BEFORE THE LESSON Do your homework. Find out as much as you can about the student’s abilities ahead of time, if possible, and read up on the challenges they may be facing. Traditional or adapted equipment may be used depending upon the effects of the diagnosis. Stand-up skiing with or without tip or tail retention devices, one or two outriggers, or a slider may occur. Te best equipment choice could also be a monoski or biski to support balance or preserve strength. Learn more about equipment selection and set-up in PSIA-AASI’s Adaptive Snowsports Instruction Manual (available as a free PDF at
TeSnowPros.org). People with brain injuries are susceptible
to further injury even with a mild impact that may not cause much damage to an otherwise uninjured brain. Hard falls, jolts, as well as blunt force to the head can cause additional brain injury and should be avoided. Te use of a helmet is strongly advised for students of all ages with brain injury, even if the school does not require their use. Te instructor can model this safe practice by also wearing a helmet.
TOOLS TO HAVE ON HAND: Q A digital camera or the camera on your smartphone
Q Notepad and pen for drawing examples or having the student write out a thought they are having trouble expressing
Q Clock or timer Q Written lesson schedule for easy reference
Q PSIA-AASI handbooks or other resources to show processes/ progressions
AT THE BEGINNING OF A LESSON Introduce yourself and tell your student a bit about yourself. Be respectful and genuine while getting to know your student. Learn directly from the student, or if more appropriate, from the caregiver how the effects of the TBI directly and indirectly affect the person and the strategies they use to manage any challenges and build these strategies into the lesson. It’s also important to learn about any medications the student is on and how they may influence the person. Also ask them about their goals for
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the lesson, and what their bigger ski or snowboard goals are. For instance, do they really want to ski from the top of the mountain, or do they want to go to the lodge at the top of the mountain to for the experience?
Set Realistic Goals Together, set realistic short- and long- term goals and make sure
the student
understands that there is not a specific time frame for their acquisition. Create a goal and skill checklist so that the learner has a record of what has been accomplished, leaving room to jot down visual reminders (words or pictures) for future reference on how to successfully replicate the activity. During your discussion about their goals, listen to the kind of language they use and what language they seem to understand. Use simple language when asking questions and check for understanding. Ask them about their emotional, cognitive, and physical strength at the beginning and throughout the lesson (on a scale of 1-10). If you cannot understand what your student is saying, don’t pretend you do: ask the question in another way, have them write out an answer, or tell them you will come back to topic later. It’s important to respectfully figure out if what the student is saying about their skiing/riding level and abilities is true, as they may be remembering how they skied or rode pre-injury. Plan to start the on-snow session with engaging warm up activities on flatter terrain until you gain a sufficient understanding of their skills.
Plan the Lesson Together Plan the lesson with the learner so it’s a true learning partnership. Set a schedule that’s realistic for the student, including restoration breaks, snacks and meals, and the finish time and criteria that dictates that the lesson should end. Te end time of the lesson can be based upon the clock, but more importantly should address physical, cognitive, and emotional indicators that signal the end of a lesson is near. Schedules may need to be revised during the lesson due to various factors. Address these changes calmly and explain briefly why, how, and when the change will occur. Plan a lesson with consistency in
Edgar Nevarez, pictured here pre-injury, “dreaming of snowboarding” while active in the military.
Nevarez still snowboards post-injury and is pictured here participating in a competition.
activities. Plan to repeat the same activity several times but with different approaches to keep it interesting (during the lesson keep relating to your student that it’s the same activity to avoid confusion).
DURING THE LESSON Always treat students with respect and support them in a dignified manner. Like any other lesson, follow PSIA-AASI teaching progressions as outlined in Core Concepts for Snowsports Instructors and the association’s discipline-specific handbooks, and make adaptations in technique and equipment that support skill development and safety. Find the appropriate environment for activities, perhaps that’s away from noise or distraction. Follow your mutually agreed upon schedule, making sure to take rest breaks that are restful for the brain, body, and emotions.
Identify and Ease into New Topics Provide an introduction to transition before changing topics and/or activities. A simple mention that the activity will be repeated
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