Level2CourseGuide_EN
Level2CourseGuide_EN
COURSE GUIDE
2023-24
Canadian Association of Snowboard Instructors: Level 2 Course Guide 2023-24 | 2
TABLE OF CONTENTS
Level 2 Course
Course Introduction 3
Course Agenda 4
Evaluation 6
Marking system 8
Study Guides
Technical Presentations
Notes 18
What’s Next? 19
Canadian Association of Snowboard Instructors: Level 2 Course Guide 2023-24 | 3
INTRODUCTION
Welcome to the CASI Level 2 Course!
The CASI Level 2 Instructor certification is for any snowboarder that has passed the Level 1 certification,
and has an interest in teaching more experienced snowboarders. The goal of the Level 2 course is to
develop a skills-based teaching approach for novice and intermediate snowboarding. It combines
practical snowboard teaching methods, technical understanding and development, as well as
development of guest service and technical analysis skills.
It is recommended that Level 2 candidates have prior experience teaching snowboarding in a snow
school setting (approximately 40 - 60 hours) before attempting the Level 2 certification.
Candidates will receive coaching on their riding and teaching skills, with the goal of reaching the Level 2
standard in both areas. They will also receive suggestions and strategies for long-term development.
The successful candidate is certified to teach snowboarders on intermediate (blue) and terrain. Technical
content will cover developing turning, proficiency up to an intermediate level of carving, and basic terrain
adaptation and freestyle skills. Level 2 is a prerequisite for the level 3 certification.
You should take this course if you are a Level 1 Instructor with some teaching experience, a love of
teaching, and a desire to take your teaching skills to the next level. You should be confident and
comfortable demonstrating intermediate riding in corresponding terrain (groomed and ungroomed).
Am I Ready?
The Level 2 Instructor standards require you to pass both riding and teaching evaluations. In order to
help you achieve success on the course, we suggest you take the following steps in preparation, if they
are available to you:
- Spend time working as an instructor, honing your communication, analysis and group
management skills with a variety of students.
- Attend a session with a current CASI Level 2 Evaluator to get some feedback on your riding
ability in relation to the technical standard.
- Complete the Level 2 course preparation workshops, available in this guide, and online at
www.casi-acms.com.
DAY TWO:
9:00 a.m. – 12:00 p.m. ‘QuickRide Teaching’ Presentation
12:00 - 1:00 p.m. Lunch
1:00 - 3:30 p.m. ‘Introducing New Skills’ Presentation
3:30 - 4:00 p.m. Daily Review & Evaluation
DAY THREE:
8:30 a.m. Registration (Teaching Re-Tests only)
9:00 a.m. – 11:30 a.m. Practice Teaching: Introducing New Skills
11:30 a.m. - 12:30 p.m. Lunch
12:30 - 3:30 p.m. ‘Developing Intermediate Skills’ Presentation
3:30 - 4:00 p.m. Daily Review & Evaluation
DAY FOUR:
9:00 - 11:30 a.m. Practice Teaching: Developing Intermediate Skills
11:30 - 12:30 p.m. Lunch
12:30 - 3:30 p.m. Riding Skills Improvement Session #2
3:30 - 4:00 p.m. Course Results Presentation
ONLINE WORKSHOPS
To prepare for this course, the online preparation workshop is a mandatory element of the
certification. Access the prep workshop via our website, or check your course confirmation email
for directions.
SESSION TWO:
4:00 - 6:30 p.m. Analysis & Improvement Presentation (continued)
‘QuickRide Teaching’ Presentation
6:30 - 7:00 p.m. Break
7:00 – 9:00 p.m. QuickRide Teaching Presentation (continued)
9:00 - 9:30 p.m. Daily Review & Evaluation
SESSION THREE:
4:00 - 6:30 p.m. Introducing New Skills Presentation
6:30 - 7:00 p.m. Break
7:00 – 8:30 p.m. ‘Introducing New Skills’ Presentation (continued)
Practice Teaching: Introducing New Skills
8:00 - 9:30 p.m. Daily Review & Evaluation
SESSION FOUR:
4:00 - 6:30 p.m. Practice Teaching: Introducing New Skills Presentation
6:30 - 7:00 p.m. Break
7:00 – 9:00 p.m. ‘Developing Intermediate Skills’ Presentation
9:00 - 9:30 p.m. Daily Review & Evaluation
SESSION FIVE:
4:00 - 6:30 p.m. Developing Intermediate Skills Presentation (continued)
Practice Teaching: Developing Intermediate Skills
6:30 - 7:00 p.m. Break
7:00 – 8:30 p.m. Riding Skills Improvement Session #2
8:30 - 9:30 p.m. Course Results Presentation
EVALUATION
Course candidates will be assessed and updated daily on their performance and progress during
on-snow and indoor workshops. Results will be given to each candidate at the end of the course.
Candidates must pass both the teaching and technical (riding) components of the course to be certified
as a Level 2 Instructor.
MARKING SYSTEM
● Below Standard / Meets Standard / Above Standard
● Candidates must achieve “Meets Standard” or “Above Standard” marks in both Teaching and
Technical (Riding) components in order to pass the Level 2 Instructor course.
Retest Evaluations
In a situation where the candidate does not complete either of the riding or teaching components, he/she
will have to take the full course over again.
If the candidate is unsuccessful in either the riding or the teaching component, they will have two
calendar years to take a retest for the portion failed. If it is riding, the candidate will attend Day 1 and 2 of
a regularly scheduled Level 2 course, and if it is teaching, it will be Day 3 and 4. Candidates will be
trained and evaluated during those days only.
If the candidate does not take a retest within the time limit stated above, then they will have to take the
full course over again, but will only be required to retest the portion remaining.
ASSESSMENT CRITERIA
TEACHING COMPONENT ASSESSMENT
Teaching Evaluation Criteria: Specific Teaching Outcomes
Demonstrations:
● Clearly demonstrates all relevant manoeuvres, including sliding turns,
basic carved turns, basic terrain adaptation, and basic freestyle
manoeuvres (switch riding, flatland tricks, small straight airs).
Technical Content:
● Presents basic snowboard lessons in accordance with CASI techniques
and methodologies, up to the novice level.
Professionalism:
● Displays professional instructor traits.
TECHNICAL (RIDING) ASSESSMENT
Riding Evaluation Criteria: Specific Technical Outcomes:
Canadian Association of Snowboard Instructors: Level 2 Course Guide 2023-24 | 7
Demonstrates refined ● Displays a centred & mobile position in intermediate and advanced
intermediate-level riding terrain:
skills in intermediate ○ Weight is generally centred over feet equally
groomed, and ungroomed ○ Maintains a mobile / relaxed position in varied terrain
○ Uniform flexion in joints
terrain.
● Uses the lower body to turn the snowboard in intermediate and
advanced terrain:
○ Uses knees and feet to turn the snowboard
○ Demonstrates a centre pivot point in short radius turns
○ Turns show round shape and symmetry
● Shows ability to balance along the working edge in intermediate and
advanced terrain:
○ Managed pressures in snowboard while edging
○ Engages edge above the fall line
○ Ability to use a pure edge to achieve carved turns
MARKING SYSTEM
TEACHING SKILLS Meets Standard (Pass) Below Standard (Incomplete)
Guest Service & Safety ➔ Terrain is generally safe and suitable ➔ Chooses terrain that is either not safe, or
to this level of student or lesson topic. unsuitable for this level of student or
➔ Lessons are generally presented in a lesson topic.
positive and student-centred manner. ➔ Lesson is not presented in a positive,
➔ The learning environment is generally student-centred manner.
safe and secure. ➔ Safety is not a focus of the lesson, or
students are not kept in a safe
environment.
Demonstrations ➔ Technical skill demonstrations are ➔ Technical demos are not adapted to the
adapted to the skill level of students, skill level of students, or are unclear.
and are clear.
Analysis & ➔ Feedback consistently identifies the ➔ Feedback does not identify relevant areas
areas to be improved in relation to the for improvement, and lacks an individual
Improvement
lesson goal, communicated in a clear focus.
manner. ➔ Feedback is not positive and/or relevant
➔ Feedback is generally delivered in a to student trials.
positive manner, and includes
reference to why the chosen
improvement is important to the
lesson goal or theme.
Technical Content ➔ The instructor effectively presents the ➔ The instructor doesn’t effectively present
technique-based portion of the lesson the technique-based portion of the lesson
(technical concepts are presented (technical concepts are presented
correctly and in a complete manner in incorrectly or in an incomplete manner in
relation to CASI methodology). relation to CASI methodology).
Centred & Mobile ➔ Demonstrates the ability to centre ➔ Does not demonstrate ability to centre
Position weight equally over both feet in most weight equally over both feet.
situations, in appropriate terrain. ➔ Is unable to maintain a relaxed position in
➔ Maintains a mobile and relaxed varied terrain.
position as terrain becomes more ➔ Is not able to demonstrate uniform flexion
challenging / varied. across joins (hips, knees, ankles), or
➔ Consistently demonstrates uniform clearly shows excessive flexion in one
flexion across joins (hips, knees, part of the body.
ankles) while turning.
Turning With The ➔ Uses the knees and feet to initiate ➔ Does not use the knees and feet to turn
direction change in the snowboard the snowboard (uses arm, shoulders, and
Lower Body
consistently. upper-body or a combination of).
➔ Is able to demonstrate a centred pivot ➔ Is unable to demonstrate a centred pivot
point in the snowboard during point in the snowboard during
shorter-radius sliding turns shorter-radius sliding turns.
consistently.
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Balance Along The ➔ Consistently manages pressure in the ➔ Cannot manage pressures in the
snowboard to control chatter. snowboard while edging, resulting in
Working Edge
➔ Can demonstrate carved turns chatter or bouncing.
consistently on appropriate terrain. ➔ Cannot consistently demonstrate carved
➔ Engages new edge above the fall-line turns, on appropriate groomed terrain.
(at approx. 2 and 10 o’clock). ➔ Is unable to engage the new edge above
the fall line during sliding or carved turns.
Mandatory Maneuver: ➔ Shows consolidation in the execution ➔ Still acquiring the movements required for
of short-radius sliding turns, in the execution of short-radius sliding turns,
Short Radius Sliding
applicable terrain. in applicable terrain.
Turns - 3-5 M* CW* ➔ Core Competency outcomes are ➔ Core Competency outcomes are not
evident most of the time, movements evident most of the time, and movements
are generally fluid, consistent and are generally not fluid, consistent and
incorporate power and intensity. Minor don’t show power and intensity. Major
occasional technical faults may be technical faults are apparent.
apparent.
Mandatory Maneuver: ➔ Shows consolidation in the execution ➔ Still acquiring the movements required for
of novice sliding turns, in applicable the execution of novice sliding turns, in
Novice Turns (Forward
terrain, in both directions. applicable terrain, in both directions.
& Switch) - 4-6 M CW ➔ Core Competency outcomes are ➔ Core Competency outcomes are not
evident most of the time, movements evident most of the time, and movements
are generally fluid and consistent. are generally not fluid or consistent. Major
Minor occasional technical faults may technical faults are apparent in one or
be apparent in either forward or switch both directions (forward or switch).
direction.
Mandatory Maneuver: ➔ Shows consolidation in the execution ➔ Still acquiring the movements required for
of round carved turns, in applicable the execution of round carved turns, in
Intermediate Carved
terrain, on both edges. applicable terrain, on both edges.
Turns - 7-10 M CW ➔ Core Competency outcomes are ➔ Core Competency outcomes are not
evident most of the time, movements evident most of the time, and movements
are generally fluid and consistent. are generally not fluid or consistent. Major
Minor occasional technical faults may technical faults are apparent on one or
be apparent due to changes in slope both edges.
or snow conditions.
Mandatory Maneuver: ➔ Shows consolidation in the execution ➔ Still acquiring the movements required for
of ollies. the execution of an ollie.
Ollie (with proper
➔ Core Competency outcomes are ➔ Core Competency outcomes are not
landing on two-feet) evident most of the time, movements evident most of the time, and movements
are generally fluid and consistent. are generally not fluid or consistent. Major
Minor occasional technical faults may technical faults are apparent on the
be apparent on some attempts. majority of attempts.
STUDY GUIDE:
ADVANCED TEACHING THEORY
References: CASI Reference Guide (pp. 15-35) & “Advanced Teaching Theory” Video
2. What are some ways to ensure that you manage the following aspects of any lesson…
➔ Choice of Terrain
➔ Creating a positive learning environment
➔ Managing risk in a lesson
6. When demonstrating intermediate-level skills and techniques, what are some important things
to remember?
1. As an instructor, what is the reason for developing your Analysis & Improvement skills?
2. What are some outcomes of watching your students ride from various vantage points?
4. What are the Core Competencies and how can we use them to assist us in analysing riding
skills?
4. Describe the differences in body position on the toeside vs. heelside edges.
5. How do novice vs. advanced riders utilize range of motion as they progress in skill?
Canadian Association of Snowboard Instructors: Level 2 Course Guide 2023-24 | 11
Name: Time:
Snow Conditions: Number of Students:
Student Level: Terrain:
Competency & lesson Goal: Introducing New Skills Developing Skills
Skill Focus: Position & Balance Pivot Edging Pressure Timing &
Coordination
Method of
Presentation: Building Block Whole-Part-Whole
Drills, Tactics, Exercises:
Questions:
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TECHNICAL PRESENTATION:
PIVOT
Develop centre pivot point. Equal displacement of nose & X-Turns
tail. Static exercise.
Increased involvement of Initiate direction-change with Garland Exercise
lower joints in turning. knees & feet.
Turning With
The Lower Body Use of feet to fine-tune Guide the snowboard through Twist the Disks
turning. turns with foot movements.
EDGING
Develop use of lower joints
Flexion of hips, knees, ankles. Static Edging Exercise
in edging.
EDGING
TECHNICAL PRESENTATION:
GOALS
At the end of the session, you will have explored the following points:
➔ Review of the QuickRide System for teaching new snowboarders
➔ The Whole, Part, Whole method of structuring lessons.
➔ Exploring Novice teaching tactics
*Note: During the Level 2 course, candidates may be asked to perform many of the above maneuvers
“switch” (opposite of their natural stance).
Canadian Association of Snowboard Instructors: Level 2 Course Guide 2023-24 | 14
TECHNICAL PRESENTATION:
GOALS
At the end of the session, you will have explored the following points:
➔ The use of the Building Block method of presentation for structuring intermediate lessons.
➔ Tools and tactics for introducing intermediate riders to new skills (including un-groomed or
variable terrain / basic terrain adaptation, basic freestyle skills, and carving).
SAMPLE PROGRESSIONS
INTRODUCING TERRAIN ADAPTATION SKILLS→ Focus: Exploring varied terrain, and developing
absorption skills.
SKILLS SUGGESTED PROGRESSION
Position & Balance 1: Static: On flat terrain, ensure upper/lower body alignment to ensure mobility
in the lower body. Exercise: Slow up/down movement with eyes directed
forward, and back hand over the tail.
2: Active: Apply this position to a slow traverse across a bumpy section of
terrain. Exercise: Slow Traverse – eyes forward, back hand over tail, mobile
lower body.
3: Free: Practice and mileage.
4: Experimentation: Continued practice and mileage, experiment with toe vs.
heel side edges, and varying speeds and size of bumps.
------ ------
Pressure
1: Static: On flat terrain, practice up/down movements for absorption. Exercise:
Slow up/down movement with eyes directed forward, and back hand over the
tail. Ensure a large range of motion.
2: Active: Apply this movement to a slow traverse across a bumpy section of
terrain. Exercise: Slow Traverse with absorption – eyes forward, back hand
over tail, mobile lower body. Goal is to maintain contact with snowboards on
snow.
3: Free: Practice and mileage on toe and heel side.
4: Experimentation: Continued practice and mileage, experiment with toe vs.
heel side edges, and varying speeds and size of bumps. Direct eyes forward to
anticipate changes in pressure.
Pressure Pop
Pop: Using the quick 1: Static: Move COM down, and extend by “pressing” through the snowboard.
extension of both legs to With increased force of extension, riders will begin to “hop” off the snow.
assist in getting air. Pressure 2: Active: On easy terrain without bumps/jumps, practice popping. Focus on
release happens due to soft landings.
vertical movement loading
the legs and the snowboard. 3: Free: Use terrain features to assist with the pop (small bumps).
Legs retract in the air and
4: Experimentation: Using different features to challenge the skill of popping.
extend to absorb landing.
Timing & Coordination plays a role here in timing when to lower COM, when to
extend, and how quickly to extend.
Ollie: Using the energy
stored in the tail of the
snowboard to propel the Ollie
rider into the air. 1: Static: Move COM down, and shift the snowboard forward (placing weight on
the back foot). Extend the back leg rapidly (similar to popping). In the air,
retract both legs, and land softly.
2: Active: On easy terrain without bumps/jumps, practice ollies off of a flat
base. Focus on soft landings on both feet.
3: Free: Practice ollies with varying timing / speed.
4: Experimentation: Practice ollies off of a flat base, as well as off of each
edge. Experiment with changes due to edging.
INTRODUCING & DEVELOPING CARVING → Focus: Introducing students to carving and developing
their carving.
SKILLS SUGGESTED PROGRESSION
—-
Edging DEVELOPING CARVING
1: Static: How to get a turn shape vs riding the sidecut?
Exercise: Static Edging Exercise – use of hips, knees, ankles in edging. Equal
weight between front and back foot.
2: Active: Create a pure edge (pencil line) with the emphasis on the entry of the
turn. Exercise: Edge roll and set at the top of the turn .
3: Free: Roll and set the edge at top of the arc then add flexion through the
turn. Break carve at end of the arc as terrain/speed dictates.
4: Experimentation: Carved Turns - on various terrain / pitches. Link pencil
lines by making round, pencil line turns.
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TECHNICAL PRESENTATION:
GOALS
At the end of the session, you will have explored the following points:
● The use of the Whole-Part-Whole method of presentation for structuring intermediate lessons.
● Tools and tactics for developing riding skills in intermediate lessons.
● Exercises to assist in developing skills, using the Skills Concepts.
WHOLE-PART-WHOLE SEQUENCE
● Whole: Analysis of existing skills. Use of the Core Competencies to establish the goal.
● Part: Skill-focused refinement, through the use of tactics / exercises. Experience new
movements and sensations.
● Whole: Re-introduce new movements into riding skills in similar terrain.
EDGING
PIVOT / EDGING
● Arms Restricted (crossed, on
TURNING WITH THE ● ‘Headlight on Knees’ Exercise
hips, etc).
LOWER BODY ● Garland Exercise
● ‘Sidecut Turns’ / ‘Rail To Rail’
● ‘Spray The Trees’ Exercise Exercise
POSITIVE ELEMENTS:
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DAY 2:
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DAY 3:
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DAY 4:
POSITIVE ELEMENTS:
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Canadian Association of Snowboard Instructors: Level 2 Course Guide 2023-24 | 20
WHAT’S NEXT?
We would like to thank you sincerely for taking the time to attend the Level 2 course.
Candidates who are unsuccessful in both the teaching and riding components of the Level 2 course will
need to return to re-do the entire course. Please consult the course schedule online to find a date and
location. Prior to returning for the full course, please take some time for practice and development. You
may consider a session with a current CASI Level 2 Evaluator to receive additional tips and feedback.
Check with your local resort’s snow school for more information.
Candidates who successfully complete either of the teaching or the riding components of the Level 2
course are eligible for the retest option. You may return for one day only to re-test the portion of the
course that is remaining. You will have two calendar years to take advantage of this option, after which
time you will retain your completed component, but will be required to retake the course before retesting
the remaining component.
Following some time for practice and development, please consult the National Course Schedule to
schedule your re-test.
Now is the time to gain valuable experience – take the new skills you’ve obtained and use them in
teaching. To expand and develop your skills, take advantage of CASI’s development programs, or look
toward further levels of certification, including the Level 3 Instructor course.
Please visit the CASI web site (www.casi-acms.com) to learn about all of the membership benefits that
are available to you.
Geneviève Pilotto
Program Director
www.casi-acms.com