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Show ~ continued (rom page 33 types of appropriate terrain and conditions in a playful manner. 0 specialization with respect to events should be allowed. The athletes learn how to use their bodies in harmony with their equipment. Balance, gliding, and introductory changing of direction on skis are basic motor skills learned in this phase. Simultaneously, the skiers develop a nat-ural, efficient way of sk iing. This broad approach at the lower leve ls creates the opportunity to reach a higher level later on in the progression. For a given abili ty, the wider the base of the pyramid, the higher the peak. MIDDLE OF THE PYRAMID After the skier has acquired rhe underlying skills rhrough a well-ro unded ski program, a structured program should be implemented including a variety of skiing drills and exercises to develop a good fundamental base. At this stage, motor skills FIGUR.1 ACTION .. THE PROFESSIONAL SKIER are further developed, and a fine tuning of the more precise movement patterns takes place. The result from th is phase should be an understanding and use of the parallel turn. This stage must also accommodate a significant time allorment for "playing on the snow." The athletes must pay special attention to detai ls and be able to execute the drills at a high level of accuracy. The goa l is to create experiences and undersranding of the effects provided by each dri ll. When progressing from one exerc ise to the next, the skiers must become proficient at o ne task before attempting the next one. TOP OF THE PYRAMID The rap of the pyramid deals with the racing component of alpine skiing. During these levels a more specialized tactical and technical approach is carried out. Specialized training situations with respect to FALL 92 courses, snow, terrain, and disciplines are implemented. The task of increasing the speed of the skier (Le., optimizing the use of gravity) is an important part of this phase. This cha llenging new dimension in the training situation adds difficulty and puts a high demand on the athlete's precision concerning the execution of movement patterns. It is also important for the athletes to pay close attention to their physical workouts in order to develop the required strength needed in today's ski racing. Athletes should train a ll events and should not be allowed to neglect rhe training of elements inherent in anyone discipline. This will aid in developing the versatility and adaptability required at the elite level. • John Armstrong serves on USSCA's Alpine Coaches Education Committee. He also is the program director of the race department at Mammoth Mountain Ski Area, California. RESULT ~ effectively answer this question, we must first ask: "What is teaching al l about?" For some help, let's rake a look at a few defin itions. To leach is to show or help a person to learn huw to do something; to give lessons to a student, pupil , or class; to guide the studies of; to instruct; to help someone to develop a ski ll; to provide a person with knowledge, insight, ctc.; to attempt to cause someone to understand or accept a precept or philosophy. In summary, "teach" is the basic, inclusive word for the imparting of knowledge or skills and usua lly con notes some individ ua l attention ro the learner. To instruct implies systematic teaching, usua lly in some particular subject. Educate stresses the development of latent fac ulties and powers by formal, systematic teaching. Train implies the developmenr of a particular faculty or ski ll , o r instruction toward a particular occupation (or activi ty). So, as we can see, the concept of teach ing is not necessari ly simple. However, whether we use "teach," "instruct," "educate," or "tra in" in our busi ness of ski teaching, it all flows rogether. In each of the definitions above, one can find a direct application to sk i teaching. For the sake of a ll of us in the 1990s and for the good of our association, I would like to see us begin to use the terms "ski teaching" and "ski teacher" and to get away from "instructor." Although in the hierarchy above, "instruct" appears to take on a higher ranking than "teach," such is not true in the hierarchy of job tirles. Traditionally, "instructor" has taken on a lower ranking than "teacher." I believe that, as teachers, we all instruct, educate, and train in the process of teaching. ow, let's look at the more esoteric aspects of ski teach ing in the real world. Those of us who have been in the business for a whi le clearly understand that ski teaching goes far beyond the cold definitions found in a dictionary. In add ition to being a teacher, an instructor is also: • A tutor and memor, showing atten- COMMENTARY WHAT IS SKI lEACHING ALL ABOUT? BY BILL HETRICK, PRISIDENT AND CHAIRMAN OF THE BOARD tion to the developmental needs of individua ls as srudenrs-whether in a group or private lesson. • An expert technical advisor, providing information about equipment, clothing, behavior, and myriad other things. • A care~giver, required to show compassion and anenrion to the psychological and physica l needs of students on an individual basis. • A customer se rvice representative, charged with attending to all needs of the customer and representing the company and industry in a positive light at a ll times. • A salesperson, charged by the company and the industry with selling the product of skiing and ski lessons at a1l times. • A role model, encumbered with the need for sensitivity to the type of image we are ponraying at all times, both on and off the slopes. • An entertainer and public relations expert, encumbered with assuring that our guests are satisfied. This includes assuring that our guests have fun, that they leave our slopes with a sense of accomplishment and enjoyment, and that they receive good value for their dollars. Wow ! Suddenly, ski teaching is not the si mple activity we may have once envisioned it to be. Granted, some of this is because of the more complicated society in which we live today, the increased pressures upon LIS from all directions: finan cial, legal, political, professional, and FALL 92 persona l. But a great dea l of it is because the sport of skiing and the profession of ski teaching have matured. When customers came eas il y, ski resorts were popping up everywhe re, money was readily available, and li fe was somehow much simpler. We did not worry about fulfilling all of the roles listed above. But isn't that the basic mistake that existed in the industry yea rs ago? Not just in ski "instructing," but across all aspects of the in dust ry. We've matured! The industry has matured! No one really knows how much further a long we would be had we only recognized all of this 25 yea rs ago. (I suspect the most successful ski areas were beginning to.) When you listen to young people today contemplating entering our profession, give them some sage advice--enlight· en them about a ll that's expected of a ski teacher. It's sti ll OK to get into the profession for many of the reasons we can relate to (discount skiing, better prices on equipment, good persona l instruction and training), but let's be su re that eve ryone entering the profession fu lly rea lizes the expectations, both from P51A and from ski area owners and managers. It is not easy. Only the enlightened, dedicated, and strong of character will surv ive and succeed. That's what ski teaching is a ll about! • THE PROFESSIONAL SKIER .5 DOUBLE POLES AND DIAGONAL STRIDES: CROSS-COUNTRY CLASSICS BY HERB DAVIS, NORDIC EDUCATION COMMITTI!I! CHAIRPERSON classic adj: ha ving recognized and permanent value: of enduring interest and appeal... something regarded as perfect of its kind or fitting to serve as a model... a traditional contest or race having special significance and honorific value ... classical adj: having order, balance, restraint, or other qualities ... A. THE FALL FORWARD B, C. TORSO COMPRESSION The " cla ssic" techniques of crosscountry ski ing, double po le and diagonal stride, arc the hi storical and practical mainstays of contemporary sk iing. Classic skiing's flashier offshoot, freestyle (or ska te ) skiing, seems to be morc popular both among skiers and the press. Bur it is from classic sk iing that freestyle skiing evolved. It is important to understand double pole and diagonal stride because they provide a sol id foundation for most nordic ski tech niques. For instance, all the elements of class ic skiing-balance, pressure applications, rh ythm, and flow-are clearly evident in skating. Furthermore, classic skiing has several advantages over ska ting: it is less taxing on the body; it allows for greater training volumes and intensities; and it requires greater fitness and sensitivity with the sk is and snow. What are the elements that make up •• THE PROFESSIONAL SKIER the classic ski tec hniques of double pole and diagonal stride? The Norwegians COI1- sider the most important aspects to be "ba lance, rh ythm, smoothness, and momentum,"· which they regard as critica l to all cross-country techniques. Nordic Demo Team member Mark Pearson notes that "the first goal is to feel a body position that helps maintain balance over on ski. ,,2 In looking at the current PSIA gospel, the Skiing Model, the first Common Threads of Skill Usage listed are those pertaining to stance and balance.3 In the following paragraphs, we will explore the double pole and d iagona l stride, including the crucial role that stance and balance play in their proper execution. DOUBLE POLE The double pole (Figure 1) is an important place to start, since the body position, balance, and pole use involved in double pol- FALL 92 ing occur in all cross-country movements. Starr your Illation with a di stinc " falling fo rward" from the ankles. Kee~ your center of mass well forwa rd as yOL swing both arms forward simultaneousl) with the poles. Separate your feet to aid ir the move forward. Begin the poling push before plantini your poles, stretching your abdomina mLiscles and extending your shoulders ane anns forward. A distinct compression of th! upper body over the poles occurs as tht poles are planted and continues until th( completion of the poling motion. Plan" your poles just in front of your feet (th! exaCt SpOt will vary with speed and pol( length). As poli ng progresses, the move ment of the arms and shoulders is combinec with a torso compression for forwa rd pro pulsion. Maintain a comfortable flex ir your elbows until the end of the motion where they are extended to the rear wit~ the wrists in a natural, complete followthrough. Your hands sho uld pass yo ur legs below the knees. Loosen your grips on the pole handles as they pass out of your handsj your poles will remain supporred by the straps arou nd your wrists. Increase your knee fl exion during the poling motion, but avoid a squatting or sitting posi tion. Combine this flexion with a slight sh ift of weight to the heels at the completion of the pole push. Following the pole push, befo re any significant decrease in forward momentum occurs, bring yo ur upper body back up into a relaxed, supple shape, ready to fall forward aga in. Swing your shoulders and arms fo rward in a low position fo llowing the rise of the rorso. The movements should be linked together in a continuolls rhythmic flow, without any hesitation or pause. DOUBLE POLE EXERCISES The following exercises will help you refine you r double pol ing technique. You can encourage you r students to use them, too. Begin with some indoor exercises. This allows a foclis on the position and movements without the distraction of skis on your feer. Maimaining a dynamic position is important since you' ll be riding on a gliding platform. First consideration should be given to stance, since it is only possible to achieve good balance over your sk is if your body is shaped and positioned properly. Assume a basic athletic stance with a re laxed, su pple, na tu ral posture. Next is the falling forward that initiates virtua lly all cross-country movcments. This is one of the more difficult things to master. It takes great conunitmenr on your parr. In this exercise, take a position slightly more than an arm's length away from a wall and assumes a relaxed ski stance. Fall fo rward from the ankles toward the wall, catching you rself with flexed arms. (Care should be taken in catching with the arms so as to avoid injuring your wrists and face .) It is important (Q remain in a relaxed stance and avoid arching the back when ca tch ing the forward movement with your arms. Numerous and regu lar re petitions of this exercise a re of great benefit. Simi lar exercises focusing on arm FAll 92 swing, (Orso compression, and pole extension a re a ll effective. Once on snow it is useful to break the double pole down into segments; this allows you to focu s on the di fferent aspects of the motion. Practice falling forward on the poles, balance dri lls riding one foot and both feet, and exercises that isolate the arm/shoulder swing and mrso compression. Additionall y, you should try triceps poling without compression, shoulder pol ing without compression, and torso poling without arm swing. Many of these exercises can be incorporated into ski-specific strength training as an effective way to blend training and technique work (although this may not be practica l with some of your studen ts). Once a ce rta in amount of tnuscle memory has been developed with the movements of double poling, experiment with changes in speed, tcmpo, and terrain to acquire a greater range of experience. DIAGONAL STRIDE The diagonal stride (Figure 2) is the most na tura l bipedal movement we do on skis, with the opposite ann and leg continued ..... THE PROFESSIONAL SkiER .. I • ~ colltillued from page 37 moving simultaneously through a range of motion. As with the double pole, jt is important to begin with a relaxed, supple ath letic stance. The diagonal stride a lso starts with a " fa ll ing forward" or forward lean from the ankles, a ided by a push-off or kick that propels the center of mass forward. The fall forward is then caught by one leg (the glide leg) and the opposite pole and arm. Befo re the pole plant, extend you r arm and shoulder forward, and stretch your abdominal muscles slightl y. Th is helps set up a slight articulation or compression of the torso as you pla nt your pole and the push begins. Plant the pole next ro your lead foot, and angle it ro the rear. (Aga in, the exact placement va ries with speed and pole length.) During the poling phase, keep you r body well forward and supported on a comfortably fl exed glide leg, with your weight positioned toward the rear of your foot to aid in the glide. As your poling hand nears your hip, begin the kick phase with the suppotting glide leg. In order for the kick wax on the ski to grip the snow, you must affect a deepening flex or load- TI.IF PR O FE SSIONAL SKIER ing of the kick leg and complete the upper body compression that started during the poling phase. The movement of your pole and arm should be parallel to your tracks and skis. Flex your elbow comfortably fo r power during the pole phase-the amount of flex will vary with pole length. Extend the elbow and wrist to the rea r in a natural follow-through, and loosen your grip on the pole handle as it passes out of your hand. (Again, the pole remains supported by the pole sttap around the wrist.) Continue the kick phase with a short, explosive, downward push to set the kick wax. The finish of the kick phase should propel you forward into the fa lling position. After your leg fini shes the kick, it shou ld extend to the rear in a relaxed position. The momentum generated during the kick helps drive your foot, knee, and hip forward. As the terrain steepens, the tempo becomes faster, the kick push occurs sooner, and the pole phase is less extended. Keep your weight well forward and your back comfortably rounded, and do not bend at the waist. When skiing uphill, it is important to drive your foot and k nee FAL L 92 well forward and up the hill to set the kick wax. Often you can see your foot being pushed in front of the knee. Staying balanced over the gliding ski and maintaining fl uid, cominuQlIs, rhythmic motions are essential for the ultimate classic skating move. DIAGONAL STRIDE EXCERCISES A variety of exercises can be used w ' and without skis to develop a function dynamic stance for an effective d iagor stride. An expansion of the " falling f, ward" drill involves catching yourself w a forward step rather than against a w. After mastering this dtill, add a kick the fall forward. Ski walking or striding follows t and is very usefu l for introdu ci ng enhancing that often elusive kick. E' with our athletic ability, we can use walking or striding to focus on the k phase, improving the timing and incn ing the power. It is also an excellent , to stay in touch with the diagonal st during the off season. Stationary drills concentrating on swing are helpful for developing a A relaxed poling motion. The timing of kick and pole phase of the diagona l is sive and difficult to master. Exercises that focus on using the poles as "glide enhancers" are particularly helpful. Demo Team member Mark Pearson uses a drill called "Floating On the Back Foot," in which pressute is appl ied to the pole while the rear or kicking foOt is held to the rear. When doing this dtill, you should attempt to finish as much of the pole phase as possible before bringing your foot forward and beginning a new kick. Other exercises, such as "the onesided man," involve using only one leg to kick off with, followed by a pole push with the opposite arm. Try to remain in ba lance over one foOt, without bringing your other foot forward or down until your poling hand has passed the leg. Repeat this exercise until you develop a feel for the timing. Similar exercises, like skiing in slow motion, are also effective. Running with poles is not on ly an excellent off-season way to stay in skiing shape, but works well for teaching a more powerful kick and quicker pole timing. As with double poli ng, once a reasonable amount of proficiency is developed, you should vary the speed, tempo, and terrain to develop a greater range of experience and movements on skis. Through the use of effective drills and a clear visua l image of the movements, you can enjoy the har- ...1 J mony and beauty of the masterpiece of classic skiing. CONCLUSION Often we hear from the training junkies new to cross-country about how they only skate. They do not understand or have the time for the complexities of waxing for classic skiing, and they complain about how much more difficult classic skiing is to perform. They are like the unfort':lnate swimmer who has learned only the breast stroke. If they only knew that by taking the time to explore the world of classic skiing they would improve both their fitness and skating technique. It is interesting to note that the world's best cross-country racers, even those who only race as skating specialists, choose to FAll 92 spend 50 to 60 percent of their training time classic skiing. This has to do with the physiological advantages of classic skiing over skating, and to a lesser degree the technique advantages, but it underscores the importance of developing proficiency in the double pole and the diagonal stride . • REFERENCES 1. Norwegian Ski Federation. 1984. Book Two, Norwegian «B" Course Manual. T tanslation by USSCA, 1985, Park City, Utah. 30. 2. Pearson, Mark. 1991. The right to glide. Cross Country Skier. (Novembet): 45. 3. Dorsey, Mark, and Mike Porrer. 1991-92. The Skiing Model: Not just another pretty face. The Profes sional Skier. (Wintet Two): 24. A special thanks to u.s. Ski Team member john Aalberg. The accompanying photos were taken of john at Alta, Utah, in April, 1992. They were shot with 3// video and produced on a video printer. Thanks also to Tony Forrest and jim Middleton of Wolverton Productions of Avon, Colorado, for their help with photos. THE PROFESSIONAL. SKIER •• I I I National Board Elects Executive Committee D he PSlA Board of Directors held elections for president/chairman of the board, executive vice president, operations vice president, and communications vice president at its spring meeting June 13--14 in Lakewood, Colorado. These four office rs and the immediate past president make up the PSlA Executive Committee (EXCOM). Bill Hetrick was unanimously reelected as president/chairman of the board for another two-year term. Hetrick is area manager of Tussey Mountain Ski Area in Pennsy lvan ia. He has been p resid ent! chairman of the board since 1987 and has served 0 11 the national board since 1980. He became a certified instrucror in Eastern Division in 1974. As pres ident/chairman of the board, Hetrick funct ions as the chief executive officer of the association and has general authority over a ll PSIA business and affa irs. Bruce McCurta in is the new executive vice presidenr. McCurtain is area manager for Alpenglow Ski Area near Anchorage, Alaska. He has se rved on the board as communications vice president since 1990 and as Alaska Division representative since 1986. McCurtain has been a certifi ed instructor since 1984. His responsibilities as executive vice president wi ll be to oversee the business operations of the orga ni za tion-particularly the strategic plan-on beha lf of the board of di rectors, and to assis t the president in the variety of ass igned tasks. Mark Anderson was reelected vice president of operations. Anderson, an ex-aminer in Centra l Division, operates a construction company in Grand Rapids, Michigan. He has been operat ions vice president since the mid 1980s. Anderson has served on the board as the Central Division representa tive for the past 15 yea rs, with a two-year inrerim as domestic a ffairs (now communications) vice president. As operations vice p resident, he works in conjunction with the executive director to monitor the financial operations of the organ ization. The new communications vice presi-dent is Ruth McClell and from Rock Mountain Division. McClelland is a s~ school supervisor at Steamboat Spring! Colorado, and teaches business courses fc Colorado Mountain College in Steam boa She has served on the board as Rock Mountain Division representative sine ] 982 and has been taking the board mil utes since 1981. She a lso se rved one ten as operations vice president. McClellan will be responsible for updating the natiOl al bylaws and ensuring their accuracy. All officers will serve a two-year term. PSIA Schedules Women's Education CoUeges .. SIA is offe ring two specia l training events th is season for female instructors who are associate certified or certified. The first event, the PSIA Women's Education College, will be held Jan. 24-27, 1993, at WInter Park, Colorado. The second Women's Education College will be held Feb.28 through March 3 at Killington, Vermont. An experienced, knowledgeable, and enthusiastic staff will cover a wide range of wpics at each event. Prese ntations will be given by PSIA Alpine Demonstration Team members Dee Byrne and ancy Oakes and past Demo Team member Carol Levine. Annie Vareille-Savath, Tell uride ski schoo l director, and Jean Thoren, an expert in cusromizing ski equ ipmenr for women, also will lead courses in each college. Sessions wi ll include discussions about women's physiology and equipment concerns and their effects on ski performance. Participants also will conduct on-sno experiments wiLh ski equipment co explo how gender differences impact equipme se lection and use. The agenda and facul for each college will be identical. "We want to bring women together explore and resr assumprions about ge der differences in skiing performance al eq uipment selection," said Carol Levir who is developing the Women's Colleg for PSIA. "This college is a un ique opp' tunity for women instructors to learn 31 perform at the highest levels. )) Space for each college will be limit to 40 participants, so register soon. Plee.: note rhat sessions begin in the early eveni on the first day of each college. Registrati· information and the re leases for rhe Win Park event a re on pages 41 and 42 of tI issue. Killington pricing will fo llow in t next issue of The Professional Skier . • Beaver Creek to Host National Children's Symposium D op clinic leaders in a variety of discip lines will lead the PSIA Nationa l Chi ldren's Symposium Feb. 1-3, ·1993, at Beaver Creek Resort, Colorado. Theme of th is yea r's symposium is "Magic in T eaching Youth." The purpose of the sym posium is to develop strong, positive role models for youth in skiing. PSIA Junior Education Team members, PSIA Alpine Demonstra - 4. THE PROFESS IONAL S KI ER tion Team members, and USSCA coaches will anchor rhree days of intens ive, rewarding, and fun rraining in the rcaching of youth. The even t 's indoor an d on-snow learning sessions a re des igned to hone teaching effecti veness and persona l skiing sk ill s. Topics will include esta blishing group dynamics, using hum or, and working with video, terrain gardens, and FAll 92 gates. Participants will receive exposure other disciplines and focus on the re tionsh ip of these topics to teaching you Attending the ationa l Childre, Symposium will put you on rhe cuni edge of teaching, so sign up for this f and interesting symposium today. 1 registrarion and release forms are on pa; 41 and 42 of this issue . • News Briefs continued on page 4~ 1992-93 National Children's Symposium February 1-3, '1993 Beaver Creek, Colorado (Food and Lodging Not Inc/uded) Name ________ _____________________ __ Division ___________ _ Address _________________________________ ________ ___ City/State/Zip _____________________________________ __ ___ Ski SchooIlArea _______________________________________ _ Division ______ _ ______________ PSIA Identification Number ____________ _ Home Phone _____________ ______ Work Phone __________________ _ Registration Fee: 0 $185 Member 0 $200 Non-member (Includes 3 days training, classrool1l sessions, and lift tickets) Mail registration form, release form, and $85 deposit to PSIA Education Foundation, Suite 101, 133 S. Van Gordon Street, Lakewood, CO 80228, Balance is due January 15, 1993. For assistance with lodging, discounted airfares, car renta l, and ground transporration, contact Beaver Creek Central Reservations at 1-800-622-3131, and id enti fy yourself as a PSIA Children's Symposium attendee. lodging reservation block will be released December 31,1992. Lodging requests made after December 31, 1992, will be on a space-available basis. Form of Payment: 0 Check 0 Visa 0 MasterCard Amount ___ ________ _ Account Number __________________ Expiration Date ________________ _ _ Signed _ ___ __________________ Dare _____________________ _ Please fill in and sign the release fonn on the back of this page. Release form must be returned with your application and deposit. PSIA Women's Education College-West January 24-27, 1993 Winter Park, Colorado Seminar only includes orientation Sunday evening Oanuary 24), lift tickets, 3 days instructioll, cocktail party-$195 Package includes seminar, as above, plus 3 nights lodging (doub le oCCllpancy)-$335. Name _______________________________ Division ______ _____ _ Address __________________________________________________________________________________ ___ City/State/Zip _____________________________ __________ _ o Full Certified D Associate PSIA Identification Number ____________ _ Age (for roommate pairings) ______________ Would you like to be in a "seniors" ski group? D Yes D No Home Phone Work Phone _____________ _____ _ Mail registra tion form, release form and $'100 deposit to PSIA Education Foundation, Suite 101, 133 S. Van Gordon Street, Lakewood, CO 80228. Registrations will be on a fi rst-come, first-served basis as there will be a limit of 40 registrants. Registration deadline is January 6, 1993. Registrations received after the deadline will be charged a $50 la te fee and will receive lodging 011 a space-avai lable basis. Balance of deposit must be received by January 15, 1993. Cancellation fee after the January 6 deadline is $100. Please register me for: o Seminar Only ($195) o lodging Package ($335) Form of Payment: o Check o Visa o MasterCard Amount ___________ _ Account Number __________________ Expiration Date _________________ _ Signed ______________________ Date _____________________ _ Please fill in and sign the release form on the back of this page. Release (arm mllst be returned with your application and deposit. FALL 92 THE PROFESSIONAL SKIER 41 I ,• I PSIA Event Release Form In consideration of acceptance for enrollment in the (select one or both) o Children's Symposium to be held at Beaver Creek, CO, February 1-3, 1993, o Women's Education College-West to be held at Winter Park, CO, January 24 -27, 1993, I, (please print name) _____________________ l hereby release and forever dis-charge the Professional Ski Instructors of America, Inc. (PSIA) and the PSIA Education Foundation (PSIA·EF) from any and alliiabil iry arising our of the operation or sponsoring of the said Symposium/College. Applicant hereby acknowledges that his/her participation in said Symposium/College is solely at his/her own risk. As a condition of participation in said Symposiurn/College, Applicant agrees to hold PSlA and PSIA-EF harmless from any liability resulting from injury or damage suffered by the Applicant as a consequence of participation in said Symposium/College. Applicant hereby relinquishes and assigns to PSIA and PSIA-EF any and all rights to use of Applicant's name and likeness or pictorial representation in photographs, motion picture, or other representations concerning Applicant's participation in said Symposium/College. I HEREBY state that I have fully read, understand, and agree to the above terms and conditions. Applicant's Signature ______________________ Date _________ _ IN CASE OF EMERGENCY PLEASE NOTIFY: Name _________________ _ Address __________________________________________________________________ _ CiryIState/Zip _____________________________________________ Phone _______________ _ THE PROFESSIONAL. SKIER FAll 92 NEWS BRIEFS ~ continued from page 40 PSIA, The North Face, Du Pont develop "Super Suit" II SIA, The North Face, and Du Pont unveiled cutting-edge skiwear last March at the annual United Ski Industries Association Ski Show in Las Vegas, Nevada. The "Super Suit;' a four-piece ski outfit with state-of-the-art fabrics, style, and construction, was designed exclusively for members of the PSIA Alpine Demonstration Team. The Super Suit's four coordinated garments include a one-piece sk i suit, a ski jacket, ski pants, and a vest. The Super Suit is made from a state-ofthe- art selection of fibers and fa brics. Soft, durable Microsupplex'~ microclenier nylon was selected as the shell fabric for all four garments. All were lined with Thermax® fab ric, which uses a hollow-core construction to chan nel away perspiration and keep a layer of warm air next to the skin. Two Du Pont insulations were selected: Thermolite®and Micro-Loft~ Thermolite is a premium thin insulation; Micro-Loft is a new microdenier insuladon that dries three rimes faster than down, and, unlike down, it retains its warmth even when damp. Durable Cordura® nylon was used for the edge gua rds and powder cuffs of the suit. Supplex®/Spandura®-an abrasionresistant stretch fabric of Cordura'; Lycra® spandex and Supplex-was selected for the cuffs and shoulders of the jacket and suit and the waistband of the pants. To increase the garment's water and snow repellency, fa brics were treated with Teflon" repellent. Instructor Wins Colorado Award "This is a suit that matches the abilities of our Demonstration Team members," sa id Mark Dorsey, national marketing director for PSIA. "Members of our elite squad include the best in U.S. ski teaching. They lead clinics across the country and demonstrate the cutting edge of American sk i teaching in the international arena. It's important that their sk iwear be cutting edge as well, and our partnership with Du Pont and The North Face ensures this is the case. We look forward to refining the suit and developing it even further with our partners in the coming years." • II SIA-RM member John Alderson, an instructor at Beaver Creek Resort in Colorado, has received the 1991-92 Colorado Ski Instructor of the Year award from Colorado Ski Country USA (CSCUSA). Alderson, also known as Captain Zembo, is a nationally recognized figure in children's instruction. He wrote Captain Zemba's Ski Teaching Guide (or Kids and has been published in several ski magazines. Alderson supervises the ski teaching program for 6 to 12 yea r olds at Beaver Creek, where he has instructed since the area opened in 1979. Alderson has been a member of PSIA since 1984 and currenrly se rves on PSIA's Junior Education Team. The CSCUSA award is given to an in structor who exemplifies excellence in teaching and who demonstrates a high level of training, a knack for innovation and forward thinking, and a good attitude with coworkers and area guests. Alderson, one of three finalists, was selected for the award from among 12 nominees. CSCUSA is a trade organization represe nting Colorado ski areas. CSCUSA also presents an award for outstanding Colorado ski patroller. Th.is year's recipient was Scott Kirkland, also from Beaver Creek . • Dates set for PSIA National Academy III! e sure to reserve April 24-May 1 III to attend the PSIA 1993 Nation al Academy. This will be the first opportunity to see a l1 members of the newly selected PSIA Alpine Demonstration Team in action. National Office Installs Toll-Free Fax Number Exciting presentations, interesting electives, and terrific skiing at Snowbird, Utah, top the menu. Look for more information about the 1993 PSIA National Academy in the next issue of The Pro(essional Skier . • D na continuing effort to reduce costs and improve se rv ice, t he national office has installed a toll-free fax line. Members can fax the office at 800-222-ISKI (4754) from anywhere in the Un ited States, including Colorado. The regular fax number, 303-988-3005, will remain in service, as well. • PSIA Schedule of Events CHILDREN'S SYMPOSIUM Beaver Creek, CO PRESIDENTS AND SECRETARIES MEfTIN(j Denver, CO-Sheraton Denver Airport EXCOMMEmNG Denver~ CO-5heraton Denver Airport PSIA FAU BOARD MEmNG Denver, CO-Sheraton Denver Airport TEAM TRAINING Copper Mountain, CO WOMEN'S EDUCATION COLLEGE, WEST Winter Park, CO OCT. 23-24, 1992 OCT. 24. 1992 OCT. 25--26. 1992 NOV. 2-3. 1992 JAN. 24, 1993 WOMEN'S EDUCATION COLLEGE, EAST Killington, VT NATIONAL ACADEMY Snowbird, Utah EO, STEERiNG COM, SUMMER WORk SESSION TBA EXCOM MEETING TBA SPRING PSlA BOARD MEETING TBA fEB. 1-3, 1993 FEB. 28, 1993 APRIL 24 - MAY 1, 1993 JUNE 11-12, 1993 JUNE 12, ,993 JUNE 13 -14, 1993 FALL 92 THE PROFESSIONAL SKIER •• SKI SCHOOL WHY YOU SHOULD TRAIN YOUR STAFF IN SNOWBOARDING BY LOW&LL HART At the beginning of each ski season, many ski school directors and superviso rs face a formidable challenge: in a few shon weeks rhey must train a staff of instructors to provide knowledgeable instruction and excellent se rvice to skiing guests. Th is task includes en-suri ng that each instructor has mastery of the content of ski teaching and is a ble to effectively communicate that technical knowledge to students. It also includes educating instructors a bo ut the programs a nd services offe red by both the ski school and the area, which ena bles instructors ro provide guests with useful info rmation ro help them enjoy the ir time at the area . This train ing period is the ideal time to educate your instructors about snowboardin g. The best way to do thi s is to provide o n-snow cli nics on lea rning to snowboa rd. He re 's what a pre-season snowboa rd clinic ca n do for your instructors. 4. T HE PROFESSI O NAL SKIER PROVIDE ATS FOCUS A learn-to-snowboard clinic is a great way to foclis arrenrioll on PS IA's reaching methodology, We a re berrer a ble to see the generic clements of good teaching ill an environment where prior knowledge of th e subject does nor distract us. Thus, we can use a snowboard cl inic to effec-tively teach the American Teaching System to a lpine, nordic, and adaptive instructors in the context of rea/ learning. As the ski school staff learns to snowboa rd, the clinic lea d er can exp lain variolls teaching strate- gies as they are employed. For first- and secondyear instructors, the clinic leader might foc us attention on the app li ca tion of th e Teaching Model. For returning veterans, the leader might instead focus on the artful use of teac hin g styles o r on recogni zing different lea rning styles. In either case, you can use a snowboard clinic as a mea ns to he lp your in stru ctors better understand what they do as teachers. SUPPORT AREA PUBLIC RELATIONS The sk i school staff represents a tremendous sales force through which you can more effectively market your programs to your guests. A snowboard clinic is a wonderful way to educate the entire ski school staff a bout the snowboard programs offe red at your a rea. Clinic leaders can communica te essential in for mation a bout lessons, renta ls, and special snowboard programs and events. Furthermore, a snowboa rd clin ic can be used to more fully integrate snowboarding into existing alpine, nordic, a nd FAll 92 adaptive ski instruction programs. Durin a training cli ni c, instructors have th opportunity to experience the professior al ism that a PSIA-trained snow boar in structor brings to a lesson . Your in struc tors will note the simil arities betwee snowboard lessons and a lpine or nordi sk iing lessons-the concerns for safety, r1: selection of terrain, the pacing of inform;: tion, and the effective usc of demonstr< tions, practice time, and feedback. The will also see fo r themselves how easy an fun it is to snowboard-and (hey will pa: on that information to your skiing guest. As an added bonus, cross-training yOt ski school staff increases their va lue to ym a rea. Multidisciplined instructors are sin ply able to make morc of a contribution I the successful operation of your ski schoc DISPEL MYTHS AND MISCONCEPTION T rai ning your entire ski school staff ( snowboa rd can go a long way rowar resolving the last lingering misconceptiol people may have abollt the spo rt. E understand ing sno wboard ing from snowboarder's perspective, you r instrucro. will be better able to educate a ll area gues about snowboa rding. They wi ll be able, teach safe snowboarding practices to snov boa rders who may not be entirely fam i li ~ with ski a rea etiquette, and they will ~ able ro educate alpine skiers who may ha' questions about this re latively new sport DEVELOP EMPATHY Placing instructors in a situation whel they are beginners can help them develc empathy fo r your entry-level skiing guest Even veteran instructors a re well serve by being reminded of feel ing unfamili, continued 011 page 50 I I continued from page 9 your heart. Show the love and excitementyou have for skiing in all you do. Make the lesson or clinic fun and adventurous, just as you would with customers. Ignite the group with your enthusiasm and COI1- fidence, and you will be rewarded with spontaneous support and participation. Whether your teaching competence is assessed on or off the hill (depending on your division's format), the examiner will be able to tell right away if you have a depth to your teaching experience or if you teach by rote. Specifically, make sure you have the recommended/required teach ing hours for each level of exam. Lack of teaching experience will come back to haunt you on exam day. a Show Your Depth and Diversity Practice implementing different teaching styles. Don't use a more sophisticated style just for appearances; it must be appropriate and applicable. Demonstrate your understanding of how to deal with different learning styles by the different ways YOli present information and set up practice tasks. Above all, provide meaningful, specific, individual feedback whenever possible. Don't hes itate to incorporate any special tricks of the trade that you feel are of merit; be sure, however, that you a re able to explain how and why you r trick works. Manage Your Time Wisely If YOli take an exam in a division where teaching is assessed on the hill, time management can be a monumental challenge. You rarely will have the luxury of a lot of time to present information or affect a performance change in members of the group. In most cases, you' ll need to begin with the "presenting information" phase THE PROFESSIONAL SKIER EXAM ANXIETY I of the Teaching Model. This gets right to the meat of things and allows more opportunity for student practice, feedback, clarification (if needed), and setting up additional practice tasks. Good teaching incorporates effective use of time and appropriate pacing of the group. However, what you do with classes at home will probably need modification to work effectively within the exam format. a Be Safe All the safety considerations you follow at your home area should also be followed at the exam. Pay special attention to handling the exam group safely and effectively, especially if you take the exam at an area other than your own, where you may be unfamiliar with trail layouts. • Hit the Ground How you use terrain can make you a hero or a goat. Try to encourage your ski school trainer(s) to do a clinic on this topic sometime during the season, or seek out other resources to develop competence in this area . Before the exam, visit the area where the exam will be held, and familiarize yourself with the terrain. This will help you select appropriate teaching terrain and let you know what to expect from the mountain. TECHNICAL PORTION Whereas the teaching portion of the exam assesses the how, the technical portion assesses the what and why. In other words, in the technical portion you will be expected to apply your knowledge about skill development, exercise lines, movement analysis, mechanics, terminology, and equipment. In addition, you may be assessed on your knowledge of the history of skiing and the organization as well FALL 92 as your genera l knowledge of the s' industry (depending on the division). Doing the required reading (listed your division certification manual) is must. Know it backward and foewar Again, the second edition of the Americc. Teaching System will be available this fa It will be an up-to-date version as curren Iy represented by the Skiing and T eachir Models. The manual and its supporrir video series will provide optimal readiT and viewing for training purposes. • Know the Language It is essential to understand tl basic terminology associated with the s teaching profession. This is technicallal guage that allows ski teachers to comm1 nicate more effectively with one anathe Just as medical personnel avoid the use I technical language when speaking 1 patients; we do the same when talking 1 students. It is important to keep this , mind at an exam. I have seen wonderf' ski teachers-who aptly reduce the COIl plica ted to the simple for students-g into a technical jargon mode in front I examiners that makes rocket science loc simple. Keep your responses to examil ers' questions and all explanations simpl accurate, and concise. a Be Prepared to Write Most divisions administer a writtc: exam. In the division where I work, a 51 question written exam will count for 5 percent of the technical score this yea For most candidates who have done conscientious job of preparation, th will present a modest challenge, but nl a problem. Studying the materials on tf reading list and attend ing clinics wi do the job. continued on page 54 1 continued from page 52 NOTE: For people who use English as a second language or for those with reading or writing disabilities, written exams can be a nightmare. If you fall into one of these categories, you may want to contact your division certification vice president/ chairman to discuss the possibilities of taking an oral exam. a Study the Moves Movement analysis is one of the primary areas through which examiners assess your technical skills and knowledge. Not only will they analyze your movements, but they will expect you to do so, as well. Movement analysis ski lls take time to develop, usually requiring the tutelage of a ski lled and experienced trainer. Video is a superb training aid and is being used in some of the divisions to assess movement analysis skills during the actual exam. EXAM ANXIETY Get right on this one early. Retain as much as YOll can from your teaching experiences, have lots of sessions on the hill, and use video to supplement your knowledge. GENERAL TIPS • Train Prepare yourself physically and mentally as if you were going to compete in a triathlon. This doesn't mean you have to carry your training routine {Q an extreme, nor does it mean that a certification exam can be passed only by people in their mid 20s who are outstanding natural athletes. It simply means you must have the physical strength and aerobic ability ro perform at a peak level for the duration of the exam. (In the East, for example, many candidates ski two days in an exam clinic and then move directly into a threeday exam-no small task.) Physical fitness and strength help your overall confidence. They help you to ferr. mentally tough and focused, and tI increase your abi lity to deal with stres5 a Know the Ropes Exam standards tend to be ql consistent nationwide; however, each d sian has its variations in terms of cont and format, and you need to be comple· familiar with them to perform effectiv. No matter what format the pre-exam e cational requirement takes, it is the J mary way to find out what the ex assessment format is like. If for some reason it is unclear at onset of the pre-exam event whether event format mirrors the exam form:: Ask! If the formats 3re dissimilar, ask COllrse condllctor for eX;1mples of howe area wi ll be assessed during the act exam. Otherwise, try to "plug into" process, and use the exam prep as a dl rehearsa l. Ask for feedback abour your performance, and, if necessary, adjust your training pJan to eliminate your weaknesses. In my yea rs of examin ing, I have seen many knowledgea ble, comperem instructors blow rhe tcaching or technical portion because they weren't able to adapt their knowledge and skills to the exam format. For example, most divisions don't use mock teaching siruarions (e.g.," Prctend you have a group of our-of-shape adults on out-ofdate equipment" ). Rather, they ask candidates to "clinic" their peers on some skill or concept or ro affect a performance change in the group after observing thei r skiing. If you haven't practiced doing th is at home, it's difficu lt or even impossible to switch gears and talk "ski reacher to ski teacher." Candidates a lso have an overwhelming tendency to be well read and learned, but unable to convert that knowledge into practice. When asked to explain the why or how of something they teach or do in their own skiing, many candidates are at a total loss. Agai n, practice making the connection from theory to practical application at home with the help of a trainer or knowledgeable peer. Mos t divisions publish an exam preparation guide that describes the exam format, requirements, and sta ndards for each level. These gu ides provide a reading list and study questions too. Study the exam manual from cover to cover, and YOll will thank yourself a dozen times over. You r ability (Q communicate your knowledge and skills and ro show your depth of experience is the key to success. Practice these sk ills at home, and do it often! Why do you think pre-law and premed students spend so much time on special courses designed to prepare them for their LSATs and MeATs? Ir is to he lp rhem take their lifelong forma l and in formal educa-tiona l experiences and effectively adapt them to the specific, requi red exam format. DON 'T FORGET ... • You wi ll be evaluated even when you are not leading the group. Concentrate on maintai nin g a solid level of sk iing and participation throughout he day. One of rhe things that makes an exam stressful and demanding is that YOll can't relax or coast-even for a short whil e. • Appearance and attirude are paramounr to success. Dress for success and be an oucstand ing professional role model. • Listening skills and the ability ro follow directions to the letter are the name of the game at a ce rtification exam. We tend nOt to listen well when we are under stress, so practice active listening in a variety of siwations continued .... Proud sponsor of the Professional Ski i ustnll/ors of America ANYTIME YOU'RE SO INCLINED. When you want to stay at your peak, it s time for the breakthrough taste of Sharps /rom Miller. The breakthrough lies in Millers patented brewing discovery, Ever-Coot; which produces the snwoth, refreshing taste of real beer in a rwn-alcolwlic brew. So mlVe a Sharps. Nothing goes down better. KEEP YOUR EDGE:" TIffS MALT llEV£RAGECONTAINS LESS THAN 1/2 OF 1% ALCOHOL BY VOLU/IIIE " '990. Mil/rr IlYl'1vi,w CO/U{NIIIY. Miilt'Ullket1. WI continued (rom page 55 before the exam. • If an examiner demonstrates a given skiing task, he or she usually expects the candidate to ski the task as much like the demonstration as possible. Pay attention to how the examiner begins, to the speed and line the examiner takes, to the turn radius, and to where the examiner stops. Duplicate the performance as closely as you can. • Ralph Waldo Emerson said, "Our chief want in life is somebody who will make us do what we can." contintled (rom page 10 ..... Ask Pennission ~ Once we have read the wants, fears, expectations, and needs of our students, we can get their permission to teach them what they need to learn. We can manipulate our questions to reach this end. (It sounds sinister, but it isn 't. ) If I am teaching an elderly gentleman who has recently recovered from a heart attack, I might ask him after I see him pivot violently at the start of every turn, "How would you like to work half as hard when you ski?" If he says "yes," I then have his permission to teach him what I would anyway_ But it is starting to be personalized for him. I wouldn't ask an eight year old the same question , of co urse . I'd ask her something, based on my reading, that I think she would respond favorably to. For insta nce, I may ask her if she wants to bea t her old er brother in NA5TAR. J might teach her the same thing I taught the elderly gentleman, but it would be framed through her goa l. ..... Feel "Technical Empathy" ~ This is something I learned 5' THE PROFESSIONAl. SKIER EXAM ANXIETY Try to find a mentor. Much of the success in my life lowe to mentors who were kind enough to guide me toward my goals. In addition to practical help and advice, a mentor can provide a warm, gratifying, and enriching relat ionship. Overall, rhe certification process IS effective and objective, and so a re the exa miners involved with it. Examiners share the responsi bility of your success (or lack of it). Most of them will take time to explain exactly what is expected of you and what you can expect from them and the exam day. Most that I know are humanistic, fair, supportive, and enthusiastic about their jobs. They communicate openly and honestly and even crack a joke on occasion. Expect a positive and successful experience at a certification exam. If you're well prepared, that's exactly what yo u'll have . • Sue Spencer is a member of the National Education Steering Committee. She has been an examiner in Eastern Division (or 17 years and serves as director of education and programs for the division. MAKING THE CONNECTION when I first started teaching private lessons to non-racers. Due to my coaching schedule, I missed a lot of clinics on what and how to teach. I wasn't armed with a bag of tricks or even a single progression for recreational skiers, and back then there were no reference points on the Center Line. So after a lovely ride up the lift, I was stricken with fear. What do I do? I decided to follow my students for 10 or 15 turns, and I imitated what their skis did exactly. (I was careful not to imitate any idiosyncratic body movements, because that could be seen as making fun of them. ) As a new instructor, I had what seemed to be incredible realizations like, "They just twist their feet all at once!", or "They must feel the back of their boots to make their tips ~oat like that." I could feel immediately what T came to call a technical empathy. I'd often check with them: "Do you feel...?" Then 1 would direct them toward another sensation that I felt when I skied . Without any training or official skiing model, this was the best I could do. And I constantly checked to see if what Twas doing was helping, hindering, or having no effect at all on their performance. During this stage I learned two things that I will FAll 92 never stop using: 1) no matter how experienced an instructor you are, it helps to put your skis in the attitude of your studems' skis every once in awhile, and 2) never stop checking with your students-sometimes ve rball y, but mostly vis ually- for what their skis are doing on or in the snow. ..... Set the TOile ~ Right away in the lesson, I do and say seemingly incidenta l things to affect the attitudes of my students to set the rone. This holds true even when my students are instructors. In strucrors tend to be very hard on themselves. They expect to learn some major skill down pat, performing it perfectly 100 percenr of the time-even on the steeps, in short turns, and in any conditions-all before lunch. So, in clinics with instructors, I constantly try to help them be more pati ent with themselves. I have to tell them my own truths: "1 only learn one thing a year, in a good year," or " It took me fi ve years to do that on this pitch." These are attempts to guide their expectations so they can deal with the initial discomfort as well as the natural continued 0 11 page 5 8 .... MAKING THE CONNECTION continued from page 56 pace of learning. But perhaps more importantly, I am revealing my own attitude as a student. Then my students can see and know that we a re on the same conrinuum of learning, to which there is no end . In this way my students can absorb some of my courage to learn something Air Dry Systems ................ ............. 13 Bolle America .. .................. ............ .. 2 Du Pont Thermastat ...................... 51 Du Pont Sports Products ............... C3 Employment ............................. 45-49 Head .. ........... ................... ..... ........ C4 new, my acceptance of my own fa il ures, and my hopeful subsequenr attempts. 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U.S. funds only. please. 58 THE PROFESSIONAL SKIER FALL 92 (:.Ill toll (nT \-HOl)-422 -l6H I. W,'wh' hothVISi\ anu /l.1a~t('rC:.lru. Or Wfltl'; I I I EJp. c... I I o Check Of Mcnay ()der EncIC6ed SR : U,II to RJV, 13S Wood Rd., Br,lntr .. , MA. 0210. JNSP I --------------------------------~ |