Here is Dean Hill's end of season report for 2002 as featured in SnowPro.

Well the 2002 season turned out to be a success in many regards with some good early snow and temperate conditions helping us through the August drought and with a nice topping up at the end of September, the winter finished itself off gracefully and as late as the 13th October in Perisher which closed with some good spring riding.

The ASPI and snowboarding also saw many successes this season and ultimately some very positive things including results coming from the courses and examinations. There were solid passing results across the board at all levels and our highest ever pass rate at level 3 with 7 from 11 candidates achieving successful results proving that with some hard work and focused preparation, that it is definitely achievable to complete Level 3 in the same season as attending the pre courses.

I urge those that were successful this year at Level 2 and those that have been entertaining the idea of Level 3 for a while to take it on next season. New guidelines put in place for next season stipulate that a rookie trainer cannot move to trainer level until they begin training for the level 3 so if you have entertained the idea of becoming a trainer in the future or attending rookie trainer selection in 2003 then the time has come to seriously consider Level 3. The common feedback about why people are waiting to do Level 3 is that they are not ready but believe me and ask any of the Level 3 candidates, there is no better way to prepare yourself for it than to attend at least the pre courses and see where you stand. You do not have to attend the exam that year or even the next year if you choose. If you are waiting then at least give yourself an idea of the curriculum and the progressions so you know what to train as you psyche up in preparation for taking it on. The pre courses will provide you with these things and give you a training focus.

The most positive thing to come out of the examinations for me was that there were no real weaknesses recorded in any one area with marks spread across the board. This for the trainers means that the weaknesses that we have had in the past are slowly being tackled and instructors that are strong in all areas especially teaching are being produced from our courses and exams.

A much better presentation of the Modern Teaching idea was also viewed at the exams although there was a degree of misunderstanding about how to apply the concept at times. The idea that it was just about “FEELING” and about “how did that feel, what did that feel like”. This is a big part of the concept but finding out how they FEEL with the idea that you have presented is only a part of the overall idea.

Here are some ideas to take away and practise this summer if you are off overseas to teach or to consider this summer as you enjoy the warmth if you are staying home.

INTRODUCTIONS were good but focused too much on the use of a game rather than “an innovative way to get the group interacting” which was more the focus. Games are great but should be relevant to student type/s. Some games suit some groups and not others. The energy used here to present the lesson was also good but this energy should be maintained throughout the whole lesson just like in the real world and not just at the start of the lesson to get the examiners attention.

What is more important with the Modern Teaching idea is getting the student/s involved in the lesson. QUESTIONING them about their goals and making an agreement with them and then along the way questioning their experience to find out “good or bad” how the lesson is progressing. Is the lesson going where they wanted to take it? Then you can adjust your lesson plan or not to best move towards THEIR goals. Structure your questions to work with them to best achieve this. Learn more about how to question, it is an art.

Once out on snow realistically assess them and then progressively move forward having the student/s involved throughout the whole process. This is where you may ask “how does it feel” for feedback on the task you have given. USE this feedback to structure the next step and plan the lesson further. CONSOLIDATE until comfortable with the task and enough to move on, don’t rush. Again ask them how they are progressing with the task that you have set for them. Involve them all the way and if you have to re assess THEIR goals along the way then do so and make a new agreement with them.

Always, always summarize the lesson so you can reinforce with them what they have learnt, all the steps along the way and where you can go from here. Give them options as they may not know what is the next step and this may help greatly in selling the next lesson. Hey who knows that refining the turns, making turns with less skidding and a rounder turn shape comes after linking basic turns together, you might but they may not. Educate them, teach them.

I have included below a guide for teaching the New First Time Snowboard Lesson with a new perspective on how to look at the lesson using the Modern Teaching idea. Carry this in your pocket and use it as a guide when presenting your own lessons using its basic framework. Then you can fill in the blanks adjusting your lesson with the lesson variables such as class size and terrain etc that exist in your particular lesson.

THE NEW FIRST TIME SNOWBOARD LESSON

The majority of instructor business is at the beginner level so it is the first time lesson that most instructors are exposed to and so should be best at with more time to practice. Use this idea with more advanced students with the same goal in mind of working out what skill you are trying to teach them and considering all the tools that you have at hand, choosing them as you go to best suit your student/ s needs and realising their goals.

What is the beginner snowboard lesson about? What should the student experience in one hour, two hours, three hours, six hours? Should they get as far as learning to turn, should they experience riding a lift?

With the new first time lesson we feel that the goal/s or focus should be a simple one but a broad one. They should learn to balance on the snowboard and learn how to control its speed and direction.

This may take many forms from simply straight running to completing a direction change on one or both sides. You may have them side slipping or directional side slipping, maybe traversing and if they do really well possibly turning or even linking turns together. Wherever you get to is up to you and the student/s and THEIR goals.

PROGRESSION

Provide the student/s with an awareness of how to balance on their board whilst stationary
Teach them how to balance whilst moving pushing with rear foot
Teach them to balance with both feet on the board and whilst the board is flat moving down a slope and coming to a stop of its own accord (terrain must slope with a run out)
Teach them to balance on an edge toe side and heel side with a slight change in direction and again with the board stopping of its own accord
Transfer this to a slightly steeper slope and teach them balance on both edges to carry the student/s across the slope and away from gravity
Teach them about the fall line and then introduce them to it
Let them experience moving through the fall line and changing edges WITHOUT FALLING
Let them experience this to both sides
Assist the in linking together these edge changes
Let them enjoy this feeling and participate in supervised mileage with them

CONSIDERATIONS

Class size
Terrain available (suitable for each step)
Lifting facilities (chairs/ magic carpet/ t-bar)
Chairs to suitable terrain
Magic carpet to suitable terrain
T-bar to suitable terrain but not too quickly – more time required on the flat to develop balance so the student is successful the first time and does not experience a fall
Athletic ability of student/s
Confidence level of student/s
Equipment – how well is it suited and how well does it work for them?
LIST SOME OTHERS?

TOOLS

Teacher assistance
Pairing students
Terrain available suited to each exercise or skill
Lifting facilities (magic carpet first and then chair or t-bar as an example)
LIST SOME OTHERS?

This is just a simple guide and possibly a different perspective of how to look at teaching beginner boarders. Maybe you already teach in a similar way and if so experiment even more with this idea and different ways to apply it remembering that it is not about all the steps but which steps to apply and when according to who you have in your lesson.

I hope everyone enjoys a good summer or winter wherever you are and look forward to crossing paths with you somewhere next season.

Dean Hill

APSI Snowboard Technical Director and Chief of Examinations.

25/10/02

Did you know his email is deanoe@hotmail.com ? Well now you do!