PSIA

Western Division

DEFINING QUALITY SKI INSTRUCTION & INSPIRING A LIFE LONG PASSION FOR SKIING

LEVEL II WORKBOOK

Completion of this workbook is required for all candidates attending the PSIA-W Level
II Teaching Module. Please deliver your completed workbook to the Examiner on day 1
of the Level II Teaching Module.

The information needed to answer the questions in this workbook can be found in the: PSIA-W
Study/Certification Guides, the PSIA Alpine Technical Manual, the PSIA Core Concepts Manual, and
the PSIA Children's Manuals. Candidates should also read the physics and biomechanics documents
located at psia-w.org under Alpine Education Materials- General Alpine Educational Resource
(scroll to the bottom of the page).

Failing Scores
Candidates who fail to achieve a passing score (at least 80% correct) for the workbook are required to
complete a second workbook and return it to the administrative office for scoring. In the event a
candidate passes their on-hill assessment but fails the workbook. Level II status will not be granted
until the replacement workbook is scored and passed

NAME:

ADDRESS:

PHONE:

HOME RESORT:

DATE:

FINAL SCORE -- OFFICE/EXAMINER USE ONLY:

 True or False Questions: (Each question is worth 1 point)

1. The group lesson customer is not as important as the private lesson customer. T/F
T/F
2. Understanding the children’s CAP Model is less important than knowing lots of games
when it comes to teaching children.

3. The Alpine Responsibility code should only be adhered to by alpine skiers. T/F

4. Class handling can include the way you analyze, give feedback & correct the groups’ T/F
skiing.

5. Skill sequencing is the progression we use for teaching beginners. T/F

6. Traversing may help the guests get used to skiing in a parallel position & get a feel for T/F
their edges.

7. Before you teach matching the inside ski in a beginning wedge christie, the guest should T/F
be skiing in a large wedge.

8. A reciprocal teaching style refers to the pairing up of your students where one T/ F
is the perfomer and the other an analyzer.

9. Spider Webbing is a tool for teaching children. T/F

10. Garlands are an exercise used mainly for working on angulation. T/F

11. A tendon is a piece of connective tissue that joins bone to bone T/F

12. When teaching an introduction to bumps the most important component is T/F
a blocking pole plant

13. Demonstrating while skiing away from the class should be the only angle T/F
used when showing your group a task.
Multiple Choice Questions (Each question is worth 1 point)
1. Torsional stiffness refers to a ski’s
a. Resistance to twisting along its long axis.
b. Resistance to bowing along its length.
c. Internal dampening characteristics.
d. Stiffness pattern.
2. What is inertia?
a. Momentum
b. Mass times velocity.
c. A characteristic of a body to remain at rest or in a linear, (straight line), motion unless acted upon by
an outside force.
d. All of the above.
3. Why is most pressure experienced at the bottom of the turn?
a. Gravity increases.
b. Centrifugal force increases.
c. There is more steering.
d. Gravity and centrifugal force “line up”.

4. Pressure control movements actively adjust the pressure between the skis and the snow. Which of
the following are means of controlling pressure?
a. Front and back leverage
b. Lowering or raising the center of mass.
c. Stepping from foot to foot.
d. All of the above.

5. Physical development in children:

a. Will be equal for children of the same age.
b. Begins with gross muscle control followed by fine muscle control.
c. Results in equal growth in the muscles and nervous system.
d. All of the above.

6. Unweighting the skis can be accomplished by utilizing:

a. Terrain
b. An up motion
c. A down motion
d. All of the above
7. Anticipation is:
a. A relationship of the upper and lower body that can aid turn initiation.
b. A term for pre lesson excitement for both the student and the teacher.
c. An antiquated concept that does not fit into modern skiing in any way.
d. A term we use to describe leaning in at the start of the turn.
8. When helping a student who makes “z” shaped turns to make “s” shaped turns, which of the
following should be the first area of skill development to be addressed?
a. quiet upper body through framing pole exercise.
b. Work on knee and hip angulation to get skis to grip snow better.
c. Teach them how to use the skis sidecut.
d. Teach leg turning to encourage a more progressive turn entry.

9. Sequential vs. simultaneous leg rotation movements may refer to:

a. Anticipation vs. Angulation.
b. Wedge turns vs. parallel turns.
c. Checking vs. braquage.
d. Stem Christy vs. parallel initiation.
Short Answer Questions:
Each question is worth 3 pts. Partial credit may be given for each question.
Please attach additional sheets of paper if needed to answer questions.

1. Describe an element of guest service at your resort and how it could be improved to encourage
skier retention and improve the experience of people taking lessons.

2. List 2 reasons why leg turning is the preferred rotary method when making turns?

3. Draw a diagram of a ‘garland’ and explain how it can be used as a teaching tool:

4. Draw a diagram of a turn and define/describe the (3) phases:

5. Describe crossover and how the center of mass moves during the transition of short
turns on moderate steeps :
6. What are the three (3) planes of movement when assessing stance and balance?

7. Draw 2 different ‘single turn exercises’ & explain what they may be used for?

8. Describe (2) reasons for using a pole plant in skiing?

9. Describe and define the CAP Model and how it is used when teaching children?

10. Describe how a too-stiff boot would affect a student’s skiing.

11. List the mechanics of a short turn for skiing in the bumps:

12. Using your understanding of ‘VAK’, describe 3 different ways to get a guest to turn their
legs more efficiently.

13. Describe a progression for the skier below. Identify which skill you would work on first
and what exercises you would use:

A skier is making parallel turns down the fall line. They are very aggressive and sitting back
on their heels using a lot of upper body rotation to initiate the turn. Their pressuring control
skills are weak, and the edge engagement is only due to the pushing of the tails of the skis to
the side.

14. When and how do you introduce inside leg steering?

15. Describe 4 class handling considerations when working with children:

16. Why do we teach skidding to lower level skiers instead of carved turns?

17. Name several factors that help in the matching of skis in the beginning or advanced
wedge christie?

18. Define and describe the “forces” in a turn using the following terms (centrifugal,
centripetal, gravity, friction). Use a diagram with your descriptions.

19. Describe the importance and function of Muscle, Skin, and Joint Proprioceptors.

20. Describe the ankle, knee, and hip joint (type and movement associated with it).
Using 1 of these joints describe a specific exercise to improve either a rotary, edging, or
pressure control skill.

21. What will cause a student’s skis to “skid out” at the end of the turn?
What can you teach them to rectify this?