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Show Certified Ski !Instructors cAssn. - of the Southern Rocky Mountain Ski Assn. REPOHT til<' l<.XAMINATlutl lo'OH Clln'H'IGNl'II.IN o I" SKI INSTRUCrl'ORS. ----- Arapahoe Basin, Colorado. npril 15-18, 1958 The 1958 F.Jt:amination for C·.::rtlficatton as Ski InstructUY'[l :1'\.;110 Rocky Mountain Ski Instructors hssoclation took place n.t Arapa;loo i,'·eudll, Colorado, April 15-10. A totR,l of 46 candidates presented themselvos for examination. Eltlven candidates met the rigid requirements for full certtfication, while twenty-two candidates qualified for Assooiate Certification. Twelve candidates failed to qunlify, and ono did not complete the examination. The examination was conducted in accordance with the plan for Ski Instructor Certification outlined in the Ski Instructors Handbook of the Roolty r40untain Ski Instructors Associn tion. Fleven candidates were allowed to take the examinatiun withuut having oompleted the preexam requirements, and thei r grades are boing vIi thheld pending completion. It is interesting to noto that of the twenty-two f~ssociate grades gi ven, only two candidates made J..'ull Certification grades in r'ree Skiing, while failing in the Teaching phuso. Nune of the ABsociates made Full Certification grades in the teaching phaso while fa1ling because of Pres Skiing. Of tbe twelvo who failed to make Associate Certification, six failed in 1'roe Skiing; two failed the teaching phase; and four failed uoth phases. Tho Examination Board wishes to extend its apprec1ation to the Arapahoe Basin Corporation, and to all others in any way connected with the examination for their cooperation and consideration during the 1958 examinat10n. Board of Examiners John Balley Ernie rno.ke Bob Crntg Hrot Dercum George En~el John r:orris Roy Parkor " . 1\ . \ Roy Reid VJtlly f;chaofflor Hud! ~)chnucl{enborg Pote Seibert norris Shepard Sandy Sabnttin1 Jim Snobble Hespectfully submitted, Curt Chase, Chlo.1' Exam1ner " .; , LEARN HOW TO SKI THE SAFE AND RIGHT WAY. WITH YOUR CERTIFIED SKI INSTRUCTOI May 28, 1958. N.S.A. Hdd et Alta Utah. Bill Lashs Moat of O1..<r insLr1..<.ctors coulu not do th~ ne\~ type of snort swing. i'ie must take the reeponeibili ty, ands6e that oue inetructors arE> a'o'Iare of it becauee the public is den.rmaing it. 'lie have a uen.onstratic.n teen. here to show how we are teaching it here. We 'rii11 st..,rt ("ur witrl e straight running position. Ken Riggs, in our straight running position, we are going to abaume a comfortable stance. From here on we want to assume a very r€lax~~ position. Down in ankles and knees, hands in a comfOltiaqle positi0n, straight forward lean. Bud Temples &traight Snow Flow. FreElS (Jut, t;;tige& flat. Ab he 691ns c<..nf'idence he presses forw~rd until he c~n maintain a wide ~now plow (Mi&seu Uvlli~ of Bud's explanation here). Qs In teacting edges what are yo~r cecumendatic:.ne for the be&innin~ of the snow plow' As Push (JL·t heels. ((.S Do Y0U uae any un;;eic:,hting'l A, Unly in our demonstrations2 Woodys Here in snow plo~ turn after we heve gone into straight snow plo~, we drop shoulder on inside eo it ie in lineriith the bvot. You wi.l.1 find many will put weight on the wrong ski. We ·.. . ant hips to etay overskiis and <irop shuulder over the outside boot. Junior, Linked turns. It might b~ wise to bbst-rve the Fosition of ehuuhl~rs in the beginning snOft plow turn and c~rry over to all the parallel skiing. Georges In demonstrating te,is for student do yeu ov~r elliphasize for the stuci~nt7 'tie emphasize a. greet€.r drcp bec8ube 'I'I~ ... ant to Sf.OW then. wnere toey an, b~inb' As We donlt en.phesize thiE a gnat deal. It is actually a alight COllllla position. Bill, We want to keep hipe ov~r the skiis, if 'tie drop too much, we loose tbis. Qs J.)oes body stay square with the skiis. As At tr,is stq, , it dOE/D. Q, Whet degrtoe of mastery do Y0U try to get "ut of theBe meneuvers'l A. Not very mvch. We donI t spt-no. too much timt:;; on tht6~. Q, Is t!J.is not a controlling turn7 As Not very much. Qs how much elllphasis do you place on tht-be lllaneuvers? As We have one or ttiO tuings we ere trying j.o pull out of these maneuvers. " Bill Lash, I.S.A.; E.1even yearo teaching, c€rtified eilht yt:ars, examining, Boar J seven times. President five years of :i.OJ.LA., Natic.Cla1 Cou.n:.ittt:.e for six years. Joseph P. Herlacker Jr., P.N.6.A.; Teacning 12 years, ten year~ supervision of instructors (heve frou. 1,000 to 2,000 students on we:.t;kends). Four years certified teacher, three years emamine:.r, one year as chairllian of Certifying Head Committee, and three y(;srs atl ASSistant/of ~ki Scbool. George E.ngel, S.R.l.i.S.A.; Chairman of Certified Ski Instructors five years, thirteen years' teaching, running ski school nine ye:.ars, on ~au.inin6 Boaru seven years Bnd former Vice Pnsidc.nt of :;'.~:'.R.i;.A. H. James/Johnston, (J.U.~.b.A.; Vice President of' OUb5A, nine years tt:8ciling" Chairm9n two years, examim.r four years, (heve irUlli 500 to 1,000 Feople) ht:au of ski school nine years. Willy Schaeffler, Ski Coach; Teaching 22 years, certifit;u 20 years, is a German, Bavarian, Austrian, and Alr.trican Ski Instructor, uirector vf ski scnool 1, years end on Netional Cou.mittee for fivt yean, certlficatic.n chairx::.an wf S.R.M.S.A. one year Bnd €xau.iner six yeers. NaILe has been decided, Puq:oses and PO'f'H .. rs to ut uecLitou ;-L-5b. Ten.porery Itint:.ry for 5-213-5e. (1) R(..pn.ot.ntetlvt; to Lm) h.::". 1. (JoUJuiLitc. Fint of importance, setting up of PurpostEl and. Po~~rs of Adn.iniatretivt; Proceedurea for this Abbocieticn that we havt.. forzted. .' \ An Outline Of ., SKI TEACUING METHOng .. . " " . ~ " ~ d' _ "~~.-L<' • IY 'Sitt Lo,Ak -PART- I HISTORY OF SKIING Early History The word ski is derived from an Indo-German root. Skis have been used for over ~OOO years in an unbroken ,stretch from the Bering Straight to the Norwegian West Coast. The study of skiing has had an important place in the ancient culture of northern latitude countries. These people of Northern Europe lived under conditions that compared to the conditions of Siberia today. There is no evidence that skis were utilized by the Indians in the new world, al though the North American Cont inent has simi Lar cl imates to that of Northern Europe •. The Hoting ski, dug up in a peat bog by archeoLogists, was used in Sweden at about 2500 B.C. This ski is now in the Nerdiska museum in Sweden. The oldest known ski found in Norway dates from about 500 B. C. (the Bronze Age). Prehistoric skis are divided into three types: 1. The Northern Art ic type v.as wide and short and the under surface was often covered with hide. It is still empLoyed in Siberia. 2. The Southern typewas Long and turned up at the tip. It resembles the ski of today. They were in existence extensively in mid-Europe from the Urals to Southern Norway. 3. The CentraL Nordic ski was grooved and the Left ski Longer than the right., The bottom of the right ski was fur-covered. This Locale seemed to be modern Lapland. The first skis were carved of long frames of pine, ash or birch and were covered with leather. Reindeer skis were often used. These served the same purpose as our modern-day cLimbers; they sLide down the hill but serve for hoLding when cLimbing. Tar was appLied on the bottoms of earLy skis for wax. Skis were first adapted for transportation and hunt ing on deep and frozen snow terrain. The sk is of different Length were adapted for hunt ing, because the Long ski served to carry the weight of the game, whiLe the short ski was vaLuabLe for traction. Some historians believe that Leif Ericson may have used sk is in North America in the year 1000 •. Skis were first employed for miLitary purposes in 1483-99, by the Russians and again in 1565-1789 in battLes between the Russians and the Finns •. MiLitary history of the Northern Europe countries indicates that skis had an important pLace in moving troops across snowy and frozen terrain •. In 1580, skiing had spreud to Europe via Austria. The first mention of skis in North America was at an ice carnivaL in Canada in 1759. By 1767, there was a military ski competition in Christiania, Norway •. By 1840, Norwegian immigrants first used skis in the United States. It was in the California gold rush that skis became a necessity in the high Sierras.- These were used 1 Cover Photo: Junior Bounous, Ski School Director, Sugar Bowl, Norden, California. TO tty." IFE :~'h'C TYPED, ED I TED A/fD Pi? I .. ,'TED Th' I S CI.JT:'" I//E .: :- PR£FAC£ This treatis deaLs with some basic principLes in ~ki teaching and the process of Learning how to ski. It dpes not advocate any particuLar "system," but discusses the mechanics common to aLL methods. The author is weLL-quaLified to make this presentation and summary by reason of Long experience as a ski teacher, and he is currentLy chairman of the ski instructors committee of the NationaL Ski Association. The iLLustrations are drawings of actuaL 16mm movies taken at ski instructor cLinics. Mr. Lash, recognizing that the methods of ski instruction vary from pLace to pLace and aLso from time to time,hopes that the current work may be the basis for future editions, revised as the methods of instruction evoLve. These fundamentaLs must be Learned by every skier., aLthough they are by no means a substitute for personal instruction. It shouLd be heLpfuL to aLL skiers, and particutarLy those interested in teaching skiing. Ala.~nt NationaL Ski Association of America INTRODUCT ION The subject of ski teaching is unique. Here is a fieLd of study that has one goal - to be abLe to teach a person in the shortest period of time the art of skiing so that the student wilL be able to ski in controL, with a minimum of effort, in varying snow conditions. There are many methods of teach ing th is goal. The proponents of each natura £Ly fee L, and can produce valid facts as verification, that their particular interpretation of a technique is best, or at Least has certain advantages. To adequately expound alL methods is, of course, impossible. To detaiL the aspects of one system of skiing, is impracticaL. The aim of this outLine is to compromise by standardizing the basic preLiminaries necessary for modern ski instruction. ALthough a particuLar interpretation to one technique is used in this outLine, its presentation is not designed to suggest that it is the best. The approach is presented since it wiLL provide for the adaptation of other methods. . This is an OutLine ~ ~ Teaching Methods. The purpose is not to serve as a manuaL that presents detailed considerations invoLved in teaching skiing. It is not an answer to aLL impLications that arise in discussion of a particuLar ski technique, its evoLution, its practicaL adaptation, or its teaching procedure. The outline is not meant to be an impLement that wiLL enabLe the teacher candidate or instructor to dispense with reading and detaiLed study of the compLete library avaiLabLe on ski techn iques. Th is certa in Ly wi L L not supp Lemen t the prac t,ice and experience necessary to become a qualified ski instructor. This outLine wilL, however, help the candidate pLan his course of study. It wiLL help simpLify a complicated fieLd by bringing into focus a few of the more important aspects. The outline is presented in four sections. These sections are the components of ski teaching. They are: The History ~ Skiing, The Fundamental Mechanics of Skiing, The PsychoLogy ~ Teaching Skiing and The Technique ~ Skiing. This presentation is an outgrowth of ten years' study and experience in ski teaching and work with ski teacher certification-examinations and clinics. The idea for this outLine is a resuLt of discussions with the Ski Instructors Committee, National Ski Association of America, who are as folLows: Joe HarLacher, PNSA; George Engel, SRMSAj Chuck Hibbard, NRMSAj Jim Johnst~n, CUSSAj Wit Lie Schaeff Ler, interco Heg iate sk i ing j Kerr Sparks and PauL VaLa"'" USEASAj and Ed Heath, FWSA. My indebtedness is extended to the committee members and especialLy to PauL Valar and WiLly SchaeffLer, who demonstrated their techniques before the camera. It is from these sequences that the drawings in this book were made. v For invaluable suggestion and material source the writer is grateful to the folLowing: From the Brighton Ski School, Brighton, Utah - Woody Anderson, Ken Riggs, Bi II Thomas, Bud Temple and Hugh OLander. From ALta, Utah: Bill Cook, Alf Engen, Lloyd Robbins, Bill Leavitt,. John CLement, Doug CoLeman, Keith Lange, Jim McConkie, Jim Shane, Lou Lorenz, AdrienSegit and Junior Bounous - aLL of the Ehgen Ski SchooL. From Lee Bronson and Ted Johnson, Rust Ler Lodge; Edwin Gibbs arid Fred L indho tm, Peruvian Lodge, ALta, Utah. From Lutz Aynedter, Pres., Far West Ski Instructors Associa·t·ion'i Gordon Wren, Vice-president, FWSJA; and Alton MeLviLle, President, National Ski Association of America. From Earl Mi ller,Snow Bas inSk i SchooL, Ogden ~ Utah i Dick Fry, LittLe Mountain Ski SchooL, Utah; and from Dennis Shattuck, Salt ~ Tribune. Indebtedness ·is aLso extended to aLL authors listed in the bibt-iography. This study is presented to the ski teaching profession in the United States with' the understanding that the certification committee, NSA, and its technical coordinating groups wilL investigate the feasibility of revising and adopting this outLine for a national manual. 6811 South Meadow Drive Salt Lake City 17, Utah October, 1958 vi B€.4:.?2: Certification of Ski Teachers Committee, NSA TABLE OF CONTENTS PART I HISTORY OF SKIING ................... /I Early History...... • ••.• . ............... . The Ski Technique is Born •.•.•. Development of Alpine Skiing •••••• . ........ . The French Inf luence Upon Sk.i Techn ique The New Techn i que •••••.••••••••.•••••••• Certification of Ski Teachers in the United States THE FUND~ENTAL MECHANICS OF SKIING Phys ics •••••.••. Gravity ••.•.•. Acceleration Resistance Momentum •••••. Centrifugal force Lateral Balance Change of Direction £ dges ••••••••••.••• Unweighting •••••• Inert ia . ' ..... Turn ing Power •••. . •. ' . . ••••. Upper Body Turning Power Heel Thrust Turning Power Traverse, Fall Line, and Line of Gravity The Line of Gravity and Its ReLation to the FaLL Line III THE PSYCHOLOGY OF TEACHING SKIING IV Presentation and Class Organization Presentation CLass Organization Class Conduction •••••••••••••• Teaching SkiLLs - Applied PsychoLogy A Ski School OrganizationaL Guide ••••••• The Class and Private Lesson in the Ski School ••••• ...... A Teaching Summary •••••• . ••.•.••••••..••••••.••••••••••• TECHNIQUE . . . . . . . . . . . . ... ...... WaLking on Skis Sl iding Steps . . ...... . ..... The Two Step ...... Step Turn . . . . . . . . . . . . . ..... -. . ........ vii Page 1 1 2 3 3 4- 5 9 9 9 9 9 9 9 10 10 11 12 12 13 14- 15 16 17 19 19 19 20 21 22 24- 25 25 29 30 30 30 30 IV TABLE OF CONTENTS TECHNIQUE (Cont.) Climbing on Skis - Side Step The Diagonal Side Step Herringbone , ••••.••••• ~ Falling and Getting Up . . . _. ! • .. . . . ... . .. . . .. .,. .... . . .. . · . , . -·· .. ........ " ..... DownhiLL Running •• Straight Snowplow The Snowplow Turn · ... t •••••• • t ••• · .... .. . . . ·· . ~ . The Snowplow Turn on the "FaLL Traversing' Line . ... .. . .. .... Kick Turn . . . " . . . . .. . · ... ... Stem Turn or PLatform Turn . . " . · .. · . " . Platform Turn Mechanics ••• · .. · .. . .. Unweighting Up-Down ••••••• ,. • •.• ., .... The difference Between the Primary Opening of The •••• Uph ill or Lower Sk i . • • • . • •• The Side-slipping Maneuvers ••• ~ ••••• , •••••••• Forward Side-s L ip ••••••• ',,' • • • , ••••• Traversing Side-slip ••••••• ,. Turning Into the HiLL •• • •• Edges • t •••.••• Un we ight ing Turning Power ••• · . . . • • · . · .... , . · .. ... ... . ... .. PoLe Use •••••••• . . . ... , ... Turning Into The HiLL With Lift · ... Turning Into The Hill With Down Weighting . . . Stem To The FalL Line ••••••..••.•.•••.••••••••••• Upper-body Fo L L ow-'through As a Turn ing Aid •• ELiminating Upper-body Turning Power •••••••••••••• Adapting The PoLe for Teaching Side-slips and ... " · , . ~ . · .·.. ...... · .... Turning Into The HiLL ••••.•••••••••••• • •• ,. The PoLe in the Parallel System of Teaching •• • •••••••• Mechanics of Pole UtiLization ••••••••••••••••• •••• • ••••• Into-the-hiLl Christies From The FaLL Line To a Stop •••••• Skating.......................... ... . •• Beginning Christies 0 •••••• 0. •• • •• Beginning Christies With a Lift •••••••••••••••••• • ••••••• Difference In Down Weighting Compared To Up Weighting ••• The Steps of Learning in Progression to the ••••• ••• • ••• ParaLLel Long Swing Turns ••••••••••••••• , •••••• ParaLLeL Christies (ParalLeL Long Swing Turns) •••••••••••••• Long Swings Showing Proper Weight Distribution •••••••••••••• and Premature Lead, Edge, and Weight Change •••••••••• Long Swings With PoLe ••••••••••.••••• .•••••••• • ••• The Approach To Short Swings (WedeLn) •••••••••••• • ••• Wede Ln From Traverse ••••• • • • • •••••••••• Wedeln From FaLL Line '1" ••• • ••••••••••• WedeLn From SnowpLow.. • ••••• Short Sw ing and Wede Ln •••• • • • • • • • • , • • • • •••••••• The Short Swing ••••••• • •••• 41. • • • • .. • ~ • • • •.• • •••••••• \It';; Page 30 31 31 31 32 34 35 36 37 39 40 42 42 43 44 44 45 46 46 46 47 47 47 47 48 48 49 49 50 50 51 52 52 54 54 55 55 56 57 58 59 60 60 60 61 61 TABLe OF CONTeNTS A SUMMARY OF THE TEACHING SYSTeMS Method Method Method I II .• III .. . .-. Teaching in Powde~ and DeeP Snow ••••••• Powder Theory ••••• ' •• _ •••...•••••••••• Varied Methods of Powder Teaching •••• Teaching Powder to the Inexperienced Skier The Stem in Powder Technique •••••••••••••• Teaching Powder to the experienced Skier Heel Thrust for Unweighting Impetus •••••• , . • • ....···.... ......................... .... . ....... , ... . Teach ing S (a lom and Coach ing Jun iors .$ lO-Lom for the Recreat iona L Sk ier- .. ' ............... . The Junior Racing Program •••••• • ,. • ••••••••••••••••• Co.ur.se Setting •••• a .••••••••••••••••••••••••••••••••••• Faults in Technique of Juniors •••••••••••••••••••••• SLalom Gates....................... . ................ . The Teacher and His Relationship to the Junior Racer •••• BIBLIOGRAPHY .................................................... ix Page 63 63 64 65 66 66 67 67 67 68 70 73 73 73 73 74 74 74 75 An 'Outline Of Ski Teachinl Me thods &y 8ill La,h Salt ~Gk. City, Utah 1958 ----~-- for transportation, mining and carrying the mail and were know to be in general use from Yosemite to Oregon, to CoLorado by 1860. Whi Le in Norway the first of ·the famous HolmenkoLlenevents were held near Christiana in this year. In 1867, racing came to Light in California when the winter sports association of La Porte gave prizes of $75. Skis in these races were fourteen feet long. The .. firs t ski ct ub in the wortd, the Sk i CLub of Chris t ian ia, Norway, was organized in 1870. By 1879, the start of modern ski meets began with a jumping'meet on Huseby HilL near Christiania. This is the first time that these meets 'received wide pub l ic ity. The Heminestvedtbrothers in Red Wing, Minnesota; became the first U. S. jumpers in 1880. In the 1880's, ski c tubs wereargan ized on a large scaLe in the Un i ted States - wherever there was a Scandinavian popuLation. The Ski Technique is Born: Although skiing had been introduced in Central Europe for 300 years. it did not receive notice until the 1880's, when Nor-wegian students used skis in the BLack Forest. The idea spread from there to Switze'rland and Austria. The ski technique of the ski world in Norway consisted of the straight down run and telemark turn. A type of open christiania was also utilized. These techniques were adapted to the te~rain near TeLemarken and Christiania, Norway, that was mostly open and rolling hills. Obviously, these techniques were not adapted to the steep alpine sLopes of central Europe. There were no bindings of any value. Bindings were adapted to cross-country and straight downhill running. Probably influencing skiing more than other factors was a book by Fridtjof Nansen called Paa Ski over Gronland. Published in 1890, the book describes the crossing o,-southern Greenland in 1888. Skis were employed on the ex-ploration by the entire group. This received world-wide acclamation •. Nansen's book. infLuenced famous ski people like Paulcke, fjoek,lseLin, and Zdarsky. Wihlelm P.aulcke was a German and first pioneer of ski mountaineering • . Henry Hoek was one of the first Germans to .race and one of the greatest ski moun-.. taineers of all.time. Christopher IseLin, who is regarded as the father of Swiss skiing, founded the first Swiss Ski Federation o Mathias Zdarsky was an Austrian of Lilienfield who became interested in the sport of skiing from Nansen's book. He ordered Norwegian skis and began to experiment'with the sport •. By 1896, Zdarsky introduced to the ski world a book which was the first .ilLustrated ski manual ever written, called LiLi~_nf~ SchilaufTechnik. It was Zdarsky who introduced a new binding which held the footfir:-mly to the ski. His te.chnique consisted of a type of stem turn with one long ski pole. This pole was.used like a third leg. The ski was groovelessand was. called Alpenski.. i Zdarsky is stilt remembered for his treatise on ski mpuntaineering and the study of avalanches; but his technique caused an uproar among the Norwegians at the time. Zdarsky is c·onsidered the father of the ALpine Technique. He served as a ski instructor in the Austrian Army during World War I. It is interesting to note that he survived an avaLanche with Over eighty fractures and dis-locations which included six dislocations of the spine. He managed to ski again and lived until 191,.6 •. 2 Another officer of the Austrr.:m .Imperial Army pLayed an important influence upon ski technique. He was CoLonel Georg Bilgeri who once was challenged to a duel by Zdarsky over Bi 1ger'.p s description of a stem turno Bi 1geri wrote Der Alpine Skilauf in 1910 - :l bool~ that analyzed the Zdc.rsky and Norwegian sk i techn iques. In America there was enough interest in sId jl...lmping to justify the beginning of the NationaL Ski Associati-:;rI in 1904'0 .This was founded by Carl Tellefsen and the membership was five c~ubs in 19040 By 1906 9 it boasted 16 ski cLubs. The ski interest in the Unitr::·d States was centered around the midwest, where jumping was popular, until 19.?1~ Development ~ Alpine Skiing Much of the credit for development of Alpine Skiing must not be given to the Swiss, Bavarians or Austrians :')ut to the Engl ishman, Sir Arnold Lunn. The British adopted the Alps as c winter playgroundo Sir ArnoLd spent much time sk i ing in Switzerland and made a study of sk i techn ique, equipment and condi t ions of the snow. Arno Ld Lunn vvrote books on sId moun to. ineering tho. t have been translated into many LantJuc.geso He is the man who invented the Alpinedownh ill S la.lom and is the on Ly man aL ive that has ac tual Ly invented a sport adopted in the Olympic progrc.;:lo The B ... Uish revolulionized competitive skiingJand they pLay an important part in the history of the sport. In 1894, Fritz Huitfeldt produced the first binding with toe irons. Huitfeldt wrote a famous book on sIding in 190B, caLLed Kria. It describes the sLalom. The student of ski technique must give credit to other early pioneers, such as, Vivian Caulfeild - Ho\v 1£ Ski, 1910; Wo R. Rickmers - Skiing for Begin!:!.!!.!:.!!, 1910; Walter Bernays; Ivan Waller, an engineer who analyzed ski technique; Professor E. MehL; ano' CarL L,uther~ who introduced the word'stemchristiania'in Del" Moderne Wi:lterspori, 1911. It was some of these early ini!uc-!nces that helped a young man in the Arlberg mountains to learn to ski. T/,i::: was Hannes Schneider who clarified the few fundamentals of skiing and stc~r,:~d ·the first ski school in 19070 It is from this ski school we der ive the !;icdern stem-turn and stembogen so well known to every ski instructor of today. In 1912, Hennes had two instructors. This school developed into ti,e now {cmous ski school at Sf. Anton-am-Arlberg. In 1920, the Canadian Amateur Sid. As.;;;ociation was fermed. In 1924, the Federation International de Sid was formed o Affiliates of the National Ski Association were formed as foLlows; In 1925~ the United States Eastern Amateur Ski Association; in 1!';}2C, the Central and Western divisions. The Wes tern was broken up later int 0 the Co. li forn ia Sk i Assoc ia t i on; the Northwestern Ski Association and the Rocky f.liountain Sid Association. In 1937, the NSA divisions reached a statu:;; similar to that existing today. The first downhill race was he!.0 in Dartmoc .. th in 1926 c championship was held in Warren .• N.H., in 1933, and the in Seattle, 1935. It was the 1::'22 '."linter OLympic Games boom in this country. The French Inf luence upon Sk f TC9,{m ique The first downhill first Slalom race that started the ski It is from the Austrian racer and trainer of comes the beginn ing of the Frc:,.:.h techn ique" the 30'st Anton See los, that Because of SeeLos skiing 3 The Austrians by this time were beginning to perfect a new styLe of skiing, They had watched and imitated the French but saw need to deve lop a sys tem of skiing (racing) that wouLd alLow faster movements of the shouLders. Square shouLders from upper body rotat ion was slow and often knocked down DoLes. As the shouLders are used less and speed is increased, it becomes necessary to initiate the fast action of the feet. The early developments were cal led reverse shouLder. This was evident in 1950. The Swiss deserve more credit than they receive for the progress of modern skiing. They have always used a great deal of side-sLipping in their techniques. I,n post-war schooLs they stressed the importance of the parts of the body that were nearest the skis - feet, anJdes, Legs and hips as a means of effecting turning power. In Swiss techniques the shouLders were not expressed. Skiing was evoLving rapidLy towards a new technique. The Austrians, under direction of Dr. Rossner and Professor Kruckenhauser, introduced to the Fourth International Ski SchooL Congress evidence of development of foot rotation in ski teaching. They incorporated this into a system that couLd be taught in all stages of learning in the ski school. Inovations and new deveLopments of the Austrian system are now in use in ski schools throughout the wor.Ld.: . It is obvious that no ski teacher can patent his ideas. A sound technique wiLL be incorpo~ted into other systems. Consequently, the international character of ski technique couLd resuLt in the eLimination of major dissimilarities in national ski schools. Minor approaches to teaching wiLL continue to vary because of terrain, instructor and ski school preference, and the appeal for salesmanship in the schooL. But the future technique wiLL undoubtedly be a contribution from all schools incorporated into a simplification of teaching. Certification of Ski Teachers in the United States During the evo~tion of ski teaching in £urope, it became the practice to certify ski instructorsto protect ·the skiing public from incompetent teaching methods~ When ski interest in the United States increased during the thirties) it became obvious that a simiLar program was needed in this country. It was Dr. Raymond S. £Lmer who formed the first certification committee in the US£ASA in 1937. He appointed Professor CharLes Proctor, of Dartmouth, cs the first chief examiner on this Board. The program was a success in the £ast and was foLLowed as a pLan for other divisions of the National Ski Association. ConsequentLy, the Pacific Northwest, the Californian, and Southern Rocky Mountain Ski Associations made plans for certification of ski teachers during 1940-42. But these pLans were not initiated with enthusiasm until after World War II. The best plan of certification in the West was introduced by the California Ski Association on May 18, 1946, under direction of Charles Proctor. To CortLand Hill (NSA Certification Chairman, 1945-52) we owe credit for creating national public interest in certification. The California Ski Instructors formed their own non-profit Corporation in 1947. This deveLoped into the Far West Ski Instructors Association in 1948. The Southern Rocky Mountain Ski Association and the Intermountain Ski Association certified ski teachers in the faLL of 1947. Both programs Lost vigor until 5 1951, when instructors of these divisions formed non-profit corporations to help conduct the pLan for certification. The PNWSA used a plan for ce'r- -I; if icet ion in May of 1942 - revised this in 19'~7 - and have made revisions since. Credits for the certification development in the United States go i:o: Ken Cuddeback, George Earle, Karl Acker, USEASA; Otto Steiner, National Certification Chairman, 1954-58, FWSAj George Engel, SRMSAj Jim Johnson, CUSSA,· Hal Kihlman, PNSA,· Dr. Hibbard, NRMSA,· and F. C. Koziol, John Herbert ~~nc Slim Davis of the USFS. A plan of cer"tification in the U. S. Central SId Association was brought up to date in 1955. The NRMSA began an established organization in 1957. The fJRI'1SA instructors incorporated in September, 1958. The effectiveness of all programs in the United States was dependent upon the expanding of the functions of the plan to include clinics or training sessions. The clinic program now aLLows the teacher in an isolated ski school the opportunity to improve his teaching technique. This was accomplished with an open ~ttitude towards the various approaches of teaching maneuvers and techniques. ,Yith the inauguration of clinics and raLlies, the standard of instruction wen t up. The examinations in the United States are conducted entirely within the individual division. There is no national certification but the nationaL certification committee does coordinate a national pLan on a divisionaL basis. In aLL divisions there is a close similarity in the certification .Dlan. They are all important and comprehensive in all respects of teaching. They all require written tests and valid first aid cards. Most divisions require a study of avalanche control and rescue. Certification is based upon the ability to ski well, explain and analyze maneuvers, and recognize and correct errors of the student. Adequate and precise demonstration is stressed. The certification test includes also the teacher's ~~{!ity to mCl.ke himself understood and to handle a class properly. One tech." ique or system is not stressed. The examination aLlows for experimentation "ne new ideas. 6 '. Wtrc .1: ~ ,I .f.'r .' 1 • t . THE Ct-INIOS AND RALLIES ARE AN INTEGRA!. PART OF THE CERTIJ:/CJI,TIOP DROPRAfI ,,, THS' UNITrr STATES. • ,jl ~~ MATTUDIt -PART- II THE FUNDAMENTAL MECHANICS OF SKIING The approach to learning various techniques and systems. of skiing differs immensely. And yet, in all techniques there are factors that remain constant. These factors are the laws of physics that apply to the mechanics of skiing, Realize it is possible to be a competent skier without a compLete understanding of these mechanics. But, to be a competent ski instructor, it is necessary to comprehend the natural laws of mechanics as they apply to the ski in descent on the ski slope. This is a requisite to proper explanation and demonstration. Similarly, understanding of the mechanics is the tooL the teacher must use to observe, analyze and correct the skiing performance of his students. Physics Factors involved in mechanics of skiing are:· The inclined plane: SLope of the ski hill. Gravity:. The weight of the skier's body, when free to move, will accelerate towards the center of the earth. In skiing this becomes the faLL line or Line of Least resistance. Acceleration: The rate of increase in velocity of a skier's body in motion. This is used paralLeL to the slope and causes the downhilL motion. It varies with the incline of slope. Resistance: Skis on the snow in different snow conditions and the air resistance caused by the skier's body (friction). When the force of gravity overcomes the force of resistance, acceleration takes place. This will be evident whether the skier descends straight down the slope (fall line) or across the slope (traverse). Momentum: The resuLt of acceleration and speed; it increases with the rate of speed. It is the property of a moving body under action of force which determines the Length of time required to bring the accelerating body (sider) to rest. Because no slope (inclined pLane) is uniform - it has trees, bumps, hoLes, different snow conditions and variable pitches - it becomes necessary to deviate from the originaL path of descent. Thus, we are faced with: CentrifugaL force: The force which tends to impel a thing, or parts thereof, outward from the center of a rotation. Last, consider another element - the human element - the attitude and muscuLar coordination of the human body. Momentum and centrifugaL force are the criticaL factors. When a change of direction is necessary to turn away from obstacLes and to control the speed of descent, many counter-measures are needed in body position and balance because of centrifugal force. 9 ACCfcL£i~ATI(;i:: .-.::I-FFWM CE.'!TEr'?OF TURN CENTR I-~--+-FUGAL FORCE WARD FROM A OF ROTATION CENTEa OF GRAVITY A CHANGE IN BODY ::'CS InC!: ShOULD 8,E!:; N,t,·AT r/·/£:, CE.':TER OF G.'-:-':A\r'IT~'. I~ .,{IGID There C"'C : i;";7cr -;''"i; "I::'pes -:;f ::;::.Lcr:co. tine 'lrc.':'·' ~the C0,'ltr~r -cf- r'r-rC-!v-.{i:-'" ·te, the is t.1·~.f ;<:cc " . t i~~ ; :-, c ,,' : v L /,'lTO TilE ;'fILL VERT/CAL BALAVC£ ":::-.~",,, , ...... ""\ I '" '- •• I ,....;0 t a_ :i/I 1.::1">' I,': ECU IL. J[J; fUM ,j,/JD FLEX (!J I;'" I ~-/ .. Th' {S ! S ACCCNr L I SHED 3'/ !.'r A/.'f.) ~)O~VN MO'/Ei: CfT: LAT£i7AL'\CT/ON; A/:D FC':7:~/r~:7D OF? lJ4-:;C- 7J:'::= V;2:-'~'ic:~,: 1').,tCl:,";CC :,,-:; en ir-iJ.[:,iI10ry s.':iC'r's fGo:. The ce.'1icr of -,·r.:vity ; ~ :"' ~ , (.s" i ... -- t - 2:~ r .~: :-.:.:) c:: u i / h ~ \_~ i· SL'f~~icicnt ene' /:l::::Gf~~C-S a c;"'i::iccL f::.=tcr,. tt';.-::."j ~_:.n ::c:: .. r:·:'::G;·1:·~! countE'r'-rnoa.:',.'!-e is needed - to lcc;", the terse, fcrti,cr ror::-:::.rc'Q Lc:.tcrc:l baLance: A center point c:t the boots ti,(,t is in a sepC!rcte'i.'1i-anD! e pL;-znc to the line of the vertical balance. Therefore, it bOCV'1CS ad-vantageous to be perpendicular to or lean in or out from the slope us ~ counter-measure to maintain lateral balance. Change of Direction The problem of contrcll and change of direction is best achieved by .sdin:;,' Qcro~s the slope in c traverse. A turn is th~n made into c new trav~r~e in the oppozite direction. There are four means of changing the direction of skis: Static turns are kick turns and step.;.around turns. Steered turns are the snowplow and stem turns where the skis are opened and steered around. Christy turns have the skis parallel or semi-paraLLeL throughout the turn. Jump turns are the type that the skis are actualLy picked up, turned and set down again in the opposite directiono There are variations, but these remain the four main categories of turning~ To achieve a change in direction by one of the four maneuvers, there must be the folLowing elements: (1) Unweighting: the skis may be unweighted either singLy or together. In a snowpLow, the weight is changed from one sk ito another separate ly and aL terna te Ly. In the faster paral le l turns, both skis are unweighted aLmost simultaneouslyo There must also be (2) an edge change since the skier is on an inclined plane in a traverse and intends to change direction to the opposite traverse. He must change the use of his uphiLL edges from one set to the other. The third requisite is turning powero In a kick turn the skier picks up the ski (unweight) from one edge and turns the ski with his Leg and hip (turning power) and resets the oppos i te edge. In the stem t urn the sk ier changes the edges from the first traverse to the new traverse. He steers the skis by opening and utilizing a turning power or impetus from the hips. £dges, unweighting and turning power are the important elements, because an edged and weighted ski will tend to continue in iis immediate direction of traveL. In the rotated type turn the skier must unweight both skis aLmost at once, change edges and utiliZe a turning power. Turning power originates from the act of turning on an axis from the upper body, or heel thrust - pivoting from the Lower body or feet. edges To understand differences in technique and to approach any technique from one indispensabLe fundamental theory, it is necessary to review the foregoing discussion of edges, unweighting, and turning power. In the traverse the sider is on the uph it l se t of edDes. To start t he turn, he must first reLease the edges (edge controL) to enable him to enter the line of gravity (fall line). To facilitate this reLease of edges and to change the edges, there must be an unweighting. which is aLso used to better effect turning power. To turn the skis efficientLy, it then becomes necessary to keep the skis rather fLat throughout the radius of the turn or until the new direction of traveL is approached. Since the skis must be edged, flattened and reedged, we become concerned with the feet. The skis, cLoser to the feet than other parts of the body, are affected by the equipment used (boots, bindings, etc.) and edge control becomes very sensitive. The degree of edging also is infLuenced by speed and snow conditions, the ra.dius of the turn and the .. skier's feelings to pressures on his ankles and his muscuLar ability to control his edges. On soft snow there is virtuaLly no edging. Long turns have Little edging. Short turns on hard snow require more edging. 11 The traverse is maintained C/. the incl ined plane by holding the upper edges at right angles to the vertical pLane (rirht angles to the sLope). The edges 6re held first by the centrol of the ankles. A person with weak ankLes wilt have difficuLty in holding his edges properly. Sir.7ilarly, the edges are initially re~eased by a l~teral relaxation of the ankles. Actually, -chere is mOre involved than ii;e an 1< Les. The le;;'s, knees, and hips areim-portant i.n the control of the s.d edges. But, remember that the first con-tact with the skis is through the anklesj thus, ankle and edge control maneuvers and exercises are a requisite for both student and teacher. In the use of the knee, reme~ber, the knee joint will not bend laterally (sideways) j thore must be sc,';le Gompensation - a turning of the fences towards the side of the hill. When ;;.ds is done, the t-;ip action naturaLly foLlows. Hence, when edgo control is used to effect the cor.7/')lete edge change from traverse to traverse, the an,des, I<nees and hips all playa vital role. Unweifhting We observedth~t to start th0 turn and to faciLitate tho complete edse chang~ there ... <lust be unweighting. i-{ec~lLL, that this may be done by picking up the sid, by opening the tails of the s!ds and shifting ,,·/cifj:·:r., cr by unweight-ing both sfds, The momentar.:/ unweiDhting is accomplished by raising the body followed by an imr.7ediate sin:dn: motion bacl< to norma.l position_ This is celled lift. Th~ skis are momentarily heavier by the smooth rise of the LQl.w:,r body. The load will ti,en be liE'hter (on the snow) when the lift ap-proaches the greatest elevation. The Light load on the snow also can be achieved from a normal posit ion by a dropping to a sinldng position. Both unweiDh~~nG methods are used in modern ski teaching. It is in this time of diminished pressure on the snow that we are a.ble to turn the s/ds more easily. Lift involves the theory of inertia. Inertia: Evcry body remains in ::: s'cate of rest or of unifprr;) motion in a straight line unless acted u~on by force from the outside. NORMAL WEIGHT DOWN LESS WE IGHT, INCREASED WEIGHT AT END OF DOWN UNWE IGHT ING WEIGHT ON ACT OF UP NORMAL, THERE IS LESS WEIGHT THEN RETURNS TO TRUE WEIGHT AS SKI BEGINS DOWN THERE IS LESS WE IGHT T-urning Power The modern 5k i is designed wi th s ide camber: tha t is, the tip ::md ta i L are wider them the cen te.- of the sk i. Thus, when sk is are runn inf-' fLat and near the. faLL tine, a bite or setting of one set of edges will have C! tendency to cause the skis to turn out of the fall Line and effect a new direction of . travel. This, of cour'se, depends upon the amount of momentum the sider has, the radius of the turn, sLope condit ions, and the amount of turn ing that is desired. The prob tem is comp Licated when the sider attempts to execute the turn from across the falL Line - downhill christy. In the para.Llel type turnJwhere both skis are unweighted together, the turning powei" is more camp L lcated than in the snowp Low or stem turn. The turn ing power in a steered turn is done by a pushing of the heeLs with sid tips together untit the lower or new downhill ski is pointing in the new direction o For att intents and purposes in skiing, the body is in two parts: body and the Lower body, connected by waist and stomach muscLes. power may come from more than one source. the upper Turning The turning power in the paralLel may originate from the upper body theory of rotation. Or, it may originate from the lower body - the theory of heeL thrust type of turns. When upper body rotation is used, the upper body (shoulders and arms) wind up in the oPPClsite direction of the intended turn for a counter. The body then unwinds in the direct ion of the turn. The usuaL manner of using this type of rotation is with a blocking or cLutching of the mod-torso (stomach muse Les) when the. upper body has rotated to a position square to the skis. Thus$ the whoLe body tends to act as a turning impetus in the direction of the turn. This turning impetus is then transferred to the feet and the skis. In a rotated christy turn, the tips Lead the turn by folLowing C! curved line, while the tails foLLow and skid around. This r~quires c fo~vard lean with the tails Less weighted than the tips. If the center of gravity is removed somewhat from the tips of thG skis back towards the centers of the skis, a different type of turning r:-r;wer can be used. There wilL be a situation under the ski at the position of the boot that resembles a turntable. Since there is less distance of L1e ski behind the boot than in front of it, it is the tails of the skis (Vlhe.") flat) that we wilL pivot on this imaginary turntabLe. When the edges are set, the tips a lso will have been turned. Th isis the hee t thrus t turn. Te. do it effec'!" tiveLy, the turning power must originate from the Lower body_ It can not come from the shoulders without Loss of balance. Thus, we turn the skis from the feet and legs to the hips. Since the stomach muscles are relaxed, the resuLt is that the upper body reacts in the opposite direction to the lower. This is an exampLe of the rule that a force in one direction is equalled by a reaction in the other. UPPER BOD)' TURtll.',' i'O',VER (ReT/ITION) IN THE MODIFICD ARLBERG ST£/<; TURN COUfiTER l?OTAT ION IS COM.::::'LETED ON, DOWN, LO\'iER Or: UPPEr; S!O {S PUSHED OUT, ArID Sf(fER FUS£S - TilE ,ROTA T 101/ CF TI-IE AF?MS AND Sh'CULD£;,?S IS STAF?TED TO ADD /I,;PETUS TG TURN ING pm'/ER. S/{IER SINKS TilE UPPEr.' 5,;; ;~) PUSHED :"UT !::.EFC,':?: TNE F,'~LL L iiiE ,:\5 .. ,::.: SI(IEl7 1715£5 Te AT FALL L IN£ TH£ ': .. '£ IGifT, EDGE AND :_£"W C//ANG£ ARE COMPLE'I"ED CEliTER OF GRAVITV IS TO:'.'ARDS TNE Sf( I TIPS AS T:/r:~' CARVE I IV AN ARC. (2) (. ~ '~ t/;) \ \! ( \ ' OWER Sf( I /5 FLATTENED TO [?£LEASE EDGE ~"'E IGNT IS ON LC .... IEI? sr: I - 5h'OULDER IS Bl'2CUC//T FOl?'NARD FOR A FOLLm'/-THROUGI-! HAND FOf~- At the trc:.nsition sf til(=': turn (tile faLL Line) ollC hip and star,1O.ei} r.wscu:s arc tir:itened to of{c,:~ the rotative power trC.I1STCr from ,:::"[;'1$ enc' s,'iou~dQrs to the legs and slds. T"i::. is the reaction and con'/:inucs to the end of tI,'s turn; it is eventually transferred to the tips and edges of the skis. In this stem turn, t,')O turnin!) action is initiated when -the upper sId is pushod out (2) (:;) ::.;no' the edge, weight and Lead change are started. The action of the arlO?:: c/ld shouLders in a counter and a rotation adds impetus to the turning power. in a parallel turn the upper body rotation can be the principal source ,:f :;urning power. UPPER BODY TURNING POWER ~ THE ~ ~ (CONTINUED) THE CENTER OF GRAVITY IN THE UPPER BODY ROTATION TYPE TURNS IS FORWARD. THETIPS HAVE THE REACT ION TO THE ROTATION; THERE IS MORE ~/GHT TOWARDS THE TIPS OF THE SKIS. THE TIPS CARVE IN AN ARC WITH THE TAILS SKIDDING AROUND THE TURN AS THEY FOLLOW THE LINE OF THE TIPS~ THIS TYPE OF ROTATION MAY BE US D TO START OR EFFECT TURNING POWER AT VARIOUS STAGES OF ANY TURN. IT WORKS WITH SNOWPLON,. STEM TURNS, TURNSJNTO THE HILL, STEM CHRISTIES AND PARALL£LS~ . TH£ DEGREE AND TIMING OF THE ROTATION CAN ALSO VARY c> . HEEL THRUST, TURNING POWER IN STEM ~ EELS ARE PUSHED ~~~~~O~szt NEAR THE .......-? CENTER OF THE SKIS THE TURNING ~POWER OR. /GINATES FROM THE FEET AND LOWER BODY (LEGS) STOMACH MUSCLES ?X£D CETER OF RAVITY MORE MASS .- SIDEWAYS /' NEW DIRECTION OF TRAVEL AND UPPER BO WILL REACT IN THE OP- HEELS OF SKIS --------ARE TURNED OUT THE INS-IDE EDGES ARE REAPPLIED The drawings on the left illustrate the principLe of the turntabLe in the shortswing. With the center of gravity back from the t ips towards the part of the skis under the boo·ts.". the skis and lower feet and legs may be pivoted towards the Line of gravity. Because of the design of the ski, the tips will follow a new direction of travel. The process of pivoting the lower body, feet, Legs and hips in the direction of the turn is the action. The upper body with Less mass is the reaction in the opposite direction. 15 TRAVERSE, FALL LINE, AND ~ OF GRAVITY Evaluate other mechanical manifestations in skiing. Most skiing is done on a traverse. When the skier stands on the inclined pLane in the traverse, the weight will naturally be more on the lower ski than on the upper. THE SKIER IS IN ONE TRAVERSE THE PROBLEM I S TO ACHIEVE A NBV TRAVERSE THUS, TO ACHIEVE THIS CHANGE IN DIRECT ION OF TRAVEL THERE MUST BE AN fES!.§. CH AM3 E, WEIGHT CHANGE AND LEAD THIS RESULTS IN A CHANGE IN BODY POSITION FROM ONE TRAVERSE TO THE OTHER UPHILL EDGES WITH ON LOWER TRAVEL SKI EDGES ARE ON ~ THE UPHILL W£IGFrr IS MORE ON LOWER SK I - NBV DIRECTION OF FALL LINE (L IN£ OF GRAV ITY) The amount of Lower ski weight distribution varies with the steepness of the slope, the angle of traverse and the snow conditions. In the parallel, if there is to be a change in direction from one turn to the other across the line of gravity, there must be a change in weight from one ski to the other as welt as the necessary unweighting of both skis as discussed in the forego ing text. The more the skier skis near the line of gravity~ the nearer he can keep the weight distribution equal. When the skier is in the traverse with the lower ski weighted more than the upper, it is natural that the uphill ski tip will lead the lower. lri order to turn) a change must be made and this is called lead change. To summarize then, the unweighting facilitates a lead change, edge change and individual ski weight change. Remember, it is virtually impossible to change Lead without changing weight on one ski. In a slow speed - steered-turn, snowplow or stem turn, the weight change wiLL happen on the line of gravity. In the faster turn, the tine of gravity will change in proportion to speed and momentum. The faster the skier moves, the more change in the Line of gravity. Actually, in high speed parallel skiing, the edge change, lead change and weight change are initiated at the beginning of the turn. This accounts for the use of the term early lead change used later in the outLine. THE LINE OF GRAVITY AND ITS RELATION TO THE FALL LINE AS ThE LINE OF GRAV~CHANGES WITH~GH£R SP£ED'TURNS --- ---- ---- -- --- ---- -- THE LINE OF GRAVITY CHANGES WITH THE SPEED AND RADIUS OF THE TURN. IN LONG SWING PARALLEL TURNS, THE LINE OF GRAVITY CHANGES UNTIL IT IS BEFORE THE FALL LINE FALL LINE: THIS _5-----::::>ooF-~ ACCOUNTS FOR TH EARLY LEAD, EOO AND WEIGHT CHANGE. FALL LINE LINE OF GRAVITY ------SNOWPLOW LINE OF GRAVITY TURNS ------STEM TURNS OR PLATFORM TURNS ------STEM CHRISTIES 17 THE TURNS SHOWN' IN THIS ILLUSTRATION CAN BE TAUGHT WITH UPPER BODY ROTATION OR LOWER BODY PIVOT TURNS - FOOT ROTATION. THERE ARE ADVAN-T AGES TO BOTH METHODS OF TURNING POWER IN MODERN DAY SKI TEACHING. THE UPPER BODY ROTATED TURN IS USEFUL ON LONG RAD /US TURNS - ESPECIALLY AT HIGH SPEEDS. THE HEEL THRUST TURN, ON THE OTHER HAND, ENABLES THE SKIER TO TURN I N SHORT RADIUSES RAPIDLY WITH MINIMUM OF EFFORT. PART III -THE PSYCHOLOGY OF TEACHING SKIING .A system of skiing does not become a technique untiL it is written down and fOllowed in a pattern. SimilarLy, a technique is of littLe value to anyone unless the idea and the printed word is communicated to the skier. The best of techniques are poor if improperly presented. The probLem of the ski teacher then is he must be completely versed in fundamental mechanics of skiing; he must be able to adapt this to a technique or system; he must be able to ski and demonstrate the basic mechanics; and he must be able to present this knowLedge and abiLity in a Language that is simple and understandabLe. The student learns through theory, understanding and practice. The instructor can present theory and understanding whiLe the student must practice. A teacher shouLd not be too technical. Technicalities should be saved for those individuaLs who demand a technical explanation, e.g. private lessons. Lengthy discussions should be eliminated. Teaching and presentation, of a technique can be simple. Remember, people learn by imitation and by practice. A student will not Learn to ski by standing on the hiLL. He must ski to Learn. PR~S~NTATION AND CLASS ORGANIZATION1 Class 1 - Presentation A. Introduce yourself to your class. 1. Tell them by what name you wish to be known. 2. TelL them whatever is pertinent about yours"eLf professionalLy: your certification status, instructor in ski school. 3. Establish immediate personal contact: (a) Say something of mutual interest about them as a group, the weather, the mountains, etc. (b) Let them know you are on their side, are their ally. (c) Try to put them at ease, be informal, friendly, natural. B. Introduce the maneuver. 1. Name the maneuver. 2. Give sequence of maneuver - brief summary of what Leads up to it, the maneuver directly preceding it, etc. 3. Give briefly the use or purpose of learning the maneuver. 4. Demonstrate the maneuver - its finished form, saying, "This is how it looks." 5. Demonstrate both toward and away from the cLass. 6. Break the maneuver down by phases, analysis. 7. Demonstration of portions of the maneuver (before, during, after). 8. "Let's practice together" - by components, by phases, the entire maneuver. 1Rocky Mountain Ski Instructors Manual. 1957, Curt Chase, Aspen, Colorado. 19 CLass ." - CLass Organization A. Cho ice of Terrain •. '1. Become thorolJ['hLy famit iar wi th all· poss ib Le teach ing sLopes .. in your. area. Study and cLassify them for: . (a).Ac~essibiLity to va~ious cLasses o~ ·pupiL~.· -(bJ .SuHabi l H.y under. varyii1g snow .and weather conditions. (c). Exposure to: sun and .wind.' . (d) SuitabiLity for various maneuvers:' flat, '~en~le, medium steep,' smooth,' bumpy, run-out, -etc • . ,( e) Safety fac.t.ors : obstacLes, hazards;' run-out·, 'freedom' . ·from heavy. traffic. and distraction', 2. C,~oose .terra in suitab Le to ab iLi ty and ter.1pEiramen·t of pup i Ls in:~bur class. . (afBe~inners must be.abLe·to see that sLope has·a ;'un~·out· to a stop. . (b) Some -pupiLs are paralyzed 'by on-Lookers ana' shuss-' . ::, . boomers (try to. foresee slJch conditions and if the)!. . pevelop, move eLsewhere). . . (c)" Traversing is ·most successful with c; flat'just beLow .. th~'stope •. c'f~ct or' opposing slop~ at end of tra-' verse to:.pr-o'vido a natural stop, soft sl;100th snow". the S(l;71e is. true for ,s ide-st ip i::. ... ;d 'ch!"ist fes into 'tile hi L L except that sno .. ',' should be pC!cked and thl!'! '~Lope steep enou~h to justify tha exercise of side- s', i.o,o in!J'. .i (0') Do not hes itate. to ".,ove c'L as:: in to di ffp.rellt aree.:· to: avoid conDe~~j~n and t~ provide variety~ (e) .Use .:z change of pace. Don't ,continue the same exercise. Or maneuver until cLass is either bored, ·tired, or both. (0 Check .with ski school director when c/lanr;ing slopes.: (9). Nev~r:·c.r~v,I(:' or ~/( i through another c Las's wi tJ,out perm. i"ssjonjo .' B • . Po~itioning of cless and instructo~., 1. Except"Tor briefest' intervets', have class with bac:~s 'to sun and wind. 2. Teach cLass to' Line up atont;/ fa,lt Line, cLose to;;cth~r with s/<is across stope • . ' . ·3. PLan cLinb se cLass 1',iLi. be :.orouped a.:: desirce', 4. When taLking or demo!'ls-;'~atin~' siano opposite canter of class at a distance,which enabLes at.l ·to see and hear'cLearlY'(ask t;te",).· ·S.· ILLustrate"and demonstrate. positions and movements from 'front, rear and side to all"' pupiLs. C. Safety. 1. Area: Be 'alert for bad sno\", obstacles, under-snow hazards, clear track end run-out", wi Ld siders. 2. Pupils' condition: Check constantly for su'itabLe attire for weather, ,Irostb·ite or ell iLL, too much "sun, too t ired., extreme nervousness, sun-burned eyes. . D. Equipment· CI1~ck.·. . 1.' Give brief nomenclature of slds: tip, tait, edges, bindings, . . sc.fe"t-y" straps' (recofnr.lend ",iith'sefety bindings); explain how to teLL Left sId from right.; poles:· loops, .rings, points. 2(). D. Equipment Check - continued. 2. Check pupils' skis for adequate running surface. Have wax for those who need it. 3. HeLp cLass mount skis and conduct simuLtaneous equipm~nt check. Fix what you can; send hopeless cases to ski shop. 4. Check skis for length, camber and edges. 5. Explain how to use pole wrist/strap and reasons why. 6. Check class when ready to go: Skis on the right feet, cables in side hitch and hee l groove, boots laced and fi tt ing, gLoves, goggLes, wrist Loops. Check heel rise •. C'Lass ill - Class Conduc t ion A. Sequenqe of teaching a ski maneuver. 1. Give a brie~ realistic demonstration of the finished maneuver (what it is). To save time this can be done in some cases (example: running maneuvers) while ct-as'S is enroute to top of run. 2. Give purpose of Learning maneuver (why). 3. Give visuaL exampLe of each position and movement so each pupil can see clearLy, (a) Position of skis on the snow. (b) Position of body on the skis. (c) Movemen t of body and sk is. 1 4. Have c lass demonstrate each pha'se and give individual correct ions. 5. Give demonstration of complete maneuver., 6. Ask for questions. Demonstrate repeatedLy. Limit questions to immediate current maneuver. 7. Have pupiLs perform maneuver. WhiLe first pupiL performs, second pupil gets in position. Be LiberaL with praise, Limit correction to safety factors and good body position on skis. 8. When en tire c lass has executed maneuver and regroupe.d, exp lain major faults, give verbal and visuaL corrections. Give another demonstration. If possible, station yourseLf at~,bottom of run to give individuaL corrections. You can taLk to one while watching the next" 9. When aLL pupils get the generaL idea and can stay more or Less on their skis: If you can use a tow or lift effectiveLy, do so. Give very brief recap of mechanics with shifts of emphasis. Give demonstration to a suitabLe stopping point. Give individual corrections as pupiLs stoPe Keep 'em skiing. If possibLe give soft corrections and loud pra ise to individual pup its in tow or Lift Line. During some subsequent runs on same generaL course instructor can designate stopping point, station himself mid-way and give SHORT, CLEAR correc,t ions as pupi Ls sk i past. Examp le: "Re lax," - "Knee L," "Eyes Ahead," etc. Object:,' Same as private instruction - to have pupiL feel correct position a,nd movement whiLe skiing •. If suitabLe tow or Lift is not availabLe, give as many demonstratirms as possibLe making correction's at bottom of run ..t.. fi.nd enroute back to top of run._ .\" 10. FinaL run. 'rime your instruction to take cLass on easy, more extended run at end of cLass (foLlow-the-leadef', donf.t do anything they cani,t d.o.) , Dismiss' the cLass with happy surprise at their. 21 10 ... continued. accompL"ishments; mention·maneuver··to ;Je.learned in next cLass· (dismiss cLass ~n TIME). Note: Arrange to meet in .. some free· time to discuss any invo.Lved questions; questions whose answers VlouLd ·not be· :::f generaL interest· to cLass, . or re lat ins; to ·curren t maneuver. . . B. Teachinr; S/dLLs - Appli~d PsychoLo~y. 1.~ . . ·Ma!(e person-to-person·· emotionaL cont{.:~t ·.Ii th pupi Ls. (a) ·Letthem knoVi you are sincereLy interested in them. ·(b) Ta Lk TO and look AT pupils while teaching. Cc) Learn· individuaL· names as quickl .. eM;:' inconspi::uousLy as poss ib leg Don' l hes itate· to ask rol'" a memory refresher·. (d) Show no favoritism - Love tem all. : . (e) ExuLt with them when they're goo~ .. ·~ sympathize optimisticaLly when they're o.therwise .. 2. Be.o gentLeman. . . (a) Be tactfuL, kind, courteous, d~!J"ifie.d, friendLy, sincere, patient, hur.lbLe. (b) .Try nev~r. to shout, swear, use. s=·,,"c:::sm or ridicuLe, ·or show exasperation, boredom· or di<;·=ouragcment. 3. Be a good instructor. (aJ Wcr.tch" for excess ive c lo th ing ane.' sur:aas t re,71ova·L" (b) Give cLass rest and respite from sun, .. vinci, shade, etce, when needed. 4. Be brief and to. the point. (a) Long, invoLved expLanations, and repctitiou~ corrections are tiresome o,no' ineffect ive • .. (b) Point out the·major mista!:a':' it£; correction·r.7oy eLiminate several oth~r ·mistakes. Emphasize· body position.·· (c) ILLustrate t.he mistc;.l<e and its correction wi'th your body and skis. (d) Try as many approaches to corrcct ion as neccss.ary - \York it differentLy~ . . (~) Don't ar~ue technique - offer to :71ea·t aftor c£~ss. (f) TactfuLLy turn off pupil's Lenetii)' !:.c·lf-ana!y:;~3r 5. Make it fu!~. (d) Be busi .. ,c:;s-Lik" and firm in css'-:"i"ti:.:Ls but othorwise jolly, o,otimistic and humorous. Be cLe·.··::r.:r.b?ut the hUlaor - be··c~rtain ·it heLp~ ~athc~ then hinder~· ~~e instruction. Nevor Let the cLass f~rget that you are Q p~ofessionaL. instructor, not a professionaL comedicl"l.· . . .. (b) InstiLL a cLass unHy and spirH; toLL them they're a· swell cLass. (c) OccasionalLy do somet"I1iris just fo,- fdc/<s; a Longer run, foLlow-the-Lender~ a·short~ $impte· 3!aLom, a different sLope,·.brcc.'< the monotony with a· vc:t:"iation 0" exercise, have a pupil teach you, etc. 6< Have psychOLogicaL insight • .. (a) Learn which people· need to be· Led with kindness, which . with firmness. .. .. (b) Learn· which respo';'d most to praise, which are chaLLenged /J y c r i ti c ism. 6. H~ve psychological insight - continued. (c) Learn which understand technical expLanation, which understand anaLogy and example. (d) Try inconsp icuous ly to learn the pup i t 1 S mot ivat ion and his goal in skiing. Be fair with your cLass. (a) If you give a misleading explanation or demonstration, correct ito (b) If you are in the wrong terrain or snow condition for them, cor~ect it. (Have a new class practice first on flat or gentte sLope if possibLe.) (c) Do nothing in your cLass skiing that the cLass has not been taught~ except to illustrate a point. It confuses thwm and they need aLL the demonstration they can get. (d) Lead your pup'i l s down no bLind a £ Ley.s; teach them noth ing they will later have to discard or drastically change. (e) Pupils are entitLed "Co have a clear' understanding of wha.t to do and what to avoid by the end of a class. Jf they don'tt it is your fault Q:-Id you shouLd OFFER to make it clear 0./"1 your own time. THE PROPER METHOD OF CARRYING THE SKIS IS TO PLACE THE TIPS FORWAtW IV ITH THE BIND INGS, OVER THE SHOULDER. 23 TO HOLD THE SKI POLES PROPERLY, PLACE THE HAND INTO. THE LOOP FROM BELOW. GRASP THE TOP OF THE POLE SO THAT THE STRAP IS BETWEEN THE PALM AND THE POLE. NOTE: PEOPLE WHO DO NOT USE STRAPS MAY HAVE A TENDeNCY TO GRASP THE POLE TOO HARD. THIS WILL CAUSE A TENSEN£::;S IN THE ARM AND UPPER BODY, WHEN A RELAXATION OF THE HANDS AND FOREARM IS DESIRABLE. SOME SKI SCHOOLS TEACH THAT THE POLE STRAP SHOULD NOT BE USED IN DEEP SNOW AND WHEN SKIING IN TIMBER. A SKI SCHOOL ORGA.'/iZ/\TICiJAL GUIDE-A ski schooL should meet daily at - desiGn~ted meeting place, at a specifi~d til/'Ie, tc crg:::iize ~~ll cLc.:;;ses bet ,~c lec!Vin: for the slopes.» It is 1'1-:0: cC:lsidGrcd ,]ooe' ;".'oLicy.: ,::;::(e appointments or any arrangements to ;nec:" C".nY(;I1e- crt GOV c~i:'?!r ,,-.·i.c:::;c, s ~C", to',".:., whol2 sId school orga.nizrtion is bese::.: u[-:·n :,'<, s,d sc,":ool r:,(?,)iin;,' : Lc:ce. After being divided into classes, c C~a3s Silj,-,::: staY to[lothcr for' ,j,: rest of t"e day. Any changes in class personneL ::;{';cul.c' bc madp. by the Sc',:,crvisor or the s/<i school director. The in3~ructQr !s required to be "frat at the meeting place. His first duty is to ::hcc:{ ::It. c.l!ui::)mc.~t, :::loUIi '"t tickets, skiing ability and all other thin[7'::: ess0;~:i:..~L tc: c. cC!}".:3 s/~ii,':. in~' tc join l~nc cLa.ss Late on :h(; men t ~:r,[' t ird2 one' enc':J urage ti1erll t \'!ill upset the school o,~g::nizc.tio:, ized cLass. Lis::ructor should not accept pupils want- 3~ooes but shouLd inform them of the next ~2 there. Not followinc this pro~edure end is unfair to the pupils in the organ- The ski instruc'tcr must be weLL iiii~Crn'0c.', i/':';; 'Jl1ly about slopes, trails and snow conditions \',!itl-1in the arec:., :"It u.bc:'t all phases of siding in general. He is expected to answer all ques~ioi1s politely and intelligently from anyone, in Or" out of school, anci to be het')f"l to :::.ll sIders that'he may encounter on the mountain wilo are in need of cL' ... ice or help.. Any instructor who is asked for help i~ the selection of ski cauioment should oblige with his advice. It is the sId instructor's duty tr assist in all matters of organization I'vithin the ski area. Particulart'· in crowded areas shouLd he help and give guidance in every way possible. '7: £5 imperative that th.e instructor give full cooperation to all other or2, ',iz7.tiol1s within the area with whom he comes in contact - sid patroL, l Ut ere'" forest service, etc. Any dissatisfaction or -::om[)lcints shoulC" bs tci<e!"l to'lC -;ciL.v sid school meetin;;j!::;. :,t no time :;,:i"::.'ul,d the individucl instructor '."u-:,~ on such matter. I'; .:.,7oes vlithout saying that the i.'~::;tructor tal<es charge immediately and gives at~cntion to any accident th~t OCCJrs within his class. At no time should he leave an inJe.!reci person until the: .::;;i patrol takes over. It ma.y lie advisabLe for him 'co put a competent pU,cJU in c;lCrge of the class wit' instructions as to how they shoulc! proceed. If ii' s'd i)ctrol is available, the instructor must also be responsible for ~';,c.tL·). '~k2! injured person off the slope. Where there is no ski patrol, the rc:spo:~,3i!;'iLi'~y of the instructor necessarily 0xtonds to those injured siders cC'"!:3ide his class. It is a good policy for the instructor to foLLow up accid[':i'~:" that occur within his class by making inquiries as to the well-being of ~h( injured after coming off the mountain. It is well for any s/<i school, l::r'~:( 0r smCf.ll, meeting, when all matters r.70:" be: c.is:;L;:;::ec' .-;nd efficiency of the school • ., '-Ibid., p. 3. to have a daily afternoon endeavors made to improve the Ir generaL, it is weLL :0 bear in mind that the ski schooL is a business, and must be conducted as such. The instructor's appearance, sociability and overall conduct on and off the sLopes wiLL be under constant observation • . A good example is imperative. Comment or correction from the ski school director shouLd not be taken as a personaL criticism but as a constructive step toward increasing the skilL of the ski instructor. ~ CLASS ~ PRIVATE LESSON IN THE SKI SCHOOL The cLass creates a comnetitive atmosphere among the students. Each member can see his own mistakes being repeated by others. Likewise, the cLass Lesson is desirabLe for beginning ~udents because it allows them an opportunity to rest and asstmiLate the Lesson. Remember a student can onLy assimiLate a reasonable amount of instruction in a given period of time. Do not attempt to teach the entire repertoire in one Lesson. Consider that it w.ill take a skillful and versatiLe teacher to ski with the same group for six days in the "learn-to-ski-week" cLass. The teacher must offer variety each day or both he and the student wiLL become bored. Private lessons are helpfUL for those students who have ditf :cu!ty Learning a particular maneuver or phase of skiing. Do not be afrcid to discuss this with the students. Many people are reLuctant to ask about private lessons others feel it is the teacher's responsibility to use his discretion in suggesting that a student investigate private instruction. Keep in mind that the teacher is hired as a professional consuLtant. The student depends on him for advice. If the teacher feels that a student would benefit from additionaL work, he shouLd recommend individuaL instruction. A TEACHING SUMMARY The Less difficult the area conditions and terrain, the Less emphasis need be pLaced on technique. When slopes are steep with v,aried snow conditions, there will be need for more competent teachers and a more involved technique. This accounts for the differences in methods of teaching skiing. Consequently, the teacher must adopt diversity into the psychology of teaching. The teacher must be careful not to demonstrate maneuvers that do not fall within the Limits of the day's Lesson, e.g., do not demonstrate paraLLels in front of beginners. This can be demoralizing for the student and embarrass ing for the teacher. The firs t respons ib i l i ty of a s/( i teacher is to help his students - not to display his own skiing abiLity. Analyze the dissimilarity within the class. AduLts and chiLdren will require a divergence in instruction. Children Learn mainLy from imitating the movements of the teacher, whiL~ aduLts must have an understanding of that movement. This is because the muscles wi l l not perform if the person is aware of possible danger. The best example of this can be seen in teaching varied age groups in deep snow when the mental attitude of aduLts becomes the prime abstacle. Skiing is not a naturaL ifistincL People walking down a hitl without skis wi l L Lean backwards and toward the s Lope. The oppos ite is necessary for proper balance in ski inf,o Thus, the teacher must bLend a combination of theory and muscular coordination with the student's mental attitude to overcome natural instincts. 25 Do not foreet that ~here is mor.;;: to teaching than expLanation, demonstration and practice. The teacher must not only recognize the error, but he must aLso correct the fault. This is one of the reasons many instructors faiL the certification examination. The teacher will find it advantageous to combine vGrbal expLanation with physical correction, i.e., use the hands to place the body into proper position. In conclusion, the criteria of any ski school is progress of the student. This progress must be thrilling and gratifying to the teacher and student a like. 26 '" , A' Q.SHATTUCK PHO~ THE BRIGHTON SKI SCHOOL MEETING PLACE ~ ...... A SKI SCHOOL SHOULD MEET DAILY AT A DESISNATED MEETING PL.AOE. AT A SPECIFIED TIME, TOORSANIZE ALL OLASSES ....... :fr1 PART IV TECHNIQUE The third section of this outLine, Technique, is the most controversial. This need not be. If more ski school directors·wouLd attempt to teach the subject of ski instruction from Mechanics and Teaching, there wouLd be a better understanding of techniques and a more harmonious attitude among the ins truc tors. Indiv idua Li ty in teach ing is very des i rab Leo However, it should not be the ultimate goal if it means the sacrifice of unity within the profession. Many ski schooLs in the United States are teaching the upper body rotation method of skiing as a fundamentaL of the Learning sequence. At the same time~ other schooLs are teaching various approaches to the short swing or the modern "new technique." Likewise, these approaches vary in definition between emphasis on "up unweighting" and "down unweighting," teaching the snowplow or not teaching the snowpLow, teaching a pure parallel system from the beg inn ing or us ing an open sk i approach,. stemm ing the up/li!t ski or s temming the downhill ski, using the pole early or not using the poLe early, squaring the shoulders or using an exaggerated counter, reLeasing the edge with the ankle or with the knee .. and the timing of the rotation or turning power. OddLy enough, many of these differences are the same that have existed in the rotation or French vs. modified ArLberg schooLs for ten years., Each of the foregoing mentioned techniques has certain advantages and disadvantages. All have the same objective - to ski welt and preferably parallel, in a short time with the Least effor4 safel» while allowing the student to have fun whiLe learning. Consequently, the answer to modern ski teaching might lie in the understanding of aLL techniques with the realization that there is change in the ski techniques of the worLd. Instructors are demanding the production of an outline from their respective divisions. In those divisions that have produced manuals the pressure is being applied to change or revise those manuaLs. The production of a manual or outline featuring one technique is open to c~iticism. It wouLd be of no difference which technique is used; there would be controversy from some other school of thought. The presentation used in this outline is:. It teaches the snowplow basically as a platform - with LittLe emphasis on controL; it uses the delayed or reverse shoulder- method (which implies that the turning power must come from ttl\') Lower body); it shows the unweighting on the up lift and on the down, and 'it teaches the stem or open tail approach to learning, namely, the upper ski is emphasized. The$ maneuvers can be adapted to other techniques. The snowplow can be taught as a control. The upper body follow through can be used to supplement the heel turning powero Either or both skis may be stemmed. Unweighting may come on the up or the down motion. Upper body rotation, if used, may start with the down movement or it may start with the up movement; it may be deLayed, used early or it may be eliminated from the upper body and used in a manner related to the outLine. The snowplow and stem maneuvers also may be eliminated and a technique used that emphasizes paralLel skiing from beginning to advanced. With this objective, the instructor may use this outline 29 as an aid to heLp him adapt one technique to another. This might help aLleviate some of the confusion caused among students who change ski schooLs, Welk ing 2.!2. ~ Usa a flat, smooth type of terrain. WaLking is used to teach the student fam-iliarity with the sk~s and poLes. The skis are paralLeL, fLat and cLose to- ,gether. The ankLes and knees are pressed forward, one ski at a time, to cause movement as in normaL waLking. The difference is that the skis gLide and sLide on the snow, The skis are not picked up unless the snow is deep. The body is re laxed. The po Les and arms are used in oppos it ion as in norma L wa lk-ing and the entire body is used in a forward rhythm. This walking maneuver should be practiced until the student becomes familiar with his muscular capability in relation to his skis. £.g., practice walking without the use of the poles. Sl iding Step This should be done on the level or on a very gentLe slope. The steps are long and aided by the use of the hips. The poles are used to help thrust the body ahead in a long rhythmicaL action. 1. Slide the ski forward and push off with the back foot and po leo 2. The weight is now pLaced on the forward ski and the rear ski is brought ahead. The forward pole is placed in the snow about half way from the leading ski tip to ski boot. In the sliding step, the poles are used to propel the skier. The Two Step The two step is a single walking step with one foot followed by a sliding step with the other foot. The poles are brought to a fOf"'v'lard position simultaneously during the walking step; then, the sliding step is. aided by a thrust of both poles and a forward lunge of the body. Other combinations of the above walking steps may be used. Step Turn This is taught on the level, and should be: tau[}ht with the foregoing maneuvers to enable the student to change direction while practicing walking. This turn should be done first standin:; and then v/alking. It can be done on a gentle sLope. The skis are paraLLc. to start the turn. \';iliLe the weigh: is on one sId, the other ski tip is picked up and set down \vhile the taiLs of both skis rer.lain together. All the weight is then transferred to the angLed ski. The second sk i is brought 'in pos i ti on wi th the firs t sk i and a "wedge of a pie" track in the snow has been at ta ined. The po les move with the sk i. A series of these turns done in the same direction will look similar to a wagon wheel; that is, the taiLs will be together to form the hub and the tips wiLL be on the outside or rim of the wheeL. The turn aLso can be used by keeping the tips together and stepping the taiLs around. Practice all steps on varied terrain~using bumps, rises, etc., to a teaching advantage. CLimb ing 2.!2. Sk is - Side Step Use a gr.adual sLope. The whole leg and sId are lifted (from the hip) and set dOVln on 't he uph ill edge. Ank Les, knees an d we ight are used to set the edge. Learning control and use of the edge is critical and should be practiced. 30 CLimbing ~ ~kis - cant. 1. The skis are paralLel and horizontaL across the sLope. The ankLes and knees are slightly forward and pressed into the hill. The body is centered over the skis. 2. ..nth the weight on the downhiLL ski, mo". the uphill sid sideViC! YS uphiLL~ Set the ski down horizontalLy with the uphiLL ejg~ firmly set. 3. hlsn the weight on the lower pole and move the weight to the tlphiLl ski. Bring the downhill ski up to the uphilL ski using tne poLe at the same time to heLp unweight the tower ski. The degree of edging and the force with which the ski is set down wiLL depend upon the snow conditi.ons. A series of side steps up the hill wilt give the impression of walking up a set of stairs sideways. This maneuver is used to gain uphil L transportation o But more important to the teac·her is that this is a key t" Learn ing prope,.. edge use. The diagonaL Side Step' This step is used on a gentle and sLightly steeper sLope. A combination of the waLking and side steps, the skis are used horizontaLLy as above. The uphilL ski is moved both forward and sideways. The poLes are moved aLternateLy as in waLking. Herringbone PLace the skis in a "VU position with the taiLs together and the tips spread. The ins ide sk i edges are used. The climb ing sk i is L if ted and pLaced f orWard. The weight is on the tail of the other ski. The weight is then shifted to the uph'ill ski and the other ski is brought forward. The poLes are used for support and to push i they are used aLternateLy. 'The herringbone is a rather difficult maneuver and for this reason it is not taught by some ski schools. On the other handp some schools teach the herringbone because it teaches usc: of the edges and is an excellent conditioner for the student. The trend is to teach the herringbone on ly ,i fit is reques ted. Falling. and Getting Y.e.. Th is shouLd be pract iced on the fLat. The student wi l l ga in ,orac t ice naturaLLy when i'le starts to skic The student shouLd Learn to pLan his faLL. Thus, when a fall is inev i tab le it can be done safe ly wi tn se L i-con fidence. The pLanned fall should be done backwards and sideways keeping the knees and skis together. The arms are outstretched and the tips of the poLes behind the skier. St,..ess the danger of falling forward on the kneeo Train the student to use the fall as an aid in emergencies g but don't overuse falling. Point out the naturaL causes of falLing~ such as~ snow conditions, ruts, etc., and emphasize how to avoid these hazards. reach the student to relax. To ~ ~ from ~ 1£il$ the skis must be untangLed and pLaced paralleL across the sLope. Most students have difficuLty in determining right angles to the faLL line; pLace the skis across the sLope so they will not move forward or backward. 31 The po les are usee' as an ai d tal if t the sk ier upright. The po Les may be used as shown belowt or they may be used singly; pLace one at the tips and the other at the tai is. When the skier is on an incL {ned pLane, pLace the poLes on the uphi!l side. Another variation of gettins. !!E. is the tip Dull-up \':here the skier sits on t:IC 3/, is a.nd hook:::. t he po le rings on the s/~ i t ips. He then put Ls the body forward and up. Teach falling and getting up at the first opportunity, e.g., when the first student falLs o Downhill Running Select a gentle sLope vlith a runout that has been packed. Practice the downi- lill position oni:hc flat first. After the student is on the hill, it will be necessary to use c step-around turn by holding the poles in front for support until the sfds 0.1"(: pointing down the fall line. The downhill running position is basic to other maneuvers in skiing, and this is the first time that the student actually ha~ the opportunity to feel the skis move under the power of grav i ty. The skis are paralleL, one slightly advanced. The skis should not be too far apart (not to exceed 6-8") and they should be pLaced so that the skier wiLL feel a natural po~ition of the body on the skis. The s/ds are flat on the snow. Techn iques vary in tr:.'C!.ch ing the 0'01".'1111 ilL po::.; i t i on. The short swing varies from no bend at t/;o ;"iips to a stir,'i,,, bend as shown. The poles may be held higher above the weist. (See iLLustrations on foLlowing page) Modi f ied Arlberg and para lle L techn iques vary in tho. t the knees have a deeper bend and there may be more bending of the waist. The hands are held Lower. 32 The forearms are to the front and held sLightLy away from the body. The ends of the poLes are behind the heeLs of the boots. Keep the eyes ahead and avoid watching the skis. The ankLes are pressed forward and the knees bent. The hands are in a natural position. ReLaxation shouLd be stressed. The Legs must be fL~xible to absorb bumps and to Lower the center of gravity. Practice equaL weighting of both skis. There is little bend at the hips. Knees are ben t on ly sLigh tty and the feet shouLd feel fLat in the boots. Longer poles witL require a higher hand position. The downhilL schuss positio~ in the shortswing shows the body's weight at the middLe of the foot with the support in the middle of the skis. When the student has adequately maintained the running position, fLexing of the knees and ankLes shouLd be practiced to initiate an up and down movement. Practice changing the Lead. Adjust body position for uneven terrain: Large dips, hoLLows, smaLL bumps~ dips, ridges, and swel£so From packed snow to deep snow, tead one ski more than normal. On ice the skis should be farther apart. In deep snow the skis should be closer together to avoid resistance. The center of gravity shouLd be moved back to aLlow the tips to pLane out of the· snow. The Straight Snowplow The snowplow is eliminated from some the side-slipping, traverse stages. after side-slipping. Explain to the as a platform for turns. Be careful gerous on a fast slope. techniques, and the student progresses into Other schools teach the snowplow briefly student that the snowplow may be employed in the use of the snowplow; it can be dan- To start the snowplow it is necessary to step around to the fall line by using the poles to carry the weighti the heels of the skis are stepped around until the snowplow position is achieved-and the skier is facing down the fall Line. The snowplow should be first demonstrated and practiced on the flat. It should then be practiced on a shallow slope with a slight runout. Ankles and knees are pressed forward in the direction of the tips. The position should feel natural. The weight is over the center of both skis. ThE snowplow may be considered a wide platform. It has some breaking effect. The adaptation of the plow position for control depends upon the width of the plow, the steepness of the slope, the speed, the snow conditions and the availability of space in which to turn. The hands should be in a normal position as shown with the poles pointing to the rear in a nv~. The tips are close together and the tails pushed out. The skis are almost flat. There is only a slight inside edge. Watch for over-edging and bending from the waist. Most people will over-edge. It is easy to cross the skis from over-edging. It is common also to catch an outside edge. The plow position should never be over-exaggerated. Do not spend too much time practicing the snowplow. When the student learns to use his ankles, knees and edges it is timo to progress to the next maneuver. Unweighting in the snowplow to facilitate the openint of the skis to a plow positton from a streight runt~it,::- position is taught :>y two methods: UNWE IGHT ING ON THE DaNN .;;...;,..;..-;.;;~.:;..;.;....;..,.;.:...;,.;;;,. -- -- -- START IN THE NORMAL RUNNING POSITION 34 S INK DOWN FROM THE KNEES -AND ANKLES TO UNWE IGHT THE SK IS AND FAC IL I TATE THE RELEASE OF THE INSIDE EDGES. THE SK IER WILL BE ABLE TO PUSH OUT THE TAILS OF THE SKIS WITH A BRUSHING ACTION OF THE EDGES. UNW~/GHTING ON TH~ UP FROM THE STRAIGHT RUNNING POSITION, US~ A DOWN.FL~XING OF THE KNEES AND ANKLES. TH~ SKIS R~MAIN CLOS~ TOGETH~ R. FROM THE DOWN POS./TION THE SKIER RIS~S. THE TAILS ARE PUSHED OUT. THE SK If.',f:( RENA INS IN TH~ UP POS IT ICr.'. Unweighting on the up to open the s/ds is more difficl.: i;.') tGcu"n than opening the sk is on the down movemen t. But unwe ight ing or t:)·,:, /J,n has t.he advantage of being the same unweighting process utiLized in parai!e£ siding. ~ Snowplow Turn The snowplow turn can be taught as a pLatform and foundation for other turns in the ski school curricuLum. Many schools stress the tu~n as a means to diminish and regUlate speed through a series of linked turns. This will de-pend upon snow conditions, the type of sLopes (trails c,"" open) and the numbe". of peop le sk i ing in the area. Where there is amp Le space to practice traverses and turns, the teacher shouLd not spend too mucr, time at the snowp low exercises at the expense of the traverse, side-slippin[ r;-,aneuvers. When slopes or trails are narrow and crowded, the teacher finds that it is necessary to spend more time with the snowpLow turns. The turning power in the snowplow comes from the open' ,'"osition and is combined with the weight change and the application of on!. sk-i edge. A weighted ski will maintain its immediate direction of ·;ro.\N;~!. The skier should execute the snowplow turn in one smooth unit. The ankles and knees must act in cooperation. Thus, the teacher' :i10Ldd attempt a definite rhythm. The use of proper terrain, when avai~a.bLe? is important. Gullies and smaLL bowLs are good p~actice areas. The hips shouLd stay over both skis. The weight will /:)e equally distributed whiLe remaining on the faLL Line. The knees will reguiat~ the edges more than the ankles - but both are used. The ankLes and Im'?!es are pressed for-ward. The center of gravity is near the middle of the skis. From the fatt Line the weight is shifted to one ski or the other.by c. o,....opping of the shoulder. Impetus for edge contr'oL is facilitated by u''lw0ighting. This unw~ighting may be on the up movement or on the down movemp.nt • ..3 =' THE SNOWPL'fJW TURN ON TI.'E FALL L lIVE SNOWPLmv TURN US I NG UP MOT JON AS THE L 1FT FOR UNWE IGHT /NG TO RE-· LEASE n:E INS IDE £DG£ OF TI-,'E LOWER SK I AND TO FAC IL I TATE A SI! 1FT OF Th'E 1,'/£ IGHT AND TH£ APPL ICAT ION OF THE EDGE TO THE OUTSIDE SKi. ThesE:' i l £ustrat ions show hOI.v the snowpLo\v mcy DC' ir.corpc.-o.ted into teachin~ t~e new technia~e. At the start of the rurr-;; tne u{-.- hi il shoulder is bech. The wei0ht is shifted by leaninv out over the uphill skio Nete that the shoulder is dropped on the outside until it is in Line with the outside boot. The shouLder is not rotated or brought through with the turn. Notice the pictures on the right. This is not foLLow-through but only the preparation for the next turn. The turn on the left is executed with greater traverse across the fa l! line. The comma position begins to show evidence here. (1) Lower ski is weighted and edged. (2) Slight rise in knees - Lower ski edge is flattened. Skier begins we ight sh ift to upper sId. (3) Weight Lead and edge change are comp leted. Sk ier is up in the knees. (4) Inside ski must remairc ~Lat in the snoVlp low turn. SiiOi'/PLOW US ING A DROPP ING OF THE KNEES AND ANKLES FOR TH£ ACT OF WAVE IGHT ING TO RELEASE EDGES AND SH 1FT WE !GHT. 36 SNOWPLOW TURN Upper body ro·tative power in' th€ snowplow as an added turning impetus and a means of teaching rhythm in the arms and shouLders is an accep.ted method. The French have used this in past yearsj and it has been used with variations by many of the modified Arlberg schools. Critics of rotati.on cLaim that it is wasted motion at this stage of Learning, and there is danger of overrotation which will cause improper weight distribution and an unbaLanced position. TH£ ROTATION (HAND POSITION) SHOULD NOT PASS B£YOND THE C£NT£R OF TH£ SKIS. The use of the word "rotation" by itself means nothing. It is the body action and mechanics that are important. Ask the student to bring his hand to the center of the skis. Avoid telling the student skier to "rotate, "rotate." Remember rotation is !2.E..! the primary source E.!... turning power. Traversing This is the first of an important series of maneuvers - traverse, side-slip, and into-the-hill christies. These steps shouLd be incorporated in the ski school plan as soon as convenient. The angLe of traverse can vary from aLmost directly across the slope to near the fall line .depending on the steepness of the slope. Instill this principLe into the student's mind. His best method of control in skiing is to maneuver his' ski tips near the horizontal Line across the slope. Some ski schools teach traversing following the downhill running position. This is reasonable since the traverse is similar to the downhill running. One advantage of teaching the traverse before the snowplow is that a slight uphilL turning arc can be achieved. Thus, the student begins to Learn edge control in the traverse to help turn the skis into the hill - in a Long arc turn. However, this wiLL require some unweighting and may result in compLications for student and instructor at this early stage. On shallow slopes the weight distribution witL be equal on both skis. As the hill becomes steeper, more weight wiLL be added to the Lower ski. The uphiLL ski Leads. If body mechanics are correct, the amount of lead will also be correct. £xaggerated uphill Lead wiLL cause incorrect position of the body. Skis are cLose together and parallel. The vertical baLance in traverse requires a weight distribution that is near the center of the skis. There must be adequate weight on the tips and use of uphiLL edges to prevent the crUt of the tips into a steeper traverse. 37 Tl:E TRAVeRSE ------- (THE ARROWS DIRECTION --- TNE /-lANDS ARC IN .:l. ;'i.t; n.;~·A.i.. POS IT: eN nil. TIS S£COi~D,j,R:' ;"0 THE pes iT 100': 01=". tHE :;t.'QUI-DERS· .. THE UPU iLt- EDGES OF BOT': Sf::S WILL 8E EDGED ;,'IT(".1 -;;:E SNmL·'· Of-I .. THE UPNILL SIDE, . KNEES" AND A:.:,'(LES ARC ~,~ZS:;£D SL lCI-.'TL Y FORWAFW AS :.:- ;-j;E . .. DO/lUI{ ILL RUN;" Ii":O NA;'!E: VEr~~.,·. LOOK AHEAD IN THE· D ;r:~=T :0,', OF TRAVEL.& .. n ... . ___( -f)-~--I ~-+~ --' ~ (e) .~-.J. ~ \ I TNE CODY PO:S IT; ON F'OLL Oi~'S I;\"A i SA:;: = 1),::·~;i..E FORl-1ED m~ Ti-:E LEA[;- IIV. "~";' , U~P rL, {, "__" ... . _~"~.., .(a), ~:.U" '.-.,) .l "~'" FeLLOr!ED EY T.iE L.E,~b/;'.'G UPHILL BOOT· (b) J At!!-:U: (c J:, Kr:££ (:I),. NIP (e). AND SHOULDER (f). ------ :(;/£ES. AND h'iPS I:/Te /IlL;... TH/S.TEACHER DEMO:!STRATES I~. ;,. .. !F'TED UPH !l.L S;;-: TO SHOW HOW W:::!GHf' :S PflEDOMINATi:..:.:..':' 0:·: . ; .:!£ L,O:iER ~,':: ~ . ;-.;:. is fl!LL HEL!-' .. n:'L:.-.s!RATE TI-:.;, 7". T:"i£. tJC'l..')' Si·/OU_;:· :...t=fo'::· .;,;..~.:"j O~'ER ThE S}·,'Oi...'i...DE,: i.: r:.:ULLED ~'I ..... : • : A!lD i:; .1· .,~. n!lS IS CALLCD TnE BASIC peS/TiON O.r~ COMI1/:.. POSIT ,ON. THE UPPE:7 BODY IS O· ... ~p TX£ S,': IS. r-;~ACTlCiI Tf,'E FLeX I:;'~ (U;·' /1::0 DOWN) OF' Tl1e KNEES I(££P li/G . TfiE U?:;ER :JeD'! STRA;G;'·~':" FRO/,·; TJ:E \.~rA/ST. A:..SC~ PR.·~CT/~E CI-1A,·-.JGlllG OF Tf.'~ LEAD. -Th-e -K-ic-k -Tu-r-n The kick turn is a means of changing direction. There are several methods of teaching the kick turnj and the teacher should know aLL these methods. Often a different approach will offer the key to understanding. The kick turn can be dangerous in certain snow conditions and on steep slopes. The danger concerns the beginner. The leverage potentiaL on a skier's legs is great when he is not physically accustomed to the mid-position of a kick turn. Consequently, many instructors advocate that the Idck turn shouLd not .be introduced until after the traverse positions have been Learned. This should allow ampLe time for a feeLing of the skis in cooperation with ~ student's physical abilities. The turn is· practiced first on the flat and then on prograssivety steeper slopes. ( 1) POLE PLANT. (4) BRING THE SECOND SKI AROUND TO THE FINISH. 39 (2) KICK THE SKI. (3) THE TRANS'TION. -Kick -Turn - cont. ' The handsrnay be placed on top of the'poLes~ The illustrations show that the forward arm and pole :s pLaced near the upper ski tip, while the other arm and pote is pLaced near the tail of the second ski •. This witL vary in some schools as the second poLe can be placed near the tait of the upper skio The skis are paraLLel and firmly pLanted in the snow;;'On a slope the uphiLL edges are applied. Where the snQW is soft, it witl be necessary to pack out a sma L L area. Balance is maintained oy 'tne· poll3s o Before the- first ski is picked up (the Lower ski in the picture), it', is nece~~sar.v to shift the weight to the uphill skio The turning ski is slid back ,and ((\f°tl? to gain impetus for the kick o The ski taiL is now brought forward and up. The tail of the ski shouLd rest only brieflyv if at aLlp at the end of the Idcko The ski is pLaced in the transition position with tip to tail. The weight is now changed to this newly turned skL With the other ski :.lI1weightedv it can be L Hted around to a pos i t ion paral La l wHh the firs t sk i 0 The po/.e g armD shouLderD and hip shou td turn wi th th is second sk i i.n one flowing movemento The kick turn may be done downhill or uphillo Beginners should kick downhill o Steep sLopes and deep snow will req~ire a dow(lhitL kick turno The uphill turn can be used as an aid in uphill cLimbing steps where snow and hi l L wit l. permito A second type of kick turn. is the tripod method. Both poles are pLaced on the uphi l Lside of the skiero The tops of the poLes are brought in cLose to the buttocks. The skier can now lean his weight on the po!es and complete the turn in a similar manner to the illustrations o In the reverse kick turn b the ski is not actu.(,llly kicked "but only the tai L of one ski is Lifted around the rear of the opposite ski boot. The other ski is then pivoted around into a paraUel ,Dosition with the first ski. The instructor~s kick turn i.s done by Lifting the lower ski tip around the front of the boot of the uphilL ski. The t fop of the second ski is left on the snow, and theta it is picked up and p ivo ted around until ,the second ski can be brought into positiono The Stem Turn (Platform Turn) The stem -;z;;:;; or pZatfOr-,;-Turn i,s two paralleL traverses linke.d bya snowpLow turn. There are many variations. That is, advanced snowplow turn is traverse, thenboth'skis opened at once, snowplow and new traverse; a beginning stem christy is usually ci fast stem turn on a ~steep sLope~ The stem tlJrn is 'a"s~ubj~ct :'Of conjroversy. Some ski. school. di.rectors have eliminated this turrfJrom their te,aching systems. The.'more' conservative SC~?O Ls havf! taughf;~!1~terrjturns, Oh,,~~L imHed ba~ is.". "MuC?~'!~t"th •. cr.it ic ism of the turn has been ~l,rected towards ;the manner 1n WhtC/jc'::,, 1 i,has been taught. This is because ski, ,~chools used t(Jf'demand hours ~f pra'!:ti'ce while other im-, ~~':~,?:'1,t!Eg,n,!!!:te.,:~:"w(i~e; neq,.JecJ'!,,!,, r" li')s~mEt' schoo l ~:':':si,,!&;s~ ipAing' ~1}d.,:j: urn ing Into, the hilt were:,,'!.9,t tauqht-'(mtil~<:1hestudent couL~perforrp,:a. Derfect stem t·urn. -.'>~ 4.0 !J:!§. g§!:t TURN (PLATFORM TURN) (1) SKIER'IS IN THE TRAVERSE •. THIS IS THE BAStC POSITION WITH THE UPH~LL SHOULDER LEADING. (2) LOWCR SHOULDER COMES FORWARD TO A SQUARE POSITION WITH THE SKIS, AND THE SKIER SINKS SL IGHTLY IN THE KNEESo. AS HE STARTS UP, THE UPH ILL SK I IS OPENED, THE UPH ILL EDGE IS; CHANGED, A WFIGHT SHIFT AND LEAD CHANGE IS BEGUN AND THE LOWER SK I,·' IS, FLATTENED., (3) SK IER STAYS IN UP POS I T ION •. WEIGHT SHIFT AND LEAD CHANGE IS COMPLETED AT FALL LINE. (4) INS IDE SKI REMA INS FLAT. THERE IS NO FOLLOW-THROUGH OF THE ARM OR SHOULDER. THE TURNING ACTION COMES; FROM THE HEELS, (FIG. 2,3). (5) SKIS DRIFT TOGETHER. BODY IS IN THE BASIC TRAVERSE POSITION - HIPS INTO HILL. TH:RE IS NO FOLLOW-THROUGH OF THE SHOULDER UNTIL THE PREPARATORY FOR THE NEXT TURN IS MADE. THE A~S ARE FREE FOR BALANCING AND ARE IN A NATURAL POSITION. The stem turn is utilized as a transition between traverses, and as. an approach to the stem christy or parallel. That is, the open ski position is incorporated to help the skier into and across the fall line. Hence, the stem turn allows an easy method of weight, edge, and lead change from a platform position. The stem turn has aLways been important to the certification program as a testing device. For example, it is a limited speed turn. If there is too much speed, the turn will not be in complete control. Thus, a good instructor will execute a slow, precise demonstration. Mdreover, many movements of higher speed turns can be found in a correct stem turn. It aLlows an opportunity to observe the body and ski mechanics in slow motion. The stem turn has other advantages to the ins truc tor. I t is poss ib le to sk i the turn wi th control in difficuLt snow conditions. under poor visibiLity, and is of vaLue in ski moun ta ineeringo Critics feel that the turn is susceptibLe to crossed skis and possibLe broken legs. The turn can be difficuLt to Learn with a degree of perfection. Turns made with separated skis are dangerous and a waste of time. Similarly, stems have to be eliminated at the paralLel stage of learni~g. Lastly, the stem turn usually can not be adapted to steep hiLts and fast skiing. Therefore, it is best to use a parallel approach without open skis. 41 !!!!.. §I§!:J. !!!B!:! (PLA TFORM TURN) Push open the heel of tile sId, I~C..t i:he whole ··s!d •. The s!ds beain to. close. :s t}leoutside sId starts the nrt\'! direction o·f travel. Watch that the. stu-de: 1t does not lUt the inside s:d around. The: stem turn should be taught on a rather shatlo\'/ sLope •. START HOLD DOWN i-:i ;-:.;'£ SI( IER FIN ISHES IN UP TO START NEW DOWN TO. TURN SET . A SL IGHT COMMA "POS I T I ON.· STEM T'JRN WITH UNWE I GHT ING Oil Tnt: RISE FROM THE. KNEE FLEX TO OPEN. THE UPHILL SKI TO START DRIFT, EDGE· AND WE IGHT CHANGE. STEl .. r TURf.J r,l/ T/-;; Uf·/rfE IGHT 011 THE· S mfnNO ACT 10;\' Fi~()f.i Tl:E KNEE FLEX AS THE UPNILL Sl'(1 IS PUSHED OPEN •. DRIFT, EDGE A::D ~'/E lOUT CIIANGE ARE ON TNE DOWN. A certain percontace of p~opL~ ~=ll never Learh to ski·parclLeL bocause th~y .lac.'< the couras;e end r.luscuL~r oo·::.rc.'ination tt) sId necr t/;'~ fall line at faster speeds. Therefore, it is rect.so .. :c;hl,.- to assur.1Q that thcrt;! \'IilL aLways be peop La who ·wi L l use the stem in :;:d :/'Iy. . .. Many of tile new ap;-:oroaCi1>lS t:. l:. .. :r';il'l!.. t~ ski r!':;L:.: el1 ""!ilC stcr.: ~ur." as a transition. Psycho tog icaL ly, tho word stem is a misnomer. To the- in.o):.!~erip.ncec:f slder, the word stem has LittLe mc::,,,inB., On ·tha other han:;, -i:,c c:ia:::cription of· body pos i t ion and mechen ict; mi:!h~:·::'6 c le~rty unoers t.,;:r-.ci. For examp Le,. to say "stem" t:,e· Lower sId \'louLc:: roc.v::: Less cor.~l'reh<J}I7S;'o" t:·;;::.n l'p·US;' out the tai L of the Lo\','or sid." ALae, r,.::· toccher us('::..::: the 'wore stOi.l. in the stem turn, stem christy and other maneu"'~rs; yet, he teL Ls the student not to· stem at the paraLleL LeveL. Be. ·c::./"efuL of s/ci terminology. The use, type end der;ree of ster:, .tl!.-·n, if tauri'lt, ... dfL vary with terrain, snow. conditions, the type of stu.~·e"'lt (sld-weele, week-end, etc.) and the sid ·schooL. PLatform ~ Mechanics: The s,e!.:'?C" is controLLed by tile angLe of the tra-· verse - no t the stem. The openec.' s;'~ i .,?OS it i on may be arr ived by one ·of the methods iLLustrated on the f:.LL:;;;"iing ,oase, or both skis may be unweighted and open simuLtaneously. STEM Il:!!!!!.. (PLATFORM TURN) THE D IFFERENC; BE7WEEN THE PR IMARY OPEN ING OF THE UPH ILL OR LOWER SK I .. LOWER SK I IS OPENEDF IRST •. THE STEM IS AWAY 'FROM THE DIRECTION OF THE TURN. UPPER SKI IS OPENED FIRST •. THE STEM IS IN THE DIRECTION OF THE TURN. IN THE TRAVERSE THE WEIGHT IS PREDOMINATELY ON THE LOWER SKI. THE WEIGHT IS NOW SH IFTED MOMENTARILY TO THE UPPER SK I TO UNWE IGHT THE LOWER SK I.. WI TH THE LOWER SK l UNWEIGHTED, THE TAIL MAY BE PUSHED OUT INTO THE STEM POSITION.. THE WEIGHT IS NOW SHIFTED BACK TO THE LOWER SK I. THE UPHILL SKI MAY.BE PUSHED OPEN .. NOTICE THA.T THE LOWER SHOULDER COMES~ FORWARD UNTIL SQUARE WITH THE SKIS • . THIS> IS A PREPARATORY MANEUVER. IT IS OFTEN CALLED A COUNTER. SOME PEOPLE CLAIM THE OPEN ING OF THE SI< I· (OR SKIS) COMES AS; A RESULT OF THE PREPARATORY •. THE WEIGHT IS SLIGHTLY MORE ON THE LOWER SKI IN THE TRAVERSE. ALL THE WEIGHT IS, PLACED ON THE LOWER SKI TO UNWEIGHT THE UPH ILL SKI. THE UPH ILL SK I MAY NOW BE PUSHED OUT. THERE IS NO WASTED MOTION •. THE IMPORTANT CONSIDERATION IS TO EVENTUALLY ACHIEVE THE UPHILL STEM POSITION WITH THE UPfllLL EDGE OF THE UPHILL SKI BEING UTILIZED (CHANGE OF EDGE OF UPHILL SKJ). THIS ALL.OWS FOR LEAD" WF/GHT AND EDGE CHANGE ON SEPARATE SKIS. To open the Lower ski before the upper ski requires two movements~ Proponents of the lower stem say that the upper stem by itself is dangerous and difficult to learn. Advocates of the upper stem theory claim that their method requires less effort and is not dangerous when taught with proper supervision. The use of the upper stem without lower stem wiLL help prevent the habit of aLways opening the Lower ski in higher speed turns. They cLaim that upper stem will diminish with abiLity and speed. The critical eLement in the pLatform turn is to keep a flat inside ski. To do this push the inside knee into the hill. 43 THE SIDE-SLIPPING MANEUVERS WITH POLES STRAIGHT SIDE-SLIP: (LATERAL) THE SKIER IS UP. 3K/S ARE PERFENDICULAR TO SLOPE. AS THE SK IER PLANTS HIS POLES TO HELP UNWEIGilT, HE BEGINS TO DROP DONi.' IN THE ANKLE WITHOUT POLES THE SKIER RISES FROM THE KNEES TO RELEASE THE EDGES TO BEGIN THE SLIP. ~~~~~L--l::::::!!!===~ AND KNeE ACT ION TO RE.- LE AS£ Ti/ E UPH ILL EOG E S ~-III!I_IEi5~=-.::aEi!!!:555~ wrTH EDGES RELEASED, THE SKIS BEGIN TO SLIDE DOWN THE FALL LINE (PROVIDING TlfE WEIGHT DISTRIBUTION IS NEAR THE CENTER OF THE SK IS). FORWARD S IDE-SL IP (OBL IQUE) . AT THE END OF THE SL IP, THE SK IER DROPS TO SET THE EDGE. SIDE-SL IPPING CAN BE TAUGHT FIRST FROM A STRAIGHT SIDE-SLIP OR FROM A FORWARD S/DE-::;L IP •. ADVOCATES OF THE STRAIGHT SIDE-SLIP FEEL THAT IT IS EASY TO LEARN. PROPONENTS OF THE FORWARD SL IP FEEL THAT Th'E STRA IGHT S IDE-SL IP IS I/IASTED EFFORT. THE FOl?rV:J?D-SL IP CAN BE LEARNED AS EASY AND IS MORE PRACTICAL T-Q LEARN. OilCE TlfE FOffi'lAi?D SL IP IS LEARNED, THE STRA IGHT 3 __ II' CAN ALWAYS BE LEARNED N/\TUl~ilLL~' IF NEEDED. THE SIDE-SLIP MANEUVERS IN THE ILLUSTRAT ION START AND END IN THE 3ASIC POS 1- TION - UPHILL SHOULDER LEADING. If possible sellect a sLope that is well-packed and steeper than previously used. A small !moLl is best which will allow the fall lint;> to be utiLized from many directions • . ~ -";" '" Side-sLipping e:<ercises are essentiaL to edge.control. In the traverse, the ankLes and legs are held rather stiff LateralLy. The skis begin to slide into a slip when the ank Les and knees are re taxed and ro L Led out caus ing the re Lease of the edges. The sk is are now fLat. The forward or backward Leaning wiLL cause the skis to slip more to the front or back. The Traver~ing Side-slip (Forward Slip) In teaching the aide-slip, becar.ful:of th.'downhilL pole .. A popular method of us ing the PQl.e a few years ago was to p Lace the tower po Le under the' fower arrrrp-it .with the tip of the pote po int ing UP. In any case. keep the. tower po Le off the snow •. Demonstrate the use and importance .of thj! edges" A sCl'ghtreLaxation of the ankLes wilL cause the skis to stip.' The:ski1eqcher shouLd practice these maneuvers unt i l he can execute a series of sLips and traverses with a min i--' mum of effort but a maximum of cont-rol. t Watch that the student dCJes'/1'c;t ' aLlow one sk.i to sLip at a time. This situation is usually:caus&ctbY 'improper body position (knees and ankLes in the-verticaL pLane). '-Weight' ' ':::_ distribution probabLy wiLL be sLightLy moreorifhe downhiH'ski.,~-The sider, shouLd s tr ive for equaL Ly we ighted skis wherev.erpossit,Le" Both ilk i~ shouLd:"'. work together as one unit. THE EDGES ARE HELD IN THE TRAVERSE BECAUSE OF THE LATERAL STIFFNESS OF THE ANKLES AND KNEES. THE EDGES ARE RELEASED GRADUALLY. (IN THE SIDE~SLIP THE ANKLE~ KNEES AND HIPS MCIST WCRK IN COOPERAT ION) • THE ANKLES-ARE RELAXED OR ROLLED' OuTWARD WITH THE COOPERATION OF THE LEGS. THE EOOES ARE RELEASED CAUS;ING A FLAT ;SK I AND THE S I DESLIP I.NITIATION.THE SKIS CONTINUE IN THE' DIRECTIQN OF TRAVEL. FORWARD· SIDE-SLIP .. ,. WHEN THE ANKLES AND- KNEE~ ARE -ROLLED IN (OR ' - ST IFf'ENED): TH~ 'EDGES: BITE INTO THE SNOW. Side-sLipping exercises are-the basis to the christy-type turns. There must be sufficient forward Lean in the side-stipe Watch th'at'thefLat ski is not'~ used to the point that the outside edges :might be caught-causing a bad fall. Speed may be reguLated to a certa in extent by the degree of edging.- Some systems of rotation teach the Lead ~f the Lower sho'ulder", Li~,wise, shoulder posi tion might vary somewhat in 'different short' swingt~tJhniques. 45 TURN ING INTO!.!!.!.!!J.l::!::. (INTO-!!:!.E.-H ILL CRIST IES) THIS IS THE FIRST PHASE OF THE INTOTHE- HILL CHRIST IES. THE MANEUVER IS BASED ON THE FORWARD SIDE-SLIP. FROM THE TRAVERSE THE SK IER IN IT IATES THE FORWARD SLIP BY A ROLLING OUT OF THE ANKLES AND KNEES. THE D I R,CTION 0 TRAVEL OF THE SK IS WILL MOVE TOWARDS THE FALL LINE. THE SKI EDGES ARE NOW RESET BY A STIFFEN ING OF THE LEGS, AN THIS NEW TRAVERSE POSITION IS HELD. THE EFFECT WILL CAUSE A SLIGHT TURNIN INTO THE HILL. NOTE THAT THE BODY POSITION R~AINS IN A SL IGHT COMMA. THE UPH ILL SHOULDER LEADS. THE BODY WILL FOLLOW AN OBLIOUE POSITION IN RESPECT TO THE DIRECTION OF TRAVEL AND THE AXIS OF THE S/( IS. THIS MANE:"'\/ER IS IN ESSENCE A SERIES OF SLIPS COf.1BINED WITH TRAVERSES. THE 08JECT i.e; TO PRACT ICE EDGE CONTROL. PHASE I (EDGES,; TRAVERSE RESET THE EooES TO CAUSE THE SKIS TO REGAItI THE TRAVERSE. ROLL THE ANKLES AND KNEES OUT, TO FLATTEN THE SKI TO BEGIN SLIPPING ACTION. TH IS SHOWS HOW UNWEIGHT ING CAN BE' USED TO A ID IN EooE CONTROL. THE, UNWEIGHTING IS DONE ON THE UP MOVEMENT (LIFT). IT MAY ALSO BE DONE ON THE DROP. THE SKIER IS UP IN THE TRAVERSE. AS HE S INKS DOWN IN THE FLEXAT JON, OF THE KNEES, HE RELEASES THE EDGES. THE DOWN IS HELD UNTIL THE EooES ARE RESET, WHEN THE SK IER LIFTS FROM THE KNEES. PHASE II (UNWEIGHTING) NOTICE: IT IS A (4~ NATURAL REACTION TO PUSH THE HEELS OF THE SKIS OUT-WARD SLIGHTLY. THE KNEES SKIER IS IN THE TRAVERSE (~) ARE NOW FLEXED DOWN AGAIN WITH A SET OF THE EDGES. KNEES ARE FL£XED UP, SKIER RISES, THE EDGES AND EDG£S /iRE ARE SET HARD RELEASED. AND THE Ki~'£ES SL IP IS NOW ARE FLEXED INITIATED. nils A PLAT-UNWE IGHT ING WITH AN UP MOVEMENT (R I S£ FROM THE KNEES TO RELEASE EooES) ELIMINATING UPPER BODY TURNING POWER TEACHING THE SHORT .SWING OR HEEL THRUST TECHNIQUE PRESENTS MANY PROBLEMS WHEN STUD,ENTS WHO HAVE LEARNED TO SKI WITH AN UPPER BODY ROTATI.O/ll ARE INTERMJXED WITIf STUDENTS WHO HAVE LEARNED SHORT SWING. THE PREVIOUS ILLUSn T IONS SHOW HON TH EARM AND SHOULDER CAN .BE BROUGHT FORWARO IN DIRECT ION OF THE TURN WI TH THE BLOCKING OF THE HIPS •. THIS BLOCKING STOPS WHEN THE HIPS BECOME SQUARE WJTHTHE SKIS... THE SHOULDER FOLLOWS THROUGH AND THE WHOLE BODY ROTATES IN THE DIRECT ION OF THE TURN. NOTICE THAT THE CENTER OF GRAV lTV IS MalE FORWARD. THE FIGURES ABOVE SHOW HOW THE ROTATION HABIT MAY BE ALLEVIATED BY LOWER BODY TURNING POweR AND KEEPING THE UPHILL. SHOULDER LEADING~ THIS IS ACCOMPLISHED BY KEEPING THE POLES IN FRONT OF THE SKIER FACING THE FALL LINE ... THIS WILL HELP FORCE THE DOWNHILL SHOULDER BACK.. THIS ILLJJSTRATES THE IMPORTANCE OF HEEL-THRUST TURN ING IN SK liNG •. Adapting ~ Pole for Teaching Side-slips and Turning.~ ~~ Application of the pole in side-slipping has been illustrated before. It is an aid for unweighting in the edge release.. It will act as a pivot and heLp in the turning impetus. Advocates of the pole cLaim that it is a practical crutch. It is employed in the advanced short swing type turns, on bumps and in racing. Therefore, the stUdent should become acquainted with the poLe at an early stage of learn ing. 49 -STEM- TO -,THE FALL LINE (1) ~ TRAVERSE~ PLACED ON THE WE IGHT IS nl£: LOWER SK I. (~J &l (3) , ~ TH~ TAIL OF THE UPHILL SKI ''S •• 3)~, NOW PUSHED· OUT. THIS GIVES A ~ PLA n::ORM. THE UPHILL SKI IS BROUGHT BACK AGAINST THE LOWER SKI AND BOTH TAILS ARE PIVOTED OUTWARD. ADAPTING.THE.UPHILL OPENING (STEM) TO WORK IN AND OUT OF THE TRAVERSE OR THE FALL LINE. UPPER BODY FOLLOW-THROUGH AS A TURNING AID WHEN SKIS ARE LIGHTENED AT EITHER THE LIFT OR FORWARD DROP, THE ROTATION AND FOLLOW-THROUGH OF THE UPPER BODY INIT:... IATES THE'TURNING PoweR. (2) ", TO BEGIN THE TURN INTO THE HILL, THE SHOULDER IS HELD BACK. THE UNVIE IGHT I NG I S ACCOMPLI SHED ON EITHER A DOWN-UP-DOWN OR ON AN UP AND DROP. THE STUDENT FINDS THAT LEARNING UPPER BODY ROTATION IS A SIMPLE MATTER. A VERSATILE TEACHER WILL ATTEMPT TO INAUGURATE THESE- PRINCIPLES INTO HIS REPERTORY. 48 INTC-THe-HILL CHRISTies t..B2.!i THe ~ LINe l2. ~ §I.2.f. (§IEf. CHRISTIES) TURNING INTO. THe HILL MUST BC PRACTICED UNTIL THE STUDENT IS ABLE TO. SKI NEAR THe FALL LINC. THUS, RATHER THAN START THE TURN FRa.1 THE TRAVERSE THC TURN IS ACTUALLY STARTED WHILE SKIING THE FALL LINE. THIS BUILDS CCNFIDENCE., THIS MANEUVER, AS INDICATED WITH CTHER PREVICUSLY LEARNED MANEUVERS, CAN BE ADAPTED TO. DIFFERENT METHODS CF UNWEIGHTING., THE FIGURES INDICATE AN UP WEIGHTING (LIFT)., IT MAY ALSO. 'BE DCNE CN A DRCP WITH AN UP Po.SI T ICN TO. SCT THE EDGES. 'AGAIN, THIS WILL DEPEND UPON THE PARTICULAR SKISCHCCL PCLICY ~~ WEIG4l[(~ EQUAL o.N ' DRCP' DRCPS SKIER NCW DRCPS FROM THE KNEES TO. RESET H IS EDGES., THIS IS HELD UNTIL TIPS ARE PCINTED UPHILL •. SKIER CCMES TO. A STCP •. Bo.TH SKIS. TO. SET REMAINS UP AS THE SKIER APPRCACHES RIGHT ANGLES TO. THE FALL LINE, THE MCRE THE LCWER (DCWNH ILLY SK I ' WILL BE WEIGHTED •. 51 EDGES. HECLS ARE PUSHED OUTWARD. EDGES ARE REL CA SED , SKIS BECOME FLAT, Lo.WER SK I HAS MCRE WEIGHT. UPPER BODY AND SHCULDER BEGINS TO. FCRM COMMA. S/<a tins.. Skating is a useful maneuver for shallow slopes, difficult snow,and for teaching balance and rhythm. It·,is a conditioner. for the Legs and can be used straight down the fall line (shq.llow slope) or on a curve. The position of the skis and body is the same as in the downhiLL running position. Tho poLes mayor may not be' utilized. From the running posiJ~on edge and weight one sId. Push with this ski while at the same time the opposite ski is unweighted and placed in the desired direction. Glide on to the ne~l~placed ski keeping the body centered over this ski. Glide and repeat the maneuver in the opposite direction. This is practiced as a halfskating step and then a full skating step. ·A useful maneuver is to apply the skating steps to a long-curved arc from the fall line. This teaches proper weight distribution. Skating is an important element in teaching racing techniques. It can be used to change direction and increase speed. Practice skating on a level slope that is packed.' Then work towards steeper slopes and different snow conditions. Skating is employed as a secondary phase in teaching parallel systems 'of skiing - without snowplow or open ski positions. Beginning Christies ~(8eginning Stem Christies) The beginning christy is a fast platform turn. It requires a steepers;lope and more speed • . The traverses, before and after the turn transition, are actually christies into the hill. These turns are made closer to the faLL Line; therefore"it is reasonabLe that tl1e skis will run together much sooner than in the stem turn. Many ski schools emp loy an uphi II stem to the fall line and out, in the same direction of travel as shown on Pape 48. This is a means. of buiLding confidence between the turning-into-the-hiLl maneuvers and the actuaL tran.ition across the fall line. The uphiLL ski is pushed out on either the lift (up movement) or on the drop (down movement). The uphill edge of the Lowe'r ski is released causing a drifting to the faLL line. The shouLders are squared with the skis. The slds are now in the doubLe-stem position on the fall Line. The weight is stilt on the originaL lower sId. This ski is re':'edged by use of either Q. down movement or an up movement. The skis begin td traveL out of the falL line in the original direction of travel. The uphill sId is brought forward against the lower ski, and a turn ihto the hilL is used to fin ish the t urn. Do these in a series with rhythm, coordinat ion, and impetus from one complete maneuver to the other. Utilize the lift or down-weighting (inertia) from one maneuver to the other. This exercise will buiLd confidence in the student because he wiLL Learn to realize that it is possible to stop by turning into the hill with both skis parallel. The purpose of opening the uphiLL ski (uphill stem) as shown on the next page in the illustration, is to start the skier in the direction of the turn with the first body movement. The uphill ski has a change of edge during this movement; there is a release of the uphilL edge of the Lower ski to begin drift and the weight is gradually shifted to the uphilL opened ski. At the transition on the -faLL line the weight shift is completed. The skis are brought paralleL and kept fLat. The turn is finished in the same manner as the into-the-hiLl christy from the falL line. 52 BEG INN ING .CHR: ST IES JDOWNH ILL) Beginning Christy with £ Lift. for Unweighting On the preparatory (Fig. 2) ,the shouLders are brought square to the sk is •. AS SKIER COMES UP IN THE KNEES (LIFT), HE PUSHES THE TA IL OF THE UPHILL SK lOUT., THE UPHILL SKI EDGE IS CHANGED. THE LOWER SKI IS FLATTENED TO BEG IN DR 1FT •. AS HE APPROACHES THE FALL LINE, HE BEGINS TO SHIFT WEIGHT TO UPHILL SK I.. AT TRANS I-T ION, THE WEIGHT CHANGE IS COMPLETE.. INSIDE SK I EDGE AND LEAD IS CHANGED. SKIER REMAINS IN .AN UP POSITION. FROM A DOWN POSITION, SKI£R STARTS TO LIFT .. . WEIGHT 'IS ON LOWER SKI. INSIDE SKI REMAINS FLAT SKIS RUN TOGETHER. THE TURN I S COMPLETED IN THE SAME MANNER AS THE STOP CHRISTY~ OR, TURNS CAN BE LINKED. HEELS ARE PUSHED OUTWARD FORTURNING POWER •. UNWEIGHTING MAY BE ON THE UP OR ON THE DOWN. 53 BEGINNING CHRISTIES (STEM CHRISTY) THIS SHOWS THE DIFFERENCE .!!!.. DOWN WEIGHTING COMPARED IE.. UP WEIGHTING. FROM UP POSIT'ION, SKIER DROPS. AS HE DROPS, HE PUSHES OUT THE TA IL OF THE UPH ILL SKI .. THE STEM IS NOT HELD THROUGH THE FALL LINE •. THIS WILL REQUIRE THE USE OF MORE TURNING POWER IN THE FORM OF HEEL THRUST. SKIER COMES UP TO SET THE eDGES AGAIN. SKIER KEEPS DROPPING THROUGHOUT TURN. BECAUSE OF MOMENTUM AND INCREASED CENTRIFUGAL FORCE, THERE WILL BE A MORE PRONOUNCED COMMA POSITION •. TAILS CONTINUE TO BRUSH THE SNOW IN A HEEL THRUST. The cLoser to the faLL Line that the turns are made, the nearer the weight di stribut ion wilL be equa L on both sk is. There wi n be a slight sh ift from one ski to the other of the weight as the Lead, edge, and stem p~sition are changed .. As more speed and unweighting are used, turns can be made cLoser to the faLL Line. Tn is wil L aLlow the sk is to be brought together before the fall Line. Because of speed and momentum, the line of gravity changes towards.. the angLe of the originaL traverse. 54 -TH-E STEPS OF LEARNING -IN PROGRESSION -TO T-HE PARALLEL LONG SWING TURNS FALL LINE rAJ..L..L INE • PARALLEL LONG SWING ACROSS THE FALL LINE :55 GARLANDS OR STEM TO THE FALL LINE EXERCISES. INTO THE HILL CHRISTY 4. STEEP INTO-tHE-H ILL CHRISTY PARALLEL CHRISTIES (PARALLEL ~ SWING TURNS) The slow progression to parallel skiing is through repeated practice in the (stem) christy phases. The stem shouLd sLowLy disappear with this practice as confidence and abiLity"are achieved. ParaLLeL skiing requires a certain amount 'of coordination and physicaL ability that will help the :-;tudent gain the necessary courage to ski cLose to the fali 'line at faster speeds. In any paraLLel technique, confidence must be buiLt into the student by the teacher. Sf( I ER COMES UP AC,' A IN TO STOP AT THE Ei:D OF TURN. --J1 SK I ER I S DOW/V TO --)- { SET ED3£S. WE iGHOTN ______ _ IS NEARLY EQ~;,~L ...~_ BOTH 31(1S. ~ ~ OUTWARD hEEL PUSH IS USED FOt? TU;?N ;.··/G /:JOWER. SKIER STARTS DOWN AGAIN TO SET HIS EL:GES AT TlfE END OF THE Ti}{'m. SKIER REMAINS IN AN EQUALLY DISTRIBUTED WE IGHT STATUS. HE LIFTS FROM KNEES TO UNWE IGHT. SK IS 4.RE FLATTENED. B£G INN ING PARALLEL CHR ISTY (LONG SWING) IS DONE VI ITH A ,;'T£EP It:TC-i .'.:-H ILL CHRISTY. THIS IS DOilE ONLY SLIGHTLY ACROSS THE FALL LL!£. 56 PARALL~L CHR IST/~S (PARALUL !::E!:!!! SWING TURNS) PARALL~L LONG SWING SHOWING HOW W£IGHT DISTRIBUTION CHANG~S IN A PR~MATURE L~AD, ~DGE,: AND WEIGHT CHANGE.. THIS IS A PARALLEL ACROSS TH~ FALL LINE. It is interesting to note that many techniques change unweighting at the parallel stage of learning. They change from a dropunweight· to a down- '. up-down unweight. A down-up-down is desirable at this parallel long swing maneuver. There is a difference in techniques in the length of time that the up position is heLd. The pictures show that the up is prolonged until the turn has been completed for at( intents and purposes. Other techniques start down much sooner •. DOWN HARD ON LOWER SKI, WEIGHT ON LOWER, UPHILL SKI LEADS .. SK IER LIFTS. UP TO UNWE IGHTDOWN HARD ON THE UPPE:RSKI - THERE IS A LEAD,. EDGE, AND WE IGHT CHANGE. INSIDE SKI LIFT~D TO ILLUSTRATE •. I TURNING POWER IS FROM FEET AND LOWER BODY.. SKIS ARE FLAT. UP TO FINISH AND PREPAR~ FOR NEXT TURN. W~/GHT IS; ON LOWER SK I. END ON A DOWN MOTION TO SET THE EDGES.. L.IFTED I NSI DE SK I TO I LLUs;.. TRATE WEIGHT DISTRIBUTION .. If the long swings are approached from the pur. parallel method rather than the stem system, ther. must b. a s.ries of into-the-hi tt, stop, and.' steep: intothe- hit l chrbti.s ut it iz'ed tobuitd confidenc.. ParaU.l garlands for· . t.aching drift and .dg. contro' ar. d.sirabl.. A combination of both methods ar. us.d in American ./d t.aching •. THE PARALLEL LONG SWING PARALLEL LONG $WING'SHOWING THE USE OF THE POLE TO 'HELP UNWEIGHT AND INITI ATE THE P/vOTINGAND START OF THE TURNING IMPETUS~ , (THE POLE cUT IL IZAT ION IS OPT 10NAL IN, TNE PARALLEL LONG SWING) (See be low) COMMA SKiS REMAIN FLAT, HEELS ARE PUSHED DOWNHILL. SK IER IS UP IN THE. TRAVERS£. WEIGHT IS SLIGHTLY Mor~£ ON THE LOW£R SK I. :.'JWN TO F IN ISH .',i,'D SET £ DGES. .(2) THE KNEES ARE FLEXED TO DROP. THE POLE IS PLANtED AT THE END OF THE DROP AND THE WEIGHT IS SHIFTED TO THE LOWER SKI. THE SKIER STARTS UP AND PUSHES ON THE POLE. THE WEIGHT IS NOW SHIFTED TO THE UPHILL' SKI AS THE TOP OF THE L 1FT IS; ACH IEVED. THE WE IGHT CHANGE IS NOW COMPLETE., THE LOWER UP TO OBTAIN POSITION FOR NEXT TURN, SKI BEING UNWEIGHT£D FACILITATES THE LEAD, AND EDGE CHANGE. AT THE TIME OF THE UNWEIGHTING IN THE LIFT, THE UNWEIGHT OF THE POLE IS UTILIZED TO INITIATE THE RELEASE OF THE EDGES OF THE SKIS. DRIFT IS STARTED ... (3) THIS SHOWS THAT THE TURNING POWER IS BEING UTILIZED FROM THE FEET AND LEGS'll ITH A THRUST OUTWARD OF THE HEELS OF THE SK IS~' THE SKIS MUST REMAIN FLAT UNTIL THE NEW TRAVERSE IS APPROACHED. 58 THe PARALLeL ~ SWING Heet thrust (or the outward turning of the he~ts) is the tu~ning power for changing direction. Notice the cou,nter act~on 'Ci1. 'the upper body. (Se.!! previous page, fig. 3-4.) The Legs and sJds a,.. cLose togl!ther operating itt one unit. The arms foLLow the body posit,ion as a resuLt of natUlraL mov·eme.nt. Edges are set only before and after the turn. (Fig. 2-5) Most skiers wi" ski this turn with too much edge. The sid remains fLat through most of t~ turn, Practice edge controL and the fLat ski; linked tUIVtS shouLd be the goal of the teacher. The Approach 12 ~ Short Swing (WedeLn) There a.re three widely used methods of teaching the finaL short swing. One is to teach the snowpLow wedeLn. A second is to teach the hop-to-the WedeLn from the traverse. A third method is to teach a hop-to-the WedeLn from the falL line. A combination of these methods is adapted aLso. There are vari-ations of the snowpLow method. These Utse a singLe stem to work in and out of the faLL line. ' The choice of one or more of these systems depends upon the athLetic ability of the skier. For exampLe, the hop-to-the WedeLn from the traverse and from the faLt Line requires strong muscuLar coordination.. Therefore. there wouLd probably be a difference in approach between students of different age and occupationaL groups. The above systems aLL tend to heLp the skier feeL the rhythm of the WedeLn. The hop-to·WedeLn on the traverse teaches edging and aide-slipping in fast repeated sequence. The snowpLow WedeLn teaches a reLaxed upper body in coopG..ration with ankLe, knee and hip action. The hop-to-the WedeLn heLps teach the use of aLmost equaLly weight.d skis in the faLL Line, the need for keeping skis locked cLose togethe':' and the efficiency of fast change of edges wi,th an aLternativeLy use of the fLat ski. As the hop.: is. decreased the student wilt approach a 'inaL I"efinement with fLat Skis. This is an extremely difficuLt study in edge control. The use of the short swing wi L L evo Lve as a resut t of contiflufld exerc ises on the faL l line and in the traverses combined with the use of L inked paralleL, Long awing ttJrns .. Po le execut·ion is important. Improper tim ing wi 1 L cause a jerk. Not enough pole and edge wilL result in too much accelera·,tio,," A long poLe' wi il cause 4igh shoulders and hands. For .. tsteep:s lopes -m&U;;!.brak'i.'~ Q!l'Iay ""T, from the fall Line is necessary. There i~ mt'Jre:'''8xaggeration'orCJiiWveight~ng, 59 THE APPROACH TO THE SHORT SWING (WEDELN) ~ The' hop-to~th~ Wedetn' f:-~m ·t~e ~ ~ ... Traverse,' j&. .:.:.., POLE' P~ANT n:mE' IS AN 1.. TE:RII ATE' ~~ P:"'ANTING OF THE INs/DE. " AdD OUTSID£.POLE.AS THE . '\ .. ' POLE PLANi' SK IER, TURNS "iN tllVD OUT 1 CF TI:E FXLL LINE. TJI I S SH CULD 5T A/?T W I TIJ A HOP I . CO/!T'i'CLLED EOG.I NO. N!D REPET I T ION. OF T H£ s t D£,SL If' WITH FLAT Stu:;. ·POLE PLANT (TEACH 0/,/ A SHfoLCJW SLOPE) THE POLE PLANT FOR BOTH THE TRAVERSE /JND FALL LINE APPROACH IS APPL lED AT THE" END OF TN£, DOWN AS THE SlUE8 BEGINS TORISE. IF Tl!.I!5 IS too EARLY, THE FORCE OF THE DOWN ACTiON OF THE POLE WI LL BE ARRESTED· BY THE DO"'N ACT ION OF THE SINK ING FROM THE 1<'-IE£S. TH IS VnLL, RESULT IN A JERK iNG OF,THE ARM. Snowptow~~he WedeLn HOP- TO-THE WEDELN FROM. THE FALL LINE,· ~,' EITHER OF T:1ESE HOP, . ~ METHODS MAY BE. ADAPTED TO A CHANG ING OF -THE £DG£S WI THOUT THE HOP, EMPLOY ING THE AL TER/ JA TE OPE/] ING OF THE SKI TAIi-S. ,";£ POL.E .··./.1:£3· CONTACT '.~'IT:: SlJO~'/ TO PROVI DE A L 1FT TO AID IN; THEUN~·,·· WEIGHTING OF'· ,THE .' SK IS •• i.THISHELPS . FACILITATE RELEASE C;, EDGES AND 77-IE HEEL PUSH. THIS MAY 8£ EXECUTED FIRST ',,/ J TIl A HOP WITH E ITt/E." T::E TA ILS LEAVING THE S;..,OW OR IV ITH THE ENTIRE SKI LEAVING THE SNOW. THE EDGES ARE FIRMLY SET. 60 START DOWN THE SLOPE IN A SNOWPLOW. PUSH OUT ONE HEEL AND THEN THE OTHER. POSITIONING OF THE ANKLES, l(NEES AND' HIPS IS IMPORT-ANT. THE UPPER BODY IS FLUID. SHORT SWING. AND WEDELN Much of the confus ion existing about the new technique is an unfortunate result of terminology. To some people short swing and wedeLn are different turns. In the evolution of the new technique, there appears to be one dominat ing factor... The pub l ic, press and many teachers have named the ent ire sequence of approach and its many variations as "wedeLn". Professor Kruckenhauser introduced these terms through the Austrian Ski. Instructors Association at Vat d'isere in 1955. The interpretation of the films of that demonstration led many to beLieve that there was a differentiation between short swing (Kurzschwingen) and wedeLn: The short swing is a camp leted turn hav ing a def in i te edge set. I t has a certa in degree of " unweighting. The poLes are planted at unweighting. The turn is usefuL for packed or deep snow, can be skied on shaLLow or steep sLopes and is an efficient way to ski in bumps. The wedeln, on the other hand, is considered" a refinement of the short swing. WedeLn is general ly done down the faL l line as a series of incompleted turns with no setting of the edge. Wedeln is not a practical turn and is dangerous because of the possibiLity of catching the outside edges. The pole is used very little or not at all. Its advantage is for an exercise for expert skiers or racers. It has been indicated on the previous subject of Long swing that the paralleL turns are an approach to short swing. Then for all intents and purposes the short swing is a long swing that does not have an appreciabLe traverse between turns. It has also been pointed out that the hop-to-the wedeln approaches an exercise that is done down the falL line with littLe or no edge set. It is no wonder that peopLe are confused. Instructors should not spend their time arguing about what to caLL the turns they are attempting to teach. This is a fine point. The facts that remain evident are as follows: ParaLLels can be done with a. traverse of varied length. Short swings, obviously, must have a shorter radius. As this radius decreases, the maneuver becomes a series of fast tai l wags. Both tai L wag (wedeln) and short swing are closely related in teaching. It would seem evident then that the terminology should evolve as one meaning - wedeln or short swing. The Short Swing The short swing turns should at this point emit as a natural evolution of teaChing long swing turns with the poLe combined with the hop-to-the wedeLn exercises. This will require a precise timing process when the hop-to-falL Line and hop-to-the wedeln maneuvers are skied on a steeper slope. From the traverse the skier fLexes the knees and ankles. At the end of the down, the pole is planted. The edges are set down hard at the end of the down to form the pLatform. As the unweighting begins by aid of the pole and the up rising of the lower body, the edges are release"d and the skier begins to drift towards the fall line. The tails of the skis will be unweighted for an instant to allow the push-outward of the heeLs to change direction. The body wiLL begin to have a correlated bend into the comma position as a counter action to the heel push. It is an advantage to practice earLy weight and lead change. 61 THE SHORT SWING THE ELBOW IS HELD CLOSE TO THE NIP WITH THE ARM OUT. IN THIS ILLUSTRATION, THE FIGURE BEGINS TO DROP AFTER THE UP AT THE FALL LIN£. THIS FIGURE HOLDS THE UP POSITION UNTIL AFTER THE FALL LINE. PROM A TRAVERSE THE SKIER SINKS FROM THE LONER BODY (KNEES AND ANKLES) • . AT THE END OF THE DOWN, THERE IS A FIRM SETTING 'OF, THE EDGES. THE POLE IS NOW PLANTED ON THE SNOW AND PRO- ,VIDES A'SLIGHT LIFT AS THE SKIER BEGINS TO RISE. THE COMB |