When students are learning new movement patterns, timing is an especially difficult part of the puzzle. Tis is why it’s essential not only to teach students what the proper movements are, but when to make them. Following that up with detail about movement intensity and duration is the mark of a highly effective description.
CAUSE-AND-EFFECT RELATIONSHIPS
An infinite number of cause-and-effect relationships exist in snowboarding. Tese rela- tionships can be identified and used to heighten a student’s awareness while performing a given task or trick, either reinforcing or correcting the movement pattern. At the most basic level, the body is the cause while the effect is the resulting board performance. For example, when you see the spine and hips rotate before the legs in turn initiation, there’s a high likelihood the rider will extend the rear leg abruptly at the finish of the turn, making the control phase quick or nearly non-existent. In other words, this rider tends to have a Z-shaped turn. Tis is a classic upper-body rotation move frequently seen in beginner to novice riders. Te movement works, but it may not be the most versatile, efficient movement. Tis movement could create slower reactions from body to board. Be aware that each student is unique, and that this generalization may or may not be applied to the student you are currently teaching.
PHOTO 5.7: It’s important to establish trust with your students and provide feedback in a way that’s best for them.
STEP THREE: PRESCRIPTION
Once you’ve identified and analyzed a student’s general riding tendencies, how are you then going to effect a positive change in their riding? As a newer instructor, this might be more of a trial and error process. However, given time and careful, creative thought, you begin to recognize patterns and figure out how to address board performance opportunities. Your ability to prioritize board performance needs and corresponding movements is a crucial part of your job as a snowboard educator.
TheSnowPros.org CHAPTER 5: MOVEMENT ANALYSIS 83
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