Introduce Lesson and Develop Trust ■ Take the time to introduce yourself and have your students meet each other. ■ Establish rapport and build trust with individuals and the group. ■ Create an ongoing learning environment that is fun, open, and supportive. ■ Clearly define processes and outcomes throughout the lesson.
Assess Students and Their Movements ■ Identify past experiences that could impact learning and skill development. ■ Discover your students’ learning preferences. ■ Evaluate physical conditioning and physical capacity. ■ Notice your students’ motivational and emotional states. ■ Determine ability level by evaluating movement patterns and outcomes. ■ Prioritize movement needs.
Determine Goals and Plan Experiences ■ Work with students to select appropriate goals, based on student makeup and skiing assessment.
■ Partner with students in designing a lesson plan. ■ Formulate a meaningful progression of movements and skills. ■ Suggest general goals and objectives for the group, and specific goals for individuals.
Present and Share Information ■ Choose terrain and snow conditions appropriate for the level of your students. ■ Pace your information flow and practice time based on the performance and engagement of each individual and the group.
■ Clearly communicate and accurately demonstrate specific ski performance actions, connecting movements to those outcomes.
■ Use a main concept to introduce new ideas. ■ Direct student focus on the sensations of well-executed movements and ski actions.
Guide Practice ■ Set practice at levels appropriate to students’ abilities, energy, and desires. ■ Provide specific, timely feedback relevant to each student’s movements and ski performance.
■ Catch students doing things well and connect your feedback and positive reinforcement to sensations and ski actions.
■ Guide initial practice and create the ability for self-practice and self-feedback. ■ Mix technical and tactical information with the appropriate methodology. ■ Create an environment of focused play and experimentation.
Check for Understanding ■ Verify your students’ levels of physical understanding based on their ability to make the movements required to accomplish outcomes introduced in the lesson.
■ Verify your students’ levels of cognitive understanding based on their ability to verbally state an understanding of the concepts, movements, or tasks.
104 PSIA ALPINE TECHNICAL MANUAL
TheSnowPros.org
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 |
Page 125 |
Page 126 |
Page 127 |
Page 128 |
Page 129 |
Page 130 |
Page 131 |
Page 132 |
Page 133 |
Page 134 |
Page 135 |
Page 136 |
Page 137 |
Page 138 |
Page 139 |
Page 140 |
Page 141 |
Page 142 |
Page 143 |
Page 144 |
Page 145 |
Page 146 |
Page 147 |
Page 148 |
Page 149 |
Page 150 |
Page 151 |
Page 152 |
Page 153 |
Page 154