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Show COt:!"TER ROTATION Before explaining how counter rotation is done, I want to make clea::to the skier why it is done. When you throw an object (stone, ball, etc_ for"-ard, youtirst wind up. This I:: the motion used in the back swing i:. ,;:olf, the forehand in tennis, the b;;ck action in casting, the pitch in basE'ball, etc. The French word "apf,el" covers this motion in any kind c: sport, and we shall use appel when we mean counter rotation. In skiini= we use appel to build up momentum for the actual rotation. The appel is in the opposite direction to the turn being prepared. SincE the abdominal muscles (clutch) are relaxed at"this point, the appel has nc effect on the skis. The body remains in straight running position; weight is eo.ualiy distributed so that rotation will have same effect on botH skis. The shoulders, arms and poles pivot as a whole unit around the central ~is of the body. The appel is done slowly and easily. • • --- ROTATION Rotation starts, quickly. The axis is now the shoulder brought into front position by the appel. - Therefore, rotation is a forward motion. RELAX EDGE8 - FORWARD LEAl' - CLUTCH In the III iddle of the rotation, when the shoulders are perpendicular again to the skis, lean forward, clutch, and relax edges. Now rotation is transmitted to the skis, which start turning ... Axis / / / / / Appoel Axis of movement is central axis of body: No forward lean '\ F~rward .1 __ - l'Ocrmal Backward Axis Forward - - Normal Backward Axis is now front shoulder Rotation which does not move back Forward leanbegins. 27 'tT H J (fee">'· Y 5 1e &-"1 H_. OJ it r M' ":t .... itr± ZtihO"? "WK' fn"' ~tt" t". &W"' w FOLLOW THROUGH The forward lean and rotation are continued until desired turn is accomplished. The forward lean and rotation at this point is not a static position, but the skier must continue to push forward and pull his rotation around until the turn is complete. After the skis have passed the fall line, ed~ing is gradually resumed to control the turn, and weight is gradually returned to the do wnhill ski. The complete christi (downhill) can be broken up into three christis: The uphill christi (or last part of a turn), the stop christi (or middle part of turn), and the downhill christi (or complete turn). The uphill christi is begun from a traverse run, and is a turn into the slope. By gradually approaching the fall line the skier is led into a stop christi, which is begun from the straight downhill run. By crossing the fall line and beginning from the other side, the skier reaches the complete downhill christi. 28 o ° It- 1- ~I {( '1", , \ \ \ ~ .... u S-:"t.)j=- ~ - - - - - - - - - - - -==--.~,-. ----.:?-.,..N..,.,./=7-7=7~Y~::7-,;:>=-••.. '\.v .• • ·n X'" -.". e".: :rr<i~ erSe Across slope ,c j/"',,' 2 1 / Stop Uphill __ Christi Christi' . . I ."." ............ I Fall line '..' " ; .' .. / .'./ " ",.\1,' •• -/'-:":- ' \\\::;.;~~:'" ~ . /9'... : .~ ..... . 3 Downhill Christi There is another important phase to the technique which is the organized study of straight run ;>ositions. Pupil must first gain good balance .::ile running in straight line before beginning study of turns. Straight :-':"''1.S are divided into four degrees, taught in different classes. 1st degree run: ~tudy of equilibrium and correct downhill position. 2nd degree run; Adju",:ing position to variation of slope. 3rd degree run: Bumps and holes, obstacles in general. 4th degree run: Adjust:ng position to speed, first in straight line, and ~-:n to all varying conditic:lS . ~traight runs are pract':ced both in downhill and traverse runs. ::::- - c:: C) C) L&..I ..c: I-- (..) Q.. ~ c::z: -- ::c: ..::.::: C-:) ~ j: li li SKI SCHOOL To give a simplified and complete view of the teaching system of the technique I will take the reader through each progressive step just as if he· were in ski school. In each class is included one primary movement which is a part of the final downhill christi, plus what we call secondary Novice Cycle Class 6: Initiation to Skiing. Use of equipment, level walking, kick turns, climbing steps, straight downhill run on gentle slope, 1st degree. Class 5: ~traight downhill runs. Straight runs, faster and in traverse, 2nd degree, snow plow, snow plow turn. Intermed- Class 4: ~ideslippir.gs. Sideslipping in fall line and in traviate Cycle erse, half skating stE:P, downhill runs, 3rd degree. Advance-<! Cycle 30 Class 3: Uphill Chr: sti. Uphill christi, jump turns, downhill runs 3rd degree. Class 2: ~top Christi. Stop christi, skating steps, downhill run~ 4th degree. Class 1-B: Stemmec Christi. Class 1: Downhill C:-..risti. Fure downhill christi, downhill runs 4th degree, sla: ':>m practice, complete revie ... ·, etc. movements, which the skier needs to be "complete"; too, they help a great deal in acquiring balance. An outline will be given of movements taught in each clas~. The major portion of time in each class is devoted to the primary movement. Primary Movements SeC':::ndary Movements Primary Movements Secr,ndary Movements Pr:::.-:ary Movements Sec:c:dary Movements Straight runs or study of longitudinal balance. On the flat: Walking, turning around, stepping around. Climbing. Snowplows Sideslippings or study of lateral balance. Chr istis or study of body rotation. Skating steps. Jump turns. Stemmed Christi Pure downhill christis, straight runs 4th degree. RevH' ... · of all serondary motions. I I I ! CLASS 6: Ihl.TIATION TO SKIING First the skier's equipment is cheeked, ski bindings for proper adjustment, skis for steel edges and proper length, poles for length, etc. ON THE LEVEL 1. Stepping Around: First, around tails of skis. For example, standing on left ski, lift tip of right ski and move a little to right, then stand on right ski and bring left ski to parallel position. Continue to do same movement until desired direction is reached. Second, around tips of skis. Same as above, except that tip is left on snow and tails are lifted. 2. Kick Turns: Used to fc.ce in opposite direction. For example, place left pole close to left ski tit: and right pole close to left tail. To place right ski in opposite direct:on, stand firmly on left ski, lean on poles for support and swing right s:d forward and up so that ski tail is beside left ski tip and right ski is u;rright. Let ski pivot to right around tail and lower tip until ski is again G:l the snow. Then stand on right ski and lift ski and pole around to position parallel with right ski. 3. Jump T;::-::.s: With pC.=s: Standing on parallel skis lean weight on poles, lift the skis around ,::ther to right or left in small jumps, being careful to keep skis paralie:. Without ;:oles; Crouch and jump around, lifting skis with the legs. Make small ;lmps at first gradually increasing angle. Good exercises for nmice, ~so way to change direction. 4. WaLking: AlternaL7€ step: The same rhythm is used as for natural walking, except that =:.r:.s are not lifted up, but skier slides them on the snow, and pushes with ::::e poles. Poles should be planted even with feet. ReJax knees and a.:.L.es and lean slightly for ward. 5. Poling: Standin? :n parallel skis place poles slightly ahead of feet and push on them, le"-~"1g forward and crouchin" at the same time. Then stand up 32 again to place poles ahead for next push. Used on very slightly inclined slopes. CLlMDING As an example imagine a skier going from a flat up a hill which gradually becomes steeper. I will give the different steps used as slope becomes steeper. 1. Very Gentle Slope - Alternative Step: Same as on the flat, but shorter steps, and poles are kept behind skier to prevent sliding backward. 2. For Long Climbing - In Traverse: ~ame alternative step except that skis are edged to prevent slipping sideways. since skier is walking across face of slope. Two traverses are linked by a kick turn which is done facinguphill on gentle slopes and facing downhill on steep slopes. This is the only climbing step to be used for long climbing in deep snows, because it is the least tir ing, skis not being lifted at each step. 3. Short Narrow Climbs - Herringbone Step: At beginning, stand with ski tips wide apart and tails together with inside r:dges cutting into the snow, poles behind. Walk up by placing one ski forward while pushing on opposite pole. Standing on ski which has been brou~ht iorward, then lift the opposite ski and bring it forward, being careful to place it so that tail does not lie on other ski and using opposite pole to p'Jsh. Continue to walk for ward keeping skis in this position and steps ':;ill leave a herringbone pattern in the snow, thus the name. This is a very tiring step and to be used only when necessary. 4. Packed l'ractice Slope - Half Stairway Step: Like the traverse it is done across the slope, but skis slide forward first, then are lifted and placed further up slope in paraliel position. Same rhythm as alternative step. 5. Very .5teep Short Climbs - Stain.";!!" Step: Stancmg on parallel skis, step up fall line sideways, standing first on lo.ver skI. then lifting upper ski and plac ing further up the slope; then stand in;; on upper ski, bring lower ski to parallel position. EXERCISES ON THE FLAT 1. Walking over bumps and Depressions; Keeping skis across the bumps, use poles to keep from sliding forward or backward. Novice is taken over all kinds of obstacles to enable him to become used to his skis. 2. Falling and Getting Up Af;.l.in: Novice should make effort to prevent falling and should make effort to practice what he is taught, but when a fall is ineYitable relax and fall on the side, keeping legs to~ether and arms close to body. To get up, bring body to sitting position, and place skis parallel, downhill, and across face of slope. This is to prevent skis from sliding for Nard or backward. Use poles behind to help pull up. 3. Passing From Climbing Walk to Downhill Position: Standing in traverse position stick poles firmly in snow below body and lean on them while stepping around until skis are facing downhill. STRAIGHT DOWNHILL RUN, 1st DEGREE Position: Skis parallel, not too far apart, one ski slightly in front, weight equally distributed on both skis, ankles bent forward slightly, knees relaxed, torso slightiy forward, shoulders rounded, arms slightly bent, elbows held slightly a way from body, hands in front of hips holding poles normally, wrist neither bent in or out. NOTES: 1. Distance between skis is determined (1) by skier's stature, (2) and snow. He should find the comfortable balanced position for himself. On Good snow: (packed) above position In Deep snow: diminish distance between skis. un Icy snow: increase distance between skis. 2. I-osition of skis LengthWise varies with distance between skis. On Good snow: one ski is about 1/2 boot length in front. In Deep snON: distance is increased to approximately 1 boot length. On Hard or Icy snow: skis should be even and sl ightly edged inside. This position is practiced first at a standstill and then on very gentle , •.• ' i,ii •• ;::<f .. · ....... ~ downhill run with a flat ()r.ltrun on very good snow, E<' that novice does not concern himself with stoy;:.ing or bad snow conditions. but concentrates on . his position. This is the basic position and very ir.:;Jortant. CLASS 5: STRAIGHT OOWNHILL RUNS 1. Continuation of straipt downhill run as in last c:3.ss. 2. Downhill traverse position: Same as straight dO,,"T.hill position except that skis are edged in traverse and that uphill ski is kept ahead. Weight is m0re on downhill ski-- On good snow, about two thirds downhill, one third uphill; In deep snow, aln:ost entirely on downhill ski; On icy snow, evenly distributed. Distance between skis varies exactly as explained in straight dovmhill runs. Note: Body remains straight above skis at all times; no knees in, no hips out, shoulders square. 3. Variation in Degree of steepness of Slope: As body must remain perpendicular to slope skier learns to increase forward lean by kneeling down from the ankle more, as slope becomes steeper and to decrease for ward lean as slope becomes more gentle. This adjustment in position is practiced first at a standstill; then on a smooth slope (without variation); and then on a slope which varies from gentle to steeper and from steep to gentle, and on to flat. These exercises apply to both downhill run and tra\'erse run. 33 CLASS 4: SIDESLIP PINGS 1. Sideslipping in the Fall Line: Standing across the face of the slope, weight more on downhill ski is distributed all along the ski, on tail of ski as well as tip. This is accomplished by standing squarely on center of skis; no forward or backward lean. Uphill ski pole is kept on the snow to help maintain balance. Downhill pole is held normally, but skier must be careful to see that it does not catch on ski during sideslipping. To start the Sideslipping relax edges, and to stop or slow down edging is gradually resumed again. Packed snow, steep hill is ideal for this exercise. 2. Sideslipping Forward or Backward: While sideslipping in fall line if skier leans forward from ankle the ski tips, weighted by forward lean, will slip faster than the tails, causing a forward sideslipping. If the skier leans backward slightly ski tails weighted by backward lean will slip faster than the tips causing a backward sideslipping. Note: If practicing this Sideslipping forward and backward on icy hard snow skier must relax edges only slightly. Too, a reverse result is obtained by leaning fonvard or backward. When leaning forward, the weighted tips grip more, causing the tails to slip faster; same is true of leaning backward. These are exercises and are practiced to accustom skier to controlling edges and to learning proper distribution of weight. 3. Sideslipping in Traverse: While sideslipping in fall line if s!<ier leans forward and distributes weight on both skis he will begin to sideslip forward and in traverse. Sideslipping in traverse can also be begun from a traverse run by relaxing edges, distributing weight equally on both skis and by ieaning forward all at the same time. Speed is controlled by edging more or less. 4. Sideslipping in Traverse with Rotation: If while sideslipning in traverse skier slightly rotates downhill shoulder and arm around and forward he will turn into the hill. This is the exercise which marks the transition from sideslipping to the christi. This exercise is practiced several times in succession before skier comes to an actual stop. He makes his slight turn uphill, then resumes a straight traverse, makes another slight turn uphill, etc. The sideslipping in traverse is the foundation stone of all parallel christis. In addition to preparing the skier 34 for the actual christi these exercises also enable him to negotiate any kind of slope under control. OOWNffiLL RUNS Third degree: Bumps and Holes, small -- by small we mean bumps which can be absorbed by the legs, the top part of the body remaining unaffected. For comparison we can use a car, the shock absorbers of which can absorb small obstacles such as curb stones, etc., without affecting the car. Skier absorbs the shock of small bumps and holes by bending ankles and knees as he goes over the bump and by straightening them as he goes into a hole. Small Bumps Head follows a straight line H.. .... LF -SKA. TING STEP Example: To m:<.'-e a half -skating step to the left while running in straight line, stand on right ski, lift up left ski and place in slightly divergent pos ition with tip to the lpft. Swing body weight onto this ski and bring right ski to pan.ael position. Continue same movements until desired direction is reached. To be practiced first from a traverse run into the hill, then in a complete downhill turn on a gentle slope. CLASS 3: UPHILL CHRlSTI Example: Begin a downhill traverse run to the left and when ready to begin christi prepare with the appel (or coumer rotation) to the right. Left pole disc reaches left ski tip, but rot beyoru; right arm and pole are in symmetric position. At the same time weight is equally distributed on both skis. Then rotation which is done around left shoulder begins, quickly. When shoulders are perpendicular again to skis, relax edges, sink forward, and clutch. Rotation is then transmitted to ski and turn begins. Continue to lean forward and ke('p pull ing rotation around. Right arm and shoulder continue to move forward during complete turn; right pole disc reaches rig-ht ski tip, but not beyond. Turn is continued to a stop, edging gradually resumed, weight gradually returned more on downhill ski. Left inside shoulder does not swing backward; left hand brought forward during appel comes back to normal position by left hip. This christi is learned first on good packed s:Jow, and very gradually skier begins run nearer and nearer the fall line and out of the packed slope. This turn is of the utmost importance in the learning process because it allows the beginner to learn the synchronization of forward lean and rotation, used in all further christis, at slow motion and on genUe incline. Jump Turns: 1. One pole: Example, from a straight run to jump to left: Ski tips even, weight equally distributed on both skis, crouch and point left pole forward. Plant pole in snow by le;t ski tip, jump up and around to left, lifting skis with legs clear of snow, watching to keep them parallel. Land with legs very flexible to absorb shock. 2. Two poles: Exactly the same except both poles are planted by the left ski tip. These jump turns are learned first from traverse, jumping into the hill, and then from downhill run. To be used in difficult conditions such as bad snow, narrow or rocky spot, very steep, where turn is not possible, etc. Jump turn with two poles is to be used whenever more support is needed such as very deep and heavy snow; skier loaded with rucksack; etc. Note: The greater the angle of turn and the deeper the snow, the higher you must jump. Jump turns are not to be done at fast speed, because they then become dangerous. Straight downhill runs, 3rd degree: Continued with gradually increased speed. CLASS 2: STOP CHRISTI, OR F/i.LL LINE CHRISTI Same as uphill christi except done from the fall line straight run. Only differs in no relaxing of edges and weight is already equally distributed. More forward lean is required and rotation must be started more quickly. The stop christi is also practiced with the ruade. Ruade is practiced first at a standstill, in a slight forward leaning position. I want to emphasize that the ruade is not a jump. To understand it, imagine there is something on the ground you are trying to crush with the tails of your skis, instead of concentrating on the upward movement. It must be done very quickly so as not to disturb balance. After correctly executed at a standstill, ruade is practiced in motion in a straigM run down a gentle slope until skier becomes acquainted with this new movement. Then it is added to the turn at the instant when, during tile rotation, the shoulders pass perpendicular to the skis. Skier, already familiar with forward lean and rotation, practices these stop christis with ruade as "exercises" to approach gradually the final downhill christi. STRAIGHT DOWNffiLL RUNS - 4TH DEGREE 1. Fast downhill runs: Position is adjusted to speed by lowering body more. 2. Large bumps and depressions: In order to remain perpendicular. to slope skier leans backward while going uphill, whether it's going to the top of a bump or out of a depression; and leans forward when going downhill. ,.~ Big Bumps Head follows line parallel to ground 35 '\IIN!:!i4Il!iI.~HiiII!I ..• : A.·iI .J$ tUP ':'CJ" Uii.4i :K.l<:;:;;_.4. ,.~1$ .M /!~, ¥ . j.$d t.:"_;.;,a"-;q .'W-.?~,?-," ",,,. ~Jt.il!~!. ...J 4., .•4 ;;4£$ J2)IMMIII",M £;;;tii@JIiI<f~ >""4< li-"!J ar>: ''' -4.i !I ,Q~ , ""''''''<1"'1,,,",, .'.~" "-,":",.,,';~S.~'c-t _,. A..-...-. ~-\.. \ i . Z-,"!' "-"-YX,?A.F Note; For ravine with sharp depression at bottom, step one ski forward, weight on back ski. This will absorb shock. TERRAIN JUMP From a straight downhill run, weight equally distributed on both skis, ski tips even, crouch, point both poles forward and plant them about ski tips and jump for ward and up in the air; bend legs and lift skis and lean forward. Just before landing straighten legs to be ready to absorb shock. Land with one ski ahead of the other for balance. The terrain jumps are used on very sharp drops in the slope or to go over an obstacle, (skier, log, stump, etc.). It can be done when skiing fast without using poles. It is an excellent exercise to give balance and build up confidence. ~~ ~ SKATI~G STEP Same as half skating !O'tep, but done alternately to lhe right and to the left. Body swings from one ski to the other. It is used to increase speed when necessary. The best exercise to improve balance. First practiced on gentle slope at slow spt'ed. ~'Jte: On hard packed 0r icy snow skis must be maintained on inside edges constantly. 36 CLASS 1: DOWNHILL CHRISTIS Appel: ---Y-tart in a downhill traverse run and prepare turn as in previous christis except that uphill ski is brought back even with downhill ski; weight is equally distributed at end of appel. Rotation: Rotation starts quickly, forward around downhill shoulder. When line of shoulders passes perpendicular to skis, lean forward (either kneeling down on ankles or by ruade), and clutch ... rotation is then transmitted to skis which begin to turn together toward fall line around weighted tips. After fall line is passed, turn is finished like a stop christi by continuing rotation forward and forward lean. Weight is gradually resumed on downhill ski, edging is resumed, and uphill ski gradually goes ahead. ~ .~ C"tr ...:::; z? Q, "--5-}' ~ / -0:~0.. c:: / ' Appel \ of / .§ / " Rotation 1; / I ~/.:rr:t I , 7. <., / 4,0 I ~L'/ '\ I // \ -- I Do;;."hill Christi to Trayerse ~ / 3 4 ~ / Cl""h1n, --i--\ I \ ",I I I fI'~ Finish ff 4f' /' I \ ,\ .- ',.,--,------ '-..:Jt --- "'" -~- : 'Jf'-~' --",tV ~ ,.- --~, ~_.,t -eft .' ~ ,-> ---"' .. . J'~ •.. \ ..... ,,:. ",,-.t' -d"' ~~0" ,,,, ~-~ Appel -~ -;..- .; ~.,. ~ ..>~" .. .'If<'-- :~-, Rotation - "clutch in" - forward lean. 'k ~~ .~ '"1i J. ,.7 ...... --.""-"'\ C<Iir':'; -"" ,..-:~ "., ___ It:. Uphill Christi to the right. 3rd phase - follow through (Mt. Baker, Wash. June '48) '- "'- "' .... '. ;;"~'*" - ." "tt", ... .- " ' ... " ....... """ ...... .....~ . ~.'" " .. ,..;.,,",: ,~ ....... -' "i'lt 'Ow ~ Comments and Remarks on Downhill Christis: Edging: It is not necessary to "relax" the edging when turn begins as in an uphill christi; the forward lean will automatically flatten the skis. But, after the fall line is passed, edglng must be resumed to control direction, skis running again across slope. Counter Turn: Downhill christi can be preceded by a counter turn. While doing the appel if edges are relaxed skis will start a slight uphill chr isti, before the actual turn is started: Note: When christi is done with ruade skier must edge quickly again at the end of the counter turn to give him something on which to grip his skis which he must lift off the ground in the ruade. Counter turn is used to slow down before actual christi. It also helps to build up momentum. Kneeling Forward and Ruade: As mentioned before forward lean is accomplished by leaning forward from the ankle or by ruade -- according to speed, snow, radius of the turn, and degree of slope. By Ruade By Leaning Forward From Ankle Slow Speed Difficult snow, deep, heavy, icy, rough Short radius Steep slope High speed Good snow Long radius Gentle and not too steep slopes The reason for the forward lean is to unweight the tails of the skis so they can pivot around the tips. In the ruade they are completely unweighted; in the leaning forward from the ankle more weight is centered in tips of skis, depending on amount of forward lean, but tails are still on the snow. Skier learns with practice whether he needs ski tails completely unweighted or only partially, dependent on the above four conditions. In a downhill christi with ruade the rotation brings the tails around toward the fall line while they are lifted from the snow. The tails MUST come back into contact '.vith the snow BEFORE the fall line so that they hit the snow flat. 38 Rotation: For skis to turn skier has to overcome certain amount of lateral friction and inertia. 1. Lateral friction increases with depth of snow and heavy snow. 2. Inertia decreases with speed, steepness of slope, longer radius of turn. Rotation also varies according to these four factors; Speed, snow, radius, and steepness of slope. \\'hen lateral friction and inertia become important, powerful rotation is needed. At high speed the momentum gathered by speed is very important. Only a slight rotation is necessary to turn. The appel is unnecessary since it is used to build up momentum for the rotation. Arms and poles rotate with shoulders as one unit during appel and first half of rotation; they act as a flywheel to build up momentum. After skis are "picked up" and begin to turn, inside arm comes back to normal pOSition by hip, but outside arm and pole continue the forward movement ahead of skis. Safety: All through the christi the center of gravity is lnwered, affording very good balance and safety; and plenty of pressure is applied in front of skis so turn is "carved" in the snow, affording precision and control. Progression: ~kier practices short turns with the ruade on a fairly steep slope on packed sno'''' at fairly slow speed. He practices the long turns with the fOr'.'iard lean from the ankle; at a little faster speed on a . more gentle slope. As skier acqUIres the mechanism of these turns he is gradually led to practice them in varied conditions of sno~', speed and slope. As he gains more practice he will begin to feel how much forward lean is necessary or how much skis must be liftectfrom the ground in order to execute desired turn. CLASS lB: STEMMED CHRISTI ~kier starts from a do',;.;nhill traverse run. To prepare for turn he does normal appel, at the same ti.:lle opens the uphill ski, s .... ings the tail out and up; then starts rotation as 1I1 regular christi; then leans forward, distributes weight equally on bot.. skis, clutches. As soon as skis start turning toward the fall line he lets them come parallel again. Rotation and forward lean are cor.tinued as in regular christi until turn is achieved. This turn is taught only to skie!"s who find it difficult to do the pure downhill christi for various reasons. such as (1) skiers who have practiced the stem technique for a long time and cannot lose the stemming habit easily. By practicing this stemmed chnsti the skier will learn the forward lean and rotation and gradually he will find there is no need to open the uphill ski since his skis will turn lIithout it: (2) SJrJers who come late to the sport and do not have the" sportive" ability to plunge into the slope such as elderly skiers. The elderly skier may feel easier to turn into the fall lbe on a wider basi:.. which the opened uphill ski provides. J:; Ruade .. " 39 -==-- 0::: bJl L.I..I c:: t-- -- c.,:) Q.. «l c:c c:.::: ::c C-:) -------------------------------------------- ------"- RA C I N G A book can be written on r:lcing, however, the only purpose of this chapter is to point out to the skier the relation of the Allais technique to the racer, and to give some informatio'1 about the four events in rac ing. A complete and excellent technique is necessary as a basis for the future champion; this the Allais technique g;ves him. From then on his performances depend on practice and his personal ability. There are as many different racing techniques as there are racers, who have different temperaments, bodies, and general physical qualities. A racer has only one thing in mind ... beatin~ the clock, or making the finish as fast as possible, which means losing as little speed as possible, and gaining more speed whenever necessary. This involves taking a risk which the usual skier simply cannot afford. Style, safety, control become secoodary c onsiderations, which is contrary to all instructions on technique to be used in skiing. However, it is possibie to better the level of racing by raising the technique standard of a mass of skiers. For the young, racing is a wonderful open field in which to use their enthUSiasm, strength and reckless spirit, etc. The four events in racing are (1) Cross-country, (2) Jumping, (3) Downhill and (4) Slalom. 1. Cross-country: The course over which the race is to be run is set in gently rolling country. The race averages 1/3 flat, 1/3 uphill, and 1/3 downhill. The course consists of two tracks made before the race, by a crew of skiers; This is done so that the track will be well packed and easy to follow. There are flags at set intervals to keep the racer on the right course. In International racing there are three cross-country races: (1) 18 kilometres race (11 1/4 miles), (2) 50 kilometres race (31 1/4 miles), and (3) relay, run by teams of three to six men \\'ho average a loop of 3 3/4 - 6 1/4 miles each. There is an interval of one minute between the racers at the start of (1) and (2). In the relay all racers begin together for about 200 yards, then single file as in other races, coming back together again at the finis~. Special equipment is used which is very light; light boots, narrow skis (2 3/8 inch skis), plastic or fibre edges, armpit height poles, very light binding, holding only toe of boot so that heel is completely free. As the racer has to climb and walk and slide down during the race, waxing is a deciding factor. Cross-country racing requires great stamina and endurance and must not be practiced too early in life. It is an adult sport, 18 years of age and upward. The Scandinavians excel at cross-country racing. 2. Jumping: The ski jump is artificially built, although in some places a natural hill can be part of the jump. It must be thoroughly packed to avoid injuries in landing. A ___ " , , , "- "-, , , ., B The jumper starts from the platform, picks up speed during his run down the inrun, then takes off from the lip of the jump (A) and flies through the air, using his skis as wings, and lands on the outrun (B). The jump is judged on two points; distance and style. Distance is measured from edge of jump to point on slope where jumper lands, with a rope. Style: There are three judges to decide which jump has the most perfect style. The main factors of style are control, parallelism of skis, and forward position of body. Style is judged from moment of leaving platform until jumper is in the flat at bottom of slope. A fall brings Q in style. Jumping is a sport in itseU. It requires fearlessness, a good sense of 41 Iii timing, and "spring" (such as high jumpers in track have). Ski jumps range from 20 metres (66 feet), permitting jumps of approximately 66 feet, to 75 metres (225 feet) permittini{ jumps of approximately 225 feet. A few giant ski jumps allow jumps of over 300 feet. Special skis are used, which are approximately 8 feet long, wider and heavier than the usual ski, to provide a wider surface for the flight through the air. They have three grooves to prevent wabbling at takeoff and landing. No poles are used. Safety bindings are used so ski will be released easily in case of a fall. Jumper is allowed a practice jump and two judged jumps in a competition. He is also allowed to practice beforehand if the jump is open. The Norwegians are the best jumpers in the world. The Scandinavian Combine is a combinatiun of an 18 kilometres crosscountry race and a jump of approximately 60 metres. 3. Downhill: This is the speed race. It is set either from top or some point on face of mountain, down to bottom, following closely the fall line of the slope, and is set through different kinds of terrain, open slopes, woods, raVines, etc. Trail is packed prior to race. Racers begin at intervals of one minute each. Time is clocked from starting gate to finish line. Style and falls do not count, only time required for racer to reach finish line. International downhill trails are about two miles long with a vertical drop of approximately 2500 feet or more. Speeds attained range from 40 to 65 miles per hour. Downhill racing requires an excellent natcral sense of balance, reckless spirit, willingness to take risks, and of cO'.lrse, the racer must be an expert skier. Norr.lally years between 17 and 25 :ire best ye:irs for racers. Equipment used is normal ski equipment. PEper waxing is important. Racers are allowed to practice on trail iJe:sre race iJegins. The Austrians' French and Swiss excel at downhill raCing. 4. Slalom: Slalom is a "skilled" race. It is set up .nth gates, which are made of two flagged poles about 7 feet high. Each!OH of poles has colored flags and never two consecutive gates with the same color. There are from 20 to 60 gates set up at varying distances and .;;ositions from each other. They can be set in definite combinations, and tl:ese combinations are called by certain names. 42 Example of a slalom race of 30 gates F9 ~ -.- - Horizontal gate Hairpin ~ I • ... ,. .' Vertical gate Blind gate Slope • Flush < , ,- Seelos~ • • ') Allais flush Double traverse gate The slalom is ,set on.l rough, steep slope. Run is packed before race. Style does not count b the judging. The only requirement is that skier pass through each gate, :lnd that both fed of racer pass through the gate, regardless of how it is done, from either direction. Time only counts. Slalom racing requires an excellent technique and finesse, very fast reflexes, and long practice. Racer is not allowed to practice before race, but may study the position of gates as he climbs up to starting point. Equipment is same as usual ski equipment. The French, ~wiss and Austrians excel at slalom racing. The Alpine Combine is the combinatlon of downhill and slalom races. An important International ski meet features: kB km cross -country race Scandinavian Combine- 4 Events--C Jumping (called combine jump) Combine-- townhill race Alpine Combine ----:-- Slalom (called combine slalom) Relay -- 4 to 10 kms. 50 kms. Cross -country race Special slalom -- Carries a specific title and is held on different run. Special jumping -- Often held on a diff('rent and bigger hill. Women compete in: Alpine -~ownhill race - on a shorter and easier trail Combine Slalom race - same as for men. Special slalom - same as for men. They do not compete in Cross-country and Jumping. 43 -- -~=b-=J l :::::.. CL:) CL:) a:: -s-:: L.I.J C"a t-- ........ , I I Q.. = ::: r c:c <::) :::c :EE c...,:, -- ..::.c: I ! C'-) I I ; I , I ... '. -t ~ ·aiw>-O.A;:"#1i.Mi'fll'iAA," ". ~;1o.~:;,~~,..,t..--~·;.:;""":""'''''-''''"","_~"~_"_~ SKI MOUNTAINEERING When the skier has learned through long practice to master his turns, and has scraped all the trails and runs nearby, he is most likely to look up one day to the higher ski ground~ and wonder how it feels to get up there on skis and to deal with the unknown. There he comes to the highest achievement of skiing, one of the deepest pleasures a man can find. Ski mountaineering supplies a new and endless field for the skier's dreams, and he will find he has still plenty to learn. This is the goal toward which the skier should work. During the winter months, when the snow is falling, and there are many bad days (storms, etc.), and the days are shorter, is the time for the skier to practice and improve his skiing on the lower slopes. Then the snow on these lower slopes begins to melt and disappear; the sun gets warmer and the days longer. This is the ideal time to think of a trip to the higher mountains where snow still abounds. INFOfu\lA TION ABOUT SNOW A snON fall is due to the crystallization of moisture particles in the atmosphere. The crystals are formed within freezing temperatures and are little needles of ice which stick together in starlike shapes. Under freezing temperatures the crystals remain separate, but when entering freezing and above freezing temperatures these crystals stick together in groups and for m snowflakes. The snow falls at about freezing temperature and piles up on the ground and from that time on it is subject to metamorphosis, caused by temperature, wind and sun. Po",,-der ~now; When snoW falls without wind at the nor:::---3.1 temperature of formation, it stays ir. the primitive state. We call it powder or dry powder because it does not stick to our clothing. The crystals just lie on each other and there is plenty of air mixed in between, and that is the reason it is called light powder. It Neighs approximately 200 pounds per cubic yard. This snow, after a few days, settles under its own weight. Very good for skiing. ACTIO~ OF TEM PERATURE 1. Freezing - The snow remains the same becoming even lighter. 2. FreeZing - with fog or moisture - The crystals i:lcrease in size until they resemble soap flakes. 3. Temperature becomes warmer - As temperature increases the needle ;x>ints Of the crystal m~lt and it loses its starlike 5hape, becoming 46 a little ball. The little balls stick together, snow becomes more compact, and there is less air mixed in. The depth of the snow naturally decreases and weight increases. It is called wet snow and sticks to clothing. Requires good waxing and strength to maneuver, since it is heavy. 4. Freezing again - U after snow has become wet snow, the temperature goes down to freezing again, a crust is formed which can be breakable crust, or a very thick crust, depending on amount of moisture in the snow and length of time temperature is freezing. This thick crust is smooth and slick, and no good for skiing. When the snow gets very wet (in case of rain), and then freezes again, it makes very hard, icy snow. ACTION OF THE WIND 1. Cold Wind - The effect of the wind on the snow is that of pressure. It breaks the needles, presses the crystals together, and for ms a crust. The thickness of the crust is determined by how stronf; the wind is and from which direction it comes. This is called wind crust. On a wide open space the wind has the same effect as on the sea or the desert. It picks up the crystals and causes them to pile up in drifts or in wind slabs, and makes all kinds of patterns on the snow. The cold wind has an effect only on the surface. 2. Warm Wind - The warm wind has no special effect on the surface, but r::elts the snow by thrusting heat into and through the snow down to the ground. This makes wet heavy snow. ACTION OF THE SUN The influence of the sun depends more upon the angle of the rays against the snow (exposure of slope) than the length of exposurt'. First it has an immediate action on the surface, and with time an action l1n the mass of the snow. The sun melts the surface crystals during the day and they freeze agaL.'l after sundown. This crust thus formed becomes thicker after each sunr:y day. These crusts have different names. 1. General term, Corn Snow - As soon as the crust is thick enough to bear the weight of the skier. The best snow for skiing. 2. At first the crust is smoo:h and very hard. Then when weather becon:: es warmer, sometimes the transition bet,veen the sun and freezing is so C"-3.Iked that a very thin film of ice is formed on the surface. This kind of fern crust is usual on glaciers. 3. With passing of time and as sun becomes warmer, the snow becomes slushy (melted through and through) and is called perforated crust. The ground becomes defrosted and gradually the snow melts a,"ay. No good for skiin!,:. In high altitudes where the depth of snow is so great that it remains through the summer, the snow becomes neve, and becomes more and more compact under its own weight. It can weigh up to nine times the weight of the original powder. When this neve is on a rocky base, by pressure it turns gradually to ice. This is the process of formation and st:pply of glaciers. It would require too much space to go into the subject of ava~3.nches, and it's too serious a subject in mountaineering to touch on lightly. I Nould prefer that the skier refer to a book which covers avalanches completely. .,- ..•. Good luck, now, dear skier .... ~ ~,\' \ \) OU,· 47 'i , ' , : , , : ,', ,:, " ': '" ',,:" , i ,~, i;':,: """f' .: "":;: ,e; t~j ~ ~>,' , .. J. • CERTIFIED SKI TEACHER I. S. I. A. NEWSLETTER PRESIDENT'S REPORT More from P. S. I. A. 's summer work meeting: Ski School, Karren Hollaus. Jack Lawson, insurance agent for School Liability Insurance, anticipates same insurance program as last season, but with some cost increases. Two seminars conducted this year: Learning 'llieory Seminar ••• excellent seminar; Education Committee, particularly Carl Wilgus, should be commended ••• and Ski School seminar at N. S. A. A. convention; special thanks to Werner Schuster, Peter Duke and Max Good. We didn't reach the number of p. S. I. A. members that the school anticipated (300 was the goal--reached 266). This was primarily because E. P. S. I. A. requirements for member schools are difficult for Eastern schools to meet. These schools had to be E. P. S. I. A. member schools to be approved as P. S. I. A. member schools. E. P. S. I. A. changed school requirements considerably. They will no longer charge dues. The major requirement now is school directcrs have to attend school directors' seminar biannually. Karren plans to work towards development of ski school management manual in form of individual bulletins to be mailed singly, periodically throughout season, rather than large, thick manual. We need to work harder with our Nordic Chairman, Dave Hamilton, to provide more benefits to p. S. I. A. Cross-country members. TECHNICAL CERTIFICATION TEAM From left to right: Torn (Woody) Woods, Andy Johnson, Stu Marsh, Dave Shephard; Coach Paul (P. J. ) Jones, Rik HOdas, Victor Gerdin, Dave McCormick, Assistant Coach Sal Raio. WILD WEST CONVENTION with: US DEMO TEAM MEMBERS PEPI STIEGLER I PRO RACERS ON THE HILL CLINICS INDOOR LECTURES SOCIAL EVENTS EQUIPMENT DISPLAYS TENNIS I SWIMMING I SAUNAS ICE SKATING I X-C SKIING MAILYOUR ENTRY TODAY ------------------~ MAIL TO: WILD WEST CONVENTION Box4 Steamboat Springs, CO 80477 NAME _____________ _ ADDRESS ____________ _ PHONE _______ DIVISION _____ _ I WISH TO ATTEND: SAT.lhru TUES. APRIL 28 - MAY 1 SAT." SUN. APRIL 28 .. 21 MON." TUES. APRIL 30 .. MAY 1 Incl $ 600 I Ind $ JoD End $ ~OO I I ~5..':.A~F~EI~M~L~~FT~~R~1 _______ J PSIA Approve Pins The PSIA Board of Directors has approved the design of the PSIA Associate Certified pin. The cost of the pin to members will be the same as the Full Certified pin (6.00). The Associate pin will look exactly like the Full Certified pin except that it will have a circle on the bottom of the pin in red. The Full Certified will have a blue circle. The PSIA Board has also approved of the Registered / Apprentice members wearing the PSIA lapel pin (3.00). I.SJ.A. Test Figures (DESCRIPTIONS) These test figures are a skills test and not a teaching progression. Candidates for Associate and Full C~rtification are responsible for all test figures. POINTS OF EMPHASIS: Symmetrical turns. Independance of upper and lower body. Speed control. Fluid and dynamic motion throughout the turns. All turns shall be medium radius unless otherwise stated. Fig. 1) WEDGE TURNS Beginning from a straight gliding wedge both skis are steered in the direction of the turn. The forces in the turn increase pressure on the inside edge of the outside ski. The turning ski is controlled by pressure, steering and edging. Upon completion of the turn, the skis are steered in the direction of the next turn. Demonstration shall be finished in a wedge turn to a stop. Minimal upper body movement along with natural positioning and balance are maintained throughout the turns. Fig. 2) BASIC (WEDGE) CHRISTIE TURNS Beginning from a higher speed straight wedge, the turn is steered across the fall-line. The inside ski is matched after the fallline. The skidding phase of the turn is controlled by pressure, steering and edging. The next turn is initiated when both skis are again open to a wedge. Demonstration will be finished in a basic (wedge) christie to a stop. This is a low-skill level turn with emphas1s on skidding with minimal carving. Fig. 3) PARALLEL TURNS WITH POLE PLANT Beginning from a straight run this turn is initiated by rotating both legs in the direction of the intended turn. Edge engagement, steering and rressure control begin before crossing the fall-line and increase throughtout the arc of the turn. Demonstration shall be finished in a parallel turn to a stop. Turns shall be linked without a traverse. Fig. 4) STEM STEP TURNS WITH POLE PLANT Beginning from a parallel turn out of the fall-line the outside ski remains edged to support the stemmed ski. The stem of the uphill ski will coincide with a pole plant and weight transfer, subsequently a matching of the skis occurs before the fall-line. Edging and pressure increase throughout the arc of the turn. The next turn is initiated with a stem of the uphill ski. Demonstration shall be finished with a parallel christie to a stop. Fig. 5) DIVERGING STEP TURNS WITH POLE PLANT Beginning from a parallel turn out of the fall-line, the outside ski remains edged to support the diverging ski. The inside ski is edged and pressured causing it to ski up the hill forming an open "V". The weight transfer coincides with a pole plant and a subsequent matching of the skis occurs before the fall-line. Edge engagement, pressure control and steering increase throughout the arc of the turn. Demonstration shall be finished in a parallel christie to a stop. Fig. 6) PARALLEL VERTICAL SIDESLIPS From a straight run in the fall-line the skis are pivoted to a vertical sideslip in the fall-line. The skis are then pivoted back to a straight run. Demonstration shall include at least one vertical sideslip in each direction. Demonstration is finished by sideslipping to a stop. Fig. 7) WEDGE SWING HOP WITH POLE PLANT (Full Exam Only) From a braking wedge, hop from the inside edge of one ski to the inside edge of the other ski. During the transfer from one ski to the other ski, both skis must be off the snow. The direction of travel shall be down the fall-line. This is not a static exercise. PROFESSIONAL SKI INSTRUCTORS OF AMERICA, INC" PSIA National Academy Application OATES: --"M"oo"',ho--- ~ PERSONAL DATA: Name" _________________________ _ Permanent Mailing Address" --------"IN",;;om"""':;c'•. .-5"''''''';;,),---------- (Cityf {Statef (lip Code) Home Phone Busmess Phone Birth Date MarilalStatus _____ _ EMPLOYMENT DATA' Ski Instructor Positions Oates Employer: ______________ Employed Employer'sAddress ______________________ _ Employer's Phone" _______ _ Supervisor" __________ _ Your Dulies: ________________________ _ Dates Employer Employed" _______ _ Employer'sAddress ______________________ _ Employer's Phone Supervisor" __________ _ Your Duties ________________________ _ Full Time Dff-Sea!lQn or Vacatjon PoSitIOns Employer Dates Employed Employer'sAddress ______________________ _ Employer's Phone Supervisor Your Duties _______________________ _ Employer Dales Employed Employer's Addreu: ______________________ _ Employer's Phone: _______ _ Supervisor __________ _ Your Duties ________________________ _ Posjtjon, H.ld with Your Division andlor PsIA Division' _____________ _ Dates: ________ _ POSition Held: ___________ _ Out;el· ________ _ Division: _____________ _ Dates' ________ _ POsition Held: ___________ _ Outies· ________ _ EDUCATION DATA: Year ________________ e~~~~ated College Major: ____ Attended: Degree: Year SPECIAL INTERESTS, SKILLS, HOBBIES, ETC.: ___ ------------ CERTIFICATION DATA: Division in Which You Were Certified: _____ _ Date Cenified - Associlte (Stlllle I): Full (Stlge 11): _____ _ Division in Which You Are Now I Member ____ _ GENERAL DATA: olvilion OtflC* UI. Only • Pi .... verify Inlormation provided by Ippllclnt uncllr tltll: CllftlftAHon DN • 'I member current on clUII? v,, ____ _ oltl Slgnlture 01 dlvilion eXlCuliv. Current NASTAR Hlndicap' ____________________ _ Indicate Working Knowledge of Foreign LangulIQes: ______________ _ Indicate Any Physical Impairments: ___________________ _ SIGNATURE: _____________ DATE: ________ _ ThiSipplication !!l!.lIllccomPliny J 'ltters of recommendation, I doctor', "tI!!Dent of good hHlth, Ind I ~ ~in the form of a ~or ~paYlbll to PSIA EDUCATIONAL FOUNDATION, If the Ipplicant is not selected to attend the National Academy, the deptlsit will b. returnee!. This application will remain in our files for one yelf. Pleaae tend your tompleted Ipplication, including Ihe additionl' INterills requasted abo~, TO: Ple.,e ,end your completed application, Including Ih. addillanal materl.11 requ.1111d lbow, TO your Dlvl~on Office Do not Hnd to Ihe PSIA Nltlonll Office. a FOR THE ~ GETREADYI 6th annual National Academy " ~~a~h~ DATES: April 17-28,1978 (Arrival on April IS) OPEN TO: Full And Associate Certified TIME FOR YOU TO LEARN ABOUT: YOUR SKIING SKI MECHANICS RACING (GS and SL) ISSUES OF SPORTS PSYCHOLOGY LEARNING THEORY VIDEO AND FILMS MODERN SKI INSTRUCTION AND COACHING STAFF PSIA SKI (D) TEAM Mike Porter, Jens Husted, Shawn Smith Chris Ryman, Tim Petrick, Paul Jones Jerry Warren, Mike Hickey, Bruce Bowlin ALSO: Horst Abraham, Carl Wilgus, Stu Campbell NEW DIMENSION Chris Smith, HIDDEN SKIER OR Tom Crum, AKIDO COST: $350.00 (Subject to Change) APPLICATION DEADLINE: MARCH 14,1978 Contact Your Division For An Application Blank Or Use The One In 8kl Pro MAIL YOUR COMPLETED APPLICATION DIRECTlY TO YOUR DIVISION OFFICE. PSIA ACCESSORIES 2015 S. Pontiac Way #1A (303) 758·0878 Denver, Colo. 80224 ITEM AcC.saori.s: PSIA Full Certilled Pin PSIA Associate Certified Pin PSI A Lapel Pin/Tie Tack PSIA Cloth Patch, PIIICE EACH .. $8.00 ........ $8.00 .$3.00 .......... $1.50 PSIA Small Decal (21f, x 21f,) . ,."""."' ,."" ., .,. $ .75 PSIA Pewler Bell Buckle (PSIA Shield) .............. $8.00 QUANTITY ORD£REO TOTAL PRICE ASSOCIATE CERTIFIED INSTRUCTORS ARE ELIGISLE TO RECEIVE ALL ITEMS EXCEPT THE PSIA FULL CERTIFIED PIN ······REGISTERED INSTRUCTORS ARE ELIGIBLE TO RECEIVE MANUALS, NOTEBOOKS, BELT BUCKLE, AND LAPEL PINITIE TACK ONLY ••• Mlnu.": Amorlcon Toachlng Mothod (ATM) Manual Part I ...... $3.00 3-hole punched ATM Part II .' ................... . Methodology Manual 3-hole punched ... $3.00 .. $3.00 Sio-mechanics Manual 3-hole punched. . , , . $2.00 Terrain Garden for Teaching Children" ...... $1.50 A Guide for Maintaining Fitness of Ski Instructors .. ,$ .75 PSIA 3-Ring Note Book ...... $5.00 Colorado Sales Tax 3'/. (Colorado Residents Only) TOTAL ___ _ TOTAL AMOUNT ENCLOSED ______ _ ----------------------------------- - Prices effecttveto December 31,1978 Name ________________ _ Certification II ____ _ Address ____________ .,-____ ---,. _____ ,--__ _ street city state ZIP DiVision Full Associate Registered .... ·PLEASE ALLOW 3 TO 4 WEEKS FOR DELIVERy .... • PAYMENT IN THE FORM OF CHECK OR MONEY ORDER MUST ACCOMPANY ORDER Bonnie and Edwin Pond have been teaching skiing at Alta, Utah for the past 15 years having taught on both a full time and a part time basis. They have been members of I. S. I. A. for the last 14 years. Bonnie is a fully certified instructor and represented I. S. L A as well as the United States and the 8th Interski Team in Aspen, Colorado in 1967. Bonnie has served as Executive Secretary of the Association for eight years. Ed has served in many capacities in the Association from I. S. L A. committee assignments, the Demonstration Team, Administrative Vice President, as well as President of the Association. Ed is currently serving a fourth term on the Board of Directors. Ed is an Attorney at Law in Salt Lake City. Bonnie says that one of the most rewarding aspects of the job was the association with divisional officers and the members--and Ed seconds that. Bonnie and Ed have three children which are every bit as talented as their parents. I. S. I. A. has been fortunate to have Bonnie and Ed Pond serving the association. They have put in more hours than one can imagine. On behalf of the Association we would like to express our appreciation for the work they have done. , f· LS.LA. ORGANIZATION President: Robin Locke Vice President: Administration: Fran Wikstrom Certification (Ode f Examiner) Norm Burton Communications: Julie Murphy Technical Gene Palmer Executive Secretary: JoAnn Burton Newsletter Editor Julie Murphy· Photographer: Clyde Mueller Russ Burton A wards Chairman: Kristi Cooper Credentials Adm" Vo P" Legal: Admo Vo Po Ethics Chairman: Adm" Vo Po Educational Clinic: Doug Harmon Spring Clinic Chairman: Duane Vigos I.S.I.A. NEWSLETTER A publication of the Intermountain Ski Instructors Association 1376 Kingston Drive Ogden, Utah 84403 President Robin Locke Vice Presidents Norm Burton Fran Wikstrom ,---_._-------- Technical Certification Team: Coach: Paul (P. J. ) Team Assistant Coach: Sal Raio 1978 - 1979 CERTIFICATION SCHEDULE February 10 & 11 Kelly Canyon February 17 & 18 Brighton February 17 & 18 Powder Mountain February 24 & 25 Snow Basin March 3 & 4 Park City March 10 & 11 Park West March 17 & 18 Beaver Mountain March 24 & 25 Jackson Hole March 28 & 29 Targhee March 30 & 31 Targhee April 5 ~ 6 Park City April 7 & 8 Park City April 7 & 8 Snow Bird ~ril 7 & 8 Alta CALENDER OF EVENTS National Academy I. S. I. Ao Spring Clinic Dave Sheldon 4260 Vallejo Dr. Salt Lake City. Utah 84117 Aprill6th--26th April 27th--29th FIRST CLASS MAIL U.S. POSTAGE PAID 15C PERMIT 1988 Salt Lake City, Utah }€tdc4M/ f ./c/Luut()) v . s -:; ~t£(,f J0-«~/ ~~/4.,)j eL/~/~~/ ,?:l-cf- :) 5'rt{~ . cJri~ ·LbV INTERMOUNTAIN SKI INSTRUCTORS ASSOCIATION CHART OF ACCOUNTS Association dues Examination fees C lin i c income: Spring clinic Examiners cl inic Other cl inics Initiation fees Registration fees Sale of pins Mi scell aneous ADMINISTRATIVE EXPENSES: ACCOUNT TITLES RECEIPTS DISBURSEMENTS Office suppl ies & Expenses Executive Secretary - Salary Treasurers expense Postage Telephone Printing Insurance Pins purchased Professional services Miscellaneous CERTIFICATION EXPENSES: Administrative expense (Mai I ingsJ Examination expense Examiners fees Examiners cl inic CLI NJ C EXPENSE FALL SEMINAR NEWS LETTER ADVERTISING & PUBLIC RELATIONS BOARD OF DIRECTORS: Conventions Travel Executive meetings ACCOUNT NUMBERS 101 102 103 104 105 106 107 108 109 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 Hene Farwig USA Pease II INTRODUCTION =========:===============~=~== On - the - snow Demonstration Outline Teaching Progression for Advanced Skiing Class Progression - A Edge Contt0l Exercises - A Edge Control Class Progression-B Pole Plant Exercises - B Pole Plant Class-Progression - C Unweighting Exercises·-C Unweighting Class Progression -D Turning Power Exercises - D Turning Power Class Progression - E Application of Exercises Phase II - Introduction During the last few years, constant experimentation has led to the development of a logical progression of exercises designed to enable the instructor to teach modern, advanced skiing maneuvers to group classes. A considerable number of good skiers have sprung from ski schools throughout the country who, until now, were thwarted in their e£forts toprogress,beyond the Short Swing level, due to the lack of a proven group class teaching method. The only course open' to such skiers for the attain=ment of further progress was through private lessons, in which the instructor would endeavor to convey bn,s personel know-how and experience through whatever method his individual ability to communicate and demonstrate might suggest. Success, under such conditions, would necessarily be occasional at best,. and at ItOrst, unattainable. Phase II pro.poses to provide the instructor with a methodology. It is recognized that the constant devel?p~ent of skiing techniques and equipment does ~ot admit the adoption of any fixed, or.ultimate, method of teaching at advanced skiing levels. Nevertheless, while allowing further development and . adaptations ,our pr9gram h~s ,shown that through the selected exericses which Phase I~ ... incorporates, its natural progression helps the skier in achieving stability and confidence under any condition of snow and terrain, and makes him better able to perform the advanced maneuvers which are the ultimate goal of every skier. Our demons tat ion on the snow is our attempt to present this progression of exercises and their applieation ·to varying conditions, as a method of teaching advanced skiing maneu-verso We sincerely hope that you will enjoy 9ur presentation and if our purpose of providing a ~ridge across the existing instructional gap between basic skiing and racing isachieved, we will ·be assured of success~ We are grateful for the opportunity to participate in. the 9th INTERSKI, and we look forward to taking part in further efforts at international cooperation nnd exchnnv,e of technique and ideaso Teaching Progression for Advanced ~kiing The purpose of this program is to provide a transition from t}10 lav~l of rp~rAationRl skier to that of competitive racer. 3 Advance~ skiing will never remain static, but must be in constant flux, keeping up with new forms which arise from ~ . ' the improvement and refinement of equipment and with the resulting advances in racing technique. It is essential therefore, that the program be kept up to date and that such new de'lelopments be incorporated as they nccur. The mareuvers should be taught only to advanced recreational skiers and it is assumed that they have already reached that level of proficiency which affords good balance and a feel of edge control. class Progression ================= A. EDGE CONTROL Open stance is practiced to develop greater freedom in skiing. The practice of open stance skiing in the fall line, in traversing and in turns teaches the student to use his legs independently from each other, as well as the edges of both skis, and he is then able to adopt a natural and more advantageous posture. Exercises 1. Straight Running ( Open Stance): The width of the stance should be determined by natural flat ski-to-snow contact, by body build, snow c.ondi tions and terrain. 2. Edge Control ( Open Stance ): edge control is exercised on gentle slopes, by changing edging from outside to inside successively in an open stance straight run. 3. Traverse ( Open Stance ) : the skier traverses 6~bumpy terrain. The entire body absorbes the changes of terrain through flexion of hips, knees, ankles, and torso. 4 4-.Paralle'l Turn ( Open Stance ): this exercise consists of a sequ~~ce of turn, each initiated \tJith pole plant, up-unweighting and counter rotation; \'Ji th ,the 'tJeight o'f the body on the downhill ski during the first turn, on both skis during the ~econd and on·the uphill ski during the third. 5. Hockey Stop with Side Slip ( Open Stance) this exercise is initiated off the fall line. The skis are pivo1,'ed abruptly by bending the knees quickly and weighting the tails, concluding with strong edging and the weight applied to the whole length of the skis. 6. Pedaling Turn ( O~en Stance ) : this is initiated with a skating step downhill and the turn-is made by skating the skis around the turn. 7. Outrigger Turn: B. POLE PLANT ---------_-. . -_------------ The pole plant in the basic technique is used mainly for timing and uDweighting. In advanced skiing, however, it provides not only timing and unweighting, but it is also used to create a pivot around which the upper body is deflected, thereby producing anticipation. Exercises 1. Timing and Unweighting: this exercise consists' of'the normal parallel tu~n with pole plant, which the student learned in basic technique. ;~. Defl ec tion: the pole planted towards the fall line, deflecting t;he in~id e S11olJ.lder and upper body into the turn , producing anticipation. ~Double Pole Plant: this is used to maintain the weight on the front part of the skis continously, while the upper body faces the direction of the turn. 4. Garland: tre first exercise uses single pole plant for timing and unweighting, l.r} the second, single pole ·plant for deflection is used. Both exercises are initiated from traverse. 5. Hockey Stop: in this exercise it is executed ·with pole plant for deflection, producing anticipation. C. UNWEIGHTING ---------------------------- Up-unweighting is taught to the student as part of the basic technique. During advanced skiing exercises it should be practiced repeatedly with body position corresponding to the particular type of turn executed: Exercises 1. Up-Unweighting with Counter-rotation: this turn is initiated from a traverse, with sink, pole plant, up-forward movement, counter-rotation and transfer of weight to the outside ski. 2. Up-Unweighting with rotation: the tUrn is initiated with rotary motion of the up~er body, transmitted to the lower body through blocking of the hips, with the body following the direction of the turn. 3.Down-weighU nr ·,·;:i.tll CO;l:l thi'-f'loti en: the turn is initi3ted from a high stdnce in a traverse ~ith forward preo~ure on the skis, rolling th~ knees towards ~the fH II :U r.8, accompanied l)y a down rriotion, , \ angulation, counter-motion and weiBht transferi the skier completes the arc of the turn and rises io a new traverse. 4. Down-weighting with Anticipation: this turn is ini~iated with a platform, pole plant f6r deflection producing anticipation, down-weighting wiLlI weight transfer to the outside ski, and angulation. The skier completes the arc of the turn ~nd rises to a new traverse. D. TURKING POWER ===============~. In advanced skiing, turning power is provided by axial motion using rotation or counter-rotation, or by leverage, either backwards or forwards. Exercises 1. Turns with Rotation: the rotation at the hips enabling the upper body to follow the skis through the arc of the turn. 2. Turns with Forward Leverage: using pole plant for ti~ing • • Turns with Backward Levera e: uSlng pole p ant for and crutch. E. APPLICATION OF EXERCISES ------------------------------------------------------ The final lesson is devote1 to skiing the varying conditions of sn~w and tcrr~ln available, with emphasis on the i,t apIJlica.!Jiull of the P:i.:'c0eciing exercises accordinG ~ t.o tne 'condi tion o.f snow and terrain tr~t· are encountered. ( Short and long turns) HEAVY OR WET SNOW Any combination of exercises with consideration only to the steepness of the terrain. (Short and long turns) up-unweighting Single pole plant for timing HEAVY OR WET SNOW {CONTID) Rotation ICE (Short .and long turns) DEEP fOW~)£:l~1.No base 2 (Short and long turns) Backward leverage Weight on both skis Down weighting Single pole plant for deflection producing anticipation Initiation: backward lean Uniform pressure on edges Finish: slight counter motion, strong angulation, forward leverage Up-unweighting Rotation Ringle pole plant Backwar·J. leverage Wei'ght on both skis Banking UNPACKED CRUST ( Short'~arallel turns) MOGuLS - GENTLE SLOPES (Short and long turns) rlOGULS - STEEP SLOPES ( Short parallel turns) 8 Up-unvleighting Counter-rotation Double pole plant Weight on both skis Finish:counter motion Weight on both skis Down-weighting and retraction Pole plant for deflection producing anticipation Finis'h: counter-motion and angul ation .. Initiate with platform across fa.ll line Down-weighting and r~traction Pole plant for deflection producing anticipation . 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(Jh' Pet, Y sAT VI1 ~~ \(J • W2. <eo() ~ ~~ Fee.. ~'T ~ ~--- ----- j j j j j j j j j ~I/HIU 50 3r ~-llt!U. /. ~ FGOD· '#~~H;If.);JlHlJtfII. I.S.I.I). 'S~~b ./! ~. 52> /JIIV~JI!. QIAltff!l: MOPf CIISu ~- 1,(J()_J l/*5 : I)-O.J). - ~p ,I,$.f. / ;1QrI :Ai'~ ~ J r )lfGr IDSIJY;kJS -s1t!r-fJ I(J NIJh1I ~~ llZt$e~~:~Alc.! ! ! 1 1 1 1 1 1 1 1 1 1 1 1 1 1 If! jfj!a::J(" lJI fdk..#,s r;ftK.. 7Z) J741IiI A'.61OT UIJfJI(!S . / .. ,'>11 (Jt/ /VI (l S · ;; \ S (Jill I/~ CLII'J I<!S . /IIJIID (2oY',,<;97?4A) .::jCJ11.J/ ~,.!71 /tI(.. c.u I '?H #. () , /J f CERTIFIED SKI TEACHER 1. S. I. A. The following list includes those members which our records indicate did not attend 1970 Spring Clinic. Excuses for the Spring Clinic are allowable for National Guard or Reserve duty only. If you attended the Sun Valley Symposium or any other clinic sponsored by another Division, please advise; this attendance must be documented. These people must CERTIFIED Grant L. Beagley Jack Buffat Wes Deist Magnus Gudmundsson Tom Jacobsen Bill Lash Alan Miller Chuck Quinn Jack Simpson John Sohrweide Rudolph Veraguth ASSOCIATE Robert S. Adams Gail Ashby Scott Boyer Margaret Bungay Joe Carroll Leon Dean Dennis Ekins Gary Fontaine Ira Harrigfeld Sidney Hughes Steve Johnson Deloris LaChapelle Diane Lloyd Karen Masson Bill Munns Daily Oliver Bill Plummer Eldon Scott Randy Somerville Carol Torbensen Joan Wetherill Bruce Zenger attend the Spring Clinic in order to maintain their certification status: Merlin Bingham Dean Burnham Alan Engen Georg Hartlmaier Karen Jenson Toni Lash Dale Miller Margaret Schultz Courtney Skinner Bill Sullivan Dr. Richard Voorhees David R. Anderson Jeanne S. Bergen Richard Boyle Richard Bungay J. Clyde Christensen Luana Diehl Wi lliam Evans Gene Frantz John F. Heath Gary Jacobsen Ray Jones Keith Larson Tom Low Don Mattonen Lois Nash Jim Olson Tom Pratt Stephen B. Smith Jack Strain Karl Tucker James Wharton Aris Boyle Robyn Clare Frank Ewing Gene Huber Sid Jenson Bob Macdonald Edward Morris Darrell Scott Monte Skinner Ray Van Dongen Kay Wade Robert R. Anderson Joe Berno lfo Dick Brammer Doug Calder Corbin Clark Blair Doane Pa tty Ewing John Gee James Heberlein Merlin Jacobsen Bette Jane Kotter Lileth Lash John L. Lym Carl Moeller James R. Nichol Clint Pelto John Raemer Gary Smithey Judy Thorn Matt Vokelich Wendell White Bi 11 Briggs John Clement Bob Grant Gary Iverson Gary Knudsen Molly Macdonald Jim Nye Jim Secrist Bob J. R. Smith James Varin Sandy vJade Rey Arnold Marv Blomquist Kent Brown Danny Cameron Gary Cowan Joseph Gary Duncan Phyllis Farrell Gerald Hales Bob Hi llya rd Harold Jenkins David H. Kotter Bino Levitt John Martin Robert F. Mull Richard Nielsen Dwight Peterson Sonya Redd Ray Solomon Faith F. Timmons Robert G. Wall Willard Wilson SKI BOOKS DO SELL But your merchandising .heart has got to he in it, says .thisjormiffJoorfJuje . ~~'CURTIS CASEWIT ''---------- Every winter, when the first flakes begin to fall, a delivery truck swings into the huge parking lot at Winter Park, Colorado. A man steps out, carrying a heavy box to the Winter Park Ski Shop. owned by George and Joyce Engel. The box contains about 1 00 ski books. At once, these go into an attractive bookcase. They are how-to books for teenagers, nostalgic ski history for adults, volumes that help 8 to 12-year-olds understand what ski· ing is all about, tomes on advanced technique, and even books about ski exploration and adventure. As masses of skiers descend at Winter Park from ski trains, ski busses and cars, the books begin to sell. In fact, by the time the snow has melted and the customers are gone, the ski books have been sold. . . . along with scores of ski magazines and some 15,000 postcards. Profit? Only 36% Volume per season? Only $300 to $400 on books. Yet the Ungels are so sold on these additional items that they wouldn't think of running their shop without them. "\Ve have the biggest store in the area," says Joyce Engel. "But that's not enough. We also always want to be the most complete store. And completeness includes ski books." Across the country, other retailers are sold on book5 because: • They make excellent Christmas gifts. • They constitute a lively impulse item. • They give the shop a cultural image, thus adding prestige. • They look colorful in windows, blending well with displays. • They require no ticketing because retail prices appear on book jackets. • They broaden the staff's knowledge of technique, equipment, and areas. • They mean pluJ business. Still, for every George and Joyce Engel, there are hundreds of ski shops that shun books-especially the hardcover killd--lillli(ill~ (hdr SP'It(' (11 the sale of ski magazines. Other shops have taken a hasty, one-season stab at the book business, then gotten out of it. According to Bob Laurie, who ran a ski book wholesaling operation until 1965, few of the country's 1200·odd outlets really tapped this extra sales possibility. Or they took a weak, 10-book crack at it, without a real push. Retailers encountered other problems. To illustrate: some years ago, the Swiss Chalet, which sits directly across from the Denver Public Library, put in a few books. Within a week, the merchandise was gone. Startled, owner Walter Linton asked his staff who had sold them. it turned out that long-fingered library patrons had walked off with much of the stock. The Chalet now dnly sells magazines, which mean a smaller shoplifting loss. In Boston, Asa Osborn's Ski Shop got burned on expensive ski books. "We've been stuck with those fancy ten·dollar volullles." III Boston, Ill\' other retailer complained that a gen· t1eman came in daily to read a fresh chapter of a new book. He never bought it. Other shop managers point out that books hardly bring in many dollars, that the volume doesn't amount to much, and that there's enough work with the sale of skis, boots, stretch p;lnt~ and o(hrr jt('m~, "We jll~t r~n't be bothered," says one typical remiler. And a Boston shop adds that ski magazines are far more worthwhile. "They cost less. And they're more timely." Even more important, the busy shops have kept away from books because suppliers were hard to find, shipments were erratic, and point·ofsale material and other sales aids scarce. Book salesmen calling on ski shops proved to be even scarcer. A Rochester, New York, retailer comments: "Publishers are at fault. They do a poor job of pushing their wares. They're just not anxious enough." Yet in the same city, the Tatra Ski Shop doesn't have a quarrel with books. "We're old hands at selling books and magazines." The situation also applies to other towns. One store may do well while another, practically down the street, winds up with most of the stock at the end of the season. "It really depends on your trade," says Bob Kidder, of Kidder's Ski Shop in Denver. "Books are excellent for beginners. But here we get the experirill ('.1 ~Idrl'~. 111 allY I·a~( .. b(l"k~ AH' not much of a factor to us. "We buy perhaps a dozen books a year." In the same town, Dave Cook stocks one title 25 deep, with good results. And when this writer was book buyer at the May-D & F department store, a single title, "Ski Racing: Advice By The Expcrts," yieldcd a sale of 700 copies at $6.50 within a few months. This gross volume of $4550 was achieved by mass displays, good sign. ing, co-op advertising (the publisher paid 10% on the cost of each book), and by sending (l mimcogrnrhe<l kt· ter to every skier in the Rocky Moun· tain region. Continued ING BOOKS Continued The total sales figures of ski books ~lso show that plenty of them are sold. It just depends on the promotion and display efforts of individual stores. Iselin & Spectorsky's "New Invitation To Skiing" sold over 100,000 copies since it first appeared in the late fifties. This prompted Simon & Schuster, the publisher, to bring out a new edition in 1965, adding the word "Modern" and upping the price to $5.95. Grosset & Dunlap, another publisher, did so well with "Expert Skiing" at $6.50 that they vetoed an editor's idea to reprint the title as a paperback. According to Laurie, the sales of "If You Can Walk You Can Ski" were up to 12,000 copies at the last writing. Even expensive books have done well. The "Book of American Skiing" (Publisher: Lippincott) sold 15;000 copies at $17,95 retail in two seasons, making the author a reported $12,000 richer. To find still more buyers, Lippincott lowered the price to $7.95 this past year, and the title is going stronger than ever. Naturally, paperbacks at 75¢, with runs of 400,000, achieve the best turnover for ski shops. John Ladenburg at Mt. Snow, Vermont, recalls one winter when he sold no less than 500 copies of Bob Bourdon's "New Way to Ski," published by Universal. It is also a sad fact that few salesmen from the publishing houses bother to call on ski retailers. The reason is simple: a publisher's list includes seldom more than on~at the most three--ski titles. This doesn't make a call exactly worthwhile. "Our volume comes from department stores and book shops where we can offer our entire line," says one representative. By the same token, many book shops are run by elderly ladies and former librarians who wouldn't know a ski from a snowshoe. Some book outlets in department stores are managed by pale, painted lady-buyers who were recently shifted from the handbag department to books. As a result, an aggressive sporting goods store can snatch away the ski book sales. This was proven by the Dave Cook shops in Denver. With four branches in the city, Cook put in ski books and quickly took that market away from the Denver Dry Goods book departments. In smaller towns, ski shops have a similar opportunity of getting all the ski book sales if the local book store doesn't do the job. In Asren, Colorado, for example, the town's only book shop has been more interested in selling intellectual fare than in sk i books. A visiting salesman quickly saw the wedge; he called on several ski shops, who now do the selling. Conversely, in Vail, "Books N' Things"the local bookshop-does such a bangup job on ski books that all but one sporting goods outlet have refrained from competition. The Vail shop carries eight titles. Actually, the ski shop is the ideal place to sell ski books, says Arthur Gordon, Colorado rep for Grosset & Dunlap. As a salesman, Gordon may be slightly prejudiced, but he makes an interesting point by observing: "The skier belongs to an affiuent market. The skier reads. The skier has money to spend. And it's logical that he'll buy his ski books where he gets his equipment." Gordon also suggests that ski shops can sell other sports books during the remainder of the year. "If you handle golf, tennis, mountaineering, camping, fishing gear, you have an ideal chance to sell books about these subjects, too," Gordon claims. "In faer, a permanent shelf for sports books pays off," Where does the retailer get books? With the demise of Bob Laurie's wholesale organization ("We sold about $20,000 worth of ski books a year, mainly for the love of it.") there are two supply sources: 1. You can order the books from each publisher. This means slightly better mark-ups, but also more ordering and re-ordering. 2. You can buy the books from the book wholesaler nearest you. These Dealers-Wholesale" in the Yellow Pages, The greatest demand for books as gifts occurs before Christmas, and a retaiicr does best by having complete stocks shortly before Thanksgiving. The ski book business tapers off in late January. Ideally, the stock should be gone at the end of the season. If it isn't, both publishers and wholesllers accept returns against credits for future purchases. It is a book businc~ s rde to request return permission in writing; moreover, the supplier may request your invoice number. Now and then, a wholesaler also works on a consignment basis, but the terms and the return policy should be clear at the time of the purchase. How many titles and copies should you order? Continued SELLING BOOKS Continued Variety of books pays with more sales. You should have something for the expert, the intermediate and the bcginncr-espacially the latter, In fact, some aggressive shops try to sell each novice a book along with his first ski outfit. V. M. "Scotty" Scott, of Denver agrees. "Books will back up their ski lessons," SCotty says. Experience of many retailers has also shown that most of the dollars should be spent on the less expensive books, particularly on the soft-cover editions. Of the 40 or so available hardcover hoob, relililcu ~c1dol1l ulrry more than a dozen, and one typical wholesaler, Colorado News, usually sends out a selection list of nine bestselling titles. According to Gordon Saul, the manager, these are: "Skier's Handbook" (Harpers. $5.95), "Sports Illustrated Book of Skiing" (Lippincott, $2.95), "Expert Skiing" (Grosset, $5.95), "Ski Fever" (HawthornPrentice Hall Juvenile, $2.95), "New Invitation to Modern Skiing" (Simon & Schuster, $5.95), "Book of American Skiing" (Lippincott, $7.95), "Ski Pointcr5 ny The Experts" (I brpers, $5.50; also in paper), "Complete Book of Winter Sports" (Coward McCann, $4.95) and "Ski Racing: Advice By The ExpertS" (Arco, $6,50). Each year some new tides can be added to the list. Books can be displayed in glass cases along with soft goods, goggles or other accessories. The customer can thus be watched while he looks over the book; this cuts down on pilferage, Other stores use shelves bought from fixturing companies, or made to order hy 1\ lo{nl ('tAft',""", }lor lesser quantities of books, some stores prefer to use the tables next to checkout stands and registers. "Here, a book will become a last-minute impulse item," says Stan Wandel, of Cooks, who asserts that his book sales are 75% impulse, anyway. The cash register vicinity also cutS down the shoplifting problem. But at all events, it's up to the retailer to take the initiative in selecting, stocking and re-ordering books. Few publishers or wholesalers run after the ski shop. Not long AgO, for instance, a store complained that the books hadn't sold. Puzzled, the book salesman took a closer look. He found the still unopened carton in the backroom. /- l/2t/J £»(111 cf,Zf)[J(.l71lftS ,zou(!.y q/ vtlll1IlHlCJJI1 ~ /fA(!!I/1'f)(, ;2. - UNIF~el11 !Y5et'(;)I()T 1~0RAIIA E-sPolJ:5J)~ D~O 72AM #IOO!!:J- z tTl n tTl en C/) > n .. o ~ Ul .._ ....1 C hief . 1Exam iD~r Demo ..... --' ... Team Coach Racing and j ......... iiiiiIiI Coaching Advisor ,- ........... r.'lethods Advisor , t-_ .... Credentials!~ I Chainnai1 ~ppring Clinic I Chainnan . Election +--....ot. Chairman PSIA .... _ ... Represen- 1;:.ative nudget ... - ..... Audit Chairman ...- ....:.J listor ian News Letter" r---I.Edi tor f-.!'!'!'!'!1!1_~. .. Awards Chairman ....... _ .... MediCl: Advisory ",. i~ H t;j ~ ~ C/) H ;2 ffl > tTl ~ ~ en - ---.. H t::1 t:J ~ H 8 § m ..>.-3. . q, e~n ::c . :'.~' ·:'· H " - '"d-en .,... --- OUTLINE FOR TEACHING IN THE ALF ENGEN SKI SCHOOL EDWIN J. POND -. - , ATTORNEY AT LAW ~6 East 5th South, Suite 101 Salt Lake City, Utah 841 ( I. \' PHONE 322·5555 It is expected that the Ski School instructors will co-operate fully with the area management, lift operators, ski patrol, forest service personnel, and lodge owners and operators. General Class Handling 1. Introduce yourself to your class and learn the names of your students. 2. Familiarize the students with equipment, basic fundamentals, ski terms, etc., as necessary for their level. Be brief and try to set the student at ease. 3. A ski instructor must always maintain order and regimentation in his class and yet remember in his class handling that people ill 12. ~~. CLASS A I. Beginner A. Familiarize the students with their equipment, and show the proper way to hold and use their poles. B. Basic exercises for the beginner on the flat. 1. Walking forward and backward with lifting of tips and lifting of tails. 2. Lateral side steps to the left and to the right. Add rhythm. 3. Lift one ski and twist tip and tail. Lift the other ski and repeat. 4. Static turns around the tips and around the tails. (Cutting the pie or eating the pie when we are teaching children.) S. Walking on skis (follow the leader). a. Circle to the left, to the right, with forward stepping turns. b. Walk over variations in terrain. c. Introduce sliding step. d. Push with poles. e. Herringbone on level. f. Beginning skating. g. Play games. 6. When your students first fall teach them to get up. C. Exercises on gentle slope with run-out. 1. Side step up and down -- first real use of edges. 2. Side slipping -- introduction only to show how skis slide if edges don't bite. 3. Diagonal climbing, sidestep to both sides linked with steparound turns. 4. Herringbone climb. (These climbing exercises can be used in a:mjunction with teaching straight running.) ------------------- CLASS B 2 D. STRAIGHT RUNNING ~- Finished form. 1. Emphasize natural E2sition and relaxed stance with flexibility. 2. Sequence to-teacn the fln1'shed form~ a. Practice static straight running position on the flat. b. Straight running down slight incline with run out. 3. Exercises to use as aids in teaching: ---------- a. Alternate raising of one heel and then the other. b. Advance one ski and then the other. c. Running under pole held by instructor. d. Running in varying snow conditions. e. Step around turns at end of straight run to change direction. f, Bouncing for relaxing and flexibility. E. STRAIGHT SNOWPLOW =~ Finished form. 1. Em~has~ze natural relaxed ~osition, proper forward lean, and maIntalning equal pressure o\Jtward on both skis. 2. Sequence to teach the finished form: a. Static snowplow position on the flat -- explain equal angles of skis. knees covering or very slightly inside boots, and relaxed forward lean at ankle and hip joint. b. Bounce and brush out to snowplow on flat. c. Straight snowplow on slight slope -. from a position across the hill have student plant poles downhill, step around into straight running position~ step skis out to slight snowplow and then sink and brush skis out to a good snowplow. 3. Exercises to use as aids ~n teaching: a. Step out skis individually~ or jump out to position. b. Snowplow change-up -- straight snowplow to straight running to straight snowplow. c. Alternate narrow snowplow to wide snowplow. d. Braking snowplow -- fast to slow snowplow and then snowplow to stop at a given point. e. Alternate snowplow with straight running. Can go under pole held by instructor. This can be incorporated with an obstacle course. F. Introduce the rope tow whenever it seems necessary. I. SNOWPLOW TURN -- Finished form. A. Emphasize \ ... eight transfer~ steering with the outside ski, forward lean, natural position. . B. Sequence to teach the finished form: 1. Explain and practice weight transfer in a static snowplow position, preferably on the flat. Note that students keep hips centered between skis. 2. Explain and practice brushing or steering action of the weighted ski. This can be done statically or moving down a slight slope from a straight snowplow. 3. Single snowplow turns both directions. 4. Linked snowp low turns. C. Exercises to use as teaching aids or error corrections: 3 1. Body position -= "over the gates". Holding the poles in his palms in front of him~ have the students continue to face downhill over the poles throughout their sequence of snowplow turns. They can also point the end of the poles toward the weighted outside ski to aid the weighting and angling over that ski. 2. Weight transfer. a. Touch the boot or the calf of the weighted leg. b. Explain that the shoulders brush or push to the outside of the turn with the \~eighted steering ski. 3. Set slalom courses or obstacle courses with poles. 4. Snowplow Wedeln. D. Main Errors and Points to watch for. 1. Pushing the outside ski~ shoulder, or hip ahead at the start of or during the turn. Everything on the outside side should be held slightly back and everything on the inside side should lead slightly. 2. Edging == either over or under edging. This is usually controlled by the knees~ which are either too close together or too far apart. 3. Natural body position with correct forward lean. Students should maintain approximately an equal angle forward with their lower leg and their body. Correct extreme bending forward at the waist, or standing too erect in the upper body and bending too much at the ankles. I I. TRAVERSE -- finished form. A. Emphasize ~JtU~!!2~.D natural position J and forward lean. B. Sequence to teach the finished form: 1. Practice position at a standstill. Explain the relationship of the ski tipsv the boots g the knees p hips~ and shoulders. 2. Practice moving traverse with the following points of emphasis. (mly use one at a time until all have been stressed. a. Shoulders and front of hips facing at correct angle down the hill. b. Angulation =~ knees and hips toward the hill to control the edges~ upper body angled away from the hill to keep the weight on the downhill ski. c. Li ft the hee 1 of the uphi 11 ski to practice keeping all the weight on the downhi 11. Point out that the downhi 11 shoulder must drop enough t'o keep the weight balanced over the downhill ski. d. In the previous exercise the skier wi 11 almost always have trouble holding an edge so have them practice the traverse again concentrating on pressing the knees towards the hill enough to hold the edge -- this can be done on two skis or while lifting the heel of the uphill ski. 3. Finished traverse. c. Exercises to use as teaching aids or error corrections~ 1. Any of the exercises under B.2. can be used. 2. Small uphill skating steps. 4 30 Step around small obstacles; gloves J knolls, stumps. etc. 4. Slight downhill hops -- traverse. 5. Slide the hand down their downhill side and touch the side of the downhill calf or boot. 6 0 "Over the gates" -- poles held in palms in front of body to emphasize correct body position. I II. Kick Turn A. This can be taught before traverse. Try to plan to teach this on leve I ground. B. Points to emphasize: 1. 2. 3. Establish a firm platform with the uphill ski and the poles planted slightly behind and to each side so as to form a tripod with ski and poles. Swing, don~t lift the downhill ski and as soon as the tail touches the snow by the tip of the uphill ski, let the downhill ski fall gradually, pointed in the new direction. Bring the second ski and pole around in one motion. C..L. ASS C I. STEM TURN -- Finished form. A. Emphasize weight transfer, angulation, total motion, natural position, and forwardlean. ,- B. A stem turn allows the student to cross the slope with his skis together, snowplow turn to a new direction. and then re-cross the 310pe in a new traverse. C. Sequence to teach the finished form: 1. Practice standing still and then moving across the hill: From a traverse stem the uphill ski (brushing action) and then slide it back to the downhill ski. 2. Practice standing still and then moving across the hill: From a traverse stElm the uphill ski l transfer part of the weisht to the stemmed ski, trans fer the weigfit bac'K"'-to the downhiTf . ski, allow the skis to run together (facilitated by a slight up and forward movement). This maneuver teaches both the beginning and the ending of the turn. 3. Begin with a snowplOW turn. When the turn is completed allow the uphill ski to run into the downhill ski to a traverse. 4. Stem turn -- single to each side and then linked. D. Exercises to use as teaching aids or error corrections: (See "c" and "0" under snowplow turn. They also apply to stem turn.) 1. Skating exercises can be used at this point. 2. Work for smooth continuous weight trans fer and a smooth gradual loss of stem position toward the end of each turn. 3. Work toward good traverses between turns where terrain allows. NOTE~ At Alta there may be many times when snow conditions prevent teaching sideslip and up-hill christie. If so, proceed to stem christie, but try II. 5 to bring these maneuvers in as soon as possible. They will be needed by the advanced stem christie and beginning parallel student. SIDESLIP -- Finished form. A. Objective -- to control ('V' '( /" ,-"'\) (' t......, \ 'j" '-!'.A (J..,I,...""", - ?...:....J~- and ride a skidding or slipping ski. B. Emphasize angulation (proper body position to control the edges and the weight), total motion, natural position. C. Sequence to teach the finished form: I. Explain the use of knees with an up and down motion to control the edges. Practice at a standstill. (As the knees swing away from the hill to release the edges they come under the body which forces the body up.) 2. Lateral sideslip with the aid .of poles for balance. 3. Lateral sideslip without the aid of poles. 4. Alternate sideslip and edge set with variations in duration of the sides lip. 5. Forward sideslip starting from a moving traverse. D. Exercises: 1. Sideslip forward and backward, and over varying terrain. 2. Vary duration of slips -- try for long slips particularly if students are reluctant to slide. 3. Sideslip garlands. 4. Sideslip lifting the heel of the uphill ski. Rather difficult but good practice. E. Main errors and points to watch for: 1. The edges will not release properly if the student has too much weight on the uphill ski. He must keep the downhi.ll shoulder over the downhill ski and slightly lower than his uphill shoulder as he releases his edges. 2. Students commonly try to release the edges by swinging the hips over the skis. Rememper that a good sideslip starts from a good traverse position. The hips stay toward the hill as the knees come away from the hill to release the edges. III. UP-HILL CHRISTIE -- Finished form. A. Purpose: This is the first time the students learn to turn their skis while they are parallel. B. Emphasize forward ~, total motion, ansulation, natural position. C. Sequence to teach the finished form: There are several approaches to teaching this maneuver. They can be used singly or combined. 1. Forward lean approach: a. From a good diagonal sideslip have the students press forward applying more pressure on the tips of the skis until the shovel of the ski bites and tail breaks away to start a christie. 6 b. From a traverse emphasi ze the down-up and forward motion to release the edges. c. Emphasize the sinking motion at the finish of the christie. (Note that the upper body counters the motion of the lower body for balance and that the knees and hips press forward and towards the hill as the downhill shoulder pulls slightly back. ) 2. Hop approach: a. From a traverse position have the students hop the tails of their skis down the hill. Poles may be used for balance. b. Hop the tails and press forward putting pressure on the tips at the landing and allow the ski tails to slide. c. Decrease the hop to a down-up motion with the skis brushing the snow. d. Add a traverse at the beginning of the maneuver. e. Work towards a longer skidding action using a down and forward motion to develop and complete the christie. 3. Brushing approach: a. From a traverse position have the student stand on the uphill ski and brush the heel of the downhill ski down the hill. Gradually add more weight to the downhill ski as it brushes down the hill and lift the heel of the uphill ski at the same time. Finally all of the weight should be on the downhill ski as it slides and the uphill ski should slide with it. There is a definite dropping or sinking motion in this maneuver and the upper body counters the motion of the skis and the lower body. The downhill shoulder must be kept over the downhill ski to keep the weight on that ski and allow the edges to slide. b. Start from a moving traverse and add a down-up motion to release the edges. Then use the sinking motion already practiced to obtain a christie. c. Emphasize the up and forward motion at the beginning of the maneuver so the shQvel will bite and the tail will slide. Then use the forward sinking motion to complete the christie. D. ~lain errors and points to watch for: 1. The main point to emphasize in this maneuver is the down-forward motion resulting in an authoritative turn. This is particularly important at Alta where we must teach people speed control so that they can learn to ski steep terrain. 2. If the class is having a good deal of trouble with this maneuver, rather than pursuing your sequence, drop back and review sideslip. The main trouble students have with this maneuver is inadequate edge control at this stage of skiing. 3. Main errors: a. Trying to release the edges by pulling the hips over the skis and throwing the shoulders into the hill. Note that the traverse pOSition is maintained throughout the maneuver although the amount of angulation is increased and decreased. b. Keeping too much weight on the tails of the skis. The tails won't slide if weighted -- emphasize the forward motion. c. Inability to release edges sufficiently. Upper body weight must be kept over the downhill ski as the knees come away from the hill to release the edges. This is also evident whep only the downhill ski slides and the uphill ski remains edged. CLASS D I. STE:-'1 CHRISTIE -~ finished form. A. Purpose~ This turn allows the student to link turns where the majority of the turn is made with the skis parallel. He is then able to ski faster and on steeper terrain. B. Bas~c, Principles: W~i.&.~.! !£!..~~. angulation, total, motion B natural posltlon~ forward lean. up-unwelghtlng. Note that thIS is where we first begin to emphasize the' down-up-down motion in the turn. C. Sequence to teach the finished form: 1. Review up-hill christie, but do not \~orry if students do not get much of a christie because it will be taught with the next maneuver. 2. Snowp}ow chl'istie~ Start with a straight snowplow position~ eff:l1er-sti"'alghT'down the fall-line or at a slight angle to it, as your student's ability and the terrain dictate. From a moving snowplow transfer more weight to one ski to start the turn. Wi th a bouncing up and forward motion bring the inside ski parallel and slightly' advanced of the downhill ski, allowing the skis to slide in a Chl"istie. Then gradually sink forward to finish the turn. This maneuver can be taught at first without the final sinking motion to allow the students to get their skis sliding freely. Then add the sinking motion for control and power. 3. Se~inning christie: The turn begins like a stem turn but the skis are c10sea progressively sooner after leaving the fall~line. A down~up motion is used as the inside ski is unweighted and brought parallel to the outside ski. This is followed by a down and forward motion which weights the outside ski and completes the christie phase of the turn. 4. Work towards closing the skis progressively sooner in the turn. This is fad Htated by skiing faster and using more downeup-dmm motion. As this happens the student should be skiing a gradually steeper line of descent. S. Finished stem christie: In this maneuver we are working for an immeai'ate-cnange of weight from the downhill ski to the stemmed ski. Again this will be facilitated by skiing faster» using more down~up motion and choosing a steeper line of descent. It is very important to get your students to decrease the width of the stem and then keep the outside shoulder over the outside ski so that the upper body weight is balanced over that ski and he can stand on it when he transfers his weight. Forward lean is also very important -- up and forward to start, down and forward to finish, keeping constant forward pressure throughout the turn. D. Exercises to use as teaching aids or to correct errors~ 1. Stem garlands: Good exercise for long traverses and wide slopes. It will strengthen the christie phase of the turn. 2. "over the gates" to correct body position. 3. Snowplow stop christies. 4. Exercises to teach closing of the ski sooner when working towards the finished form stem christie: a. Skating onto the outside ski. CLASS E 8 b. Skiing faster with more down=up=down motion. c. Split=bogeng Sink down on the downhill ski as the uphill ski is brushed out in the stem. Immediately step up onto the uphill ski as the stem is completed. Practice this maneuver while standi ng sti 11 and then while moving at the beginning of the turn. d. FOI:' students having troub Ie with the weight transfer te 11 them to brush the outside shoulder out over the outside ski as they stem the ski. (Obviol~ly the shoulder drops slightly back through the turn.) e. Emphasi:e the up <l<nd forward motion to begin the turn. 5. Emphasize fOr\Jacd lean for a better christie. Telling the students to press tne''l''r''kn'ee~ston\fard or towud the tips of their skis is a good aid. The} r upper body must press forward too. I. PARALLEL CHRISTIE Finished form. A. All of the basic principles are used here \~"ith emphasis on forward lean ~ up=unweighttng~ weight transfer and natural position. B. Sequence to teach the finished form: l. Review traverse (emphasis on correct body position), sideslip (for edge control).~ and ur hill christie (for authoritative christie to finish the parallel turn~ and timing of the down~up~down motion.) 2. The use of f,oles can be taught here e after the fan christie, or later in the parallel sequence where it seems appropriate, but note that the parallel christie is the first place where we teach the use of poles. 3. Fan christies == gradually increase the steepness of descent of the up=hill christie. If the pole plant has been taught use it with the fan christie. 4. Christie from the fall=line~ separately bringing out these points: a. Up-unweighting b. Weight transfer c. Lead change 5. Christie through the fall~line emphasizing edge change~ with lead chan~e and weight change. NOTE~ Exercises 6~ 7~ 8,9 == Your sequence should include beginning each of the maneuvers with the student's skis apart for stability and confidence. As the student gains balance~ confidence D and stabi lity the skis should be brought gra.dually closer and closer together. The objective of these maneuvers is to eliminate the stem or to get away from the student changing first one edge and then the other. If you try to bring the skis together too soon the student wi 11 revert to stemming. It is much easier to get rid of the stem from a wide-track approach. 6. Hopping exercises in place and then moving across a flat or slight incline. Hop the tails of the skis and emphasize springing wi th the legs and landing softly. -----"--- 9 7. Hopping exercises displacing the tails from side to side. 8. Cqmbine hopping the tails of the skis to the side to start the turn with the up-hill christie to finish the turn. Note that the hop replaces the stem to start the turn. 9. Diminish the hop and explain the use of the knees to control the edS. chanse at the beginning of the turn: - - 4 In the previous traverse or turn the knees were pressed toward the hill to edge the ski. With the down-up aotion to start the turn, the knees come over the skis, which flattens the edges and allows the skis to start turning. With a continuous motion the kneeS continue towards the hill in the direction of the new turn to gradually re-edge the ski. This is probably the most important factor in teaching a person to ski parallel, because \Dltil they learn to change their edges simultaneously with their knees, they are going to change them one at a time with a small step, step, or slight stem. C. Exercises to use as teaching aids or error corrections: 1. Skating turns for weight transfer and forward lean. 2. Skating exercises. 3. Use knolls and various types of terrain to build up fall-line confidence and facilitate edge change. 4. "OVer the gates'. for body position. S. Parallel students need a lot of work on edge control: traverse, sideslip, traverse on one ski, sideslip garlands, hop down the hill froa traverse to the ssae traverse. 6. Parallel garlands -- either with a hop or with forward lean to start. 7. Work on timing the pole plant with the down-up-down motion, and on getting the pole ready for the next turn before the completion of the last turn. 8. Hold a gl~ve or some other object between the ankles or knees, or use an imaginary object. 9. Vary the Ii ze and speed of the turn. 10. Wide track parallel ~- Start out with ski. parallel but at least a foot apart and through a series of turns gradually bring the skis closer together. 11. Work toward linking turns smoothly. 12. Ski and ski and ski. Students learn by doing: D. Main errors and points to watch for: 1. Unweighting straight up or backwards. The up motion must be forward and down the hill where the .kier is gOing -- not backwards where he has been, 2. Rotation with shoulders or hips. This is usually in an effort to relea.e the edges because the student is sitting back, or due to impatience and hurrying the start of the turn. Explain the function of the knees and show how the upper body counters the motion of the ski. and lower body for balance. Tell them not to hurry the turn. 3. Inability to change edges simultaneously. Again explain the function of the knees in changing the edges, but also work on a more vigorous \.I\weilhting. 10 4. Forward Lean. You will have to work on this continuously because students-rITVariably sit back (don't we all?). Remember that forward lean must be continuous throughout the turn. S. Insufficient unweighting. Remember that the slower that you ski, the more you need to unweight to facilitate the edge change and the initiation of the turn. 6. .Pole Plan:t. The touch of the pole is timed with the end of the. (down motion just as you start up. Hands should always be out in 'front of you with the hands slightly to the outside of the body. The pole is brought forward with the wrist but brought to the snow with the down motion of the knees. Knuckles should be forward and the arm should be a straight line from the knuckle to the elbow. Intermediate Parallejl -= Alta Classification I. Review parallel christies with emphasis on the following points: A. Pole plant -- particularly getting the pole ready sooner in the turn to facilitate linking parallel turns more smoothly and quickly. B. Developing more power or thrust at the end of the turn. C. Vary and control the radius of turns. D. Stress forward lean. E. Reduce unweighting and emphas~ze edge control to start the turn. De-emphasize the hop. II. PARALLEL WITH A CHECK -= Finished form A. Purpose: To give students a means of controlling their speed in parallel turns so they can ski much steeper and widely varying terrain. B. Basic Principles: All are important with particular emphasis on forward lean and angulation (edge control). C. Sequence to teach the finished form~ 1. Stop christie~ This is an up-hill christie with a definite edge set at the end of the christie phase to stop, timed with the plant of the downhill pole as the edges set. When done correctly there is no lateral skidding of the skistnor forward movement after the edge set. Students will initially have trouble with the timing on the edge set and will try to set their edges too early in the christy and without a definite down motion to accomplish the edge set. Explain that the students must turn their skis further across the hill before trying to set the edges. The edge set is accomplished by a further forward and into the hill motion with the knees. The upper body must lean more down the hill for balance as the edges set. 2. Stop christie with hop (forward) after the set. 3. Stop christie, hop (forward), turn. 4. Check-hop garlands. ----~ .------ 11 5. Link check~hop turns~ using little bumps and knolls to turn against. 6. Gradually decrease the hop until it becomes a natural recoil from the pressure built up under the skis as the skid to a set is made. 7. Ski steeper terrain and mogulS, working on bulding up pressure to the set and releasing with a recoil action to start the next turn. D. Common errors and teaching aids: 1. Students will try to set the edges before the turn is completed see It 3" "a". 2. Unweighting straight up or backwards. Stress forward lean so that the recoil will throw you forward and down the hill where the skis are going. 3. Inability to set the edges. This is a very difficult maneuver and takes a long time to learn. Practice many static edge set maneuvers~ many check garlands. Hops from traverse to same traverse down the hill are helpful. Stress the forward and into the hill motion of the knees. III. Further development for Intermediate Parallel students: CLASS F A. Forward lean. Make the student be aware of constant pressure on the fore-body of the ski throughout the christie phase of the turn and into the edge set. Often a student will be able to start the christie phase with forward pressure on the ski, but will lose the pressure as the turn progresses. As a re~ultt the turn degenerates into a forward sideslip. B. Ski moguls: 1. Use check for speed control. 2. Stay in the valleys of the moguls 3. Use skating steps in moguls to step above a mogul when headed right at one. 4. Rubber leg across a field of moguls staying high and loose~ allowing the legs to act as shock absorbers. C. Practice in controlling the radius of turns: Have students make a specific number of turns in a designated amount of space, or follow you with no passing~ etc. D. Eliminate the "double bounce" so that the end of one turn flows right into the beginning of the next turn. Students should be working toward smoothly linked turns. E. Pole timing -- pole gets ready for the next turn as the last turn progresses. This is directly related to the speed of the skier and the radius of the turn. Work for good continuous pole action. Advanced Parallel -- Alta Classification I. SHORT SWING =- Finished form ----- "-----""--- 12 A. All basic principles are important with particular emphasis on forward lean and total (continuous) motion. B. Sequence to teach the finished form: 1. Review from parallel with a check~ a. Stop christie b. Check=hop garlands c. Parallel turn with check d. Linked parallel with check, working on rhythm 2. Hop the tails of the skis off the snow in rhythmic hops combined with pole plant. Practice both standing still and moving down a gentle slope. 3. Same exercise as above only add a small displacement of·the tails from side to side. 4. Add skidding after the tails hit the snow. 5. Gradually replace the hop with rhythmic unwei~hting or lifting. Note that the lifting action should come from the legs and not the shoulders. 6. Increase the displacement of the tails of the skis from side to side for speed control. 7. Work on speed control. Student should be ab Ie to attain his desired speed and then control his speed so that no further acceleration occurs with each turn. 8. Ski steeper terrain~ which requires more thrust and edg~ set. 9. Work on eliminating all unnecessary motion. c. Exercises and further teaching aids: 1. Two-pole hop turns down the fall~line -- very good for pulling the student forward and keeping his shoulders facing down the hill. With proficient students try one pole hops down the fallline. 2. Have the student sight on a spot down the hill and continue to face that spot throughout his sequence of turns. 3. Hop skis from edge to edge without skidding displacement of the tails. This requires a precise edge set and a more vigorous unweighting. 4. Schmeering on flat slopes with little or no edge set. D. 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