QFocus on the present. Tink of apprehensive students gathered atop a mogul field. “Well, we’re not going to ski all of them all at once!” says Walker. “We’re only skiing one bump at a time.” Don’t worry about what you’re not doing or what you will be doing, he adds. “Go with what is.”
touch your poles to snow, say aloud, “Touch!” Now that they are aware of poles – in a totally non-threatening and non-judgmental way – they’ll ski while touching their poles to the snow. If you need to then help them refine their pole touches, you’ll have a solid starting point. You might also consider using video to aid your demonstrations and enhance student awareness of helpful tactics.
Kriegel asks her to ski more turns, but to ski aggressively. Her next turns wow not only the other members in the group, but herself as well. “That was fun,” she laughs.
turns, but to ski aggressively. Her next turns wow not only the other members in the group, but herself as well. “Tat was fun,” she laughs. I can’t wait for the next opportunity to ask a student to “Ski how you want to be skiing” or – better yet – to try it myself and add some experiential learning-style reflection to really anchor the sensation for future mastery! Here in the 21st
century, we are
QPlay a word game. Have you ever had a run when, suddenly, you realize you’re skiing or riding like your favorite World Cupper or Winter X Games athlete? (Too often, the minute you realize it, you crash!) Ten, when you try (or, more likely, your Self 1 tries) to describe or replicate whatever you were doing, you can’t do it. Te more you try the worse you ride! Kriegel suggests a word game.
Find one word that describes that breakthrough run. “Aggressive,” “smooth,” “graceful,” for example. Say the word over and over as you ski, and your movements may take on that quality. And be sure to also encourage students to sum up their epic runs in one word, too. “It is not that we ski better when we aren’t concentrating,” Kriegel writes. Rather, “we concentrate better when we’re not trying to.”
DIVE DEEP INTO THE MENTAL ELEMENTS OF PERFORMANCE In Inner Skiing, Kriegel tells the story of a student named Harriet. A competent skier, she laments that she isn’t skiing the way she wants to ski. Kriegel asks her how she wants to ski. She starts to explain, but he cuts in. “No,
not in words,” Kriegel says. “Show me.” Her next turns are remarkably better than any she has made. When they discuss the difference, they decide she had skied more aggressively. Kriegel asks her to ski more
bombarded with information that comes from all
directions – our phones, our computers, our training managers, and our training clinicians. Once in a while, it’s valuable to take a piece of information and dissect it. “Skiing is one of the most mental sports,” says Walker. Te Inner Game of
Tennis and Inner Skiing dive deeply into the mental game – how to train the mind to achieve our best physical performance. “We used to ask two questions at the end of an Inner Game clinic,” says Walker: “One, what did you learn about skiing? And two, what did you learn about life?” How fun to discover that we’re not just snowsports instructors; we’re teaching skills that help people live better lives too.
Mark Aiken’s PSIA-AASI resume includes
Level III alpine, Level I telemark, and Level I VQRZERDUG FHUWLfiFDWLRQ +H LV DOVR D PHPEHU of
Eastern Division’s Advanced Children’s Education Team. Website:
markaiken.com
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