carved turn a desirable goal. While most skiers can attain that goal, strength is a consideration at every ability level.


Te same is true for actions that place physical demands on quickness, agility, or range of motion. As you get to know students, take into account the following factors to help gauge physical capacity relative to skiing demands, bearing in mind there are


always exceptions: ■ Age (which may be, but is not always, a factor in strength and flexibility) ■ Physical conditioning and aerobic capacity ■ Personal history and athletic background ■ Previous injury ■ Vision and hearing


INSTRUCTOR BEHAVIOR: THE TEACHING CYCLE


Instructor Behavior – represented by seven defined steps of PSIA-AASI’s Teaching Cycle™ – identifies your role in the learning environment. Tis part of the Teaching Model helps you learn about students and develop an open, trusting learning environment.


FIGURE 7.1: The Teaching Model


Introduce Lesson and Develop Trust


Debrief the Learning Experience


Assess Students and Their Movements


Check for Understanding


Determine Goals and Plan Experiences


Guide Practice


Present and Share Information


PSIA-AASI’s Teaching Cycle serves as a guide to formulate an appropriate lesson plan and adjust the technical direction as needed throughout the lesson. Although presented linearly, it should be used in a cyclical pattern. Conditions and situations change, and you may need to revisit any part of the Teaching Cycle at any time during a lesson.


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CHAPTER 7: TEACHING–DEVELOPING TECHNICAL CONTENT 103


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