them interested promotes concentration. Playing games or exploring movements builds interest.


THE PROBLEM WITH WORDS


“Instructors like to talk,” says Walker. Te problem with that, according to Inner Skiing, is that language is woefully inadequate when it comes to describing skiing and riding movements. “Any movement we make in skiing – or in anything else for that matter – requires literally hundreds of instantaneous instructions


from the nervous system to different muscle groups in our bodies,” Kriegel writes. “Who is doing all this?” he continues.


“Whoever, it is certainly a lot more sophisticated and competent than a nagging Self 1, who, thinking it is in control, keeps yelling, ‘Bend your knees, stupid!’ Just who is being stupid?” Who are we to attempt to put into


words what really needs to happen for skiers and riders to deal with their complex and always-changing environments? “Te


language of the body is simply too specific and sophisticated to be put into words,” says Kriegel. In light of the shortcomings of language, here are some approaches for instructors to


consider: QDon’t teach; instead, build awareness. For example, don’t teach students how to use poles, advises Walker. Instead, make them aware of their poles – and what you do with your poles. Have them watch you and, every time you


:DQW D WLS IRU KRZ WR UHSOLFDWH D SDUWLFXODUO\ JRRG UXQ RU WULFN" )LQG D ZRUG WR GHVFULEH LW Ȃ OLNH VPRRWK IRU LQVWDQFH Ȃ DQG WKHQ VD\ LW RYHU DQG RYHU as you ski or ride.


56 | 32 DEGREES • SPRING 2017


GRANT NAKAMURA


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