Strong technical knowledge helps you know where a movement of the body or action of the skis should originate. Consider that there can be positive or negative effects from any action. Use the positive as a stepping-off point to teach new information. If the cause of an action or movement creates a negative effect, address skier deficiencies before moving on.
PRIORITIZE
As you evaluate student strengths and weaknesses, you may find many areas that need improvement. It’s up to you to prioritize which movements, if changed, would have the greatest positive impact on the skier’s performance. Your technical knowledge, as well as your lesson-by-lesson experience, helps you develop your ability to prioritize. Here are a few questions you may ask yourself to help when prioritizing movements:
■ Do I see movements that negatively affect the skier’s athletic stance? ■ Do I see movements that negatively affect the skier’s overall balance? ■ Do I see the ski actions I expect to see for this task? ■ Do I see effective technique and tactical choices for the task?
Generally, movements that negatively affect athletic stance and overall balance demand high priority. If a skier is not in balance, or cannot maintain balance throughout a turn, chances for success are slim. After you assess stance and balance, look at ski action and body movements, and consider cause-and-effect relationships to determine which focus will have the greatest positive impact on performance.
STEP THREE: PRESCRIPTION
Using your students’ goals as the basis for your lesson plan, the information you collect through observation and evaluation guide the technical approach you’ll take. Te most common strategies to improve performance involve skiing with a designated focus or performing drills and exercise lines.
FOCUS
After establishing a desired outcome, give your student a specific focus to keep in mind and practice as you ski together. It’s important for your student to understand the specific movement or objective within the context of common skiing situations. Tis strategy provides the opportunity to take what a skier does well and vary the focus to develop performance while gaining valuable mileage under your watchful eye. Monitor your student’s skiing, providing feedback as necessary. To increase the challenge, adjust the focus or move to more difficult terrain.
An example for providing focus can be as simple as having your student swing the pole toward the apex of the upcoming turn, which helps direct the body movement for a medium-radius turn.
DRILL
A drill, or exercise, is a movement pattern outside the skiing norm designed to develop a specific skill or blend of skills. Use drills with a technical or tactical purpose in mind. Make sure the drill you select is appropriate for the ability level of your student and the
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