Alpine Level 1 Instructor Workbook

Name

Course Date

British Association of Snowsport Instructors

Morlich House, 17, The Square, Grantown on Spey PH26 3HG
Tel: 01479 861 717 Fax: 01479 873 657
Email: [email protected] www.basi.org.uk “Realising Potential”
 1

Level 1
Instructor
Workbook

British Association of Snowsport Instructors

Morlich House, 17 The Square, Grantown-on-Spey, PH26 3HG

Tel: 01479 861 717, Fax: 01479 873 657, Email [email protected]
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BASI WORKBOOKS

Published by British Association of Snowsport Instructors Ltd, (BASI Ltd)

BASI Ltd, Morlich House, 17 The Square, Grantown-on-Spey PH26 3HG, Scotland
BASI Ltd, Registered Offices: Morlich House, 17 The Square, Grantown-on-Spey PH26 3HG, Scotland
T: 01479 861 717 F: 01479 873 657 E: [email protected]

www.basi.org.uk

First published in Scotland by BASI Ltd July 2012

First Printed by Groverprint & Design, Newtonmore PH20 1AL, Scotland
Second print by Groverprint & Design, Newtonmore PH20 1AL, Scotland, November 2012

Copyright © BASI 2018

This booklet is the copyright of the British Association of Snowsport Instructors Limited.
All rights reserved. No part of this publication may be reproduced, stored in any form or by any means electronic, mechanical, recording,
and film or otherwise without prior permission of BASI Ltd. Update and upgrade material is protected on the same basis.

Further information should be requested in the first instance from the Chief Executive Officer of BASI Ltd.

BASI Alpine Level 1 Workbook

Available at T:\Training Department\Training Resources\Workbooks\Alpine

Authors
BASI Training Department

BASI Cataloguing in Publication Data

BWB1112-000-0001-01
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Contents

About the Course 04

Course Programme 08

Introduction
Outcomes/Notes 09

Day 1
Outcomes/Notes 10
The Fundamental Elements 11
The Central Theme 12
Introduction to Planning a Teaching Session 13
Home Study: Safety 14

Day 2
Outcomes/Notes 15
Review sheet: the Central Theme and the Fundamental Elements 16
Teaching PIAs 17
Home Study: Customer Care 19

Day 3
Outcomes/Notes 20
Action Planning/Assessment Sheet 21
Tied Questions 23
Teaching Session Planner Example 24
Teaching Session Planner 25
Session Checklist 26
Review sheet: Teaching Styles 27
Home Study: Ski Equipment 28

Day 4
Outcomes/Notes 29
Teaching Review and Action Planning 30
Assessment Sheet 31
Teaching Children 32
Self-assessment
Home Study: Review Central Theme and Fundamental Elements

Day 5
Outcomes/Notes 33
Review sheet: Action Plan 34

Appendices
Technical PIAs: Shorts and Longs 35
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About the Course

Introduction

Welcome to the British Association of Snowsport Instructors (BASI). The Level 1 Instructor course is
the first module of the BASI system of training and certification. We hope you will enjoy the course
and that it will be the first step towards a rewarding career as a snowsport instructor, whether at
home or in any of the countries around the world where BASI Members live and work.

Once you have successfully attended the Level 1 Instructor course, you will become an Associate
Member of BASI and you will receive our quarterly in-house journal, 'The BASI News'.

When you have successfully completed the BASI Level 1 course along with the Safeguarding Children
module, first aid certification from a minimum two day first aid course and after you have logged the
additional minimum 35 hours of snowsport experience, you will be awarded the Level 1 certificate.
This will enable you to work on artificial slopes (including indoor snow slopes) for a snowsport school.
It will also provide you with the opportunity to gain valuable experience and to log the required
minimum 35 additional hours required to book onto the BASI Level 2 course.
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Level 1 – The Big Picture

These notes provide guidance for students preparing to attend the BASI Level 1 Instructor course.

More information is available on the BASI website (www.basi.org.uk).

All of the course structure and content is focused on developing you, the learner.
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Student Appraisal

Throughout each of the five days of the course the Trainer will monitor your participation and
performance. They will provide you with constructive feedback highlighting your strengths, areas for
development and how you can make any changes. The Trainer will assess your competence to teach
beginners and intermediates as an instructor in the controlled environments of dry slopes and indoor
snow slopes.

During the course, the Trainer and student will formulate an ongoing action plan, based on your
performance, for future development. This written action plan, which is agreed between the student
and the Trainer, will be available through your Members area of the BASI website within four days of
the course finishing. It aims to document what you need to do to improve your performance and
develop as a ski Instructor with a view to progressing to the Level 2 course.

Assessment Criteria

Activity Technical Assessment Criteria

In the context of the task set:
• Perform all phases of the CT, as described in the BASI Alpine manual
Central Theme • Clearly show definition between each phase of the Central Theme
• Understand how to achieve effective posture and balance
• You may have feedback and prompts from the Trainer
In the context of the task set:
• Perform round parallel turns on a blue or easy red piste without traverse
• Use a variety of corridor widths
Piste Short • Show some grip through the turns
• Demonstrate the ability to maintain a constant speed
• Understand how to achieve effective posture and balance
• You may have feedback and prompts from the Trainer
In the context of the task set:
• Cleanly carve the last two thirds of the turn on a green or easy blue piste without
Piste Long traverse
• Understand how to achieve effective posture and balance
• You may have feedback and prompts from the Trainer

L1 Teaching Assessment Criteria

Session Safety • Maintain the safety of the group, and other slope users, at all times.
Enjoyment • Ensure the session is enjoyable and delivered in an engaging manner.
• Demonstrate the ability to deliver a session within the Central Theme, visiting
Understanding and Delivery
each stage of TIED.
Session Review • Not assessed.

The above tables provide students with a clear indication of what they are expected to be able to do
by the end of the course.
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Rating Scale

To pass the course you will be required to achieve the above criteria. At the end of the course you
will be given a result as either of the outcomes below. To pass, you will need to perform at the
required level in all assessed parts of the course.

1. Not at the required level

2. At the required level

Delivery

Each day will consist of:

• Six hours of on snow training

• One hour of lectures, discussions, tutorials and video review
• One hour of home study.

Above timings may vary. Your trainer will always structure the day to provide the best opportunity
for the group’s development and performance.

Areas of strength/weakness, environmental conditions, fatigue levels and lift/piste closure times may
affect this.

Finally

Read the workbook and the relevant sections of the BASI manual.

As on all BASI courses, there is a full programme of training. You are responsible for ensuring that you
are adequately prepared, mentally and physically, for this programme.

The BASI Trainer delivering the course has a great deal of experience. So use him/her as a valuable
resource throughout the course.

The aim of this course workbook is to help record your progress throughout the course. It will
become a very useful resource.

BASI is fundamentally about training. Be open to learning and making changes.

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Course Programme
Day On Snow (programme may change due to weather conditions) Off Snow
Intro Trainer and students meet, get to know each other and discuss:
Alpine Evening before • Course outcomes and programme
based • Use of this workbook
UK based • Preview Day 1 on snow
Morning of Day 1
1 • The Fundamental Elements • Review Fundamental Elements
• Preview Central Theme • Preview Central Theme
• Dealing with accidents and emergencies • Introduce teaching planner
• Home study: safety, accidents and emergencies
2 • Central Theme (intro activities to plough turning) • Review Central Theme (intro activities to plough turning)
• How the Fundamental Elements develop in the CT • Teaching PIAs
• Common faults and solutions • Video
• Video • Preview Day 3
• Deliver a teaching episode • Home study: customer care
• Preview piste performance
3 • Central Theme (plough parallel to parallel) • Review Central Theme (plough parallel to parallel)
• How the Fundamental Elements develop in the CT • Video
• Common faults and solutions • Review teaching styles
• Develop piste performance: technical PIAs • Action planning
• Video • Plan a teaching session
• Home study: ski equipment
4 • Deliver a teaching session • Review teaching sessions
• Mountain skills • Review mountain skills
• How the Fundamental Elements develop in mountain skills • BASI and its role
• Common faults and solutions • Teaching children
• Develop piste performance • Home study: review Central Theme
5 • Central Theme: development activities/action planning • Review personal performance
• Piste performance: development activities/action planning • Students’ action planning
• Individual review
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Introductory Session – Outcomes

• Relaxed and comfortable with Trainer, peers and course programme.

• Understand how to use the course workbook and its importance.

Things to remember for Day 1:






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DAY 1 – Outcomes

ON SNOW

• Relaxed and comfortable with your Trainer, peers, course programme and
resort/environment
• Enjoy some skiing time
• Explore the Fundamental Elements and understand the terminology used
• Become aware of teaching and learning methods

OFF SNOW

• Preview Central Theme

• Introduction to planning a teaching episode

Home Study

• Practice delivering a teaching episode

• Safety

Notes and feedback:

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The Fundamental Elements

Notes

Inputs




Outcomes



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The Central Theme

Write in the reasons (goals) for visiting each of the different stages of the Central Theme.

Notes:
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Introduction to Planning a Teaching Session

To begin with, we will look purely at the task part of this model and how we can best deliver the task
to a group of learners. Choose a simple development activity that you will use in your next practice
session. Your Trainer will help you select a suitable activity.

This activity will be the task.

Tomorrow you will show this task to the group so they can try it as part of their practice session.
Consider the following questions to help you decide how to achieve this:

• Decide what the skier will learn or improve by doing this task.
• How will you explain the task to the group?
• What information do the learners need before attempting the task themselves?
• How will you demonstrate the task?
• How will you organise the group so you can watch them try the task?
• How will you keep the group safe?
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Home Study

Prepare to deliver your teaching session to the group tomorrow:

• Practice the explanation – keep it brief and simple.

• How will you organise the group?
• Will they set off one by one or all at the same time?
• How will they know where to stop?
• What might you need to mention to ensure they are safe?

Safety

Refer to the ‘Safety’ section of the BASI Alpine manual and answer the following questions:

1. Why is it important to understand and follow the Ski Way Code?

2. How should you instruct your learners to stop and join the group?

3. What is the first principle of first aid?

4. In case of an acident, what should you do before approaching the incident?

5. How will you keep the casualty safe?

6. How will you keep the rest of the group safe?

7. What first aid will you give?

8. How will you get assistance?

9. What information will you need to give?

Home study notes:

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DAY 2 – Outcomes

ON SNOW

• Central Theme (intro activities to plough turning)

• How the Fundamental Elements develop in the CT
• Common faults and solutions
• Deliver a teaching episode
• Reference the learners’ experiences within the day

OFF SNOW

• Video
• Linking the Central Theme and the Fundamental Elements
• Teaching PIAs: expanding on the criteria and how to get there
• Become aware of the structure of teaching in the manual (understanding, delivery and safety)
• Preview Day 3

Home Study
• Customer care.

Notes and feedback:

Video feedback:
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Review Sheet: the Central Theme and the Fundamental Elements

Key Fundamental Elements Used/Considerations at Each Stage

Introductory Activities E.g. Familiarisation E.g. Movements E.g. Balance

Sliding

Ploughing

Plough Turning - Introduction

Plough Turning - Development

Mountain Skills

 Traversing

 Side Slipping

 Plough Braking
Plough Paralleling

Parallel Turning
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Level 1 Teaching PIAs

The PIAs expand on the teaching criteria using the structure of TIED, which is at the heart of BASI’s
teaching approach. There is a wealth of further information in the manual, which expands on the safety,
understanding and delivery of teaching sessions.

L1 Teaching Assessment Criteria (Indicators)

Session Safety • Maintain the safety of the group, and other slope users, at all times.
Enjoyment • Ensure the session is enjoyable and delivered in an engaging manner.
• Demonstrate the ability to deliver a session within the Central Theme, visiting each
Understanding and Delivery
stage of TIED.
Session Review • Not assessed.

What does a successful Level 1 teacher look like? (Actions)

• Behave in a way that always maintains safety – refer to the manual for more detailed information.
Prerequisites • Communicate clearly and at an appropriate level for the learners in the group.
• Smile and make eye contact with members of the group.
• Be considerate of learners’ needs and questions.
• Use goals for the session that are clearly communicated.
Task • Give a clear explanation of the session activity.
• Provide an accurate demonstration if necessary.
• Ensure that participants have understood the task by engaging them with questions.
• Instructors should position themselves so that information can be gathered from different perspectives
(from below, above, side-on etc.).
Information
• Gather accurate information that is related to the task.
• Encourage participants to be a part of the feedback process.
• Help participants understand the observations/feedback that have occurred.
Evaluate • Relate observed inputs to task outcomes; e.g., your plough is too wide, giving you too much edge (input)
therefore you are struggling to turn (outcome).
• Consider how threads, other than technical, may be influencing performance.
• The new focus may represent a new task, a modification to, or repeat of the existing task.
• Choose a way to develop the initial task that builds on the information gathered; e.g., use a shallower
Develop
slope and focus on a narrower plough shape to encourage rotation as opposed to edging.
• The new focus may involve the instructor choosing to use a chaining or whole part whole approach to the
initial task.
• Instructors should engage actively in the review led by the trainer.
Reviewing
• Begin to practise reviewing their peer sessions during the course, supported by the trainer.
• Start to use questions to direct people’s reflections.

Outcome Description
You will be able to instruct learner skiers, using effective communication, while keeping the group safe. You will understand how
the fundamental elements are introduced and developed and will be able to use the Central Theme to guide this process. Your
knowledge and understanding may still be in the cognitive phase and, as such, you are encouraged to follow lesson plans for all
levels up to and including parallel skiers.
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Safety, Enjoyment, Understanding and Delivery

Below is a collection of headings that all play important roles in good teaching. Each heading belongs to
one of the three categories above: Safety, Enjoyment, Understanding and Delivery). Can you put them
into the right place?
Accident
Communication Procedure
Goal Setting
Skills
Lesson
Performance Structure
Group
Management Analysis
Teaching TIED model
Ski Way Styles for learning
Skill Code
Acquisition
Injury
Feedback Prevention

Safety Enjoyment Understanding and Delivery

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Home Study
• Customer Care

1. What questions might people ask when enquiring about learning snowsports?

2. Where would you refer them if you are unable to answer any of these questions?

3. What facilities are there for learning to ski in the UK?

4. What questions might you ask your clients to gain an understanding of their needs?

5. What can you do that would make your clients want to learn with you again?

6. Can you name some examples of positive aspects of professionalism?

7. Can you name some examples of negative aspects of professionalism?

8. What do you think your clients expect in terms of professionalism?

Home study notes:

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DAY 3 – Outcomes

ON SNOW
• Central Theme (plough parallel to parallel)
• How the Fundamental Elements develop in the CT
• Common faults and solutions
• Develop piste performance

OFF SNOW
• Video: action planning
• How the Fundamental Elements develop in the CT (continued) Review teaching styles
• Plan a teaching session
• Preview Day 4

Home Study:
• Ski equipment

Notes and feedback:

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Action Planning
The following questions will help you to formulate your own action plan with the help of your Trainer. Use the feedback you have received today and
what you see on the video to produce a clear plan of action for the next time you ski.

What was the task? – enter section of CT etc. Activity chosen, analogies, content / story used.

Where is the information from: video, Trainer, you? What was seen in the performance?

Evaluate the changes you need to make to compare with the template of the CT.

How will you develop and make those changes?

Assessment Sheet

Activity Technical Assessment Criteria

In the context of the task set:
• Perform all phases of the CT, as described in the BASI Alpine manual
Central Theme • Clearly show definition between each phase of the Central Theme
• Understand how to achieve effective posture and balance
• You may have feedback and prompts from the Trainer
In the context of the task set:
• Perform round parallel turns on a blue or easy red piste without traverse
• Use a variety of corridor widths
Piste Short • Show some grip through the turns
• Demonstrate the ability to maintain a constant speed
• Understand how to achieve effective posture and balance
• You may have feedback and prompts from the Trainer
In the context of the task set:
• Cleanly carve the last two thirds of the turn on a green or easy blue piste without traverse
Piste Long
• Understand how to achieve effective posture and balance
• You may have feedback and prompts from the Trainer
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Notes:
 23

TIED Questions

TASK

What activity are your learners to do?

Analogies? Story / Delivery?
Clear presentation?
Terrain choice. Is it relevant for their level and the activity?

INFORMATION

Facts about the outcomes.

What is the ideal outcome for the learner?
What did they do in their performance?
How does that performance compare to the ideal?
What did the learner/observer see/feel?

EVALUATE

Why did the performance and ideal differ?

Was there an understanding of take issue?
Was there an outcome block from equipment of terrain?
Which steering element was lacking accuracy or precision in the movements?
Is there a body management issue?
Does the body management issue block the steering element?

Develop

How do you want the learner to change the performance outcome?

How do they achieve that? Which input?
How do the learner(s) have to modify their inputs to achieve the desired outcome?
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Pre-session Planner

You will need to know about your group to help you decide what to deliver in the lesson. Your Trainer
may give you this information but, in reality, most of this must be gathered when you first meet the
clients.

• How many learners will you have?

• How long is the session?

• What age are the learners?

• How much skiing have the learners already done?

• What stage of the Central Theme are the learners at?

• What is the next stage of Central Theme?

• Which Fundamental Elements need to be developed for this stage?

• What runs are the learners comfortable on?

• What is the aim and intended outcome of the session for your learners?

• What safety considerations do you have in mind?

• What skill are you going to develop? Is this a new skill?

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Session Planner

Instructor: Date: Location:

Slope to be used: Number of students: Age of students:

Level of students:

Lesson Aim:

Skill being taught:

Task: (Explanation, safety concerns, analogies, demo, variations of task for completion etc)

Information: (Who will generate? Instructor/student? What is he ideal version of completion?)

Evaluate: (Why did learners not match the ideal version? Use Fundamental Elements to link
through.)

Develop: (How can they change their inputs to achieve task?)

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Session Checklist

Now that you have completed your planning, check that you have considered the points below
before delivering your teaching session tomorrow.

Start – Introduction

 Welcome and introductions

 Have a friendly and cheerful disposition
 Learn names and help learners feel comfortable
 Check clothing and equipment
 Clarify the learners’ needs and goals
 Clarify the aims of the session
 Refer to FIS Code of Conduct, if necessary

Middle – Improving Performance

 Give clear and accurate directions, explanations and demonstrations

 Ensure maximum useful learner activity
 Provide opportunities for learners to ask questions
 Maintain a safe and enjoyable learning environment
 Check the learners’ understanding
 Observe and analyse the learners’ performance
 Identify strengths and areas for development
 Provide useful and accurate feedback
 Refer to FIS Code of Conduct, if necessary

End – Round Up

 Round off the activity at an appropriate point

 Provide a summary of what was accomplished
 Give learners the opportunity to provide you with feedback on what they achieved
 Enquire into the learners’ future lesson needs
 Advise learners of practice required before their next session
 Refer to FIS Code of Conduct, if necessary
 27
Review Sheet – Teaching Styles
Teaching Style Description Purpose Communication and Feedback
Command/Direct Style

Practice Style

Reciprocal Style

Self-check Style

Inclusive Style
 28
Home Study:
• Ski Equipment

Refer to the ‘Ski Equipment’ section of the BASI Alpine manual and answer the following questions:

1. What are the two purposes of an Alpine ski binding?

2. What setting number are your bindings set to?

3. Who is qualified to adjust ski bindings?

4. What is the sidecut of a ski and what sidecut do your skis have?

5. What characteristics might you expect to find on backcountry powder skis?

6. What characteristics might you expect to find on race skis?

7. Who should be wearing helmets when participating in snowsports? Is it a rule or law for
participants to wear helmets?

8. Why is servicing your ski equipment important? What is done in a basic service?

This training does not qualify the student to work in any way as an equipment adjuster and, if
possible, the students should allow a professional ski shop to make all adjustments to client
equipment.

Home study notes:

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DAY 4 – Outcomes

ON SNOW

• Deliver and review a teaching session

• Mountain skills
• How the Fundamental Elements develop in mountain skills
• Common faults and solutions
• Develop piste performance

OFF SNOW

• How the Fundamental Elements develop in the CT (continued)

• Review and record teaching action plan
• Introduction to BASI
• Teaching children: introduction
• Self-assessment

Home Study:
• Review Central Theme

Notes and feedback:

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Review Sheet: Action points for future teaching

• Were your group safe at all times and were activities within the session delivered with safety
in mind?
• Was your communication clear and interesting?
• Were your learners engaged in the teaching session?

1. Task – was the activity appropriate?

1. Was the goal clearly communicated to your learners?
2. Were the specific tasks appropriate and clearly explained and demonstrated?
3. Were your learners engaged with the tasks?

2. Information – what information was gathered about the performance?

1. Did you watch the learners as they attempted the tasks?
2. Were you accurate in your observations and able to notice different levels of
performance?
3. Were observations related to the task?

3. Evaluation – what needs to change?

1. Was the evaluation explained to your participants?
2. Did the evaluation highlight any major faults?
3. Did you consider any threads other than technical?

4. Development – how to change?

1. Were development tasks related to the evaluations made?
2. Were the major faults addressed?
3. When appropriate, were initial tasks repeated or developed instead of moving to new
tasks?
4. Did you present the new task in a way that the learner could follow and link to their
performance?

Repeat the set of review questions for each new attempt at the activity as well as each new activity in
the lesson.
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Assessment Sheet

Not at the At the level

Activity Technical Assessment Criteria
Level
In the context of the task set:
• Perform all phases of the CT, as described in the BASI Alpine manual
Central
• Clearly show definition between each phase of the Central Theme
Theme
• Understand how to achieve effective posture and balance
• You may have feedback and prompts from the Trainer
In the context of the task set:
• Perform round parallel turns on a blue or easy red piste without traverse
• Use a variety of corridor widths
Piste Short • Show some grip through the turns
• Demonstrate the ability to maintain a constant speed
• Understand how to achieve effective posture and balance
• You may have feedback and prompts from the Trainer
In the context of the task set:
• Cleanly carve the last two thirds of the turn on a green or easy blue piste
Piste Long without traverse
• Understand how to achieve effective posture and balance
• You may have feedback and prompts from the Trainer

Level 1 Teaching Assessment Criteria Not at the At the level

level
Safety • Maintain the safety of the group and other slope users at all times

Enjoyment • Ensure the session is enjoyable and delivered in an engaging manner

Understanding and • Demonstrate the ability to deliver a session within the Central
Delivery Theme, visiting each stage of TIED
 32
Teaching Children: Notes:

Home Study:

• Review the Central Theme and Fundamental Elements. Note any questions that you would
like to clarify with your Trainer on the hill tomorrow.

Home study notes:

 33
DAY 5 – Outcomes

ON SNOW

• Develop personal performance

• Review overall performance and action plan
• Clarify any points from the week

OFF SNOW

• Debrief

Notes and feedback:

 34
Review Sheet: End of Week Action Plan

Teaching

• Strengths

• Areas for development

• Timescale

Skiing

• Strengths

• Areas for development

• Timescale
 35

Performance Indicators and Actions – Long Turns (Level 1)

Performance thread prerequisites
Equipment • Piste focused skis that are well serviced (Eq)
Environment • Pick the correct terrain, wide, smooth and not too steep (En)
Physical
• Focused and continued concentration on the correct action point, maintaining motivation for
Psychological
the task (Ps)
• Skier needs to allow the skis to track along the edges. This may feel like the skier is
relinquishing some control (Ps)
• Athlete hydrated with well-managed energy levels (Ph)

INDICATORS Control of line Control of speed

Encourage • Clean carve the second part of the turn • Slower speed
(Accurate • Two skis parallel throughout the turn • Controlled speed
outcome) • Encourage turns to be flowing, smooth,
linked
• Open lines, without trying to overly
influence the radius
Discourage • Skidding turns after the fall line • Increase in speed down the hill
(Inaccurate • Divergent/convergent skis throughout the run
outcome) • Traversing without the carve shape in the • Travelling too slowly to make it
arc easy

PERFORMANCE ACTIONS – what performers can do to achieve the desired outcomes

Tactical • Correct approach to account for equipment and snow conditions e.g. soft snow – be
subtle with edging movements; GS skis – wider corridor; SL skis – narrower corridor.
• Decide at which point in the arc the skier will be able to clean carve without losing
control of line and speed.
Technical Throughout Turn Build Work Release
Steering • Limited active rotation when the performer wants to clean carve during the arc.
Elements • Encourage smooth edging movements without pauses.
• Stand against the outside ski.
• Tilt the skis to engage the edges as the speed picks up.
• Allow and feel the pressure to build more on the outside ski.
• The amount of edge angle necessary is relatively limited; don’t try to squeeze too much
out
• Release the edges gradually and be patient through transition.
Body • Stay in a strong and simple stance that allows the movement required.
Management • Try to use all the skiing joints to create the edge angle in a comfortable and
biomechanically sound way. Shouldn’t need any funky shapes to achieve the minimal
edge angle required.
• Feel how separation builds gently and smoothly as edge angle increases. It need not be
forced.
• No unnecessary vertical movements in transition; use lateral movements to initiate the
next turn.
 36

Performance Indicators and Actions – Short Turns (Level 1)

Performance thread prerequisites
Equipment • Piste focused skis that are well serviced (Eq)
Environment • Focus and continued concentration on the correct action point during the run (Ps)
Physical • Athlete hydrated with well-managed energy levels (Ph)
Psychological • The right arousal level for the performer in a particular circumstance (Ps)

INDICATORS Control of line Control of speed

Encourage • Rounded line • A speed that allows the skis to
(Accurate • Limited corridor width remain parallel easily without a
outcome) • Two skis largely parallel with consistent stem
stance width throughout • Consistent and controlled speed
• Skis steered progressively throughout the
arc
Discourage • Zig-zag turns • Speed checks at end of turn
(Inaccurate • Divergent/convergent skis • Increase in speed down the hill
outcome) • Down stems throughout the run
• Overly wide or narrow corridor
PERFORMANCE ACTIONS – what performers can do to achieve the desired outcomes
Tactical • Some use of line to control speed rather than excessive skid or check
• Set a correct corridor width
• Set a consistent rhythm and the correct tempo for short turns

Technical Throughout Turn Build Work Release

Steering • Use rotation to steer the skis throughout the arc progressively
Elements • Manage steering elements so that skis stay on the snow
• Pressure built on the outside ski (and released from the old outside ski) early in the arc
• Effective (gripping) edge after the fall line
• Release the edge angle/pressure progressively towards the end of the turn
Body • Shoulders more level compared to the lower body
Management • Skis steered across the hill more than the upper body
• Use a pedalling movement with the legs to aid the transition from turn to turn
• Forward/lateral movement during turn initiation to remain centred and balanced in the
fall line
• Balance against the outside ski should be achieved by the fall line
• Rhythmical, accurate pole plant to help with timing, separation and flow
 Alpine Level 1 Instructor Workbook
Name

Course Date

British Association of Snowsport Instructors

Morlich House, 17, The Square, Grantown on Spey PH26 3HG
Tel: 01479 861 717 Fax: 01479 873 657
Email: [email protected] www.basi.org.uk “Realising Potential”