CANADIAN

SKI TEACHING

GETTING STARTED

1.1
1 CANADIAN SKI TEACHING GETTING STARTED

Section 1 Index

Section 2 CSIA Certification And Pathway

Section 3 Collaborative Teaching Approach

Section 4 The Skills

Section 5 Guest Service And Client building

Section 6 Teaching Children

Section 7 Safety

Section 8 Getting Started

Section 9 How We Learn

1.2
 SKIING TEACHING

CSIA Certification And Pathway

LEVEL
OR
SNOW PARK CERTIFICATION
2
The Pathway includes four Levels of Instructor Certification and a Trainer
Designation. The training offered within the Pathway is the perfect way to
develop skills and expand knowledge, while practical teaching experience
L2 Skier Development L2 Teacher Development
within a Snow School will provide you with the opportunity to implement
these skills to truly hone your craft. Real world teaching is exciting,
fulfilling and offers invaluable experience as you target new goals. L2 Ski Exam L2 Teach Exam

As a Level 3 Certified Ski Instructor, you are encouraged to attain LEVEL

the Trainer Designation which helps build skills valuable in training new
Ski Instructors and is a step toward becoming a Level 1 Course Conductor

CS I A C E RT I F I C AT I ON A N D P A TH WAY
for the CSIA. L3 Skier Development L3 Teacher Development

You can begin your journey with either a 3 day Level 1 Certification L3 Ski Exam L3 Teach Exam
Course or Snow Park Certification Course. Some Snow Schools in Canada
also offer a Level 1 Apprentice Development Program offered over a longer
term, in conjunction with on-the-job experience. LEVEL

As a Level 3 with the Trainer Designation, the highest level of CSIA Trainer Development
Certification is within reach. Extensive professional experience inside and
outside the Ski Industry are valued and strongly recommended for those Trainer Exam
embarking on the Level 4 Certification Program
TRAINER

L4 Academy Application

L4 Academy Selection Camp

L4 Academy

LEVEL

2.1
 3

COLL ABORAT I V E T E A C HI N G AP P R OACH

CSIA TEACHING CONCEPTS

INTRODUCTION
The Collaborative Teaching Approach, along with the Assessment and Development framework, define the teaching concepts of the CSIA, just
as the Physics of Skiing, Skills Framework and Performance Model comprise the CSIA technical concepts.
The technical concepts define WHAT we teach. The teaching concepts establish HOW we teach. While technical knowledge informs the content
of a lesson, an instructor’s ability to collaborate and engage with learners while guiding them through experiences in a safe, enjoyable, and
productive manner often determines the quality of the lesson.

PURPOSE
The CSIA teaching concepts provide a practical framework which ski teachers can apply in the real world of ski teaching. These principles
ensure the delivery of a consistent model and message across the country.
Having a sound understanding of the learner’s competency level, along with the ability to accurately identify and affect areas for improvement,
is paramount in the ski instruction profession. A common lesson structure, consistent assessment and development skills, and the ability to
create a learning experience appropriate to the learner allows an instructor to provide an organized, valuable and memorable lesson.
A collaborative teaching approach (HOW we teach) provides the framework within which technical knowledge (WHAT we teach) can be
delivered to learners, while recognizing that no two people and, therefore, no two lessons, are exactly the same. 3.1
 3.2
COLL ABORAT I V E T E A C HI N G AP P R OACH

3
 3
Know Your Learner
Getting to know your Learner and building a rapport is a vital step in creating a successful and enjoyable lesson; the Learner is the ‘hub’. This
learner-centered approach guides all of the decisions we make as ski instructors, from the terrain we choose and the movements we prescribe,
to the communication style and manner of engagement we adopt.

Create an Experience
Understanding the many characteristics of a learner will help determine the experiences from which they will most benefit. Designing and

COLL ABORAT I V E T E A C HI N G AP P R OACH

implementing concrete tasks can help a learner understand both what they should try to do and the possible outcomes, making the tasks
measurable for them and observable for the instructor. Awareness of the possible outcomes can help a learner recognize if they are successful
or not when attempting a particular task (reflecting IN action). For some learners, describing what they might “feel” as they make certain
movements can add clarity and specificity. A well-built task provides parameters for both the task itself and for subsequent reflection.

Assess the Experience

By observing learners as they try an assigned task, you see both the results of their efforts and the effectiveness of your approach. Encouraging
a learner to reflect on their experience (reflecting ON action) is proven to facilitate longer term learning. It is important to keep this process
positive. Recognizing negative or unintended results is valuable but should not become the focus. Just like checking a map to ensure you
are on the right road, ongoing learner/ instructor debriefs can help calibrate the direction of the lesson throughout. Through this process, the
instructor can reflect on their decisions and the guidance they have provided and adjust the approach if required.

Explore the Possibilities

Skiing is exciting and learning anything new can be thrilling at any level. A balance of skill development and practical application is important
for a learner to understand what they have accomplished and how to apply it out on the slopes. The autonomy to explore the snow environment
is invigorating and empowering.
Repetition of a successful task can help to consolidate the correct movements and provides an opportunity to practice the new skill.
Varying one aspect of a task at a time can help a learner deepen their understanding of a concept and learn how much and when to apply
the movements in relation to their objectives. Task variations also allow the instructor to adjust the approach to be more effective, or in other
words, they create a new experience that begins the “loop” again.

3.3
 4
THE SKIING SKILLS

Just as the CSIA promotes an approach to facilitate

effective teaching (the collaborative teaching
approach), we also provide a system that enables the
technical education and understanding of the sport
of skiing. As you progress in your development you Rotational control actions
will find detailed education of “how skiing works”
within the CSIA technical concepts, materials and on
snow training.

Controlling speed, direction and stability are the

primary objectives of most skiers. With that in
mind, an important understanding is that it is the
skis’ interaction with the snow that affects these
objectives, and in turn, how a skier influences Edging control actions
the skis relationship with the snow through their
movements. Understanding how to manage these

TH E SKI LLS
primary objectives is necessary knowledge for those
that desire to become accomplished instructors.

Pressure control actions

4.1
4 The CSIA uses this Skills system to help instructors understand the components of skiing and in doing so, develop their ability to assess and develop their
learners. The Skills encompass the ski, its actions, and the way a skier affects those actions through their movements. We define 3 skills: rotational control,
edge control and pressure control. Skiing uses a combination or blending of all the skills in every turn. These components describe the options we have over our
skis, and our movements. Various combinations and proportional application of the skills give us incredible control over the performance outcomes of our skiing.

Rotational control actions:

• The rotation of the skis around their vertical axis.
• Applying a turning or twisting force to the skis.

Rotational control actions

Applying a turning or twisting force

to the skis
TH E SKI LLS

4.2
Edging control actions:
4
• The rotation of the skis around their longitudinal axis. Edge Angle
• Edging, tipping, or tilting the skis in relationship to the snow surface.

Pressure control actions:

• An overarching term for manipulating the forces fore-aft, from ski to ski, and vertically.



     
 
  
   

TH E SKI LLS
  

4.3
4

As you move through the CSIA pathway you will become very familiar with the skills and how these manipulators and the relationship between them are the
levers to our desired skiing objectives and outcomes.
Your first exposure to the technical concepts will be in the form of the novice lesson plans you will encounter during your level 1 course. The novice lesson
plans represent a prescriptive approach to aid you with the content of teaching your first lessons. As you practice the lesson plans and become more
experienced you will no doubt have the opportunity to hone the delivery, pace and experiment with your own creative variations.
TH E SKI LLS

Further technical and teaching development will come through active teaching and on hill training within a ski school. Additionally, the technical concepts
material presented in the Physics of skiing, The Skills Framework and the Performance model will further deepen your technical understanding of the sport
in due course.

4.4
 Anyone who has spent money to take a lesson has expectations. A big part of your success is the
ability to connect with your clients and deliver what they want. Don’t deliver all the information
5
at once - focus on key ideas and take the time to develop understanding and results.

Meet and greet Confidence and enthusiasm

First impressions are You are the leader, so display confidence and
powerful. Greet your clients enthusiasm. Those qualities are contagious
with a handshake and eye and will motivate and engage your students.
contact. Learn their names Build on their successes with positive

GUES T S E RV I C E A ND C L IE N T BU I LDIN G
and use them through the feedback and encouragement.
lesson. Ask questions and
discuss their expectations.
Listen actively and repeat
back what you heard to
Be a guide
Your time with clients goes beyond technical
ensure you understand.
knowledge. Use lift time to find out more
Explain how you typically
about them and develop insight into how to
work and what they can
best communicate with them. Share your
expect from you.
knowledge of the skiing environment with
your clients. Natural history, local interest,
and information about the ski area are all
good topics for conversation.

Wrapping up
Give a clear summary of what they
worked on through the lesson and
what their next steps should be. Finish
with a handshake and goodbye. This
is a good time to schedule another
lesson, give a business card, and
generate some return business.

5.1
6

T E A C HI N G C H I LDREN
6.1
6
TIPS - Beginning the lesson
Take care to prepare – have pens, class cards,
crayons, hand warmers, tissues, grooming report etc.

Introduce yourself – and the students to each other.

Add things that may help students bond with each other
(this is Joey’s first day too...he has a dog...).
T E A C HI N G C H I LDREN

Plan – share your plan for the day with students and
parents: where you will be skiing, lunch, pick-up time and
location etc.

Special considerations – is there anything you

need to know (Allergies, concerns, special learning
6.2
6 attributes?).
 6
TAILS - End of the lesson
Tell the parents about the day (what runs you skied,
lifts you took, when you had lunch etc.).

Ask the child to describe their favorite part of the day.

Inform the parents of any Incidents (arguments, separated

T E A C HI N G C H I LDREN
children, wet pants etc.).

Learned – summarize what they learned today and

what to keep working on.

Smile and say thanks for a great day! Let them know
how to book another lesson. 6.3
7
6 WORD

7% BODY LANGUAGE
COMMUNICATION
TONE WITH CHILDREN
Certain situations will amplify feelings and
lead to unwanted behaviors, like angry fits
38% 55% or cries. It is important to notice and identify
those feelings or behaviors and find ways to
encourage cooperation. This is what makes
kids lessons challenging - it isn’t always
what you say, but how you say it.
T E A C HI N G C H I LDREN

6.4
BE AWARE....
Children all have different personalities
6
and feelings coming into a group lesson.
Like an iceberg, what we see on the sur-
face does not always indicate what is un-
derneath!

T E A C HI N G C H I LDREN
6.5
6 ACKNOWLEDGE FEELINGS –
LISTEN TO UNDERSTAND!
Look for non-verbal signs that children are uneasy - crying, looking
away, hanging on to parents, stiff posture, and acting out. Use
these cues to start the communication process right away! Be pro-
active and you will gain the confidence of the children and parents.
When acknowledging feelings, you are not necessarily trying to fix
the problem - just listening and trying to understand.
• Identify the child’s feelings. i.e. “You look frustrated.” Ask
why with open-ended questions. “Can you tell me why?”
• Put the feeling into words. “Sounds like you’re frustrated…,
that must make you feel angry…”
• Acknowledge the child’s feelings with a sound or a word.
“Hmm,… yes…” Encourage them to continue, but you don’t
always have to have something ready to say. Sometimes safe
T E A C HI N G C H I LDREN

silence is the best. Remember to keep body language calm.

• Give the child in fantasy what you can’t give them in reality. Use
humour! “Wouldn’t it be great if we could have hot chocolate on
the chairlift…” or “I wish we could fly right up above us and
see everyone on the mountain, including our moms …”
• Accept the child’s feelings even as you stop unacceptable
behavior. “Frank, I can see you are very angry about Taylor
stepping on your skis. However, hitting is not acceptable.”

6.6
 ANGER 6
MANAGEMENT
Some events can make children feel like they are
threatened, frightened, frustrated, humiliated or
hurt, and this can escalate to angry fits or crisis.
When this happens, it is best to give space and let
the child calm down. Then, approach them gently
and use the above techniques to acknowledge
feelings and listen to understand. Encourage
cooperation within the group to minimize other
similar situations.

BE A GOOD LISTENER

T E A C HI N G C H I LDREN
• Open Body – arms and legs uncrossed, eye
contact, kneeling or bending down to their level
• Rephrasing – “So what you said was…”
• Write it down

6.7
Safety first
Your primary concern is for the safety of your clients. Appropriate
Alpine Responsibility Code
Know the Alpine Responsibility Code. The instructor should be a
7
challenge, common sense and mountain awareness reduces risk. model of responsible behavior on the slopes. As well as paying close
Know the safety rules and accident reporting policies of your area. attention to the group’s well-being, a good instructor includes safety
The following are safety points that should be part of all ski lessons: awareness in every lesson. You will find suggestions throughout this
• Know and respect the Alpine Responsibility Code manual for conducting your lessons safely.
• Warm up for physical and mental readiness.
• Ensure that students are ready to learn. 1. Always stay in control. You must be able to stop, or avoid other
• Set appropriate challenges for their skill level. people or objects.
• Make sure students are familiar with the use of lifts; use lift 2. People ahead of you have the right-of-way. It is your responsibility
operator’s assistance when necessary. to avoid them.
• Choose terrain that allows students to stay in control. 3. Do not stop where you obstruct a trail or are not visible from
• Use safe stopping areas away from traffic. Keep moving and above.
keep contact with your students in high traffic areas. Keep mov- 4. Before starting downhill or merging onto a trail, look uphill and
ing in blind spots – below knolls, narrow trails or trail merges. yield to others.
• Have students stop below the class to avoid collisions. 5. If you are involved in or witness a collision or accident, you must
• Create awareness of other traffic and potential hazards. remain at the scene and identify yourself to the ski patrol.
• Alert students to changes in weather and conditions. 6. Always wear proper devices to help prevent runaway equipment.
• Advise on appropriate clothing and skin protection. 7. Observe and obey all posted signs and warnings.
• Consider equipment type and condition. 8. Keep off closed trails and closed areas.
• Create awareness of area signage.
9. You must not use lifts or terrain if your ability is impaired through
• In difficult situations, have students follow closely to de-
use of alcohol or drugs.
velop confidence.
10. You must have sufficient physical dexterity,
ability and knowledge to safely load, ride
and unload lifts. If in doubt, ask the lift
attendant.

SA FET Y
7.1
 8

GETTING STARTED

GE T T IN G ST A RT ED
Lesson Planning
Organizing lessons goes beyond background knowledge of teaching and ski technique and into the practical realm of organizing specific
activities within a fixed time frame. To satisfy paying clients, instructors must be organized, skilled in dealing with people, and provide tools
and solutions. The following pages contain some ideas to help you get started with beginner to intermediate skiers.

Add this link to your mobile device to access basic lesson plans for new instructors: www.csia-lesson-plan.com

8.1
8
Introduce equipment
Make sure that the skis, boots and poles are ap-
propriate. Look for adjustment issues and take
them to the shop if necessary. Show how to carry
the skis and once in the learning area, how to get
in and out of the bindings.

Climbing and sliding

Start moving and sliding on one ski
or two. Show how to push with the
poles and start sliding. Move up
the slope by side stepping, or in a
“herringbone”, showing how to put
the skis on edge. Slide on the edges
to make short traverses.
GE T T IN G ST A RT ED

Mobility Gliding
means better is unfamiliar to
access to the skiing new skiers. Create
environment. Familiarize comfortable situations and
skiers with their equipment link gliding to balance. Skiers
by walking and sliding. Climbing that stand naturally over a sliding
and pushing with poles also create platform will be less fatigued and
mobility in the skiing environment. better at turning and controlling too!

8.2
 8
Falling and getting up
Falls are inevitable, so show
how to fall safely to the side and
slightly back. To get back up, take
off one or both skis, or show how to
put the skis across the hill and stand
using the poles to help.

Gliding to a stop
With sliding comes the need to stop
and good terrain helps naturally.
The snowplow provides friction and
stability. Encourage a comfortable
A safe setting width of stance and focus on
The learning area should be gliding on the inside edges. Use
flat with a gentle run out. a hands-on approach if necessary
Avoid obstacles like fences, – ski backwards while holding the
ski racks and other skiers. tips and push the skier’s feet and
This avoids distraction and knees apart to develop the feeling.
lets students concentrate on Develop a stance that is slightly

GE T T IN G ST A RT ED
learning to ski. bent and relaxed over the middle
of the ski.

8.3
8 Speed management
can mean slowing down,
maintaining speed or going
faster, depending on the
situation. Be observant and
Direction Change
provides control, grip and
maneuverability. Encourage
round smooth turns and edging
through balance. Linking turns
match your approach creates a sense of flow and
to the needs of your rhythm, which is a big
students and part of skiing.
situation.

The first lifts

Many first lifts are conveyor
lifts. Show how to get
on with a shuffling of the
skis, using the poles for
balance. Explain how to get
The first turns off before you send them
From the snowplow stance, get up or walk up beside them
skiers to balance over the ski and be there
opposite to where they want to to guide
turn. This is counter-intuitive for them at
most, so exaggerate by tipping the the top.
shoulders to that side, or putting
the outside hand closer to the
snow. This creates angulation
and grip with the outside ski so
GE T T IN G ST A RT ED

the skier turns with balance and

the ski design instead of twisting
and brute force. Try this on both
sides and be ready to repeat – this
is often the first big challenge of
the lesson. Some students may
naturally turn with both legs - if
they don’t need the snowplow,
turning both skis simultaneously
should be encouraged.

8.4
 Linking and rhythm
8
Once skiers can turn on both
sides encourage linking by re-
leasing the grip on the snow and
directing the skis into the next
turn. Flat terrain will make this
easier, with a round and open
turn shape. Try to create a sense
of rhythm with one turn leading
to the next. A relaxed stance
and turning with the lower body
will help.

GE T T IN G ST A RT ED
Developing confidence
Keep beginners sliding and
moving to get the feeling.
Provide lots of encouragement
- the focus is not perfection but
discovering a new activity.

8.5
8
1 2
Taking skiers up the
mountain for their first At the top of the lift find a
green run is a big step. good place to get organized
Know your terrain and and remind them of
time-frame so you don’t what they learned in the
run out of time. The first beginner area. Stay close
step is lift access – tell to your students – good
them what to expect and communication and trust
how to get on and off. is essential for them to
Accompany them on the develop confidence.
lift and use that time to put
them at ease and prepare
for their adventure.

4 3
Provide guided mileage Review the key technical
GE T T IN G ST A RT ED

and put them at ease. aspects – a relaxed

Show them where to look stance, turning with the
and where to turn to make legs and balancing on the
it easier. Be directive and downhill ski. They will need
attentive in tougher situ- repetition and practice
ations. Take the time to so break the slope into
connect with people - it easy sections. Positive
goes a long way towards reinforcement is crucial so
creating a positive and build on small successes.
memorable experience.

8.6
8

GE T T IN G ST A RT ED
8.7
8
2
1 Use a tactical approach
Blue run skiers have based on the conditions
some experience, so and objectives. Ski
find out what they improvement can be
expect of their lesson. exercises, but can
Some will want specific also mean playing
technical feedback with terrain and other
and others to explore opportunities that
new terrain. This, plus present themselves.
the time frame of the Set clear objectives
lesson, will determine and provide a variety
your choice of terrain. of activities that work
toward the same goal.
GE T T IN G ST A RT ED

4
As you explore new terrain be aware
of safety. Provide an adventure and a
positive learning experience. People
3
Intermediate skiers need to consolidate their skills so it
come first so your job is to create
takes practice time and repetition. Stick with a plan and
committed skiers that will come back
find a level of challenge that pushes them without going
for more.
beyond their capacity.
8.8
8

GE T T IN G ST A RT ED
8.9
NEW SKIERS

8.10
GE T T IN G ST A RT ED
8
 8
Terrain Assisted Development
Man-made and natural terrain features can
enhance the learning experience in the
beginner area and on the mountain. The
right terrain builds confidence and skills.
Use these contours to make learning to ski
a game.

Berms and ridges

Small berms or ridges often
form on the edges of trails. They
are safe to use if the contours
are smooth and there are no
obstacles. Change the edges
on the top of the berm, planting
the pole on the ridge to help with
timing.

Small jumps
Have fun by introducing the first
jumps. Safety first - look for
small terrain features free of
obstacles with a clear view of

GE T T IN G ST A RT ED
the takeoff and landing and have
skiers go one at a time. Jumping Rollers and bumps
will help your students discover Small rollers develop mobility, leg
weightlessness. Getting off the independence and awareness of
snow even a few centimeters pressure on the skis. In bumps
creates agility and a sense for put the focus on where to turn.
staying in the middle of the skis. Have skiers look ahead and
try to turn on the crests of the
bumps where there is less snow
contact. Encourage a round
turn shape and steer around the
biggest troughs.
8.11
 9

HOW WE LEARN

H OW WE LEAR N
In 1967, Paul Fitts and Michael Posner presented a three The characteristics of each, described in the following pages, help
stage model of psychomotor learning which is the relationship be- instructors understand how motor skill development occurs, how it
tween cognitive functions and physical movements. The Cogni- appears and the teaching implications associated with each stage
tive stage, Associative stage and Autonomous stage describe how of development, or in other words, how best to teach their students.
a student’s memory and experience combine to perform actions.
The Canadian Ski Instructors’ Alliance recognizes this model and
breaks it down into common characteristics of skiers at various
stages of psychomotor learning through the following scale: Initia-
tion, Acquisition, Consolidation, Refinement and Creative Variation.
9.1
9 UNDERSTANDING MOTOR LEARNING

Cv

Cre
R
ti v

on
e Va r i a t i

a
I A C ef
in e m e nt Varying

R
• The movement is perfect
In
iti a ti o n on under complex situations.

on
s o li d a ti

C
cq
ion
A

u i s it • The skier has developed a

• Performance is personal style that is efficient.
• First contact • The skier coordi- • Coordination of consistent and • Movements can be performed
with skill or nates and executes movements ap- precise in de- according to a model.
activity. the key components pears. manding condi- Improvising
• Learner may of the movement in • Controlled and tions. • Can spontaneously use novel
have no idea of the correct order. rhythmical execu- • Movements are combinations of movements
what to do. • Execution is incon- tion of task under automatic and to cope with unexpected situ-
sistent and lacks stable conditions. done subcon- ations.
precision. • Some performance sciously. Composing
• Conscious execution elements are main- • Only minor fine • Competitive and unfamiliar
by skier. tained, but are tuning may be situations develop personal-
H OW WE LEAR N

• Rough form, lacks inconsistent when necessary. ized movements that are ef-
synchronization, skier is under pres- • Critical reflection ficient.
rhythm and flow. sure, conditions and correction
change or demands is possible by
increase. skier.

9.2
• Progress is generally quick and
results may be easily achieved. •Mileage to integrate motor skills.
• Broader variety of situations.
• Situational aspects continue to broaden.
• Learners develop their own understanding
and autonomy. 9
C
Cv
R

Cre
I A C
tiv

on
e Va r i a t i

a
R
e fi
ne men

t
A on S

on
Ini
s o li d a ti

C
ti a ti o n cq
u i s iti o
n
O N
C A T I • Create environments to en-
I able skiers to develop their
T E A C
H I N G I M P L own solutions.
• Expose skiers to com- • Ask for perfect execution in
plex and demanding demanding and competitive
• Increase repetition - not • Expose skiers to a situations that require situations.
• Use clear im- the skill to be ex-
necessarily seeking per- variety of situations.
ages, adapted to ecuted at a high level.
fection. • Repetition under var-
type of learner. • Higher volume of
• Allow learning by trial ied conditions.
• Provide a safe repetition.
and error. • Challenge with more
and easy learning • Develop decision
• Ask questions that complex and de-
environment. making skills.
cause critical thinking manding tasks.
• Ensure a high
to increase the skier’s • Find more solutions • Teamwork between skier
volume of repeti-
awareness. through trial and and instructor regarding
tion - not seeking
• Look for and/or empha- error. all decisions.
perfection.
size right and left sym- C K • Mostly situational based
metry. B A on the environment.

H OW WE LEAR N
E D • Should focus on external
F E cues (use of timing).
• Skier develops internal feedback – instructor • Creating opportunities
• Instructional (what, where, how, when). acts as a facilitator. (cross team training).
• Use demonstrations and video – visual bench- • Develop knowledge and understanding – • Proper skier/athlete man-
marks. some instruction and explanation. agement to optimize natu-
• Positive reinforcement. • Question to increase the skier’s self-aware- ral training effect.

I A C R Cv
• Feedback mostly coming from instructor. ness.
• Volume of instructor feedback decreases.
9.3
9 THE LEARNING BRAIN
Neurons in the brain work together to control motor skills. These
neural pathways build in speed and efficiency over time and this
• Analysis of poor performance can
be counterproductive if it is the
main focus. Instead, build on
small successes and reflect
on positive outcomes to
is how skillfulness develops. Learning a new skill or movement is reward the learning brain for
the building and reinforcement of a new neural pathway. Similarly, not defaulting to old habits.
correcting “bad habits” replaces established pathways with new • Learning requires doing things
ones. that won’t feel comfortable or
Good practice requires conscious execution and self-monitoring, familiar. Reassure your students
with the learner comparing outcomes with the objectives. The that it is normal to not feel “good”
instructor helps by setting realistic objectives, establishing a time when learning a new skill.
frame, controlling the practice environment and creating cues to • C reate achievable objectives and
monitor the results. measurable outcomes. The learning brain
• C  orrect “bad habits” with tasks that block established patterns, needs clear indications of success to reinforce new patterns and
giving new neural pathways a chance to get established. stay motivated.
Example: A skier that over flexes on the downhill ski will be
unable to do this if asked to ski on the inside leg. The self-monitoring necessary for learning can get in the way if an
• Focus on new feelings or sensations. These become internal cues athlete needs to perform and produce results automatically. This
which the learner can then access to monitor a new movement is what happens when a high end athlete “chokes”. Separate the
pattern. Gradually transfer these sensations to more challenging task of learning (conscious execution) and performing (unconscious
situations. execution). Give permission to think things through when learning
• When instructor and learner match observations of a key action and reward instinctive solutions when performing.
this reinforces change and provides motivation.
H OW WE LEAR N

9.4
CSIA MISSION STATEMENT
The Canadian Ski Instructors’ Alliance provides
excellence in education for the profession of ski teaching,
contributing to the growth and enjoyment of skiing.
ABOUT THE CSIA
Founded in 1938 and incorporated in 1949 as a not-for-profit
organization, the CSIA is the professional ski teaching body in
Canada. It is a federally recognized teaching institution and it trains
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and certifies ski instructors to service snow schools and the skiing
We value our sport and its environment, our members, our public.
partners and the skiing public. As the leader in the profession of
ski instruction and a most valued and respected contributor to the A national Board of Directors oversees the strategic development
sport of skiing, we develop a safe and positive guest experience, and management of the organization. With a head office staff in
a progressive approach and set national standards in ski teaching. Montreal, the CSIA manages the website, program registration and
national member services. National programs include standardized
instructor development programs from coast to coast and level 2, 3
and 4 certification. In addition there are six CSIA regions: British
Columbia, Alberta, Central, Ontario, Quebec, and Atlantic.
Each region has its own board or directors and offer
region services and events.

Program content and delivery is developed

by staff under the direction of national
education and technical committees
which meet annually.

H OW WE LEAR N
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Credits
Thank you to all members who
appear in these pages

The CSIA is a member of

the International Ski
Instructors’ Association

All rights reserved – Canadian Ski

Instructor’s Alliance
Printed in Canada

Canadian Ski Instructors’ Alliance

401 - 8615 Saint-Laurent Boulevard,
Montreal (Quebec) H2P 2M9

Tel.: 514 748-2648 800 811-6428

Fax: 514 748-2476 800-811-6427
[email protected]
www.snowpro.com
www.snowpro.com