■ Timing refers to when movement occurs. A skier may edge skis at turn initiation or delay the timing and not edge the skis until the shaping or finish phase.


■ Direction of movement can be observed relative to the slope, the turn, or the ski orientation. Trough turn initiation, a skier may direct the CM down the hill, toward the apex of the turn, or along the length of the skis.


STEP TWO: EVALUATION


Observing your students provides a wealth of information to evaluate. Once you know more about your student’s goals, you can compare your observations to what you envision optimal performance to be. Tis helps you determine where a movement originates, so you can discern between a cause and its effect. Tis helps you determine what movements or actions you and your student will prioritize to create an appropriate lesson plan.


REAL VS. IDEAL


Once you identify an intended outcome, or prioritized a task, help your student visualize what you would like to see. Compare your student’s performance (real) to a performance that would be optimal (ideal) for the given task. It’s important to have a strong under- standing of ideal movement patterns as this knowledge helps you identify movement deficiencies, compared with movements that are effective and efficient. Today’s skiing culture and equipment support many different choices in skiing. For example, the ideal movements for short-radius carved turns on a steep, groomed slope will be different from movements for short turns in the zipper line of a bump run, or powder turns through trees. Having sound knowledge of skiing mechanics is imperative to determine the best techniques for a given task or tactical consideration.


PHOTO 6.10: Ideal movements for skiing in powder are different than those for skiing on hardpack.


TheSnowPros.org


CHAPTER 6: MOVEMENT ANALYSIS 89


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