CZECH REPUBLIC
Candidate-Centered Exams Te Czech team had a great point – examiners should be candidate-centered when working with instructors so the instructors will be guest-centered when working with students. Tey also believe in developing an equal relationship between examiners and candidates. It was interesting to see that this group focuses on the
interconnection between technical skills, analytical skills, and teaching skills (tacit knowledge), which is similar to our Learning Connection triangle: technical skills, teaching skills, and people skills. Exploring “tacit knowledge” and what that really means may help add some concreteness to our people skills corner, a space the snowboard team is working in right now.
Top Takeaway: Examiners should lead by example and be candidate-centered. – Eric Lipton, PSIA Alpine Team
Evolving from Drills to Student-Centered Teaching Tis is a young organization (founded in 1992) that states they were originally influenced by the Austrians. Tey based their system on drill chains to develop skiers, but have since realized the importance of being student-centered and have embraced a system nearly identical to ours. Similar to our fundamentals, the Czechs identify skills that they place in a “puzzle model.” Each piece of the puzzle can be moved and placed based upon the situation. From level one through the highest level of examiner, they are scored on the same criteria. Tey believe that they must use “candidate-centered training” if they want the candidates to be student-centered instructors.
Top Takeaway: Te Czechs score their candidates from a view similar to our developmental framework. Although they don’t include people skills, they do look at both skiing (knowledge and performance) as well as teaching. A former World Cupper was recently unsuccessful in an exam, as she was clearly strong in skiing, but her teaching was weak. – Robin Barnes, PSIA Alpine Team
DENMARK
Positive Mental Training Much of the Danish indoor presentation was based on the book, Social: Why Our Brains Are Wired to Connect, by renowned psychologist Matthew Lieberman. In this work, he explores groundbreaking research in social neuroscience, revealing that our need to connect with other people is even more fundamental, more basic, than our need for food or shelter.
40 | 32 DEGREES • WINTER 2016 Finland gets into the festive spirit.
Top Takeaway: It was validating to see that their research data supports the kind of learning PSIA-AASI promotes! – Lane Clegg, AASI Snowboard Team Coach
Four-Run Progression Focuses on Fun Te Finns gave a fun-filled workshop that got us up the chairlift on our skinny skis. Tey explained that
Because of this, our brain uses its spare time to learn about the social world, especially other people and our relation to them. Consequently, before getting to tasks and drills of skiing, it’s more important to create social relationships to optimize the learning environment in order produce greater performance outcomes. Te Danes are interested in strengthening training outcomes by strengthening and training positivity.
Top Takeaway: Research shows that a ratio of 3 positive remarks to 1 negative or up to 11 positives to 1 negative lead to optimal performance. However, the type of positive remark must be based on a real observation. – David Lawrence, PSIA Nordic Team
FINLAND
Switch to Experiential Learning Finland is overhauling its instruction system, moving from a very structured teaching approach into more of an experiential one. Tey’ve done a lot of research that indicates this type of learning will encourage intrinsic motivation instead of the more typical extrinsic motivation. Te focus becomes the student’s experience instead of the
subject matter being taught. Tis type of learning is good for all levels, especially beginners, as it creates an excitement for learning that can set them on a path of exploration that turns them into lifelong participants.
youtu.be/oOpoDxJB1hk
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