INSTRUCTOR TRAINING

HANDBOOK
SUMMIT LEARNING CENTER MISSION
The Summit Learning Center mission is to create life long skiers and riders by providing high
quality instruction and to have fun while doing it.

We teach alpine skiing, telemark skiing and snowboarding. We give instruction for people of all
abilities and all ages starting with 4 years old (younger skiers may have private lessons). More
than 60% of our lessons are ages 13 and under.

This handbook is meant to serve as a basic guide for teaching these sports on the terrain of the
Summit at Snoqualmie. It includes teaching ideas, as well as specific terrain considerations for
the different areas. This handbook also includes children specific topics.

We specialize in creating memorable moments by connecting with each and every guest through
a convenient, fun, outdoor escape.

Summit Contacts:

Summit main line 425-434-7669

Summit Learning Center Info 425-434-6700
Private Lesson reservations 425-434-6748
Registrar 425-434-7669 x6502
Summit West SLC 425-434-6732
Instructor/lesson hotline 425-434-7669 x6501
Summit Central SLC 425-434-7669 x4502
Kids Club 425-434-6708
Kids Corral 425-434-7669 x4500 or 4501
SLC Alpental 425-434-6701
West Patrol 425-434-7669 x6556
Central Patrol 425-434-7669 x4555
Alpental Patrol 425-434-7669 x5555
Security 425-434-6747
Human resources 425-434-7669 x 6301

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 SKIING and SNOWBOARDING LEVELS
Students come to us with a wide range of abilities. Often, our students have a general idea of
their skiing and/or snowboarding abilities. Our brochure and registration forms provide simple
guidelines for the students to evaluate themselves and tell us about their abilities. We use these
estimates for first round class assignments. Once on the hill, we can reshuffle. Students
progress quicker, and have more fun, if they are in groups of like ability. Ideally, homogeneous
lesson groups consist of people who have fun riding or skiing on the same terrain, at the same
speed. Many factors enter into grouping students – age, skill, athletics, background, athletic
attitude, physical fitness, equipment and personal goals are some of these factors.
Teach Tip! Know ski and snowboard ability levels so you can better categorize your
students. This helps when dealing with class ability level splits and communicating with
your fellow instructors.

PSIA and AASI have well defined skiing and snowboarding skill levels. Knowing these levels is
essential to understanding the skills the students need to work on in order to improve. Skill levels
also help organize teaching ideas for class.

Skiing Levels
At this
level: The student is: Some learning objectives are: Terrain:

Equipment and area orientation

New to skiing Standing, walking, skating, sliding and
Level 1 (Never ever) gliding Flats then
Straight Run gentle slope (no
Getting Up more than 4%
Using a wedge to stop grade)
Go from parallel to wedge stances
while gliding

Able to wedge to a Wedge turns

Level 2 stop Beginner lift(s) Easier green
Parallel side slipping circle
Able to link wedge
turns
Level 3 on green terrain Wedge-Christy Green circle
Able to link
beginning
wedge-Christies on Green and
Level 4 green Wedge -Christies with earlier matching easier blue
terrain square

Able to link wedge - Pole use

Level 5 Christy turns on Match skis earlier in the fall line Green and blue
blue Reduce wedge size
terrain Introduce parallel turns
Able to ski parallel
turns
on green terrain and
Level 6 wedge Christies on Open parallel on all blue terrain and Blue and easy
blue some easy black diamond terrain black diamond
Able to ski open
parallel
turns on all blue and
Level 7 some easy, Intro. to dynamic parallel turns Blue and black
groomed Ski tactics
black diamond Short turns

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 Able to ski dynamic Long dynamic parallel turns
Level 8 parallel on blue and Carving Blue and black
easy Fine tune turn shape
black terrain Application to steeper terrain
Able to perform
dynamic
parallel turns on all
blue
Level 9 and most black Steeps, moguls, crud, powder, gates, All terrain and
terrain high performance carving conditions

Snowboarding Levels
At this
level: The student is: Some learning objectives are: Terrain:

New to Equipment and area introduction

Level 1 snowboarding Gliding/ Skating
Getting Up Flats then
Traversing gentle slope
Side slipping (heel and toe)
Forward and fakie

Able to turn to a Beginner Lifts

stop, heel-slip Confidence
Level 2 and toe slip on easy Basic turns Green circle
green Linked turns
terrain
Able to link turns on Link turns on blue terrain Easy blue and
Level 3 green terrain Turn shape, dynamic movements green circle
Comfortable on all Riding on black terrain All blue and
Level 4 blue terrain Carving, air, bumps, tricks easy black terrain
Comfortable on
Level 5 black terrain Variable terrain and conditions Black terrain
Can ride anything
on the Incorporate different riding styles
Level 6 mountain in all terrain

Telemark (Cross-Country Downhill or XCD) Skiing Levels

At this
Level The student is: Some learning objectives are: Terrain:

Level 1 Equipment and area orientation

New to skiing Standing, walking, sliding and Flats then
gliding gentle slope
Straight run - parallel and telemark (no more than
Getting up 4% grade)
Using a wedge to stop
Parallel to wedge while gliding
' Tele change-ups while gliding

Wedge turns
Level 2 Able to wedge to a stop Beginner lift(s) Easiest green
Parallel and telemark side slipping circle
Able to link wedge turns on Wedge -Christy
Level 3 green terrain Telemark traversing Green circle
Able to link beginning wedge- Wedge-Christies with earlier Green and
Level 4 Christies on green terrain match easiest blue
Able to link wedge-Christy Pole use Green and
Level 5 turns on blue terrain Introduce open telemark turns blue

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 Open telemark on all blue terrain
Level 6 Able to ski open telemark turns and some easy black diamond Blue and easy
on green terrain terrain black diamond

Able to ski open telemark turns Intro. To dynamic telemark turns

Level 7 on all blue and some easy, Ski tactics Blue and
groomed black terrain Short turns black

Able to ski dynamic telemark Application to steeper terrain

Level 8 on all blue and easy black Skills for crud, untracked and Blue and
terrain with a pack black

Able to perform dynamic

Level 9 telemark turns on all blue and Steeps, moguls ,crud, powder, All terrain and
most black terrain gates, high performance carving conditions

These skiing and snowboarding levels are defined by PSIA and AASI. When our guests come to
us for a lesson, they usually classify themselves as beginning, intermediate or advanced
skiers/riders. Most of them identify with the lifts and type of terrain they ski/ride MORE than the
type of turn that they make.

Teach Tip! Develop a bag of tricks to help you deal with lessons that have varying ability
levels.

Below are the skiing/riding level descriptions, as they appear for our guests:

SKI and SNOWBOARD LEVELS

Level 1 I have never participated before.
Level 2 I can stop and I’m learning to turn and ride a chairlift.
Level 3 I can stop, turn and ride the chairlift. I’m refining my turns on easy terrain for more
consistency and control.
Level 4 I can turn with control on all green and I am ready to start on blue terrain.
Level 5 I can turn with control on most blue terrain. I want to get more style and try harder
terrain.
Level 6 I’m comfortable on all blue and easy black terrain. I want to look good and have
confidence in a wider variety of terrain and snow conditions.
Level 7 I can turn in control on most black terrain. I want to exhibit high performance in
specific terrain. Bumps, steeps, or park and pipe.
Level 8/9 I can ski or ride anywhere on the mountain and I want to exhibit high performance
in all terrain and conditions.

As an instructor it is important that you are knowledgeable about skiing and snowboarding levels
as presented by PSIA and AASI. Your understanding of not only the terrain, but the type of turn
and specific skills present at each level helps you to be a better instructor. We do not want this
guest version to be perceived as a departure from PSIA and AASI, but rather as a softer, more
common language version.

Your Responsibility Code:

1. Always Stay In Control

2. People Ahead Of You Have The Right-Of-Way

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 3. Stop In A Place That Is Safe For You And Others
4. When Starting Downhill Or Merging, Look Uphill And Yield
5. Use Devices To Prevent Runaway Equipment
6. Observe Signs And Warnings, And Keep Off Closed Trails
7. Know How To Use The Lifts Safely

TEACHING BASICS:
General Lesson Plan
A good lesson plan is one that is sufficiently structured to provide you with the “big-picture” for
each lesson that you teach, and yet flexible enough to bend and shape to the particular students
needs. To help remember this, just think “IGAPS” – Introduce, Goals, Action, Practice and
Summarize.

I. INTRODUCE the lesson

Introduce yourself and get to know the names of your students – establish rapport by asking
questions – this is not a lecture. Keep it fun! Keep it moving!

y Find out some background on each of them including:

ƒ Transferable athletic skills (skating, dancing, martial arts, soccer, bicycling,
skateboarding, surfing, etc.).
ƒ Learning styles (Clues may be found in their: occupation, favorite class in school, and
other interests).
y Present an outline of your goals, actions, and expected outcomes for your students
during the lesson (equipment intro, balance, basic movements, and stopping) – this helps
earn their trust and sets your direction.

II. Help students determine their GOALS and objective.

y Remember to keep your lesson student-focused and not just task-oriented
What does your student need, want, expect, hope for, and dream of? ASK THEM!
y Teach to complete your objective within the class time period.
y Make the goals specific, measurable and achievable.
y Emphasize when goals are achieved.

III. Develop an ACTION plan and have fun executing it.

y Where does it start? Where does it end? Does it flow logically?
y Take into account terrain, weather, snow conditions and traffic patterns.
y Remember to give plenty of visual examples.
y Take on new skills in small chunks – exercises and drills often help to focus on a piece of
puzzle (see appendixes for some ideas!)
IV. PRACTICE, practice, practice……
y Snow sports are experiential – your students will learn by doing over and over.
y Check for understanding – physically as well as verbally.
Provide feedback and guide the practice as necessary – including changing the lesson
plan if needed!

V. SUMMARIZE, and Wrap it up.

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 y What did they learn? What skills did you focus on?
y How does what they learned tie into their longer term goals?
y What comes next?
y Provide guidance for individual practice.
y Invite them to come back and take another lesson.
y Give them your business card.

Teach Tip! Familiarize yourself with the PSIA/AASI children’s teaching cycle for
lesson planning: PLAY, DRILL, ADVENTURE, and SUMMARY. It’s fun, engaging,
and easy to remember.

Linear Feedback Model

1. WHAT do you see?

Describe the ‘intended’ desired outcome…
-turn size
-turn shape
-terrain
-speed
-ability of the skier/rider (beginner, advanced, etc.)

Describe the ski/snow interaction….

-where is the ski/board bending?
-where is the ski/board tipping in the turn?
-how is the ski/board turning?
*skidding, slipping, or carving

Describe the movements they are making, and where in the turn….
-fore/aft and lateral balancing
-timing, intensity, duration and
direction of movements
-describe the movements they are making

2. WHAT do you want to do and WHY? (This needs to address the cause.)

Describe your desired outcome….

-what is your goal for this student?

Describe the movements that you want to address

-what is your skill of focus
-what part of the turn are you addressing
-describe the body parts that you want to see moving differently and why

Describe the ski/board interaction with the snow

-how will this dictate the ski/board to….
-tip, turn and bend differently

3. HOW are you going to help this skier/rider?

Think about your progression in four steps:

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 1. Show the skill statically and in isolation
2. Isolate the movement in one turn or less
3. Blend this movement with other skills
4. Take this skill and apply it to real skiing/riding

ALPINE SKIING PROGRESSION: WEDGE BASED

EQUIPMENT
y Buckles not done on top – which might be a good thing if the boots are really stiff.
y Boots – are they on the correct feet?
y Buckles too tight – which could cause the feet to get cold.
y Pole straps – usually put on incorrectly. Demonstrate the correct way.
y Demonstrate how to clean off boots and get into bindings.
y Do they have gloves, hat, goggles/sunglasses, sunscreen, etc?

MOVEMENT WITHOUT SKIS

y Walk around in ski boots with poles up & down hill, toes, heels, sides of boots – walk
forward, sidestep.
y Flex and extend in ski boots – watch for over-flexing (do w/ out skis first – explain they
need to feel balance first just in boots – you will come back to this again w/ skis on)
y Lean forward (FORE)
y Lean Back (AFT)
y Come to Center and feel weight on entire foot
y Flex ankle against front of Boots for correct position

Have them do small hops off the snow – use ankles mainly – land on whole foot.
y Students should feel their shins against the front of their boots and they should feel that
their ankles are BENT.
y Ask them if they are balanced over the whole foot?
y Try rotary movements in ski boots.
y Turn both feet.
y Turn feet into wedge.
y Make sure this is done with legs rather than upper body.

MOVEMENT WITH ONE SKI

y Put on one ski – walk around – straight, turns, sidestep (on flat)
y Try very short glide on one foot – flat terrain
y Try a basic skate move – both feet
y Give them some time – use both feet with skis

BOTH SKIS – STANDING POSITION

y Put on one ski

y Do the flex and extend again – you can show how without skis you fall over if you are not
balanced, but with skis on the lever (skis) hold you off the ground, but you are not in
balance.
y Lean forward (FORE)
y Lean Back (AFT)
y Come to Center and feel weight on entire foot
y Flex ankle against front of Boots for correct position
y Have them do small hops off the snow - use ankles mainly – land whole foot

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 y Have them move side to side – lean and step, fore (forward) and aft (back) – lean and
flex, find center
y Have them do the above with eyes closed
y Students should feel their shins against the front of their boots and they should feel that
their ankles are BENT.
y Ask them if they are balanced over the whole foot?

WALKING & CLIMBING

y In Circle – paddle turns
ƒ Pick FLAT TERRAIN
ƒ Take small steps
ƒ Lead with the hands in the direction you want to step
y Walk around in a circle
y Sidestep – first flat and then up and down slight incline
y Skate – basic move as done before with one ski
y Herringbone – V (backward wedge)
y Practice to make sure movements are coordinated and stance is good.

STRAIGHT RUN
Demonstrate how to get in position.
y How to start
y How to stay in a BALANCED position – with legs slightly flexed, hands and arms in front
of the body
y How to transfer weight from one ski to the other
y How to make a Paddle Turn to one side or the other at the end of their straight run.
y Have them try simple movements when they can glide comfortably
y Flex/extend ankles
ƒ Small Hop
ƒ Lift one ski very slightly
ƒ Step from foot to foot – no lateral movement
ƒ Utilize a traverse to introduce movement across the hill.
They must be balanced and comfortable here before you think wedge. Don’t skip through
this step!

THE WEDGE
1. Have them try a small wedge on the flat – from a straight run position – turn the skis/feet into
a wedge
2. Do a straight run turning feet/skis into a small wedge
3. Make sure stance is good, upper body is quiet, legs turn the skis.
4. Vary the size of the wedge
5. Do wedge Change-ups – Wedge – Straight run – Wedge

WEDGE TURNS
1. Do a wedge down the hill.
2. Show them a small direction change by turning your feet/skis (actively guide both skis in the
direction they want to go using leg rotation)
3. Have them try each direction – little, slow turns – have patience, this takes lots of practice.
4. Link basic wedge turns – slow pace and very close to the fall line to start

Teach Tip! Focus on rotary movements first. The wedge has them on edge, and if they are
balanced both fore/aft and side to side – the leg turning of both skis will create a turn.
When they become comfortable with the small turns, add a slight flex of the outside ankle
to add to the turn.

LINKED WEDGE TURNS

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1. If the student makes a turn with proper skill application, they can guide the skis with equal
weight on each ski back to the fall line.
2. Do not talk weight transfer or edging to start the turn. Again, the wedge provides the edging,
and equal weight will make the turn easier to begin.
3. First linked turns stay close to the fall line – small direction change. Then add more direction
change and flex outside leg to pressure the outside ski from the fall line to finish.

Learning skills on terrain that is too steep will create poor skill usage and bad habits,
making it difficult for the student to progress.
Control speed through turn shape and size.
1. Use lots of practice to lock in new skills. Vary turn shape and size, speed, etc. Focus on the
basic skill application.
2. As students get comfortable, start using flexion/extension (long and short legs) to create
pressure control and weight transfer.

CHAIRLIFT
Explain chair lift safety and riding procedures
Take the time to show your students how to enter the lift line, load the chair and how to unload
before riding the chairlift. Be sure to answer any questions and concerns that your students may
have before loading the chair. Refer to SLC guidelines for more detailed information regarding
chair riding practices.
• Bottom to bottom. Back to back
• Packs in laps
• Single riders load to the inside.
• Students must know how to stop before riding the chairlift.

WEDGE CHRISTY TURNS

Turn initiation should include an opening of both skis while actively guiding them in the direction
of the turn. The closing will almost happen automatically if the students are in a good stance and
as the speed increases. If you are using mileage, good terrain and speed, this will happen
automatically with most students as their skills develop. The closing can be assisted by actively
turning the inside ski until it comes parallel with the outside ski. This does not involve lifting the
inside ski off the snow.

Almost every problem with matching skis comes from poor skill application/stance and/or
inappropriate terrain, illustrating the importance of a good wedge turn foundation before moving
on to other skills. If your students are making good wedge turns with proper movement proper
movements on the proper terrain, matching is almost automatic.

While the weight transfer in the last half of the turn is important, don’t teach total weight transfer
to initiate yet. Students will initiate the turn easily with equal weighted skis. Look for good
guiding of both skis to initiate. As the proficiency improves, the weight transfer can move toward
the start of the turn. It should not happen before the active guiding into the turn/ wedge happens.
Teach Tip! Focus on Rotary (steering) skills first when introducing turning. It’s the easiest
skill to learn.
As they improve, increase speed and/or terrain to build these skills. As the student gets more
proficient, the matching occurs earlier in the turn, moving until the skis are almost always parallel.
Lots of productive mileage, make sure the proper movements and sequencing occur. Use terrain
variation and turn shape to help this process.

PARALLEL TURNS

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If you build a solid foundation of skill up to this point, parallel is not a big challenge. With use of
terrain and speed, the student’s skills continue to mature, leading to a parallel turn. At this stage,
they will parallel when the terrain is easier and where they are comfortable. They will revert to a
wedge entry on more challenging terrain.
If they have problems, focus on the active guiding of the inside ski to match the guiding of the
outside ski. You have taught the skills needed for parallel in the wedge and wedge Christy.
Almost 100% of the student’s problems here are from improper skill movements and improper
terrain/speed – too much apprehension, fear, too high a skill level needed to function on that
terrain or at that speed.
You will also be refining the basic skill package to include more active pressure control/weight
transfer. Weight transfer is still blended with active guiding, it does not occur first.

The Skills Concept

Skiing is a sport of balancing while in motion. This requires continuous adjustments and
movements of the body. By breaking down skiing into its basic skills and accompanying
movements, these skills can be developed and recombined into effective and efficient movement
patterns. Or in other words, the ability to stay balanced, turn, stop, and have fun on skis all day
long.

The Skills Concept provides a framework for identifying and understanding skiing movements.
Skiing has a simple formula:
• Stay in Balance while moving.
• Tip certain body parts to Edge the skis.
• Rotate the feet, legs, hips, and / or back to help turn the skis.
• Control Pressure along the skis to shape the turn and handle changes in terrain and
snow conditions.

This formula is many times referred to as the four fundamental skills of skiing or, BERP.

Balance
Balance is dynamic in that it involves continuous movements from the whole body. Maintaining
balance in motion (1. fore / aft balance, 2. lateral [side-to-side]) is vital to being able to develop
and use the other fundamental skills. Typically, in a balanced position, the hips are centered over
the feet and the “nose is over the toes.”

Efficient Balancing Movements:

• Flex and extend your ankles, knee, hips, and spine to balance over the whole foot as you
control pressure on the skis so you can flow with the terrain.

Edging
Edging movements adjust the edge angle of the skis in relation to the snow which causes the skis
to slip, skid or carve. This involves inclination (a.k.a. tipping) of body parts (feet/ankles,
shins/knees, thighs/hips, and/or spine) along with angulation (forming angles between body
segments through folding or bending) to maintain balance.

Efficient Edging Movements:

• Use diagonal (forward and lateral) movements of the feet, legs, and hips to engage and
release the edges of the skis.

Rotary

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Rotary (a.k.a. steering) movements involve turning some part of the body relative to the other
parts of the body. This is the most effective way of turning the skis in all terrain and conditions.
In the Wedge Based Progression, this skill is second only to Balance and is essential for a
beginner to learn in order to change direction, and control speed by changing the size and shape
of a turn. In general, rotary movements should originate in the feet and legs, while the upper
body is stable and quiet (minimal rotary).

Efficient Rotary Movements:

• Turn your legs under your body to help guide the skis through a turn.

Pressure Control
This skill provides the element of touch that promotes a smooth ride at any level of skiing. At the
beginner to intermediate level, this skill is very closely tied to Balance. In general, flex at the end
of the turn to manage the turning and gravitational forces. At the start of the turn, extend to and
balance on the new outside ski to weight (pressure) and bend the ski.

Sample “Action Plan”

Goal: Change direction by steering the skis in a wedge

Skills developed: Rotary (Steering), Balance

Actions:
• Without skis, walk in circles. Focus on where toes / feet point to make turn.
• Without skis, steer toes to wedge; then, while in wedge position, steer toes of both boots
to one side, then the other. Make sure to keep balance towards front of boot (at ball of
foot).
• With skis on, walk in circles or around cones / poles. Take time to focus on steering feet
with skis on into new direction. Play “Follow the Leader” or make “Figure 8’s” around
poles.
• With skis in wedge position, ask students which toe / knee points to the right and which to
the left?
• From Straight Run, sink to wedge position and then steer skis & feet (toe / knee) in
desired direction.
• Pretend headlights are on knees. Steer both feet and knees to shine light where you
want to go. Identify items on hill (tree, lift tower, ski pole) to “light up with headlight.”
• Play Zipper as a group. From Straight Run, each student sinks to wedge and alternates
turning to the right and left.

Teach Tip! Become a snow sports professional, learn to teach skiing AND
snowboarding.

SNOWBOARDING
SLC Snowboard Progression Levels 1 - 4

All lessons will begin with an equipment and safety check.

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A Level 1 rider is new to snowboarding
Goals: Be Safe, Have FUN!!!, Understand the equipment, and the snowboarding experience,
Develop a solid base of fundamental skill, Control Speed, Control Direction, Ride the lift, Ride the
“Bunny Hill”.

Static (no board)-

Introduce students to their equipment
Check to see if boots fit properly and equipment is adjusted properly
Explain what this lesson will cover
Basic athletic stance- (flat terrain)
Flex knees, hips, and ankles
Feet slightly wider than shoulder width apart
Practice shifting weight from left to right feet (fore/aft pressure)
Practice 'bouncing' up and down, maybe even jumping (vertical pressure)
Practice shifting weight from toes to heels (lateral pressure)
Practice holding your weight on toes/heels (maintaining lateral pressure)
Arms should be out to help aid balance
Front foot strapped in-(on flat terrain)
Repeat above static exercises with the front foot in and the back foot on the stomp pad
Emphasize the difference between pressuring the toes vs. the heels
Practice edging the board by flexing the ankles, knees, and hips (tilt)
Emphasize the difference between lateral pressure and tilt
y Skating - (on flat terrain)
Practice pushing the board from one point to the next
Practice pushing on both sides of the board
Practice skating and gliding
Play 'Ring around the Rosie' (both directions with pushing foot on the inside track)
• Straight Gliding- (on slightly inclined terrain)
Review shifting weight front to back (fore/aft pressuring)
Review 'bouncing' (vertical pressuring)
Emphasize slow, deliberate up-down movements
Review shifting weight from toes to heels slowly (lateral pressuring)
Review holding weight on toes/heels (maintaining lateral pressure)
y Fade Turns- (on slightly inclined terrain)
Practice on toes/heels until students can end with the board pointed across the hill
(maintaining lateral pressure) Practice on toes/heels until they can stop/control their
speed
Press on the board’s edge so that it bends by using flexion and extension movements
Practice linking Fade Turns
y Traversing- (slightly inclined terrain)
Crossing the hill (traverse) to control speed on toes/heels
Emphasize maintaining lateral pressure and steering up hill to control speed
y Linking Traverses- (slightly inclined terrain)
Experiment with traversing and roll pressure slowly from toes to heels and vice versa as
the board points down the hill
Emphasize steering up hill to control speed after the edge change

CHAIRLIFT
Explain chair lift safety and riding procedures
Take the time to show your students how to enter the lift line, load the chair and how to unload
before riding the chairlift. Be sure to answer any questions and concerns that your students may
have before loading the chair. Refer to SLC guidelines for more detailed information regarding
chair riding practices.

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 • Bottom to bottom. Back to back
• Packs in laps
• Single riders load to the inside.
• Students must know how to stop before riding the chairlift.

At the top:
Move class to an appropriate starting area
STRAP IN BOTH FEET
Explain and demonstrate how to twist the board with their feet (torsional steering)
Emphasize their ability to control the board using small movements of their ankles
Demonstrate how to stand up

Teach Tip! Twist’ is a building block of many of the skills students will learn at
higher levels

CONTROLLING SPEED on the Hill

PLAN A -Traverse - (on green terrain)

(If you have the room and the appropriate terrain)
Practice steering up hill to control speed (toes/heels)
Note: This is the same drill you did before you rode the lift; the difference is both feet are
strapped in
Reinforce TWIST
Note: It's ok for them to learn switch first, eventually they will learn to ride both ways
PLAN B - Sideslip - (on green terrain)
(If you are short on space, or the terrain is not appropriate for traversing)
Practice Side-Slipping down the hill to control speed on toes/heels
Once students are comfortable and in control, revert to PLAN A (traversing)

Teach Tip! Side-Slipping is used as a crutch by many lower level riders, try to
encourage riders to traverse
CONTROLLING DIRECTION on the Hill

y Garlands - (on green terrain)

Practice twisting the board (torsional steering) to help steer the board down the hill and
back up it on toes/heels
y Linking traverses - (on green terrain)
Practice twisting the board (torsional steering) to steer the board down the hill while
slowly shifting weight from toes to heels (lateral pressure) and vice versa

Teach Tip! A garland is an exercise that can be used to teach many different
skills; here we use it to teach ‘Twist’
A Level 2 rider is comfortable using the lift and riding the Bunny Hill
y Linking Basic Turns- (on green terrain)
Shorten the length of the traverse between turns
Review the basic athletic stance
Review fore/aft pressure
Review and reinforce twisting the board to control direction/speed (torsional
steering)
Experiment with garlands/traverses/and basic turns in various sizes and shapes

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A Level 3 rider is comfortable linking turns on Green terrain
y Linked Dynamic Turns - (on green terrain)
Review TWIST (torsional steering)
Review Fore/Aft Pressure
Emphasize timing – forward to start, middle to finish
Push the limits
Review vertical pressure
Practice timing up/ down movements with turns
Experiment with timing
ƒ up to start turn/down to finish (up unweighting)
ƒ down to start/up to finish (down unweighting)

Teach Tip! Down unweighting is historically a fairly advanced riding tactic, the
AASI National Body is presenting it much earlier in a student's progression these
days.

• Explore Green and Easy Blue Terrain

Show students the ‘sweet spots’ where THEY can ride
Show students where the ADVENTURE ZONES are that are within THEIR ability.

A Level 4 rider is comfortable linking dynamic turns on Blue terrain

At this level there are three major pathways that riders will choose; Freestyle, Freeride, and
Alpine Carving, help them make the choice (they can choose all of them if they want)

• Linked Dynamic Skidded Turns - (on Blues)

Review Dynamic Turning
Review Basic Athletic Stance
Review fore/ aft pressure and timing
Review vertical pressure and timing
Review TWIST

• Explore Blue and Easy Black Terrain

Show students the ‘sweet spots’ where THEY can ride
Show students where the ADVENTURE ZONES are that are within THEIR ability
Introduce off-piste (off trail) riding

• Basic Carved Turns - (appropriate terrain)

Review Tilt (edging skills)
Note: There are a myriad of drills/ exercises/ games/ tricks to help teach carving.
Seek the advice of senior instructors / trainers / clinicians / supervisors.
Participate in on-going training.

• Basic Freestyle
Introduce basic freestyle
Note:
Instructors interested in Teaching Freestyle in Lessons need to go through SLC FS
Training.
Seek more information about SLC FS Training from trainers/supervisors as the
season progresses

A Level 5 rider is comfortable making dynamic turns on Black terrain.

15
A Level 6 rider is able to handle anything the mountain throws at them.
Based on AASI National Standards and Professional Experience

MOVEMENT CONCEPTS
Rotation Moving a body part, or the entire body, around an axis.
Flexion/Extension Flexion is the closing of a joint. Extension is the opening of a joint.

PERFORMANCE CONCEPTS
Tilt The amount that the board is tilted on its edge relative to the snow.
Twist The difference in edge angle between the tip and tail of the snowboard.
Pivot The amount the long axis of the snowboard is offset relative to its direction of movement.
Pressure How the riders weight and any additional pressure are applied along the length of the
snowboard.

The following tables are meant to serve as a guideline for terrain selection for the level of class
you are teaching and at the area you are teaching. Take note of the weather, snow and slope
conditions of each day – as well as the traffic patterns. Conditions can make a significant
difference in the appropriateness of terrain. When possible, ski/ride the terrain before you take
your class there!

Terrain recommendations - Snowboard

Level Alpental West Central

Flat area in front of SLC Flats below

Flat area on the parking Holiday
Flat area between lot Flat area at bottom
1 - new to bottom of side of Little Thunder of Magic Carpet
snowboarding Sessel & St Bernard’s Flat area in front Fiorini's and handle-tow
Chalet (when Fiorini's Gentle slope to
isn't teaching) rider's left of
Magic Carpet Holiday

2 - First Julie's Chair Holiday

St. Bernard’s to right
chair rides Little Thunderbird Gallery

360 Chair on
Little Thunderbird
crossover, down
3 - linking St. Bernard’s Julie's
Alpine Bowl, then
turns Sessel Between Little T and
crossover back to
Dodge
360 chair

4 - linking
Armstrong express - cat
turns on all
track to Gun Mount Julie's Chair
blue terrain Quad
Look for flat spots on Dodge Ridge
and Silver Nugget
Debbie’s and above Gun Pacific Crest
beginning Outback on
Mount on Lower Rider's left on
to ride Silver Fir
International Thunderbird
black terrain
Sessel

Advanced Specialties (Skiers and Snowboarders)

16
 Specialty Alpental West Central
Gun Mount to break above
Depends on
lodge;
Usually very few - 360 grooming - most
Top of Sessel skiers right;
bowl; Wild Side; faces off Triple-60;
Moguls Face below - Airplane
Thunderbird - skiers Bonanza Face;
Turn;
right Parachute; Upper
Armstrong Express - Far
part of runs off
left side of Debbie's Gold
Silver Fir

Steep Terrain
Top Dom Parachute
Wild Side
Far side of Edelweiss Bowl 360-Face
Thunderbird
International Upper runs under
Head to Alpental
Adrenaline Silver Fir chair

Red Robin Silver Fir

Beaver Lake Face
Deep Snow Dom Pockets off 360
Pockets on 360-Bowl
Far side Edelweiss Bowl chair

Terrain recommendations – skiing

Level Alpental West Central

Flat terrain in front of
1 - first Flat area in front of SLC
Children's lodge Flat area at
time skiers Flat area on the parking
Climb up hill to rope tow bottom
lot
area of Magic
and side of Little Thunder
Rope tow area Carpet
Flat area in front Fiorini's
Flat area between and Handle-
2 - wedge Chalet (when Fiorini's
bottom of tow
to a stop isn't teaching!)
Sessel & St. Bernard
Rope tow
Rope tow
Magic Carpet (kids only
St Bernard "Cat Track"
on Handle Tow
Flat terrain between
3 - Wedge turns weekends and crowded Magic Carpet
Sessel & St Bernard
days) Holiday
"Cat track" side of St
Little Thunder - skier's
Bernard
right
St Bernard Little Thunder
Holiday
Sessel when groomed Ridge-line into valley
Central
(top between Dodge or
4 - Wedge Christies Express
is too steep for Pacific
Silver Fir - far
beginners - Crest and L. Thunder
skier's Right
beware!) Julies
Begin on flatter terrain,
look
5 - Intro. Julies
for the best grooming Quad
to parallel Dodge and Pacific Crest
Look for flat spots on Lower Silver
and intro. to - flatter sections towards
Debbie’s and above Gun Fir
telemark Little Thunder
Mount on Lower
International

Teach Tip! Terrain selection will make or break a lesson.

YEAH KIDS!

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Children have a specific place at the Summit Learning Center. They are also the future of skiing
and snowboarding. We want to make their experiences on the snow fun, safe experiences that
grow into a love of these sports.

Children have special needs – they aren’t simply little adults. They can become expert skiers and
snowboarders while still children. Their needs require considerations not necessary with adults.
You’ll need to spend even less time talking and more time doing with kids. Simple, game-like
exercises are the building blocks of great kids’ lessons.

Children also present the wonderful opportunity for the adults in their lives to see the world from a
forgotten perspective. So, get eye-to-eye with the child in your lesson, greet them, and look at
the world from their perspective. Remember what snow tastes like? Remember cold versus
warm and the smell of hot cocoa?

AGE CHARACTERISTICS

The following table is based on Piaget’s theory of the Four Stages of Development. They present
an orientation to the major stages in child development.
Age Development Phase Description
Touch/feel, seeing, senses the world. Explores
0–3 Sensory – Motor self and
environment
Begins using language, interacts with the world
around them.
3-7 Loves make believe. Thought and action are
Pre - Operational the same.
Egocentrism - opinions based on self.
Begins to be concerned with images and
appearance. Cannot
7 – 12 Concrete Operational process abstract ideas. Reality is what is in
front of them.
12+ Formal Operational Begins to develop personal concepts and
abstractions. Creative
mind begins to explore possibilities.

What are some of the characteristics of different ages?

4-5 Year Olds

• Very short attention spans
• Everything is what they feel at the moment – cold, hungry, tired, cranky, happy, sad,
etc.

6-7 Year Olds Terrain: trails and trees (SAFELY!)

• Short attention spans
• Learn by watching and doing without pressure
• Like to do things like running after balls, ducking under poles
• Like to go straight down the hill
• Can handle more regimentation
• Still need lots of breaks and a change of pace (short attention span!)
• Motor skills vary from child to child – lots of variation even within a 6-month age
difference.

8-9 Year Olds Terrain: more trails and trees (SAFELY!)

• Learn rapidly – eager to try
• Attention spans are longer than 6-7yr. Olds
• Will try most anything

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 • Like games, races and relays
• Fun to teach and ski with (like to play)
• Coordination is getting much better
• Stronger, greater muscle mass

10-12 Year Olds Terrain: bumps and jumps (SAFELY!)

• More aggressive – must be moved faster
• Need lots of skiing/riding – up fast and down fast
• Don’t like to stand around
• Don’t want to wait for anyone
• Like to look like HOT riders/skiers
• Like a little competition among themselves

CLASS HANDLING (KIDS)

DON’T LOSE KIDS!

Keep control of your class – keep the kids close to you. Keep in mind that your skis/board will be
longer than theirs – you’ll pick up speed faster than they will (which can lead to leaving them
behind and loosing them!). Here are some recommendations for keeping your kids with you:

y Use a buddy system

y Reward Kids that stay with the group with (approved) candy, stars, praise, next step in
teaching/learning sequence.
y Play “Follow the leader” – tell kids to count to 2 before starting. Change leaders frequently.
This could also be played as an engine and caboose, or the kid bringing up the rear could
be the patroller.
y Tell kids to make a snake when skiing/riding.
y Tell kids to make a train, make being the caboose something special.
y Set a meeting spot in case someone gets separated. This spot should be very specific,
and you should check frequently that they all understand were this is.

When do you move kids up to the next level?

If your kids seem to be on the ground more than on their feet, you have moved them up too soon
– spend more time at their level. Furthermore, if their skills suddenly seem to deteriorate – you’ve
pushed them too far. They are either on terrain that is too challenging, or they need a break.
You can go back and forth between levels. Sometimes kids are tired from the new skill and
spending time at the previous skill level allows them to keep practicing something without
frustration.

CHILD SPECIFIC SAFETY RULES

y Do everything possible to ensure children’s safety during class time. Do not assume
children will behave responsibly while skiing/riding.
y Be aware that child abuse/neglect is against the law. Staff members should be extremely
careful and use their best judgment in the handling (touching) of children.
y On cold days check often for frostbite and hypothermia. Get students inside if they are cold
and wet.
y Should an accident occur, follow the general procedures and make sure you let your
supervisor know A.S.A.P. so that parents/ guardians can be notified.

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 y Do not administer medication to a child without specific written permission from the parent
or guardian.

Chairlift
• Children must load the chairlift on the same side as the lift operator.
• Make sure children are seated as far back in the chair as possible. Bottom to
bottom, back to back.
• Packs in laps.
• Instructors with ski poles can hold them across the laps of young children during the ride.
• Refer to SLC guidelines for more detailed information regarding chair riding practices.

Teach Tip! Sometimes children will regress when introduced to a new

environment such as a snow sports resort. Be sure to balance your expectations
in your lessons. This will save frustration for both you and your students.

LOST STUDENTS

DON’T LOSE KIDS!

Before you go:

y Count Students. Count them often throughout class.
y Use the buddy system – assign partners or someone to bring up the rear.
y Set a meeting spot. Have a specific meeting place in case a student gets separated.

If A Student Is Lost:

y Check at your designed meeting spot.

y Retrace your steps.
y Don’t panic.
y Check with the lift operator. Provide an accurate description of the student and point of last
contact.
ƒ Age
ƒ Gender
ƒ Ski/SB
ƒ Helmet color
ƒ Jacket color
ƒ Class number (if applicable)
y Contact your supervisor A.S.A.P. and/or contact the learning Center office at the base area
you’re working at. Your supervisor and/or the office will notify chaperones, Learning Center
Management, base operations and the patrol.
y Stay with the rest of your students.

Teach Tip! Be sure to maintain your professionalism if dealing with a lost student
situation. As the snow sports pro, keep cool and reassure the other members of
the party.

Restroom Protocol
y Do not let any child go off to the restroom alone. General rule of thumb – if one has to go,
then all will go, even if you have another instructor, supervisor or staff nearby that can help.
y Most kids know how to use the toilet alone.

20
 If the child needs assistance using the toilet, it is recommended that at least two staff
members are present.

y Give them a time limit while in the restroom.

y Help them get all their gear back on properly before going back outside.

Teach Tip! You are only limited by your imagination when teaching. Be creative
with props and games on the hill. It not only makes it fun for your students but for
you, too!

INCIDENT PROCEDURES
Before the Patrol Arrives:

Remain with the victim. If the victim is one of your students, remain with him or her until the
ski patrol arrives. If victim is someone who was skiing alone, or if the victim’s buddy isn’t
handling the situation well, you should remain with him or her until the patrol arrives.
Make the victim safe. Place a pair of skis in the snow in an “X” about 20-30 feet above the
victim. If the snow is hard, cross your poles over your head (this a good job for a shaken
buddy). If you are riding, place a snowboard or pair of snowboards in the snow about 20-30
feet above the victim, or post a student to reroute traffic.
Make the victim comfortable. Try to keep the victim warm.
Do not move the victim.
Do not remove the victim’s skis/snowboard unless you are sure that you are not going to
cause further injury and feel that it is more dangerous to keep them on.
Summon the Patrol. Send a competent adult passerby. If this is not possible, send the two
strongest adult students to the bottom of the closest chair lift. Make sure your messenger
knows the exact message they should convey and where to go. Children, no matter what
their ability level, should not be sent- they must remain with your class. Accidents should
be reported to a lift operator who will notify the patrol by phone. Your report must
contain the exact location (i.e. the lift name and tower number), and if possible the nature of
the injury. If more than one person is sent to notify the lift operator, the second person
should indicate that they are giving the “second report”.
Do not administer food, drink or even aspirin or ibuprofen.
Talk to the injured person in a calm, supportive manner. Assure the victim that the patrol has
been notified and are on their way.
Do not make any statements to the injured or anyone else regarding the nature of the
accident or how it possibly occurred. If anyone else makes a comment or a statement, be
sure to include it on the incident report.
Keep the rest of your class assembled well below the accident site. Give these students an
exercise to do to keep them warm, or, if possible, have another instructor or supervisor take
your class to the bottom of the lift or to the meeting area.
IF IN DOUBT, DON’T!

After the Patrol arrives

y Write down the names, addresses and phone numbers of any witnesses – this includes
adult bystanders who may have seen the accident.
y Rejoin your class.

INSTRUCTOR INJURIES

21
 y If you are injured while teaching, your first priority is to get the injury treated at Ski Patrol if
necessary. A supervisor or alternate instructor will take your class for the remainder of the
lesson if you are unable to continue teaching.
y You will ALWAYS notify your supervisor within 24 hours of your injury (at the latest) in order
to preserve your rights to benefits. An incident report form must be completed and filed for
all accidents, minor or major. Failure to report any incident that occurs while working may
result in denial of claims at a later date.
y Injury benefits may include:
1. Appropriate medical care.
2. Assistance with wage loss during temporary absence from work.
3. Compensation for permanent disability that may result from an injury.
4. A return to suitable, gainful employment as conditions allow.
Employees are required to submit to a drug and alcohol test after a work related injury, and will
be escorted to a clinical lab once any necessary treatment is provided. If the test results in a
positive finding of drugs and/or alcohol, the employee’s right to Worker’s Compensation may be
jeopardized. Employees subject to post-incident drug and alcohol testing must sign a consent
form prior to under going collection and testing.

If an employee is unable to return to his/her assigned job because of a work-related injury, every
attempt will be made to provide modified duty. If modified duty is offered to the employee and it is
refused, the employee could forfeit his or her right to Worker’s Compensation Benefits.

Your supervisor will contact the Risk Manager or Human Resources Office whenever a Worker’s
Compensation injury is reported. An investigation may be conducted following the incident in
order to determine the facts and circumstances surrounding the injury. The investigation may be
useful in determining the cause of the incident and used to prevent future incidents from
occurring.

FORMS: If an injury involves: (1) time loss or (2) off-site medical attention, the proper paperwork
needs to be filled out immediately. Your supervisor will contact HR or Risk Management for
forms.

Minor injuries not involving time loss or off-site medical attention, need only fill out the minor injury
report. These forms are located in the Learning Center Office at your work location. These forms
are to be turned into the risk Management office within 24-hours of the injury.

Teach Tip! In the best interest of all involved always be sure to document any
injury, no matter how small, with your supervisor. Always create a safe
environment for both your guests and yourself.

Rental Equipment Challenges

Some students will arrive in your class with equipment from the rental shop that doesn’t fit, is
broken, or is not working properly. Here are some recommendations for dealing with the
situation.

• If you can fix it, fix it. “If” means IF you have the knowledge, ability and legal authority. If
ski bindings need adjustment, they must be adjusted by a certified technician (i.e. they go
back to the rental shop unless you are currently certified). Snowboard bindings, on the
other hand, do not have a certifying agency and are often quite simple to fix (goofy vs.
regular, one goofy foot one regular, etc.)

22
 • Carry a spare safety retention strap for snowboards with you – you can lend this to a
student and prevent them from needing to go back into the rental shop (and stand in line
and get frustrated, etc.)
• If you have a large class and someone must return to the rental shop, do your best to
send them with a supervisor so that they can get immediate attention and be returned to
your class as fast as possible.
• DO NOT go into the rental shop and demand special attention of the rental shop
employees. They serve a huge number of people as efficiently and effectively as they
can-they don’t send out equipment with problems on purpose! That same employee may
be the one you turn to for help on another day and being helpful and nice to them will
make it go better for all of us.

Teach Tip! There are times when your students may not be sliding very well. Carry
a bar of all temperature wax with you. You can keep your lesson moving and your
students will appreciate it.

Appendix 1: Sample Exercises Alpine

Straight Run
straight run - pick up
one ski,
sidestep up and down other ski
walk in boots (practice getting up) straight run - hands in
hop in boots straight run - short (duck front
scooters - one ski, then the under) straight runs - look and
other straight run - tall (pick smile
walk forward - one ski then apples) at camera
both straight run - flex up and straight run - catch and
walk backward - one ski, down throw
both ball/glove

Wedge
w/o skis - brush boots into
wedge
statically steer skis into
wedge
tips touching - walk around
circle stepping tails out
slight hop from parallel to
small wedge (on flats)
straight run, brush skis out
to
narrow wedge
wedge change-ups
wedge stop
small wedge (gliding)
big wedge (braking)

Wedge turn
point feet where you
want to
slight direction change on point arrow (wedge tip) go
shallow slope follow me point knees
stand, look, point "hi" turns vary turn shapes, wedge
sizes

Wedge Christie

23
 at end of wedge turn,
wedge turns - increase sneak
speed uphill ski ahead of
and decrease wedge size downhill
on ski
shallow terrain side slip to traverse wedge turn on small
wedge-wiggles in traverse paddle turns from straight bump
small wedge turns across run tap inside ski once in
hill step uphill at end of turn
side slipping exercises traverse smear butter on the hill
traversing in parallel between them garlands

Teach Tip! Don’t do exercises for the exercise, be sure the drill that you are doing
always ties back into your students skiing or riding. Always have a skill focus.

Appendix 2: Sample Games

Cat and Mouse

Students work in partners in this game. One partner is the cat, the other the mouse. The object
of the game is for the cat to pass the mouse. When the cat passes the mouse, the roles change
and the mouse becomes the cat and the game goes on. The catch is that neither partner can go
straight – they both must be doing turns or the falling leaf.

Leap Frog
This is a follow-me movement. The students move down the hill in a line. The first student is the
lead frog. When the instructor or the end frog yells “leap frog” the lead frog stops and lets the line
pass – becoming the new end frog. Eventually all the students will get to be lead and end frogs.

Red Light, Green Light

When the “IT” (either a student or the instructor) says “green light”, the group goes. When red
light is called, the group stops. If someone doesn’t stop, he/she misses a turn. Instead of always
calling the colors, it can be fun to use colored flags (it also keeps the eyes and the heads up).

Air Traffic Controller

The instructor or a student stands downhill from the class and points in the direction the class
should go. Hands straight up signals class to stop.

Shuffle Race
This is a great warm up! Skiers can do this with one or two skis on, and snowboarders do it with
one foot out. The instructor chooses a “go to” spot and marks it (with a cone, flag, pole, etc). The
instructor chooses a color and says it, anyone wearing that color shuffles around the spot and
rejoins the group. This is played until everyone has had a few chances to shuffle.

Popcorn
This is fun for the flats at the bottom of Little Thunder, St. Bernard or the flat in the middle of
Holiday. When you say “popcorn”, the students jump and say “pop”. If you say “popcorn” three
times, the students jump three times. When snowboarding, this game is better for intermediate
(or above) students.

24
Animal Parade
Have the students choose their favorite animals and make movements to represent each one.
For example, a bear would hold its hands up and growl or a rabbit may hop. When you call out
an animal, the students do the movements.

Ski Games

Sharks and Minnows

One person is the shark in the middle of the field. The rest of the group called the “minnows”
stand on a line or “safety zone”. When the shark calls “shark attack”, the minnows ski/skate over
to another line (safety zone) and try to escape from the shark. The shark tries to tag the minnows
(by hand or throwing a soft object, ball, sponge, etc). When a minnow is tagged, he/she
immediately becomes a shark and also tags minnows.

Chutes and ladders (transition from wedge to Christy)

This game may be played in a line, one at a time, or in partners. When the students are crossing
the fall line, step like climbing a ladder. When the students start a turn, they use a wedge to slide
and enter the “Chute”.

Pizza and French Fries

Pizza is when the skis are in a wedge. French fries are when the skis are parallel. This game can
be played while working on turning or going down the fall line to practice stopping.

Pie Tag
One person is “it”. “It” tries to tag the other students. A skier is safe if he/she makes a “pie shape”
wedge and calls out the pie flavor.

Bug Squish (Koosh squish)

Toss “bugs” or kooshes around in an area and then have the kids scoot to them and squish them.

Snowboard games
Basketball
Students dribble through the fall line. On toe side turns, students shoot for a basket. On heel
side turns, they pass the ball.

Bags of Money (treasure chests)

Students traverse with their hands in front, carrying a bag of money/treasure chest.

Starship
Each student is a starship. The tips of the skis or snowboard are the laser. Skiers can use both
hands as a steering wheel and snowboarders can use one like a joystick. The students then try
to shoot at various cones/objects that have been placed on the hill.

Car Driver
This game can be as simple or as complex as you want it to be. Many of the body parts can be
part of a car. For example, the ankles and knees are the shocks, the eyes or hips can be
headlights, and the hands can be the steering wheel or gear shifter. To move the class you can
use red, yellow, or green lights. Start your engines and go for it!

Big as a house, Small as a mouse

Have students stretch their bodies up as big as a house and then have them shrink as small as a
mouse. They can do this in straight runs and in turns.

Soccer

25
Soccer is fun if you have a bit of space to work with. It can be played with one ski on or one foot
on the snowboard. The rules are: the ball can only be hit by the ski or the board; if the ball goes
out of the perimeter the game stops; no hitting, kicking, etc. of one another-it’s not a contact
sport.

Flag Fun
Each student gets a colored flag. When the “IT” holds up a color flag, everyone with that color
gets to move down the hill.

What time is it?

This is great for side stepping or standing in line. One person- either the instructor or a student-
is “IT”. The players call “what time is it?” “IT” replies with the time (ex. 3:00). The players ski/ride
forward 3 steps (or side step 3 steps). When midnight is called out, the players ski/skate back to
the start line as “IT” tries to tag them. Players tagged are “ITS’” helpers for the next round.

Appendix 3: Bibliography for further reading

This suggested reading list is not extensive. It’s a place to start!

All publications from the PSIA and AASI, as well as many others, are available through the
Northwest Regional Office:

PSIA/AASI-NW
11206 Des Moines Memorial Dr. Suite 106
Seattle, WA 98168
206.244.8541
www.psia-nw.org

Alpine Skiing/ Snowboarding

Core Concepts-PSIA/AASI
Alpine Technical Manual- PSIA
Primary Movements - www.harbskisystems.com
AASI Snowboard Manual - AASI.
Movement Analysis Handbook – PSIA/AASI

Telemark
Free-heel Skiing: Telemark and Parallel Techniques for All Conditions. Parker, Paul, 1995,
Second Edition, the Mountaineers, Seattle.

PSIA. American Teaching System: Nordic Skiing, 1995, Professional Ski Instructors of America.

Children Specific
Teaching Children to Ski - Flemmen, Asborjora and Olav Grosvold. 1983 Leisure Press, New
York.

PSIA, Children’s Instruction Manual - Professional Ski Instructors of America.

Capt. Zembo’s Guide for Teaching Skiing and Snowboarding. - Available from PSIA/AASI-NW.
Notes:

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27