AASI SNOWBOARD TECHNICAL MANUAL Movement Analysis Objectives


■ Understand and be able to apply the observation, evaluation, prescription model in a personalized manner to help students reach desired outcomes.


■ Identify and describe the three reference alignments and their significance for analyzing snowboarding movements.


■ Apply technical snowboarding knowledge to your MA process. ■ Articulate cause-and-effect relationships and prioritize the movements you want


to address in your lesson. INTRODUCTION


A key component of any snowboard lesson is assessing how a student currently moves and suggesting ways to work with his or her strengths and address potential deficiencies. To perform movement analysis effectively, think of it as a process. While there’s no single right way to perform movement analysis, all approaches have three elements in common: observation, evaluation, and prescription. Tis chapter provides a basic framework that highlights the individual concepts and techniques for each phase. Beyond making instructors seem all-knowing in the eyes of their students, MA skills are an integral part of the Snowboard Teaching System. Accurately assessing your student’s movements sets the stage for establishing attainable goals and helps you formulate a motor learning plan.


MA provides the foundation for both your and your student’s technical understanding of the possibilities of snowboarding. Your ability to simply, clearly, and respectfully communicate snowboarding concepts can make or break the connection between you and your students. MA is both an art form and a hard skill; it takes practice to deliver it well. Being aware of the impact of the MA process while you are teaching dramatically improves your lessons and produces positive results for your students.


THE MOVEMENT ANALYSIS PROCESS Movement analysis is the process of examining the relationship between how a person is moving and the resulting snowboard actions. It involves your observations and conclusions, how you address students’ deficiencies and build upon their strengths, and how you communicate with them. Students’ goals and desires, together with your technical knowledge, guide your movement analysis.


Te first consideration is to watch students perform a task. Second, evaluate and describe (for yourself and your students) what you observed about their performance. Last, based upon what you described, make an action plan, or prescription for change, with your students.


TheSnowPros.org CHAPTER 5: MOVEMENT ANALYSIS 69


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In this chapter, technical material detailed in previous chapters is linked to delivering instruction on the mountain. Te content explains common elements of movement analysis (MA) and shows how to apply these elements to lessons.


CHAPTER


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