Make them do something unexpected throughout your teaching segment that is diff erent than the thing you’re teaching. Interrupt your own patterns of communication. Interrupt
your students’ patterns of expectation. What are they expecting? Give them a small dose of something unexpected. How have you been communicating? Communicate diff erently. – David Lawrence, PSIA-AASI Team (Nordic Coach)
FAMILIES
T e parents are mostly interested in the kids, less so in themselves. Teach the kids at their level to start. Once the kids are moving and on task, switch to the parent. Once you have shown the same concerns and priority (kids fi rst), the parents’ trust is sky high. Now they are open to learning and you can use a teaching style more appropriate to them. – Gary Amon (Eastern Division)
1. Parents love to see their kids succeed; make sure and recognize the strengths of each child in the lesson.
2. Kids love to surpass their parents, so talk to them like they will be the experts.
3. Set up friendly competition between the kids and adult(s), but be wary if dad has a problem with mom being the superstar of the parents.
4. Make the lesson fun for everyone. Depending on the ages of the kids, use them as leaders. Modify the activities if parental fi tness levels are not up to par, or the kids are really young or out of shape. Someone will probably advance more quickly than the rest of the family; fi nd extra or diff erent activities for that person. – Lisa Christie (Eastern Division)
1. While building rapport with the family, set up a fl exible plan that will allow you to meet the needs of individuals, thus benefi ting the family as a whole.
2. Implement age-specifi c learning and teaching theories to best meet the needs of individual ages and create healthy group dynamics.
3. When individuals are excelling faster than others, control the pacing by building tactical exercises for them while you focus
SENIORS
Q Listen to their goals. QAppreciate their needs and concerns. Q Share your path as a lifetime learner – especially if you have a touch of grey yourself.
QMake a connection with the student, fi nd out where they are in the sport, help them determine where they would like to be, then deliver!
– Joanne Kerbavaz (Western Division)
QTake it slow. QWork on gentle terrain. QUse positive reinforcement QExplain in extra detail where you will be working and what you
will be doing. Make sure they understand that stopping to rest is OK.
– Ron Wayda (Eastern Division)
Respect prior experience, and if your senior student gives you the green light to amp up the intensity, do so gradually.
COURTESY OF LIBERTY MOUNTAIN AND
When teaching families, the parents will want you to focus on the kids... but don't lose sight of creating a good time for parents, too.
on technical aspects for the lesser skilled people in the group. For example, turn shape, reading terrain, or basic freestyle tricks.
T e parents usually prefer to have the instructor focus on the kids to make sure the kids are successful and have a good time. Don’t lose sight of creating a good time for the parents. If the parents are successful also, they will be back to enjoy snowboarding with the family. Creating a successful environment for all family members can
be diffi cult. T is is where teaching and learning theories like the CAP Model, Maslow’s Hierarchy of Needs, and Piaget’s T eory of Cognitive Development really help. – Eric Rolls, PSIA-AASI Team (Snowboard)
Plan the lesson ahead of time. Start by fi nding fun games to play that develop skiing skills. Be sure to have diverse activities that keep the children active and moving so they aren’t spending too much time on any one part of the lesson. Interject these activities between lesson points. – Kate Coyne (Central Division)
ISTOCK PHOTO
LEARNTOSKIANDSNOWBOARD.ORG
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