2) Inside edges of the turn are set. B) TWO LEGGED STEERING: Here both legs forward and towards the turn movement exerts a pivoting force through the feet onto the skis. It tips the skis at the same time into their edges. line with toes and ski tips. ~ TECHNIQUE: Is the mechanical description of a skiing system. TERRAIN GARDEN: A ski school teaching area with specially constructed mogels to aid teaching. The snow bumps may be used to teach terrain absorption and body flexation (fig. 1, 2), independent leg action (fig. 3), snowplow (fig. 4) and beginning christies and sideslip (fig. 5). WIDETRACK: An open stance which a learning skier should use to increase lateral stability. The expert skier will assume this positioning when he skis to and above his limits. 1 ~ 4 5 BASIC PRINCIPLES NATURAL POSITIONING: The relationship of the human anatomy to balance on skis. The body weight during all phases of skiing is carried with minimum necessary strain on the muscles. The lack of natural positioning is what tires the inex­perienced skier. "Dynamic Balance" is an advanced form which might be described as a continuous game with unbalance. For example, experienced skiers violate natural position­ing in an effort to go faster, particularly while skiing th rou gh gates. TOTAL MOTION: This implies that muscle action is the product of the en­tire body. Body motion should be continuous through­out any maneuver. Continuous motion does not imply that one motion has to last throughout the entire man­euver, but rather that the body is never locked in any position and one motion follows smoothly into another. I n the process of learning, certain movements have to be taught separately and then brought together in the complete maneuver. UNWEIGHTING: UP - extension of the body and stoppage of this move­ment will unweight the skis. Speed and ampl itude of the extension determines how much the skier unweights. (Sequence 1,2) The action of coming from an angulated position to an extended one will cause up unweighting. (5,4,3) DOWN - lowering the center of gravity will unweight the skis. The speed of flexion will determine how much the skier unweights. (Sequence 2,1). The action of rapidly dropping into an angulated position will cause the skier to unweight. (3, 4, 5) TERRAIN - momentum in conjunction with convex terrain will create a passive form of unweighting. Speed and terrain will determine the amount of unweighting. REBOUND - from the compression caused by an edge set, the body shows a natural tendency to re-extend causing unweighting. AXIAL MOTION: The motion around the vertical axis of the body. The principle deals with rotary and counter-rotary move­ments, which when rapidly stopped or started, become turning forces. Rotation and counter-rotation are both used in our skiing today, although their method of ap­plication has changed. Anticipation is an axial move­ment which has been used for many years, but only recently has been properly identified and described by Mr. Joubert. Axial motion can be BOTH a turning force and a position change. EDGE CONTROL: The adjustment of the angle between the skis running surface and the snow. Edging is controlled by the angle of the lower part of the leg to the slope. The leg is firm­ly held by the shaft of the boot which in turn transmits lateral movement of the leg directly to the ski. If the upper body is aligned with the calf, the skier will adjust his edges by "banking". If lateral slippage occurs, the skier will have to angu late to maintain balance. The skier performs the major edge adjustments with body inclination. Small and quick adjustments are made with the knees. WEIGHT TRANSFER: The transfer of body weight from one ski to the other. Combined with the side camber of a ski, it is a turning force (weight transfer to stemmed ski). In the snowplow turn, we change weight by bending the outside knee for­ward. In parallel phases of skiing, we shift the weight by "stepping" from one ski to the other. Wide track skiing encourages the early skier to perform weight shifts with­out hesitation, since his lateral balance is good. GLM is probably the most relevant change in skiing and ski teaching. This easier way to start skiing lures thousands into this sport who otherwise would have never tried. GLM is still to most of us something vague, since publications dealing with this topic were few. Direct parallel with three foot skis or basic christy approach with five foot skis is still the big question among pros. The length of the skis should be relative to the skiing person's height and physique and not to a way of skiing. GLM is the future. Let us make an effort to find what way of teaching it is best. G LM has existed for a long time, but is just now finding acceptance among professionals and students. Changes in equipment and slope condition favor a shorter ski. Teaching on progres­sive lengths helps the student overcome initial anxiety and later aids the learning of more com­plex skiing maneuvers. Accidents are not as likely with shorter skis. The recreational skier, skiing only once or twice a year, should be especially encouraged to use shorter skis, unless he has reached a higher ability level already. Towering seven foot skis are history, unless you are a downhiller. WHY DO WE USE GLM? shorter skis are easier to handle fun is accomplishment fewer injuries few or no dropouts weaker skier can remain with class on shorter skis the advanced skier can learn difficult maneuvers more easily WHY 150cm. SKIS RATHER THAN "SHORTEES"? 150cm. skis should have "Ski Shape" and have the turning qualities that regular length skis have. Snowplow is the basis of our learning how to ski. 150cm skis permit an effective snowplow. The 150cm. skis give more stability. The 150cm. skis are skis, although they still offer all these advantages: a) I ittle weight b) little expense c) little turning resistance Most snow conditions call for a longer ski FOR CHILDREN AND SMALL ADULTS WE RECOMMEND SKIS SHORTER THAN 150 WHAT YOU OUGHT TO KNOW ABOUT GLM The general theory of GLM is the early introduction of more advanced maneuvers and the graduation to longer ski lengths in order to stabilize the execution of these maneuvers. Specific ski lengths are suggested for each teaching progression. The teacher is the judge of which ski is most advantageous for the student. Every student progressing to a longer ski should be brought back to known maneuvers until the longer ski becomes familiar. Advanced students may use shorter skis to learn complicated maneuvers. THE INSTRUCTOR SHOULD USE THE SAME LENGTH SKI AS THE STUDENT. THIS IS PARTICULARLY IMPORTANT AT THE BEGINNING STAGE AND AT THE TRANSITION TO PARALLEL. Although GLM deals with length progression, students may be encouraged because of their physical and mental attitude to stay with a shorter ski. ALTHOUGH WE PREFER TEACHING GLM 150cm. AND UP, WE SHOULD HAVE SMALLER SKIS AVAILABLE FOR CHILDREN AND SMALL OR HANDICAPPED ADULTS. THIS OPTION CHANGES NOTHING ON OUR BASIC CHRISTY APPROACH. GENERAL TEACHING GUIDELINES Introduce yourself cheerfully Learn students' names Talk to all of them and make them feel welcome Check: skis, bindings, safety straps, clothing, suntan lotion, sunglasses or goggles Move the student from easy to difficult, from known to unknown Teach one new skill at a time Use SIMPLE WORDING Encourage students Speak loudly and distinctly without shouting When giving individual attention, do not forget the rest of the class Use obvious and natural demonstrations Choose TE R RAI N carefully and relate it to exercise Teach getting on and off lifts. Never take the knowledge for granted Consider individual physical condition Set goals the class can achieve When leading class and demonstrating, ski at students' speed Introduce program for the day, the week Keep group organized WARM UP, even on warm days Introduce student to rudimentary waxing Give advice for equipment purchase KNOW THE SKILLS AND OBJECTIVES YOU ARE TEACHING KNOW THE SKILLS AND OBJECTIVES YOU ARE TEACHING DO NOT TALK TOO MUCH KEEP THE STUDENTS MOVING - - - MILEAGE IS ESSENTIAL IN THE PROCESS OF LEARNING HONEST ENTHUSIASM IS CONTAGIOUS -------~~- WARMUP Exercises are important to prepare the student for doing required maneuvers and the learning of new skills. COLD DAY: Line the students up so they can see you. Stand in rather level terrain. foot shuffling, gradually getting longer and faster hopping in place hopping in place, pivoting the skis around the foot (not for beginners) hands on your hips, spread legs, move the hips in a circle without poles keep legs spread, swing arms out to the side, small circle then bigger sit on ski tails, arms around your knees, exhale, get up and REPEAT! tuck your clothes into your pants and off you go after you have established group order and day plan - let student ski before you ask him to do exercises WARM DAY: foot shuffling jumping skis left and right using bouncing motion, touch snow with fist quick climbing in side steps (fast walking for beginners) It takes a good deal of time to thoroughly warm up, especial­lyon a cold day (approximately 15 minutes). Teaching we do not have time to spend 15 minutes. It is essential that the first exercises never be stretching exer­cises, but warming exercises. Once the student has been panting, he is likely to be or get warm. GENERAL TEACHING PROGRESSION CLASS A: (Designed for any length ski. Specific GLM length recommendations are made below). GOALS: 1) balancing on a sliding ski (on flat ski, on edged ski) 2) change of direction by stepping 3) control of slipping in a gliding snowplow 4) foot turning and one·legged steering PROGRESSION: 1) introduction to equipment 2) standing, sliding, stepping, getting up, climbing 3) straight running·widetrack-bullfighter turn (means of turning about) 4) gliding snowplow 5) snowplow turn - christy - linked CLASS B: (suggested ski length 150cm) GOALS: 1) edging 2) slipping 3) skidding 4) two legged steering PROGRESSION: 1) traverse (no positive edging necessary) 2) sideslip (straight or rounded) 3) basic christies linked (bring skis parallel past fall line) CLASS C: (suggested ski length 150, 170cm. skis) GOALS: 1) refining of basic christy 2) steering with both legs 3) mileage 4) exposure to varying snow conditions 5) proper usage of pole PROGRESSION: 1) straight running II (open stance) 2) uphill christy 3) basic christy (bring skis parallel at or be­fore fall line in widetrack) CLASS D: (suggested ski length 170, 180cm. skis) GOALS: 1) rounded finish of christy 2) review steering with both legs 3) ability to edge and release an edge 4) rebound from a downstemmed ski 5) rhythmic, linked abstem christies (pole plant!) PROGRESSION: 1) abstem christy with check (long radius) 2) rhythmic linking of christies (short radius turns with check) 3) work on parallel pre-turns (check) CLASS E: (suggested ski length: the preferred personal ski length. I n learning difficult maneuvers, use shorter length). GOALS: 1) anticipation 2) pole plant (deflection) 3) reduce amount of angle in stem 4) increase speed, varied terrain (bumps) varying snow conditions 5) mileage 6) review and refine rebound 7) review straight running in fall line and traversing 8) carving PROGRESSION: 1) step christy (reduce amount of stem in abstem christy) 2) straight running III (avalement and pre­jumping) 3) hockey stops (from widetrack to exercise steering) 4) carved turns 5) jet turn 6) wedel 7) short swing 8) avalement (in application to a turn) CLASS F: (suggested ski length: the personally preferred ski length) GOALS: 1) review all basic skills 2) refining of advanced maneuvers mentioned in Class E 3) application of all skills in every terrain and snow condition PROGRESSION: 1) long and short radius carved tu rns 2) deep snow and hard packed snow 3) mastering bumpy slopes 4) high-speed skiing 5) aggressive free skiing MASTER CLASS: GOALS: 1) review aggresive free skiing 2) competitive skiing PROG R ESSION: 1) aggressive skiing in every terrain 2) giant slalom 3) slalom 4) introductory downhill 5) alpine touring 6) trick skiing CLASS A G LM ski length: 150cm GOALS: 1) balancing on a sliding ski 2) change of direction by stepping 3) control of slipping in a gliding snowplow 4) foot turning and one-legged steering GETTING USED TO EQUIPMENT: (Level ground) GOALS: 1) getting to know equ ipment 2) balance and feeling for skis PROGRESSION: HOW TO FALL: HOW TO GET UP: 1) show class how to carry skis and poles 2) walk them to adequate teaching area 3) explain: skis: tip, tail poles: basket, handle, loop bindings: how to get in and out boots: how to buckle 4) shuffle feet, first gently then vigorously 5) step from one ski to the other 6) standing on one ski, lift the other off the ground and pivot it around the binding 1) relax! 2) get poles out of the way, fall into the hill. 3) do not stick your knee out. Once you feel that you are "going" --- relax. 4) if you fall at higher speed, bring knees and feet together and avoid tumbling by spreading your arms out. 1) Bring skis parallel to each other on the downhill side of the body. Bring the skis as close to the hips as possible. Place one or both poles immediately next to hip into the ground on the uphill side. Uphill hand qn pasket and downhill hand on top of pole. Push yourself over the skis, then stand up. 2) There will be people who are unable to get up. Explain to these people to: a) ask for help before getting exhausted b) if alone, take off skis, get up, and put skis back on 3) Amplify action of stepping off one ski producing a gliding step, repeat. Alternately - rhythmically. WALKING: (level ground or very gentle incline to aid sliding) GOALS: balancing, sliding one ski at a time, propelling with pole push. PROGRESSION: SLIDING: GOALS: 1) Walk in a straight line without, then with poles. Let student find his own arm leg coordination. 2) Explain where and how to use the poles for pushing. (place poles into snow behind heels). 3) Amplify action of stepping off one ski producing a gliding step 1 repeat. Alternately - rhythmically. 4) Small angle stepping into rounded walking track. Inside ski angles out, outside ski follows. 5) Turning around by angling out tips or tails of skis. 6) Challenge student to learn to walk quickly. (level ground or gentle incline) Before exposing the student to an incline, gliding with double pole push should be practiced on level ground. balancing, sliding with one foot at a time and both feet together. PROGRESSION: 1) Emphasize pole push and stepping off the sliding ski. Step-glide, step-glide. 2) Double pole push with flexion in the entire body. 3) Prolong sliding phase. 4) While sliding angle out into a rounded track. 5) Ski a gentle incline to make gliding easier. CLIMBING: (any terrain that needs to be reached for sliding) GOALS: balancing, edging PROGRESSION: 1) Buckle students boots if necessary 2) Walk uphill with help of poles. 3) Steeper terrain sidestep - step up and down emphasizing pressure on uphill side of foot. 4) Forward sidestep - sidestep and place uphill ski forward, follow with downhill ski. Never pursue any exersizes to perfection, but rather come back to practice it again. Hands within the field of vision. AI/ joints slightly flexed Avoid excessive ankle bend Feel the bodyweight on the entire foot. Ski in open stance to improve lateral balance. STRAIGHT RUNNING I: (gentle hill with good outrun, no counter hill) PRINCIPLES: Natural positioning GOALS: Balance in motion PROG R ESSION: 1) F rom level ground use double pole push to slide onto gentle incline. 2) Bend and extend to avoid a rigid pose. 3) While moving, step from one ski to the other. 4) Same as above, but step into a parallel track from original one, and back (left and right). 5) Upon slowing in the outrun, inside ski angles out, out­side ski follows. Step until stop (to both sides). COMMON MISTAKES: DISCUSSION: 1) Stiff knees: practice up-down movement while stand· ing. Tell student to hop or bounce. 2) Falling back: keep student's hands where he can see them. Suppleness should be apparent at all times. Keep the student moving-sinking and rising movements. To de­velop SENSITIVITY OF BALANCE IN THE FOOT, make student rock back and forth then zero in onto ENTI RE foot. Just as the head movement is important in diving, the arms and head fulfill the same role in skiing. Hands are always within the field of vision and the student is always facing the direction of travel. After the initial struggle, get the student into unbalance to develop balancing REFLEXES. To do this, expose student to exercises that work laterally and fore and aft. SNOWPLOW: (gentle incline, smooth slope) PRINCIPLES: Natural positioning, edge control GOALS: Balancing on edged skis, while slipping (brushing). A good gliding snowplow and the following turn are the key to a quick progression. I ntroduction to beginner lift. PROGRESSION: 1) Practice snowplow position while standing: from widetrack a) step into snowplow b) hop into snowplow c) brush into snowplow 2) Snowplow run on gentle slope with outrun; push off in snowplow. 3) If troubled with brushing only one ski and not being able to keep the V open, use terrain garden - Ridge. 4) Open to snowplow from straight running (from wide· track). 5) Open and close in sequence. 6) Small, vigorous heel pushes while snowplowing. 7) Refrain from teaching the snowplow stop (unless necessary), rather go right on to teaching the turn to stop. NOTE: Keep hands within the field of vision. Bouncing while snowplowing will avoid rigid pose. Stress: the body weight keeps "V" open rather than muscular effort. Hips are centered between skis. Knees and ankles moderately flexed. Skis ride on their inside edges. Equal pressure on equally edged skis will keep skier in straight track. DISCUSSION: Every snowplow is a braking maneuver. By putting the skis at an angle to the fall line, you are braking. How much braking is done depends upon the amount of tail displacement and the amount of edging. The balanced position in a snowplow shows pressure on the heels. The student must understand that settling ·his body weight between the skis will counteract the forces wanting to close the "V" position of his skies. This body position will result in sufficient edging, provided the student has good boots and they are buckled. The brushing and thrusting action are important to point out and practice, since this will be essential to further progress. GLIDING SNOWPL OW SNOWPLOW TURN: ( gentle terrain, smooth slope) PRINCIPLES: Natural positioning, total motion, axial motion, (steering), edge control, weight transfer. GOALS: foot turns, steering with one leg, change of direction, linked turns, snowplow turns to a stop. Possible skidding. PROGRESSION: 1) from straight snowplow, (fig. 1) turn the feet to one side to a stop. 2) emphasize pressure on ball of foot as steering takes place, (one leg steering). 3) increase amount of turn from fall line as turns are linked. 4) STRESS KNEE ACTION FORWARD AND INTO THE TURN IN OUTSIDE KNEE (ACCOMPANIED WITH A BENDING OF THE INSIDE KNEE). THE FORWARD MOVEMENT OF THE KNEE WILL BRING THE WEIGHT ONTO THE BALL OF THE FOOT. (fig. 2) Knee action will amplify foot·turning. 5) OPTION FOR AGRESSIVE STUDENT: When turn is nearly completed, bring uphill ski parallel to down· hill ski. It is essential at this point that the stance is kept open for lateral balance, so do not close the skis. (fig. 3) 6) I f speed is increased, placing the skis parallel may cause a slippage - SNOWPLOW CHRISTY. 7) CHOOSE TERRAIN CAREFULL AND LINK TURNS! COMMON MISTAKES: DISCUSSION: If student fails to accomplish the turn, check for: a) weight shift is done onto a flat ski rather than against edged outside ski. b) over·edging one ski - hip out of center? We do not want any large tipping movements side­ways to shift weight because: a) students equilibrium will be upset b) weight shift alone does not do the trick. As a matter of fact, centrifugal force during the change of direction will put weight on the out­side ski. Steering is a knee action that only works if knee is sufficiently flexed. Spend ample time to create a feel­ing for STEERING. Teach steering on a shallow hill where student can truly concentrate on STEERING rather than worrying about speed. Once at the stage where changes of direction are comfortable, work on turning the inside ski parallel as the turn is finished. Slipping or skidding are "happenings" rather than deliberate maneuvers. It is of considerable value, if one or both should occur. The earlier the student learns and controls SKI 001 NG, the better. ,- TRAVERSING Center of gravity rests on uphill edge of downhill ski: Hands are forward and within the field of vision. Angulation shall only be as much as is needed to maintain balance. Depending on the steepness of the slope uphill side is advanced. More weight rests on the downhill ski (even in wide track). Skis are on their uphill edges. CLASS B GLM ski length: 150cm PRINCIPLES: Natural positioning, edge control GOALS: 1) TRAVERSE, 2) SIDESLIP, 3) BASIC CHRISTY, 4) REFINING OF EDGE CONTROL (SKIDDING), 5) TWO LEG STEERING, 6) POLE PLANT Develop sensitivity for edges. Teach traverse more as the attitude of crossing the slope, rather than a positive edging maneuver (our primary obligation is to get the student to turn). TRAVERSE: (gentle, smooth, terrain) PROGRESSION: NOTE: 1) Demonstrate the significance of increasing and de­creasing edging, by lateral knee movement. 2) Repeated climbing up and down on the hill will give student a good feel for his edges. 3) Are boots buckled? 4) Traverse by pointing skis across the hill and slightly downhill (if slippage occurs: good!) 5) Suggest more weight be placed on downhill ski then step uphill. Ski uphill into a parallel track. Follow with downhill ski. 6) Vary angle of traverse. 7) Stand securely on downhill ski then step uphill. REVERSE. 8) Explain that pressure is to be felt on uphill side of foot. (Educate foot sensitivity for weight distibution). 9) Traverse over uneven terrain at low speed. 10) Traverse and angle up the hill to a stop. By edging the skis, resistance to gravity is established. As long as this resistance is greater than the force of gravity, the skier will traverse, otherwise he will slip. WE DO NOT INSIST ON HOLDING A TRACK. WE ARE TEACHING A MEANS OF TRAVELLING ACROSS THE HILL RATHER THAN A POSITIVE EDGING MANEUVER. IF SLIPPAGE OCCURS, WORK ON CONTROLLING IT RATHER THAN DISCOURAGING IT. A) a wide track will give the student more lateral stability B) hold hands within the field of vision C) if body position is very faulty, pull student down­hill by his poles. The resulting posture that he will assume will be what we are looking for. IN PRACTICAL SKIING WILL WE MOST OF THE TIME SLIP? IN SLIPPING DO WE LEARN DYNA­MIC BALANCE AS REQUIRED FOR MORE AD­VANCED SKII NG? DISCUSSION: Positioning during traversing is very similar to straight running. However, in order to be comfortable with a seemingly "longer leg", the skier has to advance the up­hill leg, thus causing the body to be slightly angulated. A skier traversing is edging. CANTS SHOULD BE SUGGESTED I F THERE ARE PHYSICAL FOOT OR LEG PROBLEMS. SI DESLlP: practice beginning sideslip on fairly steep, but very short hill PRINCIPLES: Natural positioning, Total motion, Unweighting, Axial motion, Edge control GOALS: Balancing on edges and slipping skis PROGRESSION: 1) Learn slipping between poles; climb to higher pole, slip to lower one. 2) Point out edge release with knee motion away from hill. 3) Be careful not to teach a rising to release ... student will stand on uphill ski. 4) Face direction of travel 5) While slipping stress standing on downhill ski in an open stance. 6) Out of snowplow across the hill, bring uphill ski paral­lel to lower one. - SLIPPAGE. 7) Emphasize accompanying down motion when bring­ing the skis parallel. 8) Try slippage from shallow traverse. (Any kind of slip­page is acceptable. If it curves into the hill, all the better). Pivot skis, by turning feet. 9) Point out to lower the fanny during slippage. 10) If slippage seems difficult to begin, hop and turn both feet into the hill from a traverse. COMMON MISTAKE: Weight on the uphill ski: DISCUSSION: a) Stress moving weight to downhill ski. b) Face direction of travel. c) Pull student into slippage downhill by his poles. d) Try slippage without skis on (if student can not de­velop the feeling with them on). Do not pursue sideslip to perfection. Once the student has learned to slip and has learned to control this slip­page, go right on to the basic christy. Angulation i5 in this maneuver a necessary balancing movement. We flex the body laterally and face the direc­tion of slippage just as we flex the body while moving for­ward on skis. To initiate slippage, relax feet and ankles! - Sink - pivot feet. REVIEW THE SIDESLIP TO REFINE EDGE CON­TROL WITH EVERY CHRISTY MANEUVER. From a traverse with a quick down movement the skier unweights the skis and pivots them into the hill. Facing the direction of the slippage that is created, the skier controls the slippage by the amount of edging and is in an angulated position to maintain lateral balance. The edges are. set with a knee movement into the hill. This can result in a traverse or a standstill. Mostly people end up making the sideslips rounded, in which case we do not discourage this happening, but rather work on developing it further. BASIC CHRISTY: (gentle hill with smooth surface, convex) PRINCIPLES: All principles GOALS: Develop skidding through introduction of steering, pivoting. Learning to control speed by skidding Introduce pole plant (optional) The basic christy is the combination of traverse, snow­plow turn and forward sideslip. The proper choice of terrain matters a great deal now. Make the student com­fortable at a little higher speed by perhaps reviewing snowplow turn at a higher speed. Momentum will carry him into the skidding phase. Do not correct any minor details. All we are looking for is the skidding. Later we will have time to refine the maneuver. PROGRESSION: 1) Review all the skills that make up a basic christy. (see above) 2) Put traverse/sideslip, snowplow turn and traverse/side­slip together = Basic Christy. 3) If it works, try to emphasize the down mofion after the skis have been brought parallel. This results in easier transition into skidding. 4) Describe pole plant: In the basic christy, the pole is brought forward while the skier turns past the fall line. As he gets ready to bring the skis parallel (widetrack), the pole is planted and steadies the skier. As the basic christy becomes better, the pole and bringing the skis parallel happens earlier and earlier. IF IT DOES NOT WORK: DISCUSSION: 1) Traverse - stem with downhill ski - bring uphill ski parallel - slip. 2) Basic christy from fall line with help of a bump. 3) In stubborn cases let the student use hip projection (block in fall line). 4) Be sure that student has enough speed. 5) Be sure that edge is changed on uphill ski as it is brought by. 6) Emphasize wide track stance. 7) Stem uphill when snow is heavy and displace both tails of ski on smooth slope. Any form of slippage after the turning of both skis is ac­ceptable. At low speeds stem wide and steer with the outside leg as soon as that ski has changed edge. At high­er speeds stem narrow and close earlier. The student steps to the outside ski to unweight the inside ski and help turn it. Contrary to previous methods, we do not want to "close" the stem, but merely bring the skis parallel into a wide stance. The inside ski is therefore pivoted around the binding into a parallel position. Bump and/or a slight up movement will help. The second down should be encour­aged to: 1) prolong the unweighted phase during which the skis can be tu rned. 2) create momentum that will lead to slippage. Steering one and two feet should be practiced both stand­ing and moving (hands within the field of vision). -~---- ~~~~------ BASIC CHRISTY (pole plant optional) 1) Traverse 2) Opening into a snowplow with one or both feet pushing out. 3) I n relatively high position footsteering, weightshift and increased edging (along with steering) brings the student into and past the falline. 4~ Past the falline the inside ski is brought parallel to the outside ski of the christy, as the skier sinks into this widetrack and steers the skis further out of the falline into a skid (rounded slippage). The maneuver can be repeated to the other side now. Establish rhythm by linking turns. Short ski permits continuous turning. This is the footsteering phase. Showing the stronger steering action close to falline. Then we bring the inside ski parallel sink and steer into the skid (wide track). CLASS C GLM ski length: 150-170cm GOALS: STRAIGHT RUNNING II, UPHILL CHRISTY. REFINING OF BASIC CHRISTY. STRAIGHT RUNNING II: PRINCIPLES: Natural positioning, edge control, terrain absorption GOALS: Expose the student to going down and across the hill with higher speed. Bumps and changing snow condi· tions can be brought into play (commensurate with safety). Suppleness of the body should be exercised. HANDS SHOULD BE WITHIN THE FIELD OF VISION. The student should now learn to eliminate slippage while traversing. UPHILL CHRISTY: (medium steep terrain and smooth slope) PRINCIPLES: All principles GOALS: Refining of Basic Christy. Rounding of slippage to a skid with steering and pivoting. PROGRESSION: 1) Review rounded sideslip from shallow traverse 2) Emphasize down motion and steering with both legs (both legs bend forward and into hill exerting a pivot­ing thrust). 3) Increase pressure forward if ski does not seem to turn. Increase pressure on tail of ski if there is a tendency to over turn into the hill. 4) Long radius turns: the down motion and steering is applied gradually. For short radius turns, the down and steering is applied quickly. 5) If a student seems to hang on the uphill ski, teach him to turn on the down hill ski only (steer with down hill leg). 6) Try some uphill christies; - to a stop - to a traverse - to a slippage - and add a turn DISCUSSION: We are not interested in perfection or even a high degree of proficiency, but merely the skill to put a curve into the sideslip. A carving action at this skiing level is not expected, but it is certainly not discouraged. All christies will be finished with a more or less rounded sideslip, and we want to develop this understanding and basic skill. Angulation again must be understood as an attitude rath­er than a position, it is basic for lateral balance. FACE THE DIRECTION OF TRAVEL. FEEL THE PRESSURE ON INSIDE OF DOWNHILL FOOT. USE UPHILL CHRISTY TO REFINE BASIC CHRIS­TY. BRINGING SKIS PARALLEL IN FALL LINE OR BEFORE AND "ROUND" THE SKIDDING PHASE. IN REFINING THE BASIC CHRISTY, BRING THE POLEPLANT INTO THE PICTURE FOR EVERY STUDENT. AS STUDENT STARTS SKIING MORE AGGRESSIVELY, THE USE OF THE POLE PLANT, BECOMES ESSENTIAL FOR RHYTHM, BALANCE AND UNWEIGHTING. CLASS D GLM ski length: 150-170-180cm GOALS: Rebound pivot from edgeset - Abstem christy, refining of edge control, steering, work on preturnswith both skis. ABSTEM CHRISTY: (medium steep terrain, widetrack) PRINCIPLES: All principles GOALS: Further refining of BASI C CH R I STY by developing abstem to: create down motion causing uphill ski to be flattened or edge to change; create edgeset; create pivoted rebound from a platform (edge). Execution of abstem christies in higher speed and rhythmically linked. Refined skidding phase. PROGRESSION: ADVANCED ABSTEM CHRISTY Abstem is shorter and more powerful. Anticipation starts showing by encouraging the student to face the pole plant. The down motion toward the abstem is emphasized. The resulting rebound propells the skier into the christy phase (skid). The pole steadies, unweights and deflects the skier. 1) Utilize new experience of uphill christy to improve basic christy. 2) While standing in widetrack, abstem and step back. 3) Emphasize the push off from an abstemmed ski. 4) Do it while sliding. 5) Try a complete turn with help of bumps. 6) Bring the pole into the turn concept if you have not done it yet. Pole plant in abstem christy: During the sinking motion caused by the abstem, the pole swings forward. As the skier sets the edge of the abstemmed ski, the pole is planted and triggers the up­forward movement of the body and the process of bringing the skis parallel to each other. As the student skis past the planted pole, it stabilizes, and propels him into the turn and causes up unweighting. 7) Work on timing. GET MILEAGE - SKI! LINK TURNS!!! 8) Decrease the amount of stem, but increase the push­off and the amount of steering after the skis are parallel. 9) Correct student if downhill ski is not actively ab­stemmed (the body weight is committed to the ab­stem). 10) A slight hip projection to aid turning power is accept­able. Control it if pupil "follows through". IN GENERAL, EDUCATE A TORSO POSITION­ING FACING THE POLE PLANT PRIOR TO INITIATION OF TURN. It is important to realize not just to step onto the out­side ski, but at the same time, pivot it with a strong steering action in the leg that receives the weight. Steering and forward pressure control the skid. DISCUSSION: The abstem christy is an ideal maneuver, since a higher plateau can be reached by all students than the ortho­dox method of teaching offered with the stem christy. For many people a more or less refined form of this maneuver is the final stage of progression. It can be used at high or low speed and in changing snow conditions. It is the ideal turn for the tiring skier as well and is in fact the kind of turn many "parallel" skiers execute. This abstem christy can be linked rhythmically to serve almost as wei I as the shortswing and wedel. FOR VERY STICKY SNOW AND EXTREMELY SLOW SPEED, USE UPHILL STEM! LINKED RHYTHMICAL ABSTEM CHRISTIES PROGRESSION: 1) Abstem garland with pole plant. 2) Pivot skis near the toe of foot - widetrack. 3) During abstem checking, let uphill ski join the skid - widetrack. 4) Snowplow wedel with pole plant. 5) Try lifting inside ski up. 6) Try pulling it parallel to outside ski. 7) Continue in rhythm. 8) Longer radius turns with pole plant. 9) Longer radius turns letting uphill ski skid into closer parallel relation. 10) Ski moguls in same fashion. RELATION BETWEEN SKIS DOES NOT HAVE TO BE PARALLEL YET, ALTHOUGH THIS PROGRESSION LEADS US DIRECTLY THERE AND TO THE STEP CHRISTY. COMMON PROBLEMS: NOTE: Rotation and throwing the hip Let the student experience other ways to initiate a christy. (See above) A slight hip projection is not bad, although the above progression should give the student enough impetus to choose from other than rotation. If body, in the initiation, seems to be inviting the stu­dent to rotate, he may be facing the tips of the skis rather than the pole plant and downhill. Practice stop christies. If anticipation is poorly executed as a rotation, teach anticipation from a stand on a mogul where friction is eliminated in front and back. Torso and pole can assist