Miscellaneous

AD_Misc1958_Part2

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. ~. 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 heel groove, boots laced and fitting, gloves, goggles, wrist Loops. Check heel rise •. Class 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 (examp le: runn ing maneuvers) wh iLe c l-ass 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 ~. Have cLass demonstrate each phase and give individuaL corrections. 5. Give demonstrat ion of comp lete 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 ent ire c lass has executed maneuver and regroupe.d, exp lain major fauLts, give verbal and visuaL c'orrect ions. 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 stop. Keep , em sk iingo If poss ib le give soft correct ions and Loud praise to individuaL pupils in tow or Lift line. During some subsequent runs· on sarne generaL course instructor can designate stopping point, station himself mid-way and give SHORT, CLEAR correc.tions as pupils ski past. Example: "ReLax," - "KneeL," "Eyes Ahead," etc. Object:.' Same as private instruction - to have pupiL feeL correct position o,nd movement while skiing., If suitabLe tow or Lift is not avaiLabLe, give as many demonstra­tio- ns as possible making correction's at bottom of run!Ji.nd enroute back to top of run o.\" 10. Final run. 'rime your instruct ion to take class on easy, more extended run at end of class (foLlow-the-leader-, donf.t do anything they can't,t d.o.)· Dismiss the .cLass wifhhappy surprise at their 21 10,- continued. accomplishmenis; mention maneUVer to ,)C learned in next cLass (dismi::;s class on TIi·'IE). Note: Arrange to meet in some free time to ~iscu$s any invo)ved questions; questions whose answers would not be ~f general interest to class, or relating to current maneuver. D, Tcachin::' SldLLs - Applied Pzycholo[}y. '"I • J.i'::,.'~e person-to-p(~rson emo'cional cont.,',::::' ',ti th pupi Ls. (a) Let them know you are sincereLy Interested in them. (b) Talk TO and Look AT pupils whil" Leaching. (c) Learn individual na/:1es as quick!. e/id inconspi:;uously as possible" Donlt hesitate to ask for a memory refresher. (d) Show no favoritism - Love 'em all, (e) Exult with them wh0n they're goo:, sympathize optimisticaLLy when they're o,therwise, BE: Q gent Leman. (a) Be tactfuL s kind, courteous, di!],;Uied, friendLy, sincere, patient, hur;lblc. (b) Try never to shout, swca.r, usc ,s:::rc:::sm or ridicule, or sho'd exaspcration t borer/om or dL:;~ou,.agement. Be a good instructor. (a) ~'h,tch for excessive clothing anc: sUf::;e::;t r€"~lcvClL (b) Give eta::;::; rost Clnd respite from sun, wind, shadej etc.~ v!hen needed. Be brief and to the pointe (a) Long, invoLved explanations, and rOOQtitious corrections are tiresome and ineffective. (b) Point out the major mistake - it~ correc~ion ~ay eliminate sevcral other mistc!/<:es. Emphasize:: body ,":iosition. (c) Illustrate the mistd(e and its oc.'rr'cc,tion vlnh your body and s/, is o (0') Try as many ap,oroaches to correc ';. i en as ne:ccssnry - \'/Orl~ it different ly. (0) Don't ar~ue technique - offer to maci after cl~ss. (f) TactfulLy turn off r:;WJil's lenet;',." .:cLf-ana!y:;:':;. 5, Make it lu.';, (a) Be i.)u:;1.'lc::;s-Li!~0 c!Jlci fir;;, til c,;c;, ;;;,.:Ls bui o'i;ilorl"ise joLLY,j optimistic ane! hU,';10"'OLIS. Be cLe-.:r ::!bc)"if the hw,;Qr - be cer­tain it heLp:: r::zU;(';.~' {he,') hinder" ;;:0 instru.-;tion. Never let the class forget that you are Q p~ofessional instructor, not a professional ccmedi~n. (b) Instill C! class unity anc' spirit,- t-:)Ll i:l0m ti,ey'rc a swell cLass. (c) Occasionally de so,';';ethir:£' Just fc.~ .'dc/<s,· c longer run, foLLow-the-£C((der, a. short, simpL\} 3Lalom, a different slope, brcc,/< the monotony \,,'ith a vc,,~iation or exercise, have a pupil teach you, etc. 6, Have psychoLor;icaL insight, (a) Learn which people nced to be Led with kindness, which wi th firmness. (b) Learn which respond most to praise, which are challenged by criticism. 6. H:':iVE:' psychological insight - continued. (c) Learn which understand technical expLanation, which understand anaLogy and example. (d) Try inconspicuously to tearn the pupills motivation and his goat in ski ing. '. Be fair with your class. (a) If you give a misleading explanation or demonstration, correct it. (b) If you are in the wrong terrain or snow condition for them, correct it. (Have a new class practice first on flat or gentle sLope if possibLe.) (c) Do nothing in your cLass skiing that the cLass has not been taught~ except to iLlustrate a point. It confuses them and they need aLL the demonstr~tion they can get. (d) L.ead your pupils down no bLind alLeys; teach them nothing they wilt later have to discard or drastically change. (eJ Pupils are entitLed 1:0 have a clear' understanding of wha.t to do and what to avoid by the end of a class. .ff they don't, it is your fault a!'1d you ShOULd OFFER to make it clear on your own time. THE PROPER METHOD OF CARRYING THE SKIS IS TO PLACE THE TIPS FORWARD WITH THE BINDINGS, OVER THE SHOULDER. 23 TO HOLD THE SK.I 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 TENS£N£:;S IN THE ARM AND UPPER BODY, WH£N 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. AS/(I SCHOOL ORGA:"ZATICiJAL GUIDE~ A ski schooL should meet daily at - desi[n~ted meeting place, at a specifi~d tiline, tc crg:-:nize ~~ll cLc.:;;ses bet ,~" le:::.vinr for the sLopes.!> it is 11-:::: cC:lsidcrcd !700C' i';ooLicy :.: ,:::;'ce appointments or any arrangements to .-nec':' c:ny()ne cd a.d." c·th""r ,.. ... ,[c:::;e, .s :'C': ti,c, whole sId school orgc.nizrtion is bcsec: ur:-.'~ -1:.;''::' s,d 5C,":00£ ""'G;)iin;'. : Lc:ce. After being divided into classes, cc~ass sil,,'...:-:.i staY to[l0thcr for 'i,~ rest of -':;'e dayo Any changes in cLass perscnnei s~cui~ be madR by the s:~0rvisor or the ski schooL director. The ina~ructor ~s required to be "irat at the meeting place. His first duty is tc ::hcc.'{ ~~lt. G.ciui':Jmc.~t, ::loihi J:., tickets, sIding ability and aLL other thin!7,;; c>sso;1:i:., .. C t·:,; C. CCjf'.3 s!~ii:-;._ After Lca\'i,,;~" tile I~JG'?tin::, plc.c::..' -::. L")s~r(}ctor sho.uld not accept pupiLs want-in~' tc Join tne cLass late or. :h("; 3~O.Des bt-It should inform ther:n of the next meo:ir,£:" tin/'," and ene~ura.ge then; t ':"'': there. Not foLLm'!inr; this procedure \';itl upset the school org:...nizatio,v. end is unfair to the pupiLs in the organ­ized class. The ski instruc'ccr m(Jst be weLL i:::'crm'2:;", j'j,:;-!: ':JnLy about sLopes, trails and snow conditions \" .. 'ithin the arcc.,· ut J.bc~·t cdl phases of Siding in general. He is expected to answer alL ques~ions poLiteLy and intelligentLy from anyone, in or' out af school, end to be he,')f,!l to -:.ll sIders that'he may encounter on the mountain wiJO are in need of a:','ice or heLp. Any instructor who is asked for heLp in the selection of sid cc:uipment shouLd obLige with his advice. It is the sid instructor's duty tf assist in alL matters of organization within the ski area. ParticuLart" in crowded areas shouLd he help and give guidance in every way possible. ':; is imperative that th.e instructor give full cooperation to aLL other or£',·iizc--::.tions within the area with whom he comes in contact - sId patrol, l Ut ere'" forest service, etc. Any dissatisfaction or -:;omplaints should bs tal<e," to,·)Oc,"a.i!.'l sId school meetin;:;.s. .'t no time si'oul,d the individucl instructor ~:!I,!" on sueh matter. I: goes vlithout saying that the L:::.i:ructor takes charge immediately and gives at~cntion to any accident that occurs within his class. At no time should he Leave an injL!reci person LJntil the., .s;i patrol takes over. It m:ly lie advisable for him to put a competent pU.')il i,... c'-,arge of the cLass wit' instructions as to how they should proceed. If n' s'd ;")atroL is avaiLable, the instructor rnust also be responsible for {:ctLl, ~h!2: injured person off the sLope. Where there is no ski patrol, the rc:spo;)3if)i.li'~y of the instructor necessarily f".·xtends to ti10se injured sl:icrs cL'-::3ide his class. It is a good policy for the instructor to foLLow up accide;,'!::' that occur within his class by making incuiries as to the well-being of t~( injured after coming off the mountain o It is well for any s/<i schoo!, l::r70 or sm.:!ll, to have a daily afternoon meet ing, when aL l matters r.7ay be: ,:. i~:;L;::;.:ec· :::nd endeavors made to improve the efficienoy of the school. ') "-/10 1'd 0 , 3 r:.· • .?t. 1(1 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. THE CLASS AND 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 assimiLate tne 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 s/dLLful 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 diff :cu!ty Learning a particular maneuver or phase of skiing. Do ngt be afraid 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. y do not demon~trate 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 sl< 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, while adults must have an understanding of that movement. This is because the muscles will 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 instinct. PeopLe walking down a hill without skis will Lean backwards and toward the sLope. The opposite is necessary for proper baLance in skiin[.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 for[let that ~here is morE' to teaching than explanation, demonstration end 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 verbal 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 gratifyin3 to the teacher and student a like. 26 ,A Q.SHATTUCK PHOro THE BRIGHTON SKI SCHOOL MEETING PLACE ~ ...... A SKI SCHOOL $HOULD MEET DAILY AT A DESISNATED MEETING PLACE. AT A SPECIFIED TIME, TO -ORSANIZE ALL CLASSES ....... ~ 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 instructors. IndividuaLity in teaching is very desirabLe. 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 beginning or using an open ski approach, stemming the uphilL ski or stem­ming 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 effort, safely, 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. Ins truc tors are demanding the produc t ion of an out l ifle from the ir respec t ive divisions. In those divisions that have produced manuals the pressure is being applied to change or revise those manuals. The p,-eduction of a manual or outline featuring one technique is open to c~iti=ism. 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 th", 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 power. 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, Walking .£!! Skis UsC! a fLat, smooth type of terrain. WaLking is used to teach the student fam­iliarity with the sk~s and poLes. The skis are paralLeL, flat and close to­gether. 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 relaxed. The poLes and arms are used in opposition as in normaL walk­ing and the ent ire body is used in a forward rhythm. Th is wa lk ing 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. Sliding 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 Le. 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 ~ Step The two step is a singLe walldnr step with one foot folLowed by a sLiding step with the other foot. The poLes are brought to a forward 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 ab Gve INa lk ing steps may be used. ~ Turn This is tau9ht on the leveL, and shouLd be taus-,ht v/ith the foregoing maneuvers to enable the stUdent to change direction while practicing walking. This turn shoul~ be done first standing and then walking. It can be done on a gentLe sLope. The skis are paraLL'2~ to start the turn. i'ihiLe the weigh: is on one sId, the other ski tip is picked up and set down whiLe the tails of both skis rer.7ain together. ALL the weight is then transferred to the angled ski. The second ski is brought 'in position with the first ski and a "wedge of a pie" track in the snow has been attained. The poLes move with the ski. 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. C t imb ing .£!! Skis - Side Step Use a graduaL sLope. The whole Leg and sId are Lifted (from the hip) and set dOVln on Tt he uph it Ledge. Ank lest 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 hilt. The body is centered over the sk iso 20 V>'ith the weight on the downhill ski, move the uphiLl ski side­v.::: zys uphiLt~ Set the ski down horizontally with the uphiLl e~ge firmly set. 3. hlsh the weight on the Lower pole and move the weight to the vphiLl ski. Bring the downhill ski up to the uphill ski using tne poLe at the same time to heLp unweight the Lower 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 wiLL give the impression of walking up a set of stairs sideways. This maneuver is used to ga in uph i £ t transportat i ono But more importan t to the teac·her is that th is is a key to Learn ing prope,.. edge use. The diagonaL Side St~ 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 inside ski edges are used. The cLimbing ski is Lifted and placed for­ward. The weight is on the tail of the other ski. The weight is then shifted to the uph'ill sk i and the other sk i is brought forward. The po Les are used for support and to push; 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 handv some schooLs teach the herringbone because it teaches us~ of the edges and is an excellent conditioner for the student. The trend is to teach the herringbone only:if it is requested. Fa L l ing ~ Ge t t ing !:!.e.. This should be practiced on the fLat. The student will gain practice natur­alLy when ne starts to skic The student should Learn to pLan his faLL. Thus, when a fall is inevitable it can be done safely with self-confidence. 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. Stress the danger of fall ing 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 t snow conditions, ruts, etc., and emphasize how to avoid these hazards. .T~ach the student to reLax. To ~ ~ from ~ f£lli 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 poles are usee' as an aid to Lift the skier upright. The poLes may be used as shown beLowt or they may be used singly; pLace one at the tips and the other at the tails. When the skier is on an inclined pLane, place the poLes on the uphiLL side. Another variation of gettins.,!!E.. is the tip pull-up I':here the skier sits on t:Je :;/; is a.nd hook::. t he po te rings on the s/~ i t ips. He then pUl is the body forward and up. Teach falling and getting up at the first opportunity, e.g., when the first student fal Ls. Downhill Running SeLect a gentle stope with a runout that has been packed. Practice the down­hiLL position oni:hc flat first. After the student is on the hill, it ''IiLL be necessary to use a step-around turn by holding the poLes in front for support until thE' s/ds ar~ 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 gravi ty. The skis are parallel, one slisht!y cdvanced. 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 position of the body on the s/ds o The sltis are flat on the snow. Techn iques vary in tr:.'c!ch ing the dOI,'mll i It po:::. i t i on. The short swing varies from no bend at t/;c ;Iips to a slir:.;;,t bono' as shown. The poles may be heLd higher above the weist. (See illustrations on following page) Modi f ied Arlberg and para l le l techn iques vary in that 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 bumos and to Lower the center of gravity. Practice equaL weighting of both skis. There is LittLe bend at the hips. Knees are bent only sLightLy and the feet shouLd feeL flat in the boots. Longer poles wiLt require a higher hand position. The down­hill schuss position 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 sweLLs. From packed snow to deep snow, lead one ski more than normal. On ice the skis shouLd be farther apert. 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 c~reful gerous on a fast slope. techniques, and the student progresses into Other schooLs teach the snowplow briefly s tuden t tha t the snowp Low may be emp Loyed 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 weight; the heels of the skis are stepped around until the snowpLow position is achieved"and the skier is facing down the fall Linee 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. Th€ 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 "V~'O The tips are close together and the tails pushed out. The slds 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 fron~ over-edging. It is common also to catch an outside edge. The plow position should never be over-exaggerated. Do no t spend too much time prac t ic ing the snowp low. When the s tuden t learns to use his ankles, knees and edges it is time to progress to the next maneuver. Unweighting in the snowplow to facilitate the openinf' of the skis to a plow position from a streight runt~i,,~~ position is taught :."1 two methods: UNWEIGHTING ON THE DOWN START IN TH£ NORMAL RUNNING POSITION 34 SINK DOWN FROM THE KNEES -AND ANKLES TO UNW£ IGHT THE SKIS AND FACILITATE THE R£LEASE OF TH£ INSID£ £DGES. TH£ SKIER WILL 8£ ABL£ TO PUSH OUT TH£ TAILS OF TH£ SKIS WITH A BRUSHING ACTION OF TH£ EDG£S. UNW~/GHTING ON TH~ UP FROM TH~ STRAIGHT RUNNING POSITION, USE A DOWNFL~XING OF THE KNEES AND ANKL~S. THE SKIS REMAIN CLOS~ TO­GETH~ R. FROM THE DOWN POSI­TION TI-/~ SKIER RISES. THE TAILS ARE PUSHED OUT. THE SK IER RENA INS IN TH~ UP POS 17"'OA'. Unweighting on the up to open the slds is more difficr..· i;,') Learn than open­ing the sk is on the down movemen t. But unwe ight ing or t:l(' up has the advan­tage of being the same unweighting process utilized in (.Iarr.Ht.eL siding. ~ Snowplow ~ 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 tu~ns. This will de­pend upon snow conditions, the type of sLopes (traiLs c·'" open) and the number of people skiing in the area. Where there is ample space to pract~ce tra­verses and turns, the teacher should not spend too mucr time at the snowp low exercises at the expense of the traverse, side-slippin-: maneuvers. 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 oi or-" ski. edge. A weighted ski will maintain its immediate direction of ·;ra.tre!. The skier shouLd execute the snowplow turn in one smooth unit. The ankles and knees must act in cooperation. Thus, the teacher' ;;'10uLd attempt a definite rhythm. The use of proper terrain, when avai~::!blep is important. GulLies and smalL bowls are good p~actice areas. The hips should stay over both skis. The weight will be equalLy distributed while remaining on the falt Line. The knees will regui.:::.tr:: the edges more than the ankLes - but both are used. The ankles and kn~e8 are pressed for-ward. The center of gravity is near the middle of the skis. From the fall line the weight is shifted to one sid or the other_by c. oropping of the shoulder. Impetus for edge control is facilitated by ur'lweighting. This unw~ighting may be on the up movement or on the down movement. THE SNOWPL"OW TURN ON TIfE FALL L !N£ SNOWPLmv TURN US lUG UP MOT ION AS THE L 1FT FOR UN'vVE IGHT /NG TO RE­LEASE Tr,'E INS IDE EDGE OF Tr.'£ LOWER SK I AND TO FAC IL I TATE A SH 1FT OF THE WEIGHT AND THE APPLICATION OF THE EDGE TO THE OUTSIDE SKi. These ilLustrations show how the snov-,/,:;;lo\v Inc.}' bc ir;corpcl-ated into teachin~ t~e new techni0~e. At the start of the Hlrr;J tur=: up­hill shoulder is back. The weight is shifted by leanin[,' out over the uphiLL skio Note 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 foLiow-through but only the preparation for the next turn. The turn on the left is executed with greater tra­verse across the fa l 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 igh t sh if t to upp er sk i. (3) Weight Lead and edge change are comp Le ted. Sk ier is up in the knees. (4) Inside ski must remain flat in the snowpLow tUrn. SNOWPLOW US ING A DROPP ING OF THE KNEES AND ANKLES FOR THE ACT OF UNiVE IGHT ING TO RELEASE EDGES AND SH 1FT WE !GHT. 36 SNOWPLOW TURN Upper body ro·tat ive power in' the snowp low 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 CENT£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 s~udent to bring his hand to the center of the skis. Avoid telling the student ski~r to "rotate, "rotate." Remember rotation ~ not :!.!22. 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 tine 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 wilt 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. exaggerated 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 crift of the tips into a steeper traverse. 37 (THE ARROWS INDiCATE THE DiRECTION OF ------9 fl~ ~\!( '\ \w I I t\ 0\1 1 ~ I F'OS/;'lC!l T/"I'/',T 1.5 SEC(j:<;{.;t~J~·~ :"C: THE pes iT 10:: O=:" it;'E :;:;',';'C'L.D£r:.'S WILL DE EDGED JUT;:, 1';:;; S:':(./,;' 0:' Ti-iE up,:: ILL S /DE, LOOf( AHEAD !N ;'.'£ D/r:E:-;-iCi OF TRAVEl.., (;:' • .I (e) \ , ,,' ) ,_, ,I ( c.,' (j.,) ( a) :- E3/ • .J::; ,4: :~::~L£ F'OR{';~£D or i-;'.'E i-cAeca 1/1(;, UP/'/{!..~.~ S;'{! (a)) 7'!/::;' .;'$ ,CCLLO:;'/ED ~?~/ TO) £ l ... £/~[; I i~/G UPli (LL BOOT (i:..~) ~ Af}]';LE: (~ .. ;:. f:t:t:EE (,~.!) 'I i!lP (e), AND SHOULDER (n, ,',\,",,'C' ';'-"",',','",') OF -, ,',' .'..- I"" '££ ~ ,- ...... ~ I"'" 1 I.JV ~ - \; i ~ i'~::;' t;;.l"~- j j I \:J .:- " C THE UP"'Ei< The ~ Turn The kick turn is a means of changing direction. There are severaL methods of teaching the kick turn; 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 kick 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 a student's physical abiLities. The turn is· prac t iced firs t on the fLat and then on progress ive Ly 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 hands 'may be pia'ced on top of th;tpo!es~ The iLt~;t;ations'show- that the forward arm and poLe is pLaced near the upper ski tip, while the other arm and pol'~ is pLaced near the tail of the second ski. This witl vary in somescho,ols as the second poLe can be placed near the 'tai~ of the upper ski. The skis are parallel and firmly pLanted in the snowc"On a slope fhe uphill edges are applied. Where the snow is soft~ it wilL be necessary to pack out a small area. ' Balance is maintained by the· pol~s~ Before the first ski is picked up (the Lower ski in the picture), it ',is nece~~sa,..y to shift the weight to the uphill sk i" The turn ing ski is sLid back ,and f",oth to go. in impetus for the kick. The ski tail is now brought forward and up. The tail of the ski shouLd rest only briefLyv if at all D at the end of thte kick. The ski is pLaced in the transition position with tip to tait. The weight is now changed to this newly turned skio With the other ski w1weightedv it can be L Hted around to a position paralLeL with the first ski. The pot,e~ armD shoulderD and hip should turn with this second ski i.n one flowing mo· ... ement. The kick turn may be done downhilL or uphiLL. Beginners should kick down­hill. Steep slopes and deep snow will req:...·ire a dow(lhi!l kick turn. Th'e uphilL turn can be used as an aid in uphilt climbing steps where snow and hi it wit l.permi~" A second type of 'kick turn. i.s the tripod method. Both poles are placed on the uphi Lts ide of the sk fero The tops of the po Les 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 g the ski is not actuqLly kicked ~ut onLy the taiL of one sk i is Lifted around the rear of the oppos i te ski boot. The other ski is then pivoted around into a paraLLel position 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 p ieked up and pivoted around unt itt-he second ski can be brought into positiono The Stem Turn (PLatform Turn) The stem t;;;:; or ptatfor~rn is two parallel traverses linke,d bya snow­plow turn. There are many variations. That is, advanced snowpLow turn is traverse, then both"slds opened at once, snowplow and pew traverse; a be­ginning stem christy is usually ci fast stem tUrn on a steep sLope~ " , "5i{·~ .-', ',.' " ' , .:~~]!}~~ :.';{~y." ,,' " The stem turn is as"ubJect '(jf CO/ltroversy~ Some. ,skisc.h0c;>J d,itectors have eLiminated this tur~4;Jrom their teaohing systems •. The_.m~,:"e conservative sc~c>0 Ls havf!taught:;'!1temtur:ns, on;" ~~ l irni ted ba~ h.", . . Mu,S~ .pl;,t.h •. cr;i tic ism of the turn has been ~J,rected towards.the manner 1n whlc1i:.::lt",has been taughto This is because ski.~chools used f(f'demand hourif 91 practice while other im-, ,.s, wer:e negtect~.(J.", some schoo L' "'j"$j"t ip'p irig' and. ·turn ing wer;(no'{ ta- ":'[,~H stUdent c err "'piri-fe'ct stem ." 40 .". !J:!§.. §!§!:!. !!!.!!!:!. (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 KNEES.. AS HE STARTS UP, THE UPHILL SK I IS OPENED, THE UPH ILL EDGE IS~ CHANGED, A WEIGHT SHIFT AND LEAD CHANGE IS BEGUN AND THE LOWER SK ,,.- IS. FLATTENED., (3) SKIER STAYS IN UP POSITION •. WEIGHT SHIFT AND LEAD CHANGE IS COMPLETED AT FALL LINE. (4) INSIDE SKI. REMAINS 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. THrRE IS NO FOLLOW-THROUGH OF THE SHOULDER UNTIL THE PREPARATORY FOR THE NEXT TURN IS MADE. THE ARMS ARE FREE FOR BAL-ANCING AND ARE IN A NATURAL POSITION. The stem turn is ut i L ized as a trans i t ion 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. Moreover, 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 instructor. It is possibLe to ski the turn with controL in difficult snow conditions, under poor visibiLity, and is of vaLue in ski moun ta ineer ing 0 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 hi L La and f as t sk i ing. Therefore, it is best to use a paraLLeL approach without open skis • 41 THE STEM TURN (PLA TFORM TURN) Push open the heel of the std, ;-::.;; i;hc to/hole sid. The s;'ds beoin to cLose ::s the outside sid starts tlo's n'2','/ direction of traveL '.vatch tha.t the stu-dent docs net lift the insi~e a rather snalto\'/ slope. UP DO'I'/N TO d1 SET -:JL, 4 ~~ ~UP TO ~ OPEN J;p DOll::' TO Jb- SET Thc stem turn shouLd be tau~ht on HOLD START DOWN l~~ ,£ SKIER F/~/SH£S IN A SI- IGHT CQt,tMA POS I T ION. Ddt UP TG START iVEW TURN STEJ.1 TURN WITH UNW£IG!!TJ.'!I,) Oil 71:;: STD;' TURi! '::1/ Tt: urJ:':'£ IGlfT ON THE RISE FROM THE KNEE FLEX TO OPEN THE UPHILL SKI TO START DRIFT, EDGE AND WEIGHT CHANGE. S Ill.': I:"'~~ i;~T 10;',' F/?U'," Ti.E KNEE FLEX AS TloE UPhiLL S:U IS PUSHED OPEN. Di? 1FT; £DGE ,\::D ',/£ IGUT CHANGE ARE 0;/ TIlE DO'.~1'J. A certain pcrcC~;'ltar'E: of l:eo;;)l(;~' .:L,:: !i':~VC:" L€I::lr,J t~) s{~i r:.:~'".Y.r"cLlcL I..;ccause the}' tac/< the courace c.ncl r:;uscul~::r =o~_.-':.'-:nC!.tion t:..) sf:i necr i/iC f'~~ll line at faster s,oeeds. ThC?,-eforc:, it if; 1"'C':r .. ~:ic·I_~-,':tL'_- tei assu,t;:,~ thc-:t there.' v..-iL! C.lV,/(lYS be ,')oop le who \'Ii l t use i.'i0 .s tem in :':,! :i12. I-I-en:/ of i,'-Jc: lie';./ Q ,'2t.-:.roC!c;-:,:;.s t:, t: r"'"!:..t)t .~~. ~;':.i f"',,:.l:·' c r .... ';,iC ~i:c;:~ :;('.1.-.'1 as a trcns i t io.'1. Psyci~c£ogically, the ','lord s tern is a misnomer. To '~,i0- in::,x-;c,-iancec' s,'der, the wore: stem has little ,-:lc::;,infj., On ,::;~,:, ct/~G.~ [w,n;:.:, ':::;c. c../cccription of bod)1 position cnc/ rnec/-;cnicz j;'~i~;h-.: .... ~C: cLe::rl;/ undcr:;·t~:·::u·!! ;'-or cxarnple, to scy "sier.'":" t:...,e lovver 5.1<i \'/cw!c' /·~~-·.vc~ less c·~n~{)rch·~~r:s;on ~::;;:r, :1 .. :;;..;S/: out the ta.i.l of the lo'::or s/;i." ALs.:, it.:: iCcc.:'it2r usc::::. t/1C' \}/c;-c' ::;-::O;~f in the stem turn, stc::) christy and other r.7an(~U\'::rs; yet, he tolls thf; siudent notto stem at U-;c;., pa.rcdLeL leveL. 5e ::;:;:reJuL of ski i.e.-ninolo:::)". The use, t,,\'pe ene' de[j'reo OJ! st·-::r: iL!, ... ·,"}, if t(:~uC;,·,. ~//i~l v~r~j vlith terrain, snow con~itions) the type of stu;G~t (ski-week, week-end, etc.) and the sId schoo t. Platform Turn Mechanics: The sp'.":c ,,$ cC;'1trolled by in0 cmDL~ of the tra-verse - no t the stem. The opene( <."d pes it i on may be arr ived by one of the methods it Lustrated on the f: L:;;'.dn[J ,'Je:;e, or both sids mc:y be un­wei9hted a.nd open simultaneously. STEM IJ:!!!!i (PLATFORM TURN) THE D IFFERENC; BETWEEN THE PR IMARY OPEN ING OF THE UPH ILL OR LOWER SK I .. LOWER SK I IS OPENED FIRST., 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 SKI TO UNWEIGHT THE LOWER. SKI,.. WITH THE LOWER SK I UNWE IGHTED, THE TA IL MAY BE PUSHED OUT INTO THE STEM POSITION.. THE WEIGHT IS NOW SHIFTED BACK TO THE LOWER SKI. THE UPHILL SKI MAY·BE PUSHED OPEN .. NOT ICE THA.T THE LOWER SHOULDER COMES, FORWARD UNTIL SDUARE 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 UPHILL SKI. THE UPHILL SKI 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 UPH ILL SK J) • TH IS ALL.OWS FOR LEAD" WE IGHT 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 witt 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 I. THe SIDE-SLIPPING MANEUVERS WITH POLES WITHOUT POL~S STRAIGHT SID~-SLIP: (LAT~RAL) THE SKIeR THE SK/~R RISES FROM THE KNEES TO RELEASE THE EDGES TO BEGIN THE SLIP. IS UP. 3K/S ARE P~RF'ENDICULAR TO SLOPE. AS THE SJ( I ~R PLANTS HIS POLES TO HELP UN­WEIGilT, HE 8~GINS TO DROP DO/lil IN THE ANKLE ~~~!!!!!!!!~L..J:====~ AND KNI-';E ACT ION TO RE..; Le AS£ Ti i E UPH ILL EDG ~ S ~-_lIIEiiiiiiii&bC._.l;;;e!!E!!!5==;;;=' WfTH EDGES RELEASED, THE SKIS BEGIN TO SLID~ DOWN THE FALL LINE (PROVIDING THE WE IGHT D ISTR IBUT ION IS N~AR THE CENTER OF THE SK IS). FORWARD SIDE-SLIP (OBLIQUE~. AT THE END OF THE SL IP, THE SK IER DROPS TO SET THE EDGE. S/D~-SL IPPING CAN 8£ 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 IF FEEL THiJ.T Th'E STRA IGHT S ID~-SL IP IS ~'lASTED EFFORT. THE FOt?V::RD-5L IP CAN BE LEARNED AS EASY AND IS MORE PRACTICAL Tv LEARN. Oi!CE TIft; FORWAi?D SL IP IS LEARNED, THE STl?A IGUT .3_.IP CAN ALWAYS BE LEARNED i:).TU{~ilt...:"~' IF NEEDED. THE SIDE-SLIP MANEUVERS IN THE ILLUSTRA­TION START AND END IN THE 3AS/C POSI­TION - UPHILL SHOULDER LEADING. If possible seLlect a slope that is wetl-packed and steeF,er than previously used. A small knolL is best wl1ich witl aLLow the fall Line to be utilized from many directions. Side-slipping exercises are essentia.L to edgecontrol. In the traverse, the ankles and legs are held rather stiff Laterally. The skis begin to slide into a sLip when the ankles and knees are relaxed and roLted out causing the release of the edges. The skis are now flat. The forward or backward lean­ing wilt cause the skis to slip more to the front or back. The Traver"$ ing Side-a lip (Forward Slip) In teaching the side-sLip, becarefut :of of using the PQLe a few years ago was to armp'it with the tip of the pote pointing off the snow.- the, 'downhi L L poLe._ A popuLar method" p Lace the tower po Le under the' roWer - up., In any c~se, keep the. L()wer p~L~, . .., .... . ~ .'. ~ ~ . ..:., \ Demonstrate the use and importance ,of thj! edges; A sL~lgtitreZax~tion of the ankLes wilL cause the skis to sLip.' The:skiteqcher shouLd practice these maneuvers unt it he can execute a series of s tips an"i traverses with a min i-; • '" > t. . . . . :'4 t'.. ',' '\ mum of effort but a maximum of controL. 'Watch that the student dOeS hot' " aLlow one ski to sLip at a time. This situcition i~ us:uaLlY:·c(;zuse~;bY;im~ ... ~ proper body position (knees and ankles in t~e',ve':'ticaL pLig,e)."'Weight" :>', distribution probabLy wiLL be sLightLy more orit'he downhilL ·ski •. ~'The skier, shouLd strive for equaL Ly weighted skis wherev.er possil?le. Both ski~ shouLd"''. work together as one un it. " THE EDGES ,ARE HELD IN THE TRAVERSE BECAUSE or THE LATERAL STI FFNESSOr THE ANKLES AND KNEES. THE EDGES ARE RELEASED GRADUALLY. (IN THE SIDE-SLIP THE ANKLE~ KNEES AND HIPS MUST ,WORK IN COOPERAT ION). THE ANKLES' ARE RELAXED OR ROLLED OUTWARD WITH THE COOPERATION OF THE-LEGS. THE EDGES, ARE RELEASED CAUS:ING A FLAT ~K I AND THE S I{)E­SLIP IN IT IATION.THE SKIS CONTINUE IN THE' DIRECTIQN OF TRAVEL. rORWARD SlqE-SLIP. , I' WH~N THE _ ANKLES AND' KNEES> ARE ROLLED IN (OR , ST IFrENEDJ TH~ 'EDGES: 'BITE INTO THE SNOW. " .. S ide-s L ipp ing exerc ises are ·the basis to the chris ty-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 faL L. Speed may be reguLated to a certain extent by the degree of edging., Some systems of rotat ion teach the Lead ~f the Lower sho'uLder.. L ik~wise, shouLder posi tion might vary somewhat in :different short' swing t~tJhniques. 45 TURNING INTO I!!£ !:!JJ::!::. (/NTO-I!!£-t!..!Jd:. C RISTIES) TH IS IS THE.F IRST PHASE Or THE INTO­THE- HILL CHRIST IES. THE MANE'JVER IS BASED ON THE rORWARD SIDE-SLIP. rROM THE TRAVERSE THE SKIER INITIATES THE rOR'rVARD SL IP BY A ROLL I NO OUT Or THE ANKLES AND KNEES. THE DIRECTION 0 TRAVEL Or THE SK IS WILL MOVE TOWARDS THE FALL LINE. THE SKI EDGES ARE NOW RESET BY A STI rFEN I NG Or Tl-rE LEGS, AN THIS NEW TRAVERSE POSITION IS HELD. THE ErrECT WILL CAUSE A SLIGHT TURNIN INTO THE HILL. NOTE THAT THE BODY POSI TION REMAINS IN A SL IGHT CCUMA. THE UPH ILL SHOULDER LEADS. THE BODY WILL rOLLOW AN OBLIQUE POSITION IN RESPECT TO THE DIRECTION OF TRAVEL AND THE AX IS OF THE S/( IS. THIS MANEt"/£R IS IN ESSENCE A SERIES Or SL IPS CG14B INED WITH TRAVERSES. THE OBJECT is TO PRACT ICE EDGE CONTROL. PHASE 1 (EDGES), TRAVERSE RESET THE EDGES TO CAUSE THE SK IS TO RE­GAIN THE TRAVtRSE. ROLL THE ANKLES AND KNEES OUT,' TO FLATTEN THE SKI TO BEGIN SLIP ... PING AC T I ON .' THIS SHOWS /lOW UNWEIGHTING CAN BE USED TO A ID IN EDGE 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 ION. OF THE KNEES, HE RELEASES THE EDGES. THE DOWN IS HELD UNTIL THE EDGES ARE RESET, WHEN THE SK IER LIFTS FROM THE KNEES. PHASE II (Ufo/WE IGHT I NG) NOT ICE: 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 EDGE:S. KNEES ARE FLEXED UP, SKIER RISES, EDGE5 AND EooE3 ARE ARE SET HARD RELEASED. AND THE Ki~'£ES SL IP IS NOW ARE FLEXED INITIATED. HilS A PLAT-UNWEIGHTING WITH AN UP MOVEMENT (RISE rROMTHE KNEES TO RELEASE EDGES) ,.,:' ELIMINATING UPPER BODY TURNING POWER TEACH ING THE SHORT ,SWING OR HEEL THRUST TECHNIQUE PRESENTS MANY PROBLEMS WHEN STUD,ENTS WHO HAVE LEARNED TO SKI WITH /IN UPPER BODY ROTATI.ON ARE . INTERM.1XE D WITI:f STUDENTS WHO HAVE LEARNED SHORT SWING. THE PREVIOUS ILLUSn·· TIONS SHOW HCNI THE ARM AND SHOULDER CAN BE BROUGHT FORWARQ IN DIRECTION OF THE TURN WI TH THE BLOCKING OF THE HIPS •. THIS BLOCKING STOPS WHEN THE HIPS BECOME SQUARE. WITH THE SKIS.;. THE SHOULDER FOLLOWS. THROUGH AND THE WHOLE BODY ROTATES IN THE DIRECTION OF THE TURN. NOTICE THAT THE CENTER OF GRAVlnl IS MCRE 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 ILLUSTRATES THE IMPORTANCE OF HEEL-THRUST TURN ING IN SK liNG •. Adapting ~ PoLe ~ Teaching Side-sLips and Turning.~ ~~ AppL ication of the po Le in s ide-s l ipp ing has been i Hus trated 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 rac ing. Therefore, the student shouLd become acquainted with the poLe at an earLy stage of Learn ing. 49 ADAPT IflG. THE -UPH ILL OPEN ING (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. . :!. '~.,. TO BEGIN THE TURN INTO THE HILL, THE SHOULDER IS HELD BACK. THE UNWE 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-!!:!E..-H ILL CHR IST/~S FRCM If:!§.. ~ !J..!::!.f !2. ~ STCP (STCP CHR 1ST IES) TVRNING INTO. TH~ HILL MUST B£ PRACTICED UNTIL TH~ STUD~NT IS ABL~ TO. SKI NEAR TH~ FALL L IN~. THUS, RATHER THAN START THE TURN FRCJ.1 TH~ TRAVERSE TH~ TURN IS ACTUALLY START~D WHILE SKIING THE FALL LINE. THIS BUILDS CCNFIDENCE., THIS MANEUVER, AS INDICATED WITH CTHER PR~VICUSLY LEARNED MANEUVERS, CAN BE ADAPTED TO. DIFFERENT METHODS CF UN-WEIGHTING., THE FIGURES INDICAT~ AN UP WEIGHTING (LIFT)., IT MAY ALSO. 'BE DCNE: CN A DRCP WITH AN UP Po.SI T ICN TO. S~T THE EDGES. -AGA IN I TH IS W ILL DEP~ND UPON TH~ PART ICULAR SK I SCHCCL PCL ICY •. REMAINS UP DRCPS ,.' AS THE SKIER APPRCACHES RIGHT ANGLES TO. THE FALL ., LINE, THE MCRE THE ~11 !If. W£/G IS (~ EQUAL o.N - DRo.P' Bo.TH SKIS. TO. SET EDG£S. HE£LS ARE PUSHED OUT-WARD. EDGES ARE RELEASED, SKIS BECOME FLAT, Lo.WER SK I HAS Mo.RE WEIGHT. UPPER Bo.DY AND SHo.ULDER BEG INS TO. Fo.RM COMMA. SKIER NCW DRCPS FROM TH~ KNEES TO. RESET H IS EDGES., THIS IS HELD UNTIL TIPS ARE LOWER (DCWNH ILLY SK I WILL BE WEIGHTED •. PCINTED UPHILL •. SKIER CCMES TO. A STCP •. 51 · ' . . ',,:'. Skating 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 stope) or on a curve. The pos i t ion of the sk is and body is the same as in the downhi L l runn ing 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 un~~ighted and pLaced in the desired direction. Glide on to the newry placed ski keeping the body centered oyer 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. Ska t ing is emp Loyed as a secondary phase in teach ing paraLle l sys tems '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 spe.ed • . The traverses, before and after the turn transition, a,re actually christies into the hilL. These turns are made closer to the faLL line; therefore, it is reasonable that the skis will run together much sooner than in the stem turn. Many ski schools employ an uphiLL stem to the fall line and out, in the same direc t ion of trave l as shown on Pape 48. Th is is a means. of bu i l ding cenf i­donce between the turning-into-the-hlll maneuvers and the actual tran.ition across the fal l line. The uphi II ski is pushed out on either the lift (up movemen t) 0 r on the drop (down movemen t) • The uph ill edge 0 f the lowe'r sk i is released causing a drifting to the faLL line. The shoulders are squared with the s/ds. The slds are now in the doubLe-stem position on the fall Line. The weight is stilL on the original lower sId. This ski is re':"edged by use of either a. do~vn movement or an up movement. The skis begin to 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 into the hill is used to f in ish the t urn. Do these in a series wi th rhythm, coordinat ion, and impetus from one complete maneuver to the other. Utilize the lift or down-weight ing (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 thenexf 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 thefaL l line. 52 BEGINNING CHRfSTIES _(DOWNHILL) Beginning Christy with £ Lift~ 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 UPH ILL SK I 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. INS IDE SK I EDGE AND LEAD IS CHANGED. SKIER REMAINS ~NAN UP POSITION. FROM A DOWN POSITION, SKIER 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 DONN. 53 BEGINNING CHRISTIES (STEM CHRISTY) THIS SHOWS I!:!.!. DIFFERENCE IN !!.2!!:!. WEIGHTING COMPARED TO UP WEIGHTING. ~ ..... FROM UP POS I T,I ON, SKIER DROPS. AS HE DROPS, HE ,PUSHES OUT THE TAIL 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 distribution will be equal on both skis. There win be a slight shift 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. This wilL aLLow the skis 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 ~' '. THE STEPS OF LEARN ING IN PROGRESS ION !Q !J!§. PARALLEL !::2!:!!! ~SW_'..;.;.N~G TURNS-FALL LINE • PARALLEL LONG SWING ACROSS THE FALL LINE 55 GARLANDS OR STEM TO THE FALL LINE EXERC ISES •. INTO THE HILL CHRISTY 4. S~ EP INTO-THE-HILL 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 abitity'"are achieved. ParalleL skiing requires a certain amount "of coordination and physicaL ability that wiLL heLp the student gain the necessary courage to ski cLo.se to the falL '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 Ti-.'E Ei.'D OF TURtJ. --J1 SK IER is DOWN TO --)- { SET ED1£S. WE iGHOTN - ~ _ IS NEARLY EQ:;AL ...~_ BOTH Sf( IS. OUTWARD ii££L PUSH IS USED FOR TU;?N;:HJ i::lOWER. SKIER STARTS DOWN AGAIN TO SET HIS EiXJES AT TlfE END OF THE Ti}{·m. ~~ SKIER REMAINS IN AN EQUALLY DISTRI­BUTED WEIGHT STATUS. HE LIFTS FROM KNEES TO UNWE IGHT. SK IS ARE FLATTENED. BEG INN ING PARALLEL CHR ISTY (LOllG SWING) IS DONE WITH A ,:'T£EP /t,TC-i ,',:-H ILL CHRISTY. THIS IS DONE ONLY SLIGHTLY ACROSS THE FALL LI."E. 56 PARALLEL CHR ISTIES (PARALLEL !::.S!!:!!!. SWING TURNS) PARALLEL LONG SWING SHOWING HOW ~/GHT DISTRIBUTION CHANGES IN A PREMATURE LEAD, EDGE,; AND WEIGHT CHANGE.. THIS IS A PARALLEL ACROSS THE FALL LINE. It is interest ing to note that many techniques change unweighting at the parattel stage of learning. They change from a dN:Jpunweight· 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 aLL intents and purposes. Other techniques s tart down much sooner. . DOWN HARD ON LOWER SKI, ~/GHT ON LOWER, UPHILL SKI LEADS .. SK IER LIFTS. UP TO UNWE IGHT­DOWN HARD ON THE UPPER SKI - THERE IS A LEAD,. EDGE, AND WEIGHT CHANGE. INSIDE SK I LIFTED TO ILLUSTRATE.> I TURNING POWER IS FROM FEET AND LOWER BODY.. . $I( IS., ARE Fl.AT. UP TO FINISH AND PREPARE FOR NEXT TURN. WEIGHT IS, ON LO~R SK I,. . END ON A DOWN MOTION TO SET THE EDGES.. LIFTED INSIDE SK I TO ILLUs;.. TRATE WEIGHT DISTRI­BUTION .. If the Long awings are approached from the pure parallel method rather than the stem system, there must be a aeriea of into-the-hi Lt, stop, and..' steep: into­the- hUL christiea utilized tobuitd confidence. ParaLLeL garLanda for' . teaChing drift and edge controL ar.-e desirable. A combination of both methods are used in American ski teaching •. THE PARALLEL LONG SWING PARALLEL LONG SWING'SHOWING THE USE OF THE POLE TO -HELP UNWEIGHT AND INITI ATE THE PIVOTING AND START OF THE TURNING IMPETUS~ (THE POLE UTILIZATION lS OPTIONAL IN. THE PARALLEL LONG SWING) '(See below) COMMA SK is RENA IN FLAT, HEELS ARE PUSHED DOWNHILL. SK IER IS UP IN THE, TRAVERSE. WEIGHT IS SL IGHTLY Nor~£ ON THE LOWER SK I. :'~()WN TO FINISH . ,::.//D SET EDGES. ".," , : . f ,'.", " UP TO OBTAIN POSITION FOR NEXT TUR~,. (2) THE KNEES ARE FLEXED TO DROP. THE POLE IS PLANTED AT THE END OF THE DROP AND THE WE IGHT 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 I S NOW COMPLETE.. THE LOWER SKI BEING UNWEIGHTED FACILITATES THE LEAD, AND EDGE CHANGE. AT THE TIME OF THE UNWEIGHTING IN THE LJFT, THE UNWEIGHT OF THE POLE IS UT IL IZED TO IN IT lATE THE RELEASE OF THE EDGES ,,:: OF THE SK IS. DR 1FT IS STARTED.. - -.. r (3) ;~~~ ;;~W~E~~A~/~ZE AT~~~~~; ~~~~~R~SO~E~Z~ ~;~~~Z~ ~ZO:S~~;~' ", THE SKIS MUST ReMAlflFLAT UNTIL THE Nrw TRAVERSE IS APPROACHED .. 58 ' ...... THE PARALLEL LONG SWING Heel thrust (or the outward t~rning of the he~Ls) is the tu,.ningpower for changing direction. Notice the cou,nter actfon '~1.the upperbody~ (Se./! p rev ious page, fig. 3-~) The legs and aIds a~ cLose tog!!ther operatins in one unit. The arms follow the body position as a resuLt of natuIPaL mov.ement. Edges are set only before and after the turn. (Fig. 2-5) Most skiers wi" ski this turn with too much edge. The ski remains fLat through most of the turn,. Practice edge controL and the fLat ski/Linked tUI'V1S should be th~ goal of the teacher. The Approach ~ ~ Short Swing (WedeLn) The~e are 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 vari­ations of the snowpLow method. These use 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 faL L 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-toWedeLn on the traverse teaches edging and side-slipping in fast repeated sequence. The snowpLow WedeLn teaches a relaxed upper body in COop'i,l"CJ.tion with ankLe, knee and hip action. The hop-to-the WedeLn helps teach the use of almost equaLly weighted skis in the faLL line, the need for rceeping skis locked cLose together and the efficiency of fast change of edges with an aLternativeLy use of the flat ski. As the hop.: is. de- . creased the student will approach a finaL refinement wHh fLat Skis. This. is an extremeLy difficuLt study in edge controL. The use of the short swing wi L l evo Lve as a restiL t of continufld exerc ises on the falL line and in. the traverses combined with the use of Linked par­a. llel, long swing turns .. Pole execut,ion is important. Improper timing wi Ll cause a jerk. Not enough pole and edge wilL result in too muchacce(,era·.tio,.." A long poLe wi it cause 4ish shoulders and hands. For .·,steep ~ Lopes ~c;!.brak.i.·~ away'".r, from the fal l Line is necessary. There is mt'J~'-exaggeration'orCiitweight(ng • .t .' '" ... ,.; POLE PLANT (TEACH OU' A SHf.LL'JW SLOPE) TI1E POLE PLANT FOR BOTH THE TRAVERSE AND FALL LINE APPROACH IS APPLIED AT THE-END', OF TN£. DOWN AS THE SI(IE8 BEGiNS TO RISE. ' IF Til/S IS TOO EARLY, THE FORCE OF THE DOWN ACT'ION OF THE POLE WI LL BE ARRESTED' BY THE DO .. VN ACT ION OF THE SINK ING FROM THE Ki/E£S. THIS WILL RESULT IN A JER'K iNG OF,THE ARM. ' HOP-TO-THE WEDELN f!!2!:L, THE FALL LINE,' , EITHER OF T:iESE'HOP, .: Snowp Low:!.!!. ~ Wede tn , " METHODS MAY BE ADAPTED TO A CHANG ING OF 'THE EDGES WI THOUT THE HOP EMPLOY ING THE AL TER­NA TE OPEN ING OF THE SKI TAILS. j",E POL.E ,'./.1:£3 COt/­TACT ',~'n-!: $110// TO PROVI DE A L 1FT TO AID IN 'THE UN.;.'" , WEIGHT ING OF' ,TI-IE ' ", :' SK IS •. :·7~THIS::H£t.PS -, ! FACILITATE RELEASE G, EDGES AND THE HEEL PUSH. nus MAY 8£ EXECUTED FIRST ',/! TIl A HOP WITH E ITt/E." T::E TA ILS LEAV­ING THE Sf/OW OR WITH THE EIITIRE SKI LEAVING THE SNOW. THE EDGES ARE FIRMLY SET. START DOWN THE SLOPE IN A SNOWPLOW. PUSH OUT ONE HEEL AND THEN THE OTHER. POSITIONING OF THE ANKLES, !{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 tenminology. To some people short swing and wedeLn are different turns. In the evoLution of the new technique, there appears to be one domin­ating factor •.. The pubLic, press and many teachers have named the entire sequence of approach and its many variations as "wedeLn". Professor Kruckenhauser introduced these terms through the Austrian Ski Instructors Association at VaL d' /sere 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 completed turn having a definite edge set. It has a certain 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 ref inement of the short swing. Wedeln is general ly done down the fal t 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 aLt. 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. I t is no wonder that peop le are con fused. 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 foLlONS: ParalleLs can be done with a. traverse of Vt;tried length. Short swings, obviously, must have a shorter radius. As this radius decreases, the maneuver becomes a series of fast taiL wags. Both taiL 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. L!::!:.. 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 dONn, the pote is pLanted. The edges are set down hard at the end of the down to fonm the platform. As the unweighting begins by aid of the poLe and the up rising of the Lower body, the edges are released 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. 51 THE SHORT SWING TI-/E ELBOW IS HELD CLOSE TO THE tllP WITH THE ARM OUT. IN THIS ILLUSTRATION, THE FIGURE BEGINS TO DROP AFTER THE UP AT THE FALL LINE. THIS FIGURE HOLDS THE UP POSITION UNTIL AFTER THE FALL LINE. FROM A TRAVERSE THE SKIER SINKS FROM THE LOWER BODY (KNEES AND ANKLES). AT THE END OF THE DOWN, THERE IS A FIRM SETT lNG-OF THE EDGES. THE POLE IS NOW PLANTED ON THE SNOW AND PRO- -VIDES A -SL IGHT L 1FT AS THE SK IER BEGINS TO RISE. THE COMBINATION OF THE POLE AND BODY LIFT, ALLOWS THE RELEASE OF THE EDGES OF BOTH SKIS. THIS FACILITATES THE QUICK CHANGE OF WEIGHT FROM THE LCNlCR SKI TO THE OUTS I DE SK I, AND A CHANGE OF LEAD FROM THE UPHILL TO DOWNH ILL SK I. THE UNWEIGHTING, WHICH HAS BEEN PRO­LONGED BY HOLDING THE UP POS~TION, ALLOWS FOR THE OUnVARD TURNING OF-THE HEELS. THE BODY HAS A CORRELATED COUNTER ACTION CAUSING THE COMMA POSITION. THE EDGES ARE SET HARD AT THE END OF tHE TRANSITION AS THE SKIER DROPS AND SETS THE OPPOSITE POLEo NOT ICE: THE LEGS AND SK IS ARE LOCKED TOOE.THER WITH THE SKIS NEARLY EQUALLY WEIGHTED, THE ARM AND HAND DOES NOT COME HIGHER THAN THE SHOULDER. 62 THE LEAD, WE IGHT, AND EDGE CHANGE IS DONE PREMATURELY AT THE APPROACH TO THE FALL LINE. .. .'~":':. A SUMMARY OF THE TEACHING SYSTEMS METHOD I MANEUVER Introduction, waLking on Leve L ,c Limb ing steps, straight down­hill running, etc.- Straight snowpLow and snowpLow turns. (taught brief Ly where area conditions are ideaL). Traverse - (often taught before snowplows). PLatform turn. Increased turning-into­the- hiLL maneuvers, stop and steep into­the- hill christies. Stem christies to paral LeLs. ParaLleL PRINCIPAL MANEUVERS Straight running. Teach use of the sk i edges - and the doubLe stem for a pLatform. Weight shift and turn­ing power. (Narrow pLow is taught) LateraL baLance and weight distribution, ControL, use of edges, comma position. rotation Transition - taught only briefLy - between traverses. Edge cont ro L. ((Unwe ight­ing, turn ing power, (Rotation or heel thrust) pole use optionaL.)) A transition between fast into-the-hilL maneuvers. Rotation or heel thrust. Rotation or heel thrust. Short swing (wedeLn) varies according to basic approach. *Unweighting - refers to down-up-down or drop. 63 SUBORDINATE MANEUVERS WaLking - over bumps and dips, step turns, cLimbing, faLLing and getting up, downhiLL running with variations for steepness and terrain changes. FLex­ing knees and ankLes and changing Lead. Teaching unweighting - (Opt ionaL)* ControL to diminish speed or turn out of the faLL Line to a stop is s~condary. Intro­duce upper body rota­tion or beginning comma posi t ion. SnowpLows are taught onLy in a transition between traverses. Unweighting - optionaL. Emphasis is on tra­- verse. (Rotation, comma and unweighting optionaL) Fast stem turn transi­tion is used to com­bine with turning-into­t he-h iLL maneuvers. Skating steps. Eliminating the stem through practice. Increase degree with abiLity. METHOD II MANEUVER Introduct ion, walking, . climb ing, do\"Inh i l t running. Straight snowp l ow and snowplow turn. (more time is spent in snow-plow because of certain sId area necessities, crowded weekend skiers, trail s/<iing, etc.) Traverse - often taugh t be·f ore snowplow. Platform turn, Side-slipping, turning into the hi LL. '. Stem christies to . parallels Paral lel PR I.NC I PAL MANEUVERS Straight running. Contro l is taught to turn out of the fall line. Weight sh if t. Skis are opened .. vide. Emphasis is on snow-plow. Means of changing dir-ect ion for controL. Edge control, turning power and use of the poLe wi t L vary. (Un-weighting method - lift or drop vary). To teach fundamentals of the christy. Same as Method I Short swing (wedeLn) varies according to basic approach. *Unweighting - refers to down-up-down or drop. 64 SUBORDINATE MANEUVERS Same as Method I. Use as ci. platform. (Rotation, comma position, opt ionaL) Unweighting* Traversing is taught secondary. Area does not al low room for traverse. Emphasis is on stem turn not s ide-s lip maneuvers. (Un-we ight ing and turning power op t i onaL). Stem turn is st i Lt prac t iced wi th increased speed and steeper hill. It is comb ined with side-slipping and turn-ing- into-the-hiLL steps:. Skating step. Pole use varies. Turning power may be rotation or heel thrust. (Unweighting op tiona L). Same as Method I • METHOD -'" MANEUVER PRINCIPAL MANEUVER$ SUBORDINATE. MANEUVERS Introd~c t ion, waLking. Straight running. Same as Method I, II. - cLimb ing, downh iLL running_ . , ParaLLeL approach is PLace emphasis on Same as in Phase l. stressede The snow- downhi L L running. Use . pLow and open ski the poLe to teach Lat-maneuvers are eLim- eraL baLance, timing, ina ted. and pivoting in a be-ginning turn • . - Traverse. Study LateraL baLance. skating - teaching PoLe used to begin turn- smaL L jumps, changing ing into the hit t. Lead, etc. (BaLance) Turn ing into the Edge controL, poLe use No trans it ion wi th hi H. is emphaaized. (Upper pLatform or stem turn. or Lower body rotation for unweighting and turning power wiLt vary. Stop christ ies and. To prepare for down- PoLes, turning power steep into-the-hiLL hilt christies. ·and unweighting wi Lt christies. 0' .~. " vary. ParaL LeL. DownhilL christ ies. Stem christy is some- Turning power will times taught to - vary. probLem students who cannot make the tf'lltV)- sttion. HeeL thrust or upper body rotation vary. In some systems-the use of the pote is not taught unt i L this phase. Short swing '(wedeln) varies according to basic approach. 65 TEACHING IN POWDER AND ~ ~ Te-ach ing in-.powde-r.' .. requ ires rev 1I$.lOl'>;_~t.?:f tfi}chn ique and approach • . ' ----' .. CENTER:OFGRAVt'TY Is NEAR THE TA //jS .GF'·· TRtt'SKIS;"r IPS PI,..ANE. . ~ ,. ":".:: ~ "~ . '. !to , ..... . ,~: \, ;"'''. THE DOWN-UP-DOWN (UNWEIGHTING) IS EXAGGERATED • • . (PoweJer>drawing; are from 16mm fiLms of Ted Johnson "and Lee Bronson~ RustLer Lodge, skiing at ALta, Utah.) Powder Theory Powder skiing theory. is based on the fact that there is increased resistance of the snow on the skis, boots and Legs. On packed snow the resistance con­cerns only the running surface of the skis. Because of this added resistance in deep snow, it becomes desirabLe to ski paralLeL, near the faLL Line, with equaLLy weighted skis. ParaLLeL and equaLLy weighted skis are necessary because resistance can cause a singLe unweighted or stemmed ski to wander. This happens when the force of resistance (depth,or weight of the snow) becomes greater than the force act­ing upon a ski. In deep snow the c enter of gravi ty mus t be moved towards the tai L$ of the. skis to decrease resistance on the skis and to aL Low the tips to pLane out of the snow. This movement of the center of gravity wiLL change with the type and depth of the deep snow. 60, The edge controL is not as critical in deep snow as on packed slopes., The skis are kept rather fLat, and in the turn they have a banking effect. The unweighting (down-up-down) is exaggerated to overoome resistance • . ~ .. : Deep snow skiing requires perfect ion. NormaL mistakes in mechanics of the, skier common to packed snow skiing wiLL become troubLesome in deep snow. Timing, knee and ankle bend and baLance are crit ica-l 'eLemen fa to any powder technique. Other factors the teacher must consider when teach.ing deep snow skiing are ,;I-the athletic and physicaL abiLity of the student, and his psychoLogicaL attitude. Most peopLe wiLL exhibit a fear of the deep snow and the faLL lineo This is justified because deep-snow and faLL-Line skiing can be dan­gerous to an inexperienced skier who does not have proper supervision. Varied Methods ~ Powder Teaching The teaching of deep-snow technique must be fLexibLe to aLLow for different cLasses of skiers of mixed abilities. A percentage of skiers are not physi­calLy and psychologically adapted to powder. Others lack deep snow experience, and most people are not capable of performing perfection in their paralleL techniques.. For the advanced skier we must review fundamentals -quickly and progress to a paral Lelpowder techn ique. The intermediate, and inexperienced 'skier must be supervised more closely. Our foremost objective is to teach controlled skiing - safely. Teaching Powder ~ the Inexperienced Skier For the inexperienced skier, control is best achieved on the traverse. Thus, turning into-the-hill steps are important. For people who are not familiar with the paralLeL approach to learning, there should be a carefully super­vised plan of teaching an uphill stem to provide a means of linking the traverseso Be cautious if the snow is deep or heavy. It may be best to keep :!!1!! student in the traverse stratum unti l s'uitab ~e s lopes have been sk i­packed., ~ ~ ~Powder Technique Stems and open sk is are potent i ally dangerous in powder. Therefore the open ski (stem) scheme must be integrated with equally weighted skiing. For exampLe, start with equally weighted skis in the traverse. When it becomes necessary to open the uphiLL ski tail for turning power, there must be the required weight e~ange to the Lower ski to alLow the opening of the upper ski. This must be done very quickly. As soon as the upper ski is pushed out in the desired direction, the weight must come immediately back on equaL­ly weighted skis. Any change in weight distribution necessary for change in direction and turning impetus is executed rapidLy and back to equal weight. This is called the paraLleL-to-paralLeL theory of powder skiing by Junior Bounous, the powder expert. This is an across-the-faL L-l ine turn." It should should be taught onLy as an aid when shallow 'slopes are not available. There is a similar approach for teaching powder to intermediate skiers. This is the intergratiDn of a series of stems to the faLL line and back to the original traverse (paralLel-to-parallel) in the original direction of traveL. Imagine the skier in the traverse with the upper ski in the open stem posi­tion. Both skis are nearly equally weighted. This is confusing since we have learned that it is not natural to ski on the traverse with equalLy weighted skis. Consequently, there must be a compensation. Since the 67 :/ we ith t of the sIder wi £t be predominate lyon the l owers:d, it becomes de­sirc! ble to push weight on the upper ski by muscular force. The weight is now shifted to the upper ski very briefly to accompLish a turning towards the fall Line. When the change of direction has been initiated, weight is im­mediately brought back to equal' skis. The skier now executes a stop christy out of the fa.lL tine in the original direction of travel. The teacher must strive to progress the student into pure paralLeL garLands. Teaching Powder 12.. the £xDerienced Skier The method of teaching the more advanced student is with paraLleL skis on the falL line. The student wiLL find himseLf in the" strange situation of having to learn to ski again. So he should begin on a rather shaLlow slope. Teach equally weighted skis, and demonstrate the adv:cntage of unweight.ing down-u{J-down v-lith exaggeration. The back is held straight. All the up-and­down movement comes from the knees and ankles. The poLe action is necessary to help the unweighting, provide a push and act as a pivot in the timing. (r~efer to the hop-to-the wedeln series.) The unweight ing is on the up, and it is prolonged until after the transition on the falL Line. The unweighting is emphas ized unt i l the sk ier appears to be bounc ing out of the snow. Timing of unweighting wiLL change with existing conditions. TEACfilNG POWDER -O-N .-TH-E- -F-A-LL- -L-IN-E- -W-IT-H- EQUALLY WEIGHTED SKIS. ~~-~- '~+.-~' ~ ~~~~;.;.;------- .. ~~ ~ ~. UNV/£IGHTING WILL BE EMPHAS IZED UNT IL THE Sf(!£R APPEARS TO BOUNCE OUT OF THE SNOW. This sequence is practiced on increasingly steeper slopes. This wiLL event­ualLy require a certain degree of turning impetus to cause the skis to leave the fall Line for controL of speed. The turning power can be achieved' through an outward turning of the heeLs. The feet pLaya vital role in deep snow skiin~ but it is possible to utiLize upper body rotation to help turn th·e skis. fih:Jwever. it can be a disadvantage when over-rotation causes un­equa l we ight·· dist-ribut ion. Some deep p'owder experts use sp l it-rotat ion. In sp l it-rotat ion the upper body rotation is initiateTi to start the turn, and then the foot turning power becomes more important. Upper body follow-through may again be exe­cuted as the turn is near completion. Split-rotation is necessary because additional impetus is needed to overcome the resistance of deep snow. PARALL~L TRAV~RS~ THE FALL LINE, PARALLEL AND EQUAL-WEIGHT~D-SKI APPROACH TO TEACHING POWDER, MUST BE ADAPTED TO TRAV£RSES ALSO.. NO SLOPE WILL BE IDEAL; SO A SYSTEM OF PARALLEL TURNS INTO THE HILL, DOWN THE FALL LINE, AND OUT OF THE FALL LINE IN THE S~E DIRECTION (AS SHOWN) WILL UTILIZE THAT PART OF THE SKI HILL NOT ADAPTED TO FALL-LINE TURNS. Students shouLd expect to fall down in deep snow, but falLs can be discour­aging. It is the instructor's responsibiLity to build the morale of the class. It will be advantageous to seek an unbroken powder slope. PartiaLLy­skied snow is quite difficult. Warn student not to ski alone in powder and caution them about the poLe straps. PoLes can be caught beneath the snow or in trees causing a serious accident. 69 HEEL. THFWST FOR UNWE IGHTING IMPETUS ~---- FLEX ISLE SI( IS ARE AN ADVANTAGE. THE HEEL THF?UST INTO THE DEEP St/O\V CAN ACT AS AN UNWEIGHTING 1/,·i'rETUS. THE RESISTANCE CF Th'E SNOW WILL EVENTUALLY OVERCOHE THE FO/?CE CF TUE THRUST. ,. T~flS WILL Pl?ODUCE A REACTION SIMILAR TO TURNING OVER A BUMP. T/NS IS ONE OF TUE Fi/::TOi?S TlI/,T CREATES THE BOUNCE EFFECT SEEN IN THE TECh'N IQUEOF GOOD POWDER $,\'I£i?S. The s inr Le rlipsy is s till tOour:ht and used iii i,·,any powder areas of the country. This is done as follows: Ski down the slope and lift the tip of one ski. Place this ski in a new direction of travel. The other sid fLoats .in the snow. Now shift the weight to the sId pointed in the new direction a·nd lift the unweighted ski tip into position beside the first ski. Single dipsy has. the advantage of offe~ing Less resistance whiLe on one ski - it is faster. Powder technique for the ski instructor is a .cumuLation of the highest degree of theory, practice and experience. There is no more gratifying experience in skiing than to fLoat through untracked powder snow. In many ski areaS the sIding pubLic waits in the coffee shop after a snow­storm untit ·the packing machines smooth out the trails. Sell powder as a rare commodity - not as a detriment. 70 JUNIOR BOUNOUS .. ... " POWDER TECHNIQUE" ,.... fY LINDHOLM TeACH ING SLALOM AND COACH JNG JUN IORS 1 SLalom -for- th-e Recreational S,lder Skiing through various comb'inations of gates is excelLenr practice for skiers. The ski teacher should be aware of a few sLaLom fundamentaLs. Any instructor may be called upon to teach slalom. Unfortunately, slaU;,'il is a neglected part of ski teaching in certain areas. The diligent teac:ler will learn all he can about sLalom. This does not imply that the candiuate ski teacher is expected to be an expert sLalom racer. But it does suggc""t tha.t he be able to demonstrate simple gates in combination and in good st~JLe. Students receive exhiLaration from skiing through a few [~t~~. Running gates is an ideal way to break up ski cLass monotony that often exists in the "iearn-to-ski-week'# class. If the teacher will atten;,)t to incorporate a stop watch in the cLass, he can instill a competitive .-::tmosphere among his students. The.. ",'un i or Rae in9 Program The ski teacher has the respc)f1sibiLity of helping admini:<'e" '~i';t> Junior racing program. This is evident in every ski school in the Unic."c . .;'c;tes. The in-structor should evaluate the fol lowing factors when teac,"dnc, 0,. coaching junior racers: 1. The junior program organization varies from pLac,-' re, place. This is because of community programs being dependent upon a sponsor for subsidy. 20 Fundamentals. 3, Technique The sk i schoo l shou ld part ic ipo. te in tho c ommun i ty jul'l i or program. But his ma.in concern will be with teaching fundamentals and slalC",) technique. Fundamentals of skiing are the basis of slalom. The teaG~e~ usually finds it necessa.ry to correct the skier's fundamental srding "'(1utc~ ""lore slalom practice can be started. Course Setting Make the slaLom course easy to run. SLaLom must be fun (J.)(. interesting. Do not present complicated problems at'irst. Set the gate,~ \.'~dely spaced to aLLow for varied -skiing abil itie:;;. $Lalom turns must be done smoothly through t he open gates. From s imp i.e gates advance gradua t L:' to tighter com­binations on steeper hills. Use proper distance between 2ct~s. Gates that are out of proportion might cause the skier to fa~L. When you set the course, keep in mind how you wouLd ski through the combina-tions yourself. The cou~se must have rhythm and smoothness. Consider that mixed abilities of skiers wilt justify changes in the course to provide a 1BitL Ashley, M. cart MiLLer y and AU Engen, Minutes of Jne Intermountain Ski Instructors Association CLinic, ApriL 29, 1957, Alta, Utah. 73 course that is interesting and skiable to all. Set the gates in a few places to a llow the profic icnt sIder a chance for Judgement as to the method of skiing a particular combination cf gates. Learn the different combinations of slaLom. There is always a fast and slow line in slalom, and the instruc­tor- coach should be able to determine the faster line. Watch the "above and below" combinations. Faults ~ Technique ~ Juniors Skiers starting to race may be excellent skiers, but their racing times are not fast. This may be because they are skiing an outdated technique with too much upper-body rotation. In sId ing sLalom the sIder must obtain the short­est, quickest line of descent. Rather than swine turns in every gate, enter the ga.te as quic/c ly as poss ib Le, execute the turn, set the edges, and pro­gress to the next turn. Slalom, for racing, requires excellent physical conditioning. Have the Juniors walk up the course to study the track and to get into condition. Course conditioning is important also. the last runner as for th. first~ Try to make the course as fair for B r i e fly, s l a l om gat e s ~ £! f 0 l ~ ow s : Open gate is set across the slope in a manner that wi II aLlow the vis i b i lit Y 0 f the gat e from ab ov e • Closed Gate (blind gate) is set '/lith one flag above the other. Usually the entrance will not be visable from the approach. Hairpin is two closed gates - one above the other. Flush resembles a narrow gULly. It consists of three or more closed gates. The flush may be set on the fall line or on a sliflht traverse. A flush not set in a straight line is an "offset flush." The :,!!.." Gaie is an open gate, a closed gate, and another open gate in combination. Allais Flush is a fLush with an offset through the center - often the Allais flush has a difficult gate at thp end. The above gates can be made into over 500 combinations. learn all of these. The Teacher and !:!.i!. Re lat i onsh ip i.£. ~ Jun ior RaceiA Juniors want to Vlork inO wi th Jun iors is 90 per Cen t psycho logy. The teacher mus t ga in the student's confidence. :i'e are preparing these youths for competition and for their future. The s/{i teacher sets the example through his own conduct on the ski hill and in private life as a citizen. Make the Junior's prob­lem your problem. Often these youths will have more confidence in their ski teacher than they do their own parents. But consider the parent too. The paren t shou ld unders tond wJJa t you are try ing to accomp l ish in the Jun­ior program. The Juniors' parents want to know that their children are in safe hands. The junior and his parent must admire the ski .coach for his abiLity as a sId teacher and as a citizen in the community. 74 BIBLIOGRAPHY ALbouy, Robert. Ski, Allais Technique. Seattte: Craftsman Press, Inc. 1953. AlLais, Emile. !!.2:!L~§.!!i.J!.:L.the French.MethodLEmile ALLais.Technic. Paris: Editions Fleche, 1947. (See translation of Methode Francaise de Ski PubLished in U. S. by new Directions.) A Lla is, Emile. "The French Sys tem of Sk i ing." Wes tern Skiing, February, 1947. American National Red Cross. First Aid. Fourth Edition. Garden City, N. Y.: DoubLe Day & Company, Inc., 1957. Augusta, Addison A. Instructors." "Wanted College Men to Fill the Need for First-class ~, December, 1955. AvaLanche Handbook. U. S. Forest Service, Revised Edition, Washington: U. S. Government Printing Office, 1958. Bourdon, Robert. Modern Skiing. Philadelphia: J. B. Lippincott~ 1953. Brown, Conra~. Teaching Beginners 12~, (ChiLdren). New York: CharLes Scribner and Sons, 1951. Brower, David R. The ManuaL £! Ski Mountaineering, 2d Edition. Berkley, CaLif: University of CaLifornia Press, 1947. "Certified Instruction and the AC,!ident Rate." Ski, February, 1957. Certified Ski Instructors Manual. CentraL U. S. Ski Association. Jimmy Johnson, MinneapoLis, Minn., 1957. CLinic Notes. Intermountain Ski Instructors Association, 1957-58. Committee Meeting Notes. Cert ification of Ski Teachers Committee, NSA., 1958. Cuddeback, KennethD. "Beware of Poor Ski Instruction." Winter Sports ~, (November 25, 1948). DownhilL and SlaLom RuLes. F.I.S. Denver: NationaL Ski Association of America, 1957. EarLe, George. "The Year of WedeLn." ill-, Feb., 58. Elkins, Frank; and Harper, Frank~ WorLd Ski Book. New York: Longmane, Green, 1949. Engen, Sverre. "How to Ski Deep Powder Snow." Ski, Jan.,1951. Engen, Sver~e. lli ~ Sverre. New York:. New Direc t ions, 1947. Eriksen, Stein.' "How Stein Eriksen Teaches WedeLn." ~, Jan., 1957. Estin, Peter. "Look Ma, One Ski." Ski, October, 1958., FaLkner, Hans. "Anton SeeLos, Pioneer of Modern Skiing." Ski ILlustrated, Feb., 1947. Far West Ski Instructors Association Manual. Lutz Aynedter. Tahoe Valley, - Cal i-;-:; 1957-58. 75 BIBLIOGRAPHY Georg,. Hans. Modern Ski Systems. N. Y.: Hastings House, 1954. Gignoux, Paul. "The French Method of Skiing." American Ski Annualo 1948, po 65. Holden, John S. "They are.Getting Together." . American Ski Annual and Ski ing JournaL. 1950, p. 125. "How Racers Wax." §!5iD January, 1955. ""How You Can Learn Wedeln." Ski, November", 1956. Hoyt, Dot Nebe!, Berry, J. J., Jr. "The Empire Unified Technique." Ameri- ~ ~ Annual. 1949, p. 225. Huber, Eddie. The CompLete Sl<i Manual. New York: Prentice-Hall, 1946, (See History of Skiing). "Instructors' Dilemma: WedeLn." §.!5.l, November, 1957. Iselin, Fred. "Let's Be Reasonable." ~, January, 1950. IseLin, Fred; Spectorsy, A. C. Invitation 1£ Skiing. New York: Simon and Schuster, 1947. (Revised Edition available Late 1958.) Isel in, Fred. "Technique." Ski I l Lustrated,-February, 1946. Joubert, G.; Vuarnet, J. Ski ABC, The Technique Moderne. France: Ed.itions 8ressanes, 1957. (AvaiLable in U. Mi Ller,Hanover, N • H.) Bourg (Ain) S.: Ralph Johnson, Gosta, WedeLn AnaLyzed. SpLit Rock Lodge, Penn., 1957. Landman, David & Joan. Where To~. Boston: Houghton Mifflin Co., 1949. Lang, Otto. Downhill Skiing. New York: Henry HoLd & Co., 1946. Laughlin, James. "Skiers Not Schools Differ in StyLe." ~, February, 1949. Lunn, Sir ArnoLd. The Story 2!... Skiing. London: Eyre &. Spottiswoode, 1952. ManuaL Fer Ski Instructors. United States Eastern Amateur Ski Associa~ion. 98 Main Street, Littleton, N. H. UcCulLoch, Ernie. Learn To~. New York: Universal Publishing & Distri­buting Corp., 1955. ~GCu£Loch, Ernie. "Slalom, The Art of Course Setting." §!5J., December, 1956. Nicoleau, TyLer. Powder Skiing. New York: Ronald Press, 1949. (Revised Edition being edited - avaiLabLe 1959.) Mico leau, Ty ler. "The Four Bas tc Mot ions." Sk i, February, 1948. NationaL ill Patrol System ManuaL. NationaL Ski PatroL System. New York: Graybor BuiLding, 1941. Patmedo, Roland. Ski New Horizons. New York: A. S. Barnes Co., 1956. Palmed~, RoLand. Skiing The International Sport. New York: DerrydaLe Press. PaLmedo, RoLand. "The White Badge." §!5.i, March, 1957. PaLmedo, RoLand. (Translation) Professor Stefan Kruckenhauser. ~ Official Austrian Teacher's ManuaL. New York: A. S. Barnes & Co., 1958. " .. . j . ,. ,. BIBL..IOGRAPHY Pfeiffer, ..J. Douglas. "Can2,OOO,OOO Skiers Rid Themselves of the Snowplow Hab it." §!!i, December, 1957. Pf~iffer, ..J. DougLas. (New book to be pubLished winter 1958, write D. Pfeiffer, Box 918, Big Bear L..ake, Calif.). Prager, WaLter. Skiing. New York: A. S. Barnes, 1939 • Ravoire, Rene. "Allais Technique."· Ski~, (March 1, 1948). "RevoLution in Ski Teaching." Ski Magazine, February, 1958. RockX Mountain SId .. Instructors. Curt Chase, Aspen, Colorado, 1957. (ManuaL) Rybizka, Benno. "Beware Deep Powder." ~, February, 1948. ~ybizka, Benno. The Hannes Schneider ~ Technique. New York: Harcourt, Brace & Co., 1946 • . ' . Schaeffler, Willy. "RevoLution in Skiing." Sports Illustrated, December 9- 16-23, 1957. ScliaeffLer, Willy. "Wedeln - Trick 'or Technique." NationaL Skiing, . (February, 15, 1957) • Schneider, Hannes. "Why Can't You Improve Your Skiing?" Ski Magazine, (December 1, 1951). Scott, Ed. "How To Position Bindings on Skis." Ski, ..January, 1955 • fISk i." Encyc lopaedia Britan ica, 22d Edit ion, XX, 748, 1954. Sk i Patrol Manua l. Nat i ona l Sk i Assoc iat i on of America. Mi lwaukee: Mil ler Brewing Co., 1952. "Ski the New Way." ~, October, 1956. Smith, Stevens. "Skis, Any Way You Want Tpf!#m •• " Ski,. February, 1955. ThioLliere, Georgette. "French Skiing." Ski ILLustrated, March, 1947. 77 --- . __ ._----- ui ~ Q 9 z :<> ::J a:: w 0.. BUli1t.f;!' i5 cvcr·'-f".l I :.'2£.1'.',; ;~O s.~r thn ~ ~~h ~ NHi 1~:A c:)' Pl'of:,rc:mi han n~.·(, re~:liv'E!cl nrc:r c.1.::ad,.'.o!1 s:h-:::s the NationaJ. ['netl througt. 31st" The time l' shoI'~ tmi·,:'.:! tbG NRUSA Fall Yeotipg a' It' we are ;:,0 ;. alln l\ North'3rn Rc,c k:~ ~:o11nteln Ski Inst:ructrOl s A:s ~~ in3truct~r mmt mak,e an effort '('') ,~~,tcnd !ihis meetingo 11..1 'AT t: NHHSA O::f1c1als, I 10 not. beliFv8 tr,a'\~ we will meet any opposit; if interest iE shown. It. h~s l.e:m .:,;tl[;ges lied that lie m-:;et the e' meeting, but] beli:lv-e that· we couJ,tl ;~ccompliah our purpose 10 a,nd at least fet up the basis for an n:)sociat10n~ The actl'.al f· a (>CQ.stltutior., elc:::tion of officers [md so forth co·uld. be h(:ld which lIi'B shou} d by all me.p.na hold". 'Poi.,ll Lllsh, N2,tional C('rtHl om" forming t,l~i..s associatlcn srd hos indicated that he would G0 for h.i..s bare expenses 0 1/'3 shor.ld try to get this promotec at, t.t !;;, t, lott of c;~\i Inl)t:rllctor~ ;:~ }ilt.:>, last May 27th ':lena, O(:tober 4th and 5tho ,;':tion, each and every ':,ag to several of the " to this plan, part1cularlJ' ·--.0[; before the NRMSA ';(~ off hour on October 4th ation and drawing up of '~ an early winter clinic '-:i.on Chaiman, is all for ',0 an ee.rly winter clinic :~all meeting., At :'lis p·:>int 1 'I-:'Jul(~ Eb --~,o extend m:i ap:>lcg:1.es t: ccmdida1ies of the \.,rest YeilolJst,ona clinic and t.t=.sts twld lem':-, spring 0 'Ihos::! cf ;you -;,i't )ok part in this test wiLL find yOl.LC' grade repc':::'t.s erclos~cL To date I have not rece~ :,t O::le outline of avalanche stJucly from an;, of the car:dJ,dat(','3, 19~:' fS get this th1:J.g unce:':-I',~:r 'ore the season starts., GUG Gnehm has 1',:"8 cel'!:;tf:iJ;;,-{;ion pins ar.d is t-ryi~g to better c]a..'3P I,n thf) pinr-:~ \re'l.! l(;t you lmOT'Il' aho"t thlr !It :~,,~ The :~f',tionEI C(::-t,ifJ(·~t,--:~n '-;ommi!itce H:c'c.llg ;"'~E:' ':u first tiTre in the htE'tOly of tl: s ((' ,":, ;,:~ic~ tion C<:!mmHt~c tL.:t ~\ repJ'ecented. The folloHL1[', mer :Jttc:r:c1edl Joe 1131'1,1(::131', n;,·;~J\; Sc:lwefflE.r, Ir.tcrcol.1egiHtc Sl<.H~ll:; K'~l~r 3p:lrlw: U~>T:~~0P,; tJ:i!"T i FHSAj Faul VaJ3.r, U5EASA! J..l.f FI1'~c:,~ ,Yunior Bou'1::un, 2,rd. fL') I Nm1fA .. I 'ir.i D. do my bC3t to iTLl1:U .. ne So:Tli:l of Ve h'l:;;h Ugh-:,G (1 ~onc;ens!3 B:U]. Lf',sh ~ s veT';.' finE ;'3) C'.';:' on t:13 meetlng ~ Th,: ;Io d. bas n0 S('U!."~C: of flnds mY~, in c:::1c" '~'.n accompI5.s> ilLlflLf.:1.ed r- to -w:U:;h M t'l-:,im;-:ce (m:-lrn (l): }e:3~-: l'.r,:',·:L'::11 t.?'~hniqu:' or ."'.t lE:?d. 1.1 : iii ,·:ar; agreed tr.at ::8ch :',;.;~:ocl:i:.iC'·n;·: I HId. lnst:t'V,tor3 O'I~tm::"~,..,t· rHlBrc~.p.t.:i on F.\-' ,)HId. f>rov:1.ch >, he 'I?,1.:'i.rltF'.:', Comri t tr;: "rt t.h f:i.f t.y)':- , ..-:5,1,1\ I11J' . .3,·<;) reg;;njinr. i~ri.~] r 1(,:;;'" ',h':y u.ncierto·:'), th;',t ",; ~, and th:;.J..:, ur~ C( u.ld pr'obabl:r gc t, ':Jy )c,:!,:L~ yC2.r for :: om8 2.TI:)llr t. ~:~~, !3hOlllcl pay SOl .:t,hiI~~ j.nt(l t·hiz Y:i.t:~'ilill VC':lBI'aJtl" : 'k out Bump-thing for a " rilll!ltlllgu uc';esf. and it was the . tl visicnn ha .. re been GO Eng1(), Sl1M'SA; Willy 'ston, CUSSA; Ed Heath" rSA; B,nd yours truly, :: lin meeting and also to " CC3rtification Committee ;, .1 ~one nil tii visiono .. ',cd type of certification~ "'. committee, or '1 p9r yoar. In talking i.iln f;!T.e.]J.f3ct group and ,an that, but we certainly Some of t~e po:t,.:ts tt, to r1 :.G]l~~ 1:.'3 cf intero3t to you ~,l t:'e teaching full time on a profc8sionrJ, basif'" are sueht,h:i nr;:;; as llabilH.y insvrar:~e ';.h:i ':, '. t,h9 big operators say is a g:'ect neceEf, ity,lihey alf;o S1{~gE:;:, t.hai, the 1;,icket.s t1Sed in tl" .:ki school contain a mem:aU3 :ei;ardr.g the asst}mptic>n e'f responsibility by the si~ude:, and that each student sign 11:1.:3 t:cket a.m. that these tickei:.s be retained by the ski r;c!lO:-].. 'j~his was brought about after E8';e::-.'11 suits \oiere r;rougLt. '.'rr~:'U't:3t some of the eastern .'3k,; ~':hools" Another great proi:.e<ti.cn.Lv incorporattng thf~ ski. Dc-hool; this costs very Hi,;.:." and is really the beot pro'liec tiGn YOl, can :)btain \ It i:3 generally [.greE~d t1: r.;, fef;s are t,;o l'JW In lnl1f 1Y . ir;, and H, was 8uggeIJtcd thnt tJ~O,"OO fc·r an .1.11 df',J prilalie J.e:,:lOD (-Tas no·~. t,(>t) mueb, t:l,r: .110 hour C:VlSB lem:ona be $5,·.(;0 at a m5 .• imum" t>L.Occo pel' dn~' ;~()J.' :::. -prlvatc:: le'o!>on sOllrJ·h ,,,:or l1igh, but ~1hen you stop f'nd tllin.'! cf_1:/1e time tlec 0.lpl'O:' one nl0. irs\:,rJ,ct')f' j.i:, ::'E .< j.sn't t.oo high" (( -? /7_ .' ,':.-r., ,/ ' .. ' L---<'.-~L ~,{~/-t:/( fl~ •• Certification at[t1dal'ds a1,(,' gm,,~:-all;y 11tgh tht'c·r":ilc'lt, 'I .)U'1.t,ry and nxroninat.iO:l n'C)(:eeduren remain falrly close in <'.11 dlrls::"(l1:1S, ~1,)~:t cb.'.;::'; h· I.a'."\} done away with the ')r,mtuE!1' stwlding, and it w<?s sug~esl..p.d ":.ha:l; lole d,; no, or ft. ]llD. '1C'.·~e them under a separate Grlnl"ittee aad hendle it in some vro:y that. :It is n(,t connec.ted '.:1 ') ;rrnfessional ski instruc I#ioo ( :lost, of t,hfl di'li.sions are placing more importance upon th€ i'I~::e :::.ing ability of the lnstructora 0 It is realizedlihat tr~e wanner in .. llich the iJlSt.I'i: (.or skis while we ring a ski school 'mifom or pin influeoe81; the stling public, t.he p~c: .l.,~ who teach must be oroficient in all phases of skiingo A greB,t and successful (onGhe slope) clinic waf; held . :IJ:h day of the National :!on'Vention at Altao Because of t/he SUt~cesa of ttL'\.S clinic:, j, t. '1 B[;rcod that such a clinic should be held each spring in c,:mjltnction with t.lle tht..l.c ,1. Cortification Cormni ttee :~etingo It was urged that heads of Cill the ski schools nt.terd :h.s cliniC, not just the members of the certification COfTimit·;~eo. I am certain that i.t ~, ".1 be a good investment. for any professional instructor~ The follcwing is a cond~m::m+, 1. on of Bil:. Lash f s repo:'1. 'th'3 t6chni'1 ue discussion held on the slope at Alta: In all divisions the jnterest is towarcl the shr)l'-G md still being t:'lught as a techn5.ql.'.o by Gome of the loren,;t. ,:1(t ra hovJv~ro [n ot/her schools it i*: hE,Lng used as all elemont or \,1., rhe skiing public is demanding U18 lew technique n Considerable con.fustOfl "Jyl.sc,s omong tho ek'i:tng p',bl' c 'Jf t,he modified arlberg and t,h8 r,['1.trt sT·dng. Ml1{:h cf Uti:: c::.n.1 ilrgllm~nts in sJd publications 3r;d ~ 'v seelT's unnecr)sB8ry t.l'l, It (jl( bel:lttle lHlother in public. ThE) !1nd exists lor more lile<3·i.lne.!; (!ation personell on a national level, Short :Swing capltalizod Vle conversation of the iT,,)C:.:' ;:·hat upper body turning power I rot,,, tien' is be in(~ de-l9f11ph,l:: i.'V!' te~hing technique 0 Snow plow 15 1.'3 ing t.aueht lTLthout ro'Jathli' con'~rol, body position over the conlier of the sk:ls, and ,nlr,h', facilitate the turno The shoulders f'.re not brou~ht for .. :a '.'0 h' the fall line. Hand position is not stressedo It is feb:. th :.'. !3ho:.l1ct not be taught as a controlled n:rm1l8w:r. ''TorE; Olilph ':: h: .md the fCl1mrd sideslippin~ stflf'S, Somn Bchool,'3 feel thlt th, :3hould not be taught -- the foru8:rr1 Eider.lip !ett1e; nore b~'ol't" lea,ling of the uphill shoulder and hard in the t.raverse w i.t h 1, angle fom.cd by the uphill leading ski ttp, afl.kle J knee, hlp al baEis for all traverse positions which. can also be used t) wCJr The major differem~es arise in the unu9ightL~g pl'OG~:' t.ur, or tr.rust are being taught cn bot.h a dOl-TO umrej.gh-;:'in'; in : l1ft,ing in otherso Upliftine i3 hrdd until the turn is c011lpl~" necassary to set the edges at the end of the turn~ Tht') 6~.fm j ~nly open t.he skis .• other l3chooLe urI! a doftnltfl uplttU 0,' dllt/' bei.ng the most popular. Most scbools llI'O not to aching 1..11 ~ 5',}' using the Btem aD a transition to the beginning christy st.t:g!l, ,sideslipping and turning into the hill mmlUvers in either Hpprrt dtfference of opinion as to the preparatory postli:1.on of tT1!! 7.0' Kt't.c kenhauser teaches a some1.mat, p'''onc)untled preparaiiory movene' tnt..;> positton over the center lir!8 of ·t.hn skiS, the oth2r np;)!" position 1,0 a squared line only, ~~het~t1Je of teraln may j;! c{,,, ~. t.lle modified arlberg is ()Io in Lh" lJni.t.nrl Stnt.I"1n, rl )Wllhill racing tochnhlue" , r;a:coing the technique i.)ll is a result of o!:trv.ctor or school should 3k1 Bchool and certln.'- J H lias generally agrB~d ., olj.minated from the Y;Mphasis is on edge 1ft 1.5 used eli[:htly tiO .:: 1:L: IT the direction of .' e z:now plow, theoreticaHy ,. c iq; p19ced upon trav!31'ILiJp' t 1'11: f~l11i vertical f;ldersUp nost a.re teaching a : \lOtl~.Llor followinG tho ~ pp,;r torso., This fcr:n'J .r to the COmlT:a position., E(ige release and heel ,< schools and on the" up·· I or until it becomes I -: ~JO controve ratnl ~ Som~ 3.?t.y I /:1.I"Im .... t.lln II ph IlJ ('l1"Ill ".t·n 1\0 Buch, bllt. ar~' !,· .. tlwr !\ n :;tross mu~;t be upon :t 0 There is also 8. I' band and shoulder. , :' n t.hat the lower hand CtJnl'38 ':t 1:> to bring the f1hould.~r t Id.l::h position is the be:3to • II Stem Chrlsttes 2.r·(~ l'.;'?cI. if' [n:;r;t, c,oej~lon;; of tllo '~our-:.· j n;:>o1.'tc.rce upo;:l:~he tra]si t lop. m(J1U~ '3.':'8 - ~lpbl11 '..:hrlBties - C :Li 1. plli 1.1 stmTJiTJin-; int0 the fall :Unf'! .. r::ml [;l.p drJ,F. ir.to a:}d 0\.,.;;, tran':;itiol1 is complr:todn Teachert, I' l1Ould aM,empt, to prHcti.cO c' l--ilihou.t the us;'!')f t.he po13 pl<ni.tn~: in t~13 stem chri.stie>.l1d p: f'arallel long Ru.lnr,s (parallel tum'~ ·.;lth delayed shoulder or b<' b:w1:3 of th2 si'lort swin7,o Pole use ~o b€WLnchc unw€ir;hti.l1! i::: 10 planted, it must be plll!l'':.ed nc; t,l!l ullw,;i.r,ht,ing or liftilg 1 (:.; of instructors :t'l their ~Jhf)rt s'dng de:]'1()m;t.rationa, t.hey· p:.ant : f;ink~.ng dOll'!'lo T:le result 1.2 a je:rk~,'.li! ag'-lnn 'r!'ith tte :;JT';1I.:i Cf'~: To make this m.Jlluver more S1I10.)t.;1 I,KIL] of the men open thai:' he:,,' lett:l.o.g tf'le hand rot.ate out, and t'ohj.,nd., In tIle past 60mn :Lnstrl~et.(,."8 ha'/e placed over e:n }i)aE ::.' end they falle't to bring im9ortc'l1ee~() thf~ basics:. edge cort.;J:'(,·::. power. We ;-lOW roal tze that turn.ing pc,;ar is bettflr LJ.tni~Hd t.'·. body)l tha hips., Teo.chlJro should t:'l~J' to rOJOOmbor ~ .. hnt. tlln ':1" \ t I ( the 1..ncf~pt;1on ., getl:.1ng lntl) t.h~~ J'nJ lU.n('; • Thin ifl accon) U.t l~' un-weJ.g~·Ung .. tu~ni ng pOifer is llFad 3., tho turn 1 rJaVl;::s th.~ .f aJ I It S:'lOlL1d be p:):tllted 011''' that the;:':'! :'~:3 n <Jlst.inct. dLffel'cn':e t.: i shoulder .11th a 3ub::;equent n8"1 prq)cca(;ory posicirm and t~l<1 ohl prog,"esses ~s thr:} turn is br~ing ('Yocutl~do Plea~;e unr1.erstand tha!~ tit(::.'8 polnts are gleaned. ""Fit I.ash and were primarily points bI'ou.~,ilt fort,h b.) r,.\lly Sch1.c:CfJ,(,:.: BtU L:lshsn.d riome of the o'~her U.Z oc:ys 0 If you, had. th9 Il:C:~\ Schaoffler 3.nd Valar' work in tho nrring crud at Alt,9. as t:l,.'vgr .\Quld have no doubt of any-of the p(ln.~[l they br01.1ght foh:.ll \ To g:!t back to ou,:,:- mm pr('~~l~.1mJ let I scot c'n the 1~:11~. at Helena t Thoso of you 1ml) a.re !.:}(' king yo ur Red Cross Fl. 'S 1;, ,\.' of the way befOl'EJ the winter seaSO:l is hen~, as I have a. f(!elill[: very strict about this mattor this year.. 'I.'hey aro extreme:.y ttl' ia'~i')ns rl.nd we SlLOU.ld be no excq:-I..1.V!}, .i.·I!(,l'C are several )")\/ tcen crough~ for-t,h by the Red C:"'UiG 'l(1.j a:<E:' of vDlue in OT' l1C:.'\ Card doe~, n'Jt 1'le:1n that you kl)o',., 1,1(, stiltff any more than~:,o n:~1 year~; ago would understand ShOl~t, s w:L1g t.edmique t-~oday, if he S:,' technique .~ A ald.. tnstruc-t.ors associ~.ti(Yl CGn be of great \'.:1:'.U8 " the ~lQcking of all o It can metlll l':!.:'l pr'otection for th(h:31:i jl" tng program of mutual benefit, an (~T~I,larlge of .ideas with O·~.h8( :. nation., Oltr bent basls for tho n3E;·'}::;:\.s.tion would be as a elil' llE'm\){'r of the NRHSA and th·.. m ''It'Juld &;1119 w:; a direct tie y':Li,h t llr financial r<:?lat1onship lfitht.hf, NHI1SAo The actuaJ. corttfi.cntic" appointed by the presidenti of the N1'H,'3A, t.heso memb~rs HOIl'd \JI'( be ranks of the sId. instructor'f) a:scoci·'3.t,lon and~TOuld toTo)"'I' in c in:5tructors ~sGociation in t,he fcnn2tion of clinics and cG'qin,': ,rei all c.echniq1t9S pll c:e i : r;r from the fnll lino ., 1 k: faJ.l line unt·U the • I n!,o};'t swill!!, tec~'1..lqllf)s .I J eJ. long 5wing dd.;;et> , ~; C0]11'111a position) ore Ule in dl1bat.able 0 If UlO polo ~ ~ t.rLLS is a cr Ltical fault [o;.e while they aTe 1'.', U.l ~1 i gh n.nTIS and sho",.1ldp rs" 2 ij'tey plant the pole, thus 1'.Jta-t:':.on as a curc.,.P.:U. , ~;: c .I.ght,i.ng, and turning ., e,O'r,te)' of r,:ravj.ty of 1)'ln '1 'ilion I. of rlrl.V I.lIrllill : '; ( 0.1'') control <,nd ~~. tnto the nO\\1 l.r.1.ilr:rr;(~,. r: t·ne clelayed or rt~V(T~;E! !.ldE;Y' _1'0110101 thrcw,;ll ~)llf~t ,ui.l.ino precen I,oct hy ).l.t.n , ': ul Va:.nr, Juni or Boullou::j, . t"e.t, He did in ~mt.c!:;.l1f:: .. loose powder snol" .)'OU I.,: t:1 '113ko t>'f' " " l' . q.J.l"8rten.s eel. Vli't, ,),.tt. ,~t, t.he comrrti ttce '>rU J [.::: . I: a1-;out. it in Ot.{lCl' 2:::0,:-- ,r;(:11nilltl(l~~ i,l'!" ',' "n eJd Ol.ltrl<l~/"l .?(~,J ('''(,u' !(?~~nlcct to ~ld. tile:,!,; 'J La study the ns'! '::;h zr.d. every 0'18 LC i '. --;./j '1 ~t.'~·r. cl unifori~ 3('l'r~~r~. :_c· (\ ~Ltiotls throul"l1out br . i ;h 1tl turn \<JJLll.d [Xl n : ';/\ Hnd ,,,ould ~.:olv(' OlJ~ ";~itt.(;r: w01.l1d it-ill 1,­", dly l,n appoint,~r\ f'n'll ." : :;:uf'lc,n,Y Hi th the: G ld •• ROCKY MOUNTAIN SKI INSTRUCTuRS ASSOCIATION Date ------------------------ To: Ski School Directors,' R.M.S.I.A. Candidates for Certifioation From: Curt Chase, Chairman, Certification Committee, R.M.S.I.A. Subject: Certified Instructors Exam, 1958. Tho 1958 Examination for Certification UD Instructors of the Rocky Mountain Ski Instructors Association will tako pIneo at Arapahoe Basin, Colorado, April 15-18, 1958. Ski School Directors are urged to see that cundidntos fronl their schools are properly and thorouc;hly prepared for tho exam­ination. 1\11 candidates should be presently fulfilling the first o.id'requirement by participatinG in American Red Cross courses. Ski School Directors should advise candid~tes on prep­aration of their thesis, which has replaced the written portion of' the exrun. Complete requirements of the oxo.mination arE) out­lined in the now Instructors Manual, which is being made avo.il­o. b10 to the candido.tes through tho Ski Schools - o.t $1.00 per copy. Importo.nt\ Applico.tions for examination, comploto wi th First Aid Requirement, Thesis, o.nd $15 oxo.mination foe, must be in hands of Chief Examiner Curt Chase, P. O. Box 281, Aspon, Coloro.do, not Inter tho.n Mo.rch 15, 1958. This yeo.r eRchSki School is invited and encouragod to bring a demonstration tenm to the oxnnlin:1.tlon and clinio. Tho tonm should bo p~opnred to domonstrate the toohnique of tho scho01 it represonts. DO;-:l.')nstrntions will be limi t1.3d to 15 minutes. Teams will perform for the candidatos for certification on Friday aftor­n0cm, /,pril 18, !lnd at 0. public dom'_mstration Sunday mr)rning, ~pril 20. This is a guod chanco to advortise yuur school, add interest nnd color to the pro gr'll11 , and stimulato n bit of hoalthy o.nd friendly competition. Thoro will be a new trophy for tho bes t dem,::ms tra tion team. Another cha.nBe thi s yonrl Tho annun.1 bu::dnu:18 moetinc; w:t 11 tako place ')n Friday ovening, April 18th. Suturday ovening will bo devoted to socio.l activitios. Curt Chnso, Chairn1nn Certification Committee Rocky Mountain Ski Instructors Association . \