While a rider may start or finish a turn or trick in a position that matches the reference alignments, he or she likely does not remain there throughout. Tese reference alignments provide a baseline by which you can compare and describe other positions. In dynamic riding, snowboarders pass through many positions at different times – with differing intensities and durations.


When describing the ideal position at a given time in a turn or trick – or the current position in contrast to the desired position – you might use the reference alignments to assign numerical values to the student’s positions. For example, you could use a scale of -5 to +5 to describe a rider’s current position, with a value of 0 representing any one of the reference alignments. Your evaluation might go something like this: “During your toeside turn initiation, your shoulders were open to a +5 and your hips were open to a +2.” With some creativity and knowledge of the student’s interests, these descriptions can be a powerful tool to easily relate positions or movements.


RANGE OF MOTION


Range of motion can be measured by the amount of possible flexion, extension, and/ or rotation of a joint. One’s ability to flex a joint or combination of joints depends on such things as genetics, past injuries, strength, and muscle endurance. When assessing movement, it’s imperative to recognize that range of motion is highly variable from student to student. Asking a student to achieve positions that you are capable of making may not be realistic. Te best solution is to devise different movement patterns that will result in a similar outcome in relation to the shared goal. While range of motion can be increased over time, it is an important consideration in the “now.” Yoga, martial arts, and stretching are all ways to increase range of motion.


TIMING, INTENSITY, AND DURATION Te timing, intensity, and duration (TID) of movements are just as important to describe to your students as the actual movements themselves. To be effective at communicating movements, you’ll need to develop context and shared meaning with your students. Tese descriptions help riders truly understand the desired movements,


and how to implement them correctly. ■ Timing: At what point in the turn or trick do you want the student to make the movement? For example, “Scissor your legs throughout the control phase of the turn.”


■ Intensity: How forceful – aggressively or passively – do you want them to make the movement? For example, “Quickly extend your ankles, knees, and hips just before the lip of the jump.”


■ Duration: How long do you want them to make the movement? For example, “Progressively flex your ankles and knees throughout the control phase of your heelside turn.”


In-depth movement description is accomplished by defining the appropriate phase of the turn for the movements (timing). In order to achieve an effective level of depth, descriptions should also offer information about the right amount of force to use (intensity) and how long the movement will take in order to achieve the desired outcome (duration).


82 AASI SNOWBOARD TECHNICAL MANUAL TheSnowPros.org


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