uncover the disconnect. You’ll need to help the student resolve that confl ict before they can embrace the new information. Pre-existing information can be hard to dislodge, particularly if the person values it. For example if a client was advised by a well- intentioned boyfriend or girlfriend that they should lean back in powder, your student may be reluctant to give up on that sentiment. If someone spent a decade learning how to swivel their hips through the turn, they are likely proud of that move. It’s important to be respectful of pre-existing information and give students time to process new ideas.
It’s blowing 40mph and we’re hungry. Is now the right time to talk about a blocking pole plant?
and new sensations. Your fi rst priority when presenting new information is to keep things streamlined and clear so that the brain can focus on the task at hand. Start by adjusting the lesson pacing.
When your students are learning something for the fi rst time, stick to just one topic at a time. Allow ample time and space for everyone to digest the information and practice. It probably goes without saying, but when your students are in the early stages of learning, it’s especially important to eliminate jargon and make explanations as simple as possible. Similarly, a clear-cut demo is essential. Our
brains process new skills as a series of steps rather than one fl uid movement. Accentuate that idea in your demo by breaking down each part of the movement rather than blending it together smoothly and invisibly. If what you’re teaching doesn’t stick after
two or three tries, change the mode of your presentation. Instead of a verbal explanation, try a visual one. Use analogies, draw pictures, or use sound eff ects. Essentially, try other cognitive pathways. Accomplished instructors have seemingly limitless ways of describing the same concepts. One way to assess someone’s understanding is to ask them to explain what they are trying to do, have them draw a picture of the turn, or have them point to
56 | 32 DEGREES • WINTER 2017
the part of the board or body they should be emphasizing. All of these tactics allow students to think about the concept without having to do it physically. If your student is still stuck after trying
from a few diff erent angles, take a break and pick a whole new focus. Don’t set up repeated opportunities for a student to be unsuccessful, because that just reinforces the idea that they aren’t getting it. Also, snowsports are supposed to be fun, right? Don’t beat your students over the head with a task. If it’s not helping create fun and learning, move on. If you were unsuccessful in teaching speed control via turn shape, think of a diff erent way to encourage speed control. For example, try emphasizing rotational skills so the student can turn their feet farther across the fall line at the end of the turn.
Cognitive Disconnect Have you ever described a concept to a client and had them not believe you? Sometimes new information is in confl ict with existing information, which is called cognitive dissonance. For example, skiers of a “certain age” might aspire to ski with their feet close together. So when you casually advise a hip- width stance, you might not even realize you’ve created a confl ict in that person’s brain. You may get several steps down the road before you
ABILITY, AGE, STRENGTH, TIMING, AND EQUIPMENT If the student tries and fails, but remains in good cheer and is engaged with the learning process, then it’s likely not an aff ective problem. If you ask them to explain it and they can, it’s not a cognitive issue either. It's time, then, to examine the physical aspects of learning.
PHYSICAL ROADBLOCKS TO LEARNING
Q The task is too advanced for the student.
Q The change being attempted doesn’t address the root cause of the “bad” habit.
Q The movement requires more strength than is available.
Q The student is tired. Q $OLJQPHQW RU HTXLSPHQW LV Rff Q It’s a quick movement being
attempted by a slow-twitch person.
Q It’s a slow, gradual movement and they tend to stab their way through things.
Q For children, they don’t have the VWUHQJWK VL]H RU PRWRU VNLOOV WR SXOO Rff ZKDW \RXȇUH DVNLQJ
Q It’s a subtle movement that is hard to see and feel.
Q Students think they are doing it. Q They can’t feel the things you are asking them to feel.
Is the Task Appropriate? If a student is not able to perform the given task, it may be too far of a stretch given their current skills. Sometimes this happens because you’re not recognizing the fundamental issue that’s holding someone back. For example, let’s say your student is washing out his turns with a fl at edge angle.
KARIN KIRK
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56 |
Page 57 |
Page 58 |
Page 59 |
Page 60 |
Page 61 |
Page 62 |
Page 63 |
Page 64 |
Page 65 |
Page 66 |
Page 67 |
Page 68 |
Page 69 |
Page 70 |
Page 71 |
Page 72 |
Page 73 |
Page 74 |
Page 75 |
Page 76 |
Page 77 |
Page 78 |
Page 79 |
Page 80 |
Page 81 |
Page 82 |
Page 83 |
Page 84 |
Page 85 |
Page 86 |
Page 87 |
Page 88 |
Page 89 |
Page 90 |
Page 91 |
Page 92 |
Page 93 |
Page 94 |
Page 95 |
Page 96 |
Page 97 |
Page 98 |
Page 99 |
Page 100 |
Page 101 |
Page 102 |
Page 103 |
Page 104 |
Page 105 |
Page 106 |
Page 107 |
Page 108 |
Page 109 |
Page 110 |
Page 111 |
Page 112 |
Page 113 |
Page 114 |
Page 115 |
Page 116 |
Page 117 |
Page 118 |
Page 119 |
Page 120 |
Page 121 |
Page 122 |
Page 123 |
Page 124