EQUIPMENT
A student’s capabilities are partially affected by the equipment he or she is using. Review Chapter 2: Equipment for more specifics, and remember that understanding the subtleties of your student’s setup (board, boots, and bindings) will help you with MA.
THE HUMAN ELEMENT If you base your assessment entirely on the technical aspects of riding, you’ll lose sight of its human side. Te “human element” of snowboarding can directly influence how riders perform. It’s important to get to know your students, since knowing how they think, understanding their motivations, and recognizing their physical capabilities will help you create an action plan.
To help customize your lessons, find out as much as you can about each student. PSIA-AASI’s CAP Model – which considers a student’s cognitive, affective, and physical characteristics – was developed to help instructors enhance learning partnerships by identifying traits of individual students. It serves as a helpful tool for developing student profiles. Te model, explored in depth in PSIA-AASI’s Snowboard Teaching Handbook, applies to students of all ages. Here’s a brief rundown of the elements of the CAP Model as they apply to a snowboarding lesson.
COGNITIVE ASPECTS: HOW STUDENTS THINK
Getting a grasp of the student’s cognition (that is, how a particular person thinks) is often one of the most important pieces of the teaching puzzle. Elements of the student profile that provide clues about a student’s thought process include – but are not limited to – age, educational background, previous sports experience, common environment, and physical state.
Te way people think has significant bearing on how they perceive a snowboard lesson and apply the various movements of the sport. For example, a teenager’s attitudes and perceptions differ from those of an adult, and an athlete’s approach to a new sporting endeavor differs from that of a person with a more sedentary lifestyle.
AFFECTIVE ASPECTS: HOW STUDENTS FEEL
Te affective portion of the CAP Model, as it relates to riding, deals with students’ emotions and motivations for taking lessons. Emotions play a role in almost every aspect of snowboarding, with fear and excitement taking center stage as the main influences on physical performance. Motivations shape a student’s risk-taking tendency, which determines pacing and ideal rates of progression.
Te most common signs of fear in a rider are a loss of correct stance and alignment, tension in the muscles and joints, inability to concentrate on the task at hand, and a tendency to perform rapid sequential movements instead of smoothly linked ones. A scared rider’s muscles tighten up, diminishing movement in the joints. Tis trans lates to rapid, stiff, robotic movements that help the rider return to the defensive posture as quickly as possible, thus avoiding exposure to real or perceived danger. For information on helping students deal with fear, see PSIA-AASI’s Core Concepts for Snowsports Instructors.
TheSnowPros.org
CHAPTER 5: MOVEMENT ANALYSIS 71
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