STEP TWO: EVALUATION
Once you’ve taken adequate time to observe your student, it’s time to share your findings with him or her. Te difficult part of sharing observations, especially corrective feedback, is conveying the message in a manner that is honest, sincere and, most importantly, well received by the student. Tis can be a challenge. Your evaluation should be simple, movement-specific, and relevant to the rider’s desired outcome. As you learn to hone this skill set, keep this teaching adage in mind: “Tey don’t care how much you know until they know how much you care.”
NONJUDGMENTAL LANGUAGE
Your evaluations should focus exactly on what the student is doing and be judgment-free. Using judgmental language such as good or bad, right or wrong, correct or incorrect isn’t likely to be taken well. Tose kind of pronouncements don’t share useful information for helping students meet their goals, either.
Tat isn’t to say you shouldn’t be encouraging; be specific about what they did well. For instance, don’t just say, “Tat was great!” Instead, say, “Tat heel-edge turn was great! You were able to use your ankles and lead leg to initiate the turn, rather than just using your hips. Tat caused the board to tilt sooner and higher in the turn. Great job!” Keep the potential impact of your statements in mind.
EVALUATION IN PRACTICE
You have a real opportunity to help riders realize their goals by providing feedback, instruction, and guided practice. At this crucial stage of the learning experience, you definitely don’t want to just wing it. Use these five simple guidelines for communicating with your students. 1. Be prompt in delivering feedback. 2. Be positive. 3. Give the right amount of feedback. 4. Keep the feedback focused. 5. Use different teaching methods (for example, visual, auditory, and kinesthetic [VAK]), depending on the preferred learning style of the rider.
Provide feedback as soon as you can without interrupting the student’s movements. Tis allows the rider to make the necessary connections between performance and feedback. It also gives you and your student a chance to plan the next step while the previous actions and sensations are still fresh. Positive reinforcement will motivate your students to keep striving for success. Constant corrective feedback can backfire and cause the rider to assume that he or she is not good enough to stick with the lesson. Whenever possible, avoid using the word “don’t” as a means of correction. Instead, opt for “try this.” While it’s wise to keep things positive, there’s no need to sugar coat your feedback. A blend of information and honesty – skillfully presented – is the best approach.
78 AASI SNOWBOARD TECHNICAL MANUAL
TheSnowPros.org
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