» Focusing students’ attention on specific board performance and/or movements, rather than simply having them watch the demonstration.


» Using audiovisual technology (like video) whenever available and appropriate. Explanation


Explanation initiates the process of student understanding. Te most important aspects to explain are mechanical (movements), technical (board performance), and tactical elements. Directed toward your students’ developmental phase, this information provides answers for the “why.” Great instructors are also able to tie this information directly to goals while relating it back to the students’ motivations.


In each of your lessons, make sure you take the time to provide an appropriate balance between explanation, demonstration, practice, and feedback. As addressed in the previous action plan section, although cognitive understanding is critical to learning, it must be followed with tons of practice.


Demonstration


Demonstrations are basically visual explanations, and are compatible with the preferred learning style for most students. For younger students who lack the cognitive development or the patience to listen, demos are especially powerful. Verbal explanations and visual demonstrations need to match in order to avoid confusion.


While demonstrating tasks or tricks, there are a few chances to increase the effectiveness of verbal explanations. It’s often helpful to have students observe your demonstration from multiple vantage points. It’s also important to direct the students’ eyes to specific elements of the demonstration. In addition, it may be helpful to have them observe your track in the snow, the location of and amount of spray from the board, the performance of the board throughout the turn, or the movements and positions of body parts. Whenever possible, try to add depth to your students’ observations, which helps bridge learning and sensory preferences.


GUIDE PRACTICE


Te instructor: ■ Sets practice tasks at appropriate levels of difficulty. ■ Provides the appropriate time for reinforcement or development. ■ Uses massed (or group) practice for introducing new learning and distributed practice for continued learning.


■ Guides initial practice sessions and lays the foundation for meaningful independent practice.


■ Creates an environment in which to experiment and solve problems. ■ Uses visualization, centering, breathing, and other techniques from sports psychology.


As you’ve always heard, “practice makes perfect.” Tis part of the Teaching Cycle deals with providing the needed time on the right terrain to hone skills. “Guided practice” is best thought of as the glue of the cycle; without it, the rest falls apart. Guided practice and repetition anchors the actual learning of this motion-based sport. In other words,


96 AASI SNOWBOARD TECHNICAL MANUAL TheSnowPros.org


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