Understanding and Teaching Senior Skiers · 2/15/2020 · The Study Guide is designed to be...

Understanding and Teaching Senior Skiers

A Study Guide for Instructors

Revision- 2020, Rev.2

Understanding and Teaching Senior Skiers© -------------------------------------------------------------------------------------------------------------------

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2/15/2020 SS Study Guide Rev 2 20200215 UATSS

Editor Note: January 2020. This Study Guide was originally developed to understand and help with teaching Senior Skiers.

Revision History

Revision History:

Version Date Published Notes Editor

1.0 2000-2018 Original texts and references developed. Rusty Crook, Laura Jordan, Bill Root, Cookie Hale, Paul Jones, and the Northwestern Region wrote original texts.

2.0 Sept 2019 Development of the Study Guide Charles B. Golson

3.0 January 2020 Minor revisions and issue of the current volume

A list of other contributors available on request

Special Thank You: Thanks to the team for helping to make this Senior Study Guide Possible: Debbie Neumann for initial editing, Lamar Parker and Rusty Crook for providing direction and first reviews. © 2019 – Skibok.org, All Rights Reserved - This is a derivative work,” Copyright Permissions” applied for and/or granted. © Skicue and Senior Stepping Stone are a copyrighted terms.


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Contents Revision History .......................................................................................................... 2

Introduction to Senior Specialist Accreditation Study Guide ............................................ 5

Purpose ...................................................................................................................... 5

Goals of the Study Guide ............................................................................................ 5

Supplemental Material ............................................................................................. 6

Downloadable Material/Handouts ............................................................................ 6

Part 1 – The Senior Skier, .............................................................................................. 7

Overview: ................................................................................................................ 7

Who is a Senior Skier? ............................................................................................ 7

Why is a Senior Still Skiing? .................................................................................... 7

What Senior Skiers are looking for? ......................................................................... 7

Categorizing Senior Skiers ...................................................................................... 8

Relating Senior Categories to American Teaching System (ATS) levels .................. 8

Part 2 – The Impact of Aging on Seniors ........................................................................ 9

Age Related Changes as Explained by the CAP Model – Age Range 50+ .............. 9

Cognitive Domain .................................................................................................... 9

Affective Domain ................................................................................................... 11

Physical Domain .................................................................................................... 12

Signs and Symptoms related to Common Medical and Anatomical Conditions ...... 14

Part 3 - How People Learn,, .......................................................................................... 15

Environment for Learning --Maslow’s Hierarchy of Needs ......................................... 15

The Motor Learning Process – The Perceptual Motor System................................... 16

Movement Patterns - Motor Skills Acquisition ............................................................ 17

Part 4 - Teaching Seniors, ............................................................................................ 19

Principles of Good Instruction ................................................................................... 19

Principles of Effective Teaching ................................................................................. 19

The Learning Partnership – The Teaching Model – Modified for Seniors .................. 20

Senior Teaching Cycle .............................................................................................. 20

Teaching Styles for Seniors: ..................................................................................... 24

Part 5 - Teaching Skills to Seniors,,,, ............................................................................ 24

Overarching Considerations for Teaching Seniors .................................................... 25

Movement Analysis and Cues for Effective and Ineffective Skiing ............................. 25

Specific Contemporary Technical Elements of Skiing ................................................ 26

Part 6 – Using Equipment Functionality with Contemporary Ski Techniques ................ 28


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Senior Stepping Stones............................................................................................. 28

Cautions for High End Skiing .................................................................................... 32

Tactics for Moderate Steeps and Bumps ................................................................... 33

Part 7 - Senior Equipment Recommendations,, ............................................................ 33

Skis ........................................................................................................................... 33

Boots ......................................................................................................................... 34

Poles: ....................................................................................................................... 34

Other Equipment: ................................................................................................... 35

Part 8- Safety for Seniors ............................................................................................. 35

The 5 T’s: .................................................................................................................. 35

The Responsibility Code: .......................................................................................... 36

Bubble Space – AVOID Collisions ............................................................................. 36

Discuss this with your seniors at the beginning of each lesson. .................................... 36

Helmets ..................................................................................................................... 36

Part 9- Exercise and Conditioning ................................................................................. 37

Exercise Program Guidelines for Senior Skier ....................................................... 38

Suggested Pre-Skiing Warm-Up Exercises: ........................................................... 39

Part 10 - Accreditation Standards and Pathway, ........................................................... 40

Example of Elements of Accreditation SS1 and SS2 ................................................. 40

Example Schedule for Accreditation Clinic ................................................................ 41

Selected Teaching Scenarios for Clinic ..................................................................... 43

Part 11 – Using Video ................................................................................................... 44

Part 12 - Develop your own Senior Program,,, .............................................................. 44

Part 13 – Supplemental, Historical, Handout Material and Reading Suggestions .......... 46

Supplements to the Senior Specialist Accreditation Study Guide .............................. 46

Handouts for the Senior Specialist Study Guide ........................................................ 46

Suggested Additional Reading / References: ............................................................ 46

Websites for Reference: ............................................................................................ 46

Historical Reference Material: ................................................................................... 47

Index: ........................................................................................................................ 48


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Introduction to Senior Specialist Accreditation Study Guide

Purpose: This Study Guide is designed for an instructor who is knowledgeable and experienced and needs only the key elements of understanding about senior guest skiers. The Study Guide is designed to be comprehensive while allowing instructors to choose the material desired.

“With the right coaching, technique, equipment, conditioning, and a passion for skiing, we can keep seniors sliding for a long, long time”

Goals of the Study Guide

The population in the United States is growing older, and occurring at a rapid rate. The “Baby Boomer” generation is now in their fifties and sixties. Many are very active and a large number have discretionary income and the means to afford skiing. Instructors who know about the special profile of senior skiers will be more effective in working with this growing population of ski enthusiasts.

This Study Guide has been designed to help instructors understand issues surrounding senior skiers and use that understanding to provide quality instruction to the growing number of prospective senior clients. The material in this Study Guide has been developed specifically for teaching seniors. The goals of this guide are to help the senior instructor to understand the following as it applies to seniors.

We will cover how to work with seniors in terms of pacing a lesson, group dynamics,

and flexibility to student's physical limitations.

,

Part of Study Guide

Goal

Part 1 Why seniors want to ski

Part 2 The impact of aging on seniors

Part 3 How people learn

Part 4 How to teach to seniors and what to expect

Part 5 Teaching Skills to Seniors The importance of the following to seniors

1. Pacing the lesson -How to establish a suitable pace for seniors. 2. Terrain – Pitch for seniors feeling in control 3. Group Dynamics-Many seniors have led interesting lives with

long skiing histories. Ways to use those backgrounds to establish group interaction (lifelong passion for snow sports!)

4. Low impact skiing to make skiing more enjoyable

Part 6 1. The technical elements of contemporary skiing as applied to seniors and their equipment.

2. Senior Stepping Stones as a progressive way to teach seniors 3. The elements and changes in tactics for seniors to optimize balance

and strength in terrain and snow conditions.

Part 7 Equipment- 1. How modern skis (and the contemporary technique) can expand the

enjoyment and limits of the senior skier. 2. Importance of Boots

Part 8 Your Responsibility Code

Part 9 Exercising and Conditioning for Seniors

Part 10 Accreditation Standards and Pathway to Accreditation

Part 11 How to establish a Senior program


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Many candidates have years teaching experience. During Senior Clinics, expect the clinicians to tap into the instructor’s knowledge. This will be a sharing of information as well as a learning experience.

In many cases, seniors come to take lessons not to learn anything more about skiing, but

simply to socialize and have fun. In that case, it is the job of the instructor to provide a safe

and fun experience on the snow. Learning will most likely occur as a bonus.

This Study Guide has been designed to be a comprehensive reference document to provide an instructor information on teaching senior clients. An instructor’s knowledge and experience may allow him to scan or simply skip sections they feel comfortable with.

Supplemental Material Additional information which expands some of the topics has been included on the senior website. Where supplemental information is available, it is indicated in the Study Guide.

Downloadable Material/Handouts Material such as forms or handouts which are can be used are available on the Senior Website – under Handouts - These are indicated in the Study Guide also. These are called Senior Technical Notes and may be given to senior clients.

Supplemental Material and Handouts are available on request—[email protected]


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Part 1 – The Senior Skier1,2

'The Boomers are coming! Are We ready?'

Overview:

As instructors we need to understand who Senior Skiers are, what they are looking for in a

lesson and how to classify them into a particular type of lesson format.

…… “It is important to identify who your client is, why they are participating in lessons, and what their goals are.”

Who is a Senior Skier?

For purposes here, consider senior skiers to be those who are age 50 and over.

Internationally, this is a commonly accepted age for classifying seniors. But be aware, using

the age of 50 as a benchmark in identifying the senior client, provides only useful and general

frame of reference. Age associated changes vary in onset and development and do not reflect

any particular age in years, the characteristics of the individual skier are much more significant.

Understanding typical characteristics helps in identifying the student profile.

Why is a Senior Still Skiing?

Some senior skiers have skied their whole life while others are new to the sport. Many

seniors ski largely for the social aspect of it, especially for the family opportunities it affords.

Some are addicts who ski for the love of it alone. Others ski for the physical benefits of staying

in shape and the opportunity to be outside, in the mountains in the winter. Others simply like

the excuse that skiing provides to travel the world visiting various resorts.

With age, many times, comes the attitude to celebrate the day and enjoy living with your

family and friends. Thus, the social aspect of skiing will be generally more important for the

senior skier. Therefore, in teaching seniors, it is most important to remember that you are

not teaching skiing, but rather you are teaching people.

What Senior Skiers are looking for?

Older skiers may want to see what is new, or pick up pointers on their skiing, in most cases they are receptive to gaining new ideas and improving their skiing. Many skiers want to know how to overcome physical limitations while skiing. Many older skiers have new poles, skis, boots, and accessories, but they ski the same way they did years and years ago and are ready to learn new techniques to match their new equipment. If we can show them how the new equipment and techniques will help them ski longer in the day and have an easier impact on their bodies, many seniors will listen and try new techniques.

Other seniors will want to go explore the mountain, meet new ski companion friends, or just get some mileage.

1 Supplemental Material - Senior Fear Factor. 2 Supplemental Material – Understanding Senior Skiers – Part 1 and 2


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Categorizing Senior Skiers

Although each senior skier possesses unique characteristics, seniors as a group often exhibit similar behaviors on the ski hill. Rusty Crook developed a framework that groups seniors into four specific categories:3

Category Name Skiing Characteristic Description ATS Rating Instructor Notes

Senior Rookies Senior Rookies are beginning skiers who are new to the sport and eager to learn.

Beginner.

Choice of terrain pitch is critical. Frequent stops Use drills with less uphill exertion Use task, reciprocal, guided discovery Focus on basic technical elements of skiing – sliding, slipping and skidding.

Senior Cruisers Senior Cruisers tend to be the most advanced in age, and they are usually skiers who enjoy blue and black groomed runs, love to carve turns, and cruise but don’t have to ski twenty runs to have a good day.

Intermediate

Terrain pitch and pace are critically important Frequent stops Use guided discovery, reciprocal Low impact skiing critical Focus on control Focus on function of equipment Focus on technical elements of turn shape - proper weighting, patience, rounder turns

Senior Explorers Senior Explorers can ski the whole mountain, so moguls, steeps, crud, powder, and other advanced skiing is in their realm. However, they will tackle these conditions with slightly less “reckless abandon” than the Rippers.

Advanced/ High Intermediate

Terrain pitch and pace are important Use reciprocal, guided discovery or problem solving Low impact skiing important Focus on function of equipment Focus on control and technical elements of turn – pole plant, crossover, weighting, patience, rounder turns

Senior Rippers Senior Rippers tend to be more contemporary skiers, often willing to ski a little faster and experience a wider variety of terrain.

Advanced

Focus is on skiing Probably fewer stops, socialize on chair lifts Use Guided Discovery or problem solving Demos critical Experiential learning – learn by skiing Break up drills into small steps and assemble at end Focus on technical elements and timing of turn, function of equipment, pole plants

By considering these four groups, and splitting the lessons groups accordingly, we account for the desire and comfort level of most of senior skiers.

Relating Senior Categories to American Teaching System (ATS) levels

Beginner ATS (1-4)

Intermediate ATS (4-6)

Advanced ATS (7-9)

Senior Rookie Senior Cruisier Senior Explorer Senior Ripper Senior Rookies are

beginning skiers who are

new to the sport and eager to learn.

Senior Cruisers tend to be the most advanced in age, and they

are usually skiers who enjoy blue and black groomed runs, love to carve turns, but don’t have to ski twenty runs to have a good day.

Senior Explorers can ski the whole mountain, so bumps,

steeps, crud, powder, and other advanced skiing is in their realm. However, they

will tackle these conditions with slightly less “reckless abandon” than the Rippers.

Senior Rippers tend to be more contemporary skiers,

often willing to ski a little faster and experience a wider variety

of terrain.

3 Rusty Crook, Mt. Rose, CA


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Part 2 – The Impact of Aging on Seniors

As people age, certain biological changes naturally take place. Each person ages differently and at different rates. The following section is about some of the changes that happen with aging: cognitive, affective and physical. It is not a complete listing, and it is general information and will help to understand seniors and help assess them correctly. Some age-related changes of particular interest are the following:

• Reduced visual acuity.

• Slower adaptation to light changes, shadows

• Unstable balance.

• Reduced auditory acuity.

• Slower reaction movement time.

• Inflexibility of tendons and ligaments.

• Lessened tactile sensitivity and kinesthetic awareness.

• Reduced muscular strength and cardio-vascular efficiency. The reality is that many fifty to sixty-year-olds are in excellent health, extremely active and absolutely able to learn and improve their skiing. It goes back to always taking time to assess the student. As you asses:

• Check for physical limitations; challenges

• Understand the general characteristics apparent in the aging process.

• Look and listen for clues that will help you meet any special needs.

• Pay particular attention to the conditions of the day and make appropriate adjustments.

• Have fun.

Age Related Changes as Explained by the CAP Model – Age Range 50+

Cognitive Domain

Cognitive Domain Aspect Impacts Instructor Notes

Slower in Learning New Skills

More reluctant to revise

decisions/judgments Reduced ability to retrieve recent

memories

• Use easy terrain.

• Use more repetition than normal.

• Break down drills to smaller steps.

• Above all else, keep it simple (KISS)

• Make sure they understand the biomechanics and how they relate to function.

• Explain how using the function of the skis helps them reduce fatigue and increase safety.

• Check for communication

• Theme: ingrained habits are hard to change / break

• Use repetition in simple skill drills.

Concern for Safety

Less risk tolerance, more cautious More limited comfort zone

• Address Safety at the beginning of the lesson as a primary concern and discuss it with group

• Reduce fear by staying in comfort zone

• Terrain pitch and pace are critically

important


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Want measured progress Realistic or conservative goals Clear understanding of goals

• Explain and demonstrate how early edge engagement and skiing functionally well keeps you in total control

• Deconstruct ski movements to small

drills/exercise into easy to understand

steps

• Build on steps to larger goal

• Theme: progress is sometimes slow and

takes a lot of effort

• Look for the ah ha moment

Confidence

Expects positively directed feedback Retains feedback that is understood Requires clear feedback

• Repeated success builds confidence.

• Use easy slopes for building skills.

• Control is the key to success.

• Provide feedback that is respectful

• Provide feedback that is specific

• Provide feedback that is interactive

• Check for communication

• Use IFEED AV4 formulae for feedback

Desire for Quality Runs Not Maximum Vertical

• Seniors define quality runs as being in control and having fun

• Seniors take great pride in learning to be more efficient and functional.

• Your learning curve with seniors is a little slower so take more time.

Reduction in Short-term Memory

Reduction in ability to

Concentrate

• The key to develop good memory is repetition.

o Break down skills and keep instructions simple.

o Explain and demonstrate how the skill is related to function.

o Repeat, check for understanding

• Consider extraneous distractors in lesson plan

o noise, o crowd, o slope

conditions, o influence of weather conditions

Fear Factor – can lead to anxiety and stress

• Take your clients to a slope that is easy for them – down slope/terrain

• Make sure they have good success and confidence on the easy slopes.

• Key is control and building confidence.

• Be aware of these fears and make adjustments to lesson plans accordingly.

o fear of speed - slope o fear of lack of control- slope o fear of heights- slope o Fear of peer pressure –

socialize and split seniors into groups of similar ability.

o Others – spend time socializing

Attitude Toward New Skills

• Explain how the new skills will help save their quads and knees and give them more longevity on the slopes.

• It is important to develop an interest in the modem shaped-ski method of good functional skiing.

• Explore how to ski with least amount of resistance on skeletal frame.

• Without seeing the necessity of changing new skills are difficult to teach.

Myths such as "Can't Teach • Use yourself as an example {I started

4 See Supplemental Material – How to Give Positive Feedback


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Old Dogs New Tricks"

skiing in XXXX Year.).

• Use other successful clients as a testimonial,

• Explain that mentally they are capable of learning new things.

Motivation Taking lessons to achieve desired

outcomes High expectations for success Open to learning

• During your assessment of senior skiers, pay close attention to their motivation for being in the lesson.

• The motivation will provide you with clues to help you tailor the lesson goal, content, pace, and outcome.

• Whether a desire to keep up with grandchildren or to feel safer while skiing, the underlying motivation is one of the most important things you can assess.

• Focus goals on ski movements that will

have highest initial impact

• Focus goals on group desires

Affective Domain

Affective Domain Aspect Impacts Instructor Notes

Skiing is a social experience

Value whole experience Look for purpose even in leisure

activities Relies on peers for support Are supportive and “team” oriented

• Assemble groups with careful splits to skier levels

• Ski more, stop more, talk as a group, not as instructor directed

• Listen to the group feedback on terrain pitch, stopping, pace.

• Be more focused on group desires

• Have fun

Lack confidence in physical abilities

Apprehensive of new movement patterns

Fearful of injury and complications

• Terrain pitch and pace important – select carefully

• Down slope pitch and then build to higher pitch slope

• Check equipment before skiing

Expect value from lesson

Accomplishment of outcomes are obvious

Prefers process to accomplish

outcomes Comfortable with what they don’t know

• Focus on group directed goals

• Ski, Ski, ski

• Pace important – stop often

• Check during lesson and at summary if goals were met

• Provide feedback

Desires instructor who is a peer

• Age of instructor important – someone with the same physical limitations, and age experience as group

• Respect builds respect.

• Appreciate varied experiences and

knowledge of individuals.

• Treat as peers.

Appreciates subdued humor • Use humor

• Be aware of sexism and correct quickly

• Foster respect for all members of group and between all members of group


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Physical Domain

Physical Domain Aspect Impacts and physical factors Instructor Notes

Vision 15% loss by ago 70 More affected by flat light Deterioration of depth perception or

determining distance May have trouble with differences in

lighting of slope

• Be aware of ski conditions and their impact on lesson -

• Be aware of different sun levels- dark to light on trails

• In flat light, avoid open bowls and mogul runs, try to stay on easy terrain, and ski the tree line or in the trees.

• For better visibility, try to follow the sun around your mountain.

• Storms and poor light days are great for video or discussion sessions inside

Balance

Failing vision affects inner ear balance

Diminishing inner ear proficiency

causes balance problems Decrease in proprioception

• Stiffness contributes to poor balance so show your clients how to stretch out.

• Recommend hip-width stance for stability.

• Start with simple drills with focus on balance – correct stance

• Warm up on easy slopes.

• Work up slowly to one-legged drills on easy slopes and offer this type of drill as an option.

• Observe if drills are too aggressive – change to less aggressive drill, or deconstruct to parts to make easier to remember steps

• Use cues to help remember

Muscle Power

25% loss by age 65

• Start out slowly on easy slopes.

• Throughout the lesson be aware of your clients' energy levels.

Oxygen Intake – Cardio-vascular

40-50% loss of pulmonary capacity by age 70

Failing pulmonary capacity increases

fatigue Seniors are very susceptible to

altitude sickness

• Pitch and Pace important

• Limit up-hill climbing

• Make stops often – let everyone catch their breaths

• If they live at an altitude that is around 4,000 feet lower, recommend they drink 8-10 glasses of water a day

• If they have a high fatigue rate, recommend check with their doctor about using oxygen at night.

Flexibility Loss of flexibility affects flexion and extension.

Decrease in reaction time Joint stiffness as a result of loss of

elasticity

• Lead stretching exercises before going out on the hill.

• Explain the importance of good body movements

• Stress the need for body movement.

• Exaggerate body movements in demos.

• Develop skill games to enhance movement.

• Potential reaction/balance impairment

• Needs to use finesse rather than strength


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Hearing

Affects communication Reduction in hearing Noise overload from crowds and

ambient noises

• Organize your class in a half circle or tight group.

• Speak a little louder and more slowly.

• Keep the statements and directions simple (KISS)

• May have trouble with hearing instructions or are lip readers

• Be aware of noise levels

Previous Injuries

Lasting effects Limitations on performance Fear

• Ask them what injuries if any they have had.

• Ask if the injuries have left them impaired.

• Check on their ability to perform standard movements.

• Advise them not to do things if they are uncomfortable doing them – stretches, drills, etc.

• Slow down skiing and demos and practice of new skills

• Pitch and Pace important

• Be flexible in approach -use other drills or exercises to teach

Feet

Bunions Arthritis

• Ask your clients how comfortable their boots are.

• Ask about bunions and arthritis.

• Visually check the canting and alignment of their boots. If there is a discrepancy, suggest they see a professional boot fitter.

Overall physical condition

Overweight Involvement in other sports Lifestyle Gets cold easier Stamina

• In assessing your clients, the following procedures are suggested:

o Visually check for being overweight.

o Visually check for any other abnormalities

o Verbally check for involvement in other sports

o Verbally check on life style.

o Verbally check on their occupation.

o Verbally ask if they have any physical problems.

• Ski to the level of the lowest member of the group

• Take frequent breaks – set the pace

• Watch for individuals who are tired but will not say so due to group pressure – take breaks

•

Reduced bladder capacity

Need more frequent “bio” restroom breaks

• Make frequent stops, directed by

instructor

• Stop after first hour a must

• Encourage hydration

Increased sensitivity to sun May affect ability to see –

• Ask if senior has applied sun screen


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and to cold May not notice cold due to circulatory problems

• Ask if anyone is cold often – take a break

• Stops are a chance to take a bio break as well as hydrate and warm up

Women Skiers Q-Angle 5 • Be aware of the Q-Angle for women skiers and the impact on their skiing.

Signs and Symptoms related to Common Medical and Anatomical Conditions

5 See Supplemental Material - Women and the Q-Angle


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Part 3 - How People Learn6,7,8

The process of learning skiing is connecting movements to understanding. This chapter offers a quick review of how people learn new things. It covers Maslow’s hierarchy of needs, the perceptual motor system, and an overview of motor skills development. If instructor is familiar with this material, this chapter can be skipped or reviewed later.

Skiing and Riding are, quite simply, acquired skills. An instructor must have a rudimentary understanding of how skill is acquired. Acquisition of a new skill is explained by the Perceptual Motor System (PMS) and demonstrated by movement development patterns. Seniors not only have new skills to learn, but often have habits to break.

Environment for Learning --Maslow’s Hierarchy of Needs

Maslow says that if all the student needs are met, then the student can self-actualize. Self-Actualization is another name for learning. As an instructor it is important to understand that a senior will be ready to learn when “most” of the Maslow identified needs are met.

Maslow’s Hierarchy of Needs – (First two columns from ATS definitions)

Need Description of Need Instructor Notes

Physiological Needs The need for food, shelter and clothing.

This also refers to cold or temperature. If a Senior is cold, they will not learn – fundamental and biggest thing to watch- Physical Needs.

Safety and/or security needs

The need for a feeling of well being

A senior has to feel safe in what they are doing. Obviously having the Senior on the correct terrain pitch or slope is critical to their feeling safe in doing exercises.

Recognition and/or social needs

The need for recognition and approval

A senior need to receive recognition and encouragement from instructor in senior’s learning experience. Encouragement /feedback is critical to learning.

Self-esteem needs The need to feel of a particular competence and value

A senior has to understand and feel what he is learning. Importance of sensory based learning and practice to induce muscle memory and allowing senior to feel new ideas/movements in skiing.

Self-Actualization - Learning

The need for peak experiences that incorporate the Senior’s full potential at all levels

If instructor is successful in meeting the above needs (to some high percentage) then the senior will probably understand/learn and be able to adopt the new experience the instructor is teaching.

6 Supplemental Material - Maslow 7 Supplemental Material – Learning Styles Summary 8 Supplemental Material – Perceptual Motor System


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The Motor Learning Process – The Perceptual Motor System

The Motor Learning Process also called Perceptual Motor System (PMS) servers as and is used as a good model to explain human learning. The model shows how (1) Sensory Inputs are (2) Interpreted and (3) result in a Response action by an individual. It is a simple model to understand and use in teaching. By adding a fourth step to the original model, “Reception”, the model can be used to understand and explain how many of the learning theories, limit, amplify or filter the sensory input as it moves to interpretation and then response. The modified model can be used to tie the various learning theories together for easier understanding by the instructor. Understanding learning styles and preferences 9 is important and helps the instructor tailor his approach to the lesson.

9 Difference between Leaning Styles and Learning Preferences

• Margaret Anderson (2016) defines a learning styles as “the overall patterns that provide direction to learning and teaching. Learning style can also be described as a set of factors, behaviors, and attitudes that facilitate learning for an individual in a given situation”.

• In contrast, a learning preference is the set of conditions related to learning which are most conducive to retaining information for an individual. These conditions may include environmental, emotional, psychological, physical and even social attributes (Pritchard, 2009).

Sensory InputInformation comes in through the senses -sight, hearing, taste,

smell and touch

Reception Information is

amplifed or filtered

Intrepretation The brain sorts,

intrepets -memories-and organizes the

information.

ResponseThe brain has the body

produce a physical motor response.

Feedback to the senses


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For example, as we use the Perceptual Motor System model for teaching, consider some of the various theories presented as information and how they impact the learning and teaching process. See the diagram above. First, the restricting impact of Limiters: A limiter is some factor that will completely restrict one of the PMS steps. For example, for a senior, their sensory input may be limited (CAP model) by the fact that at their age, their vision or auditory function are degrading. The input is limited due to this. Or another example, taking a senior again, if there is a sensory input and it proceeds along the PMS, the senior may not be able to physically respond as desired because of a previous injury. The same holds true for Maslow’s Hierarchy. If you are trying to teach an adult and they are cold, (physical needs in the hierarchy), then they are probably limited in how they receive their sensory information (your teaching point) due to the fact that the physical need is not being met – Maslow would say they are limited in their self-actualization (learning). Second the impact of Learning Preferences. Although preferences are more of a fuzzy area, how material is organized and presented is important for sensory inputs and for learning. Again, if the individual likes concrete and practical examples and the teaching is done with abstract concepts and generalizations, the reception and further interpretation and resulting response, thus learning will be impacted. Third, the impact of Learning Styles as amplifiers and filters for learning. Many of the learning styles can be shown to be amplifiers or filters in the learning/ teaching process. For example, using Gardner’s multiple intelligences, if an instructor teaches using a ‘mathematical intelligence’ style, and the senior is a Gardner ‘music intelligence’, then the reception of the input by the senior will not be as strong as if the instructor was teaching to a ‘music intelligence’ style. The input would be filtered. On the other hand, if the senior’s Gardner’s multiple intelligence was kinesthetic, and the instructor focused on this using a kinesthetic learning style in his teaching, then the input will probably be amplified for the senior. As an instructor it is important to be familiar with the various learning style theories presented. They form the current knowledge base for instructors. The most common learning style theories are: VAK - Visual, Auditory, and Kinesthetic model by Walter Barbe; the WTFD - Watcher, Thinker, Feeler, Doer model by David Kolb; Gardner’s eight Multiple Intelligences; the Motor Skill Acquisition model by Fitts and Posner; and finally, a good understanding of adult learning styles. If an instructor is familiar with these and can discern the preferred learning style of the senior then the instructor can make the teaching/learning experience more meaningful. In summary, since most instructors are not trained psychologists or learning specialists, the learning presentations should be balanced with auditory, visual and kinesthetic elements. Auditory elements should be clear and succinct. Visual elements should include perfect demos – coming and going from the seniors. And finally, kinesthetic elements should include having the senior “feeling” the movements being taught. Also remember that learning styles are important. Pick the right one and the learning inputs may be amplified. Pick the wrong one and the learning inputs may be filtered.

Movement Patterns - Motor Skills Acquisition

There is a particular step process of movement patterns for an individual to learn new skills. Experienced instructors, in particular, can better assess movements by understanding that seniors pass through each of these steps (Initial, Elementary, and Mature) on the path to skill acquisition. Understanding the movement patterns will indicate to the instructor how and where in the process a senior is learning a skill. The instructor can then provide tailor the lesson and cues to help senior work with developing the new skill.


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Stage of Motor Skill

Acquisition

Description Descriptive Steps Instructor Notes

Initial

At this stage, learners make crude movements lacking in rhythm.

Unfamiliar, relies on sensory input / coaching, sequential, performed individually

Seniors focus more on sensation than quality. Be patient, re-demo movement, explain associated feeling

Elementary

At this stage, learners start to gain some control, and look at the body part to connect what is happening with movements.

Performed with looking at body part, still needs concentration and focus. Sequentially linked, not fluid. Manner consistent with demo patterns but does not apply in all situation

Seniors generally enjoy exploring movements if Seniors feel in control, and focus on active avoidance of fixed or moving objects. Ask for understanding of movement and associated feeling.

Mature

At this stage, the learners’ movements are refined, coordinated, and mechanically correct.

Fluid and automatic movements without showing obvious thought. Applies across wide spectrum of situations. Fluid able to adapt smooth blend to a wide variety of situations—terrain and snow

Seniors are able to pay equal attention to the environment, other people, and tasks at hand. Ski, focus on refinement and muscle memory development


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Part 4 - Teaching Seniors10,11 Principles of Good Instruction

For Seniors, you are not a teacher, but a mentor, guide or a coach.

The principles of good teaching are always relevant with any class. The American Teaching System (ATS) principles of good instruction are facilitated by the instructor and are characterized by:

1. Guest Services Driven by developing positive interaction with the Snowsports area services and meeting the needs of the client base.

2. Student Centered12 learning facilitated by the instructor who identifies and meets the student needs throughout the lesson.

3. Establishment of a Learning Partnership with the student through the process of continuous communication and development of trust.

4. Development of a flexible lesson plan that is Outcome Based13, one that caters on a real time basis to the needs of the student.

5. Allowance of sufficient time for the students to experiment and learn through Experiential Learning14 and/or trial and error.

6. Providing feedback and coaching that is From the Heart, that is accurate and honest yet diplomatic.

Material for teaching seniors presented in this manual and class is simply good, basic ski

instruction. Safety, fun and learning are still paramount.

Principles of Effective Teaching

Teaching snowsports is much more than simply explaining how to do something. The most effective and successful teachers make a point of developing a trusting relationship, actively listening, creating a safe environment, and inspiring learning in their students.

One of the pillars of PSIA-AASI’s Principles of Effective Teaching is the Teaching Model, which emphasizes the roles that student makeup and instructor behavior (as guided by the Teaching Cycle) have in creating a Learning Partnership.

10 Supplemental Material – Principles of Good Instruction 11 Supplemental Material - Feedback


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The Learning Partnership – The Teaching Model – Modified for Seniors

The Learning Partnership can only be developed with proper assessment and understanding of the student profile and a proper development of an instructor plan of action through the teaching cycle.

Senior Teaching Cycle

Our biggest challenge is to have our clients buy into the new movements and be intrigued.

From the perspective of good teaching practices there is nothing new or significantly different in using the steps of the teaching cycle. The major consideration, however, is in how the elements of these steps are applied and adapted for the senior.

The Teaching Cycle in Action

Description Instructor Notes Instructor Senior Specific Notes

Introduce the Learning Segment

Introduce the lesson and develop trust by taking the time to introduce yourself, clearly outline the agenda and establish lines of communication. Establish rapport, and build trust with students and the group.

Build rapport with the student and create a fun, supportive learning environment.

• Many seniors have led very interesting lives with long skiing histories. Go around and ask for a brief history of each senior

• Ask about strengths-what they love about the sport.

• Share your own personal passion about skiing with your group. The challenge, excitement, camaraderie, social interaction, mountain environment and pure joy of skiing make it more than just a sport.

• For most long-time senior skiers skiing is a way of life

Assess and Evaluate the Student

Assess students and their movements by having them identify past experiences that could impact learning and skill development. Discover your students’ learning preferences (addressed in

(Two Step Process- 1. verbally ask questions to provide knowledge, and 2. View skiing skills and make evaluation) The net result is to determine the gap, or what the student

• Ask about what’s bugging them about their skiing needs.

• Ask about injuries, aches and pains, vision, endurance, etc. This will help you establish pace and address safety issues. Ask about general health and cardiovascular health. Be


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the “How Students Learn” section of this guide) and evaluate physical capacity. Assessment – skiing skills Evaluate the student to determine how to structure individualized, effective lessons. Identify what the student brings to the lesson, including physical, cognitive, and social skills. What other sports or activities can you draw on to help communicate your lesson?

needs to learn to ski / learn to ski better.

aware that altitude can have an effect on heart rate and levels of exertion.

(NOTE: some seniors may not want to discuss this in front of the group…. Take them aside for privacy.)

• Ask about strengths-what keeps them skiing. It’s amazing; some people have skied 30 years without giving this much thought. You will get some interesting answers.

• Easy exercises before warm up run.

• After introduction, take a warm up on easy terrain, stop several times. Stop a few times each run. Each time get a skier’s history.

• This kind of exchange establishes a great group dynamic and develops the teaching partnership.

• With high speed lifts it’s easy to ski a leisurely pace with lots of stops.

• Ask about pace and terrain.

• Take a couple of easy warm up runs. Seniors have a lifelong passion for the sport.

• And finally ask what they want from the lesson

Determine Goals and Plan Objectives

Determine goals and plan experiences based on student makeup and physical assessment. Partner with students in designing their lesson plan and formulate a meaningful progression of movements and skills. Based on your assessment, work with the student to set goals for the next learning segment. Create a logical lesson plan to achieve goals and share it with the student.

Determine the student's expectations, goals, motivations, concerns, limitations. Obtaining the student buy in at this point is critical to being able to achieve the goal(s) for the lesson. Don’t try to set too many goals. When appropriate, use a warm up run to determine where to jump into the progression. Always review an old skill on a lower terrain pitch hill before introducing new materials.

• Goal setting-ask about what is “bugging” them about their skiing, what they want from the coach.

• Set goals. Suggest new technique driven by new equipment can be physically less demanding and can add years to their skiing.

• Many seniors have skied the new equipment using old technique and were not happy with the skis.

• Modern ski design and efficient technique can help seniors ski longer.

Present and Share Information

Present and share information by clearly communicating and accurately demonstrating actions; connecting movements to outcomes. Keep it simple and to the point. Choose appropriate terrain. Perform clear and consistent demonstrations

Many new instructors with beginner students use command or task style teaching to help keep the lesson on track and avoid distractions. (Refer to Teaching Styles below.) Teach safety and courtesy in every lesson.

• To motivate seniors to try the new gear and change their skiing, ask these questions:

o You’re skiing 3 hours a day. How would you like to ski 6 hours?

o How many ibuprofens do you take at the end of the day?

o Do you want less pain and soreness?

o How would you like to be able to keep skiing for 10/15 more years?

• These kinds of questions will really motivate seniors who are passionate about skiing to change technique and equipment.


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Pace information, practice, and feedback to keep the lesson fun and students motivated.

• Keep asking about pace and terrain.

• Be aware. The group dynamic can be really strong with seniors, tired skiers may not admit fatigue if the majority wants to continue to ski, or ski more challenging terrain. Read your skiers and make that call yourself.

• Be aware in mixed senior groups, on rare occasions you may find someone in the group with old fashioned sexist ideas, or someone who may use profanity. As a coach, it’s your job to keep the group dynamic strong. Take charge. Speak to the person privately on the chairlift so this kind thing won’t happen again.

• Advise your seniors changing movement patterns ingrained for 30 years will take some time. One or two technical elements per training session/lesson are a good goal.

Guide Practice Guide practice by setting practice at levels appropriate to the students’ ability, energy, and desires. When you provide feedback during the lesson, you have the opportunity to ensure your student is actually learning and understanding the desired outcomes. Provide quality mileage. Provide positive, specific feedback as you communicate the important aspects of the learning segment. Allow the student time to own the skill.

Guided Practice Anchors New Movements by making cognitive associations between movements and desired outcomes

Create experiences and guide practice which will take a movement pattern and provide quality mileage, as the instructor provides positive, specific feedback to communicate the important aspects of the learning segment. Allow the student time to own the skill. Guide practice using appropriate guiding. Types of feedback: Positive feedback (“Do this”), Descriptive feedback (“You did this and it resulted in this”), Prescriptive feedback (“Next time, do this by trying to do this”).

• Splits for senior classes are critically important. Nothing is worse than having a lower level skier hold up a group of advanced seniors.

• Terrain selection is critical and should be emphasized more than other aspects of instruction.

• For the beginning senior, terrain must be very gentle and non-threatening, where complete control can be achieved with little if any stress.

• Even with more accomplished senior skiers, it is necessary to practice on mild terrain so they may more readily learn a new skill.

• In addition to using gentle terrain, instructors should encourage seniors to slow down so they can bring full mental processes into focus and concentrate on building new skills.

• It is virtually impossible to demonstrate too much.

• Beware of over teaching – Focus on having fun, make runs for mileage, enjoy the outdoors

• Instructor discussions –use the 30 second rule; Seniors want to ski, teach seniors to use the expression “ELMO” -- Enough Let’s Move On to indicate to the group it is time to move on and go skiing.

• Advanced skiers in most cases want a guide, maybe to learn something, definitely want cut the lift lines, and in general just want to ski.

• Intermediate senior skiers usually want to learn new things, improve their skiing, learn easier technique, ski at a lessor pace, and enjoy skiing with a group.

Check for Understanding

Check for understanding by verifying your students’ level of physical understanding based on

Ask directed, open-ended questions and review material throughout the lesson.

• The key difference for seniors is that they want to understand “why.” In other words, they need more explanation during the lesson of the necessity of contemporary


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their ability to make the movements required to accomplish desired outcomes. During your lesson, you’ll consistently check for understanding. It’s during this process that you’ll provide feedback or make any alterations to the lesson as necessary. Determine the student’s level of understanding by observing their performance or having them tell you what they understand.

movements. Therefore, the instructor should check for understanding by confirming that the senior has a working understanding of why they have been practicing contemporary movements.

• Verbal responses should be emphasized over physical responses; whether a senior is able to execute a certain movement, they should nonetheless be able to appreciate and explain the justification for why it is being practiced.

• Ask to repeat the desired actions in his/her

own words, WHAT, HOW, WHY, WHEN

• Questions about desired action – i.e., why

should we flex our ankles, etc.

• USE OPEN ENDED QUESTIONS

• Observe Physical – movements for objective

o Specific movement

o Where it occurs in turn

o Body parts involved

o Resulting action on the ski

• Clarify by asking questions – in such a way

as to encourage learning / problem solving

• Check for understanding by verifying your seniors’ level of physical understanding based on their ability to make the movements required to accomplish desired outcomes.

• Determine Cognitive absorption – Verbal

statements of understanding of concepts,

movements and tasks.

• During your lesson make alterations to the

lesson as necessary.

Summarize - Debrief the Learning Experience

Debrief the learning experience by engaging students in discussion to draw out insights about their performance. Review the lesson goals and the level of accomplishment.

Finish on a positive note, preview the next lesson and encourage further development.

In reviewing lesson objectives, it is imperative that the instructor clarify the importance of contemporary movements for senior skiers, emphasizing that function will lead to longevity in the sport, something every senior will be interested in. Debrief Learning Experience

• Engage senior in discussion- ask how / what

they accomplished

• Review goals and accomplishments – where

you skied – runs- how they felt on each run,

Comfortable, not enough pitch, etc.

• Verbalize accomplishments – and their

impact on skiing, how much their skiing

changed

• Provide tasks for further refinement- review

all cues provided to the senior, indicate what

slopes / ski runs are appropriate for practice.

• Invite senior to engage in further experiences

[lessons] and growth opportunities- Come

back and see me.


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Teaching Styles for Seniors: Using the teaching style that helps build an interactive partnership in which the senior is important. Refrain from using the Command and Task teaching style, and use more of the interactive learning styles.

Senior Preference Teaching Style

ATS Description Instructor Notes

1 GUIDED DISCOVERY

Instructor uses a series of questions or experiences to guide students to an answer. Each step builds upon the previous step. Instructor leads the group to make the discovery. There is only one right answer.

This is the best teaching style as it uses a low-key approach to teaching and forces involvement of the group.

2 PROBLEM SOLVING

Instructor poses a problem to the students. Students may work independently or as a team. Instructor sets framework to find an answer to the problem. A time limit and work area are designated. The problem may have more than one solution and the instructor accepts all answers.

This is a good teaching style as it uses a low-key approach to teaching and forces involvement of the group

3 RECIPROCAL

Instructor establishes pairs of students. Roles "doer" and "watcher" are clearly defined. Task is explained and demonstrated. The instructor explains boundaries, time frame and evaluation criteria. Students perform and evaluate each other doing the task. Instructor is free to watch and give feedback.

This teaching style can be used with the group and can be a good deal of fun.

4 TASK

Instructor outlines the parameters of a task. Instructor explains and demonstrates the task within the given boundaries. Students are free to execute and practice the task within the given boundaries. Instructor may move about and give feedback or variations of the task depending on the student's individual needs.

This teaching style is more directive and needs to be used carefully with group involvement and group feedback.

5 COMMAND The instructor controls the lesson. The instructor is the center of attention. The instructor makes all the decisions, and tells student if they are right or wrong.

This teaching style is not recommended for seniors except beginners – use very carefully.

We want our clients to think they are skiing smarter now.

Part 5 - Teaching Skills to Seniors15,16,17,18,19

The ranks of senior skiers are growing and the new equipment and contemporary technique will help them ski years longer. Here are some ideas on how to teach seniors, what to teach

15 Supplemental Material – Teaching Syllabus 16 Supplemental Material – Anatomy of a Turn 17 Supplemental Material – Discovering How a Turn Works 18 Supplemental Material – Elements of a Parallel Turn 19 Supplemental Material – Fundamentals of Skiing


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technically and tactically.

Overarching Considerations for Teaching Seniors

There are four basic overarching considerations an instructor must keep in mind to be successful when working with seniors. These are:

• Pacing of the class to maintain the lesson as an enjoyable social experience while providing real value-added changes without taxing the stamina and endurance of the client

• Minimize the risk in the learning environment. Start in lower terrain, stay in comfort zones, and have the seniors slow down. Watch for fatigue, be aware of impact of different snow conditions.

• Use of low impact drills and exercises that encourage stacking of the body over the feet to reduce the amount of muscular stress required to maintain balance and still accomplish the desired goals

• Encouragement of continuous fluid movements of body parts throughout each turn. Avoid abrupt or quick movements, make movements like dancing, smooth and flowing, rhythmic.

Key Area Instructor Notes

Pacing • Pacing a lesson is very important.

• You might need to stop more often and take longer breaks to enjoy the scenery and find restrooms.

• Remind them to breathe. It is amazing how many people ski for long distances without breathing.

• Be especially aware of heart attack symptoms. If a person is sweating and pale, get help immediately.

• Be especially aware of this in people that are overweight and not used to physical exercise.

Terrain - Pitch • Terrain selection for seniors is critical

• It is important to consider snow conditions when selecting terrain. Sometimes a blue run can be a green run and sometimes a green run can be a blue run.

• For seniors, it's important to be able to read the snow and decide exactly where to turn.

• In selecting terrain, also consider what other types of skiers will be on that terrain and how crowed it will be. An area crowed with young snowboarders or ski racers will not promote a good learning experience.

Low Impact Skiing • The main focus of senior technique is LOW IMPACT. This means more skidded and less carving.

• However, the tum shape is still important.

• With those seniors that need to control speed with less loading of joints and muscles.

• Less work than a harder carve.

• Aim for ROUND "SCARVED" turns that make use of the new shaped skis

Movement Analysis and Cues for Effective and Ineffective Skiing

Movement analysis (MA) techniques and the cues for effective and ineffective skiing should be used to evaluate and compare the senior skier’s current skiing and understand and determine the cause


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and effects to help formulate the lesson plan and goals. The PSIA-Cues for Effective Skiing present the ideal contemporary technique. Specific Contemporary Technical Elements of Skiing

Technical Elements of Skiing

Tactical Elements of Skiing Instructor Notes

Stance • Tall stacked athletic stance, --strength in length, being tall

• Constant ski/snow contact

• Feet hip width apart

• Weight flat footed or on the

arch –feet on the foot beds,

• Ankles, knees and hips

moderately flexed

• Hands chest high and shoulder

width apart

• (NOSE OVER TOES.)

• A Balanced fore/aft stance is encouraged.

• A tall stacked stance is much easier on the knees, legs and back.

• Standing over the feet, stacking the bones (bones don't get tired) for support instead of using thighs.

• The more vertical the thighs are, the less they will fatigue.

• Stance is absolutely critical on deep side cut skis.

• Skiers move within this balanced stance. Spend lots of time developing this stance.

Balance • More Two- Footed with less foot to foot weight shifting, as the conditions and turn forces allow, tracking both skis without stepping. This is especially true using shaped skis

• This really helps with lateral balance and less fatiguing than the old “foot to foot”.

• Develop an active inside leg. Keep ankles closed to control the inside ski.

• Coach muscular tension of inside foot to keep inside leg active and parallel to outside leg.

• Many older skiers will let the inside leg “A” frame or bounce around.

• Most balance drills can be modified to work with seniors.

Rotary • Replace excessive active rotary, either upper body or arms.

• Keep Silent upper body

• Easier on abductors/adductors.

• Use windshield wiper or Hafer drills

• Use correct counter

• Poles in front, framing or around waist to hold upper body silent.

Forward pressure Forward pressure/stance • Hooks up the tips of shaped skis and

keeps loads off the quads.

• Instructor quote, “The magic of skiing lives in the front cuffs of your boots”

Counter Less rotary with shaped skis. Less counter needed

• Easier on the back and adductors/abductors.

Extension Less need to unweight with shorter shaped skis

• Less fatigue.

Edging Less knee, more hip. Edging the skis with hip angulation helps keep the senior skier in a tall stacked stance.

• A stacked stance makes life much easier on the knees.

• Railroad tracks, and long leg, short leg drills on easy terrain will begin to develop these contemporary edging skills/early hookup with seniors.


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Banking (Inclination) Total Body Inclination – Banking • Banking, total body inclination is acceptable, especially to accommodate knee injuries and weak thighs.

• However, there should always be more weight on the outside ski.

Strong inside half • While less counter is needed with deep side cut skis, skiers still need a strong inside half.

• Use the “US Ski Team” drill, (inside hand up and forward, outside hand on outside hip or other drills that create a countered stance. Called the Statue of Liberty Position)

• Stay away from javelin turns or other demanding drills with most seniors.

Poles • Replace the older, harder, abrupt, pole plant on edge set with a modem, light, pole touch on edge release that encourages forward and diagonal (for/agonal) movement into the tum

• Happens after the skis are

flattened

• Takes place down the hill .

• This creates the start of a strong,

inside body.

• In modern skiing, pole tips are

used for timing, rhythm, and

balance in most skiing. On

moguls, steep terrain, and in short

turn radius turn, a blocking pole

plant may be used.

• Many older skiers have habitual hard blocking pole plants

• Pole usage techniques are appropriate to modern skiing.

• Work on pole plant in the glide phase to facilitate and direct crossover/diagonal move downhill, rather than the “up and over” move associated with a blocking pole plant.

• This keeps rhythm and flow down the hill arc to arc and is much less work for the older skier.

• This newer pole usage also promotes rhythm and flow down the hill with less work than the previous, abrupt, hard, braking pole plant- called the blocking pole plant.

Crossover • Much less need to unweight using contemporary technique on groomed terrain with deeper side cut skis

• Constant width stance.

• Two footed tum entries

• Simultaneous, not segmented.

edge changes

• A strong, inside body going in and

out of the tum

• Feet hip width apart

• Rise to equal weight on both skis

• Use forward diagonal move to

hook up the tips and pull the skis

into the turn.

• Movement patterns are forward and diagonal (FORAGONAL) movement into the new turn, rather than up and back to initiate the turn.

• This is less physically demanding.

• Skiers still need to actively flex and extend to guide and edge skis turn to turn.

• Most crossover drills will work if modified for seniors.

Flow • Continual Smooth and flowing movement with no static positions to hold (no parking and riding)

• It's a dance...

• Starts in the tum initiation and

goes through the completion of

the arc

• Balancing and blending the skills smoothly is a goal.

• Makes skiing much easier as well as less tiring.

Turn Shape • Rounder turn shapes are taught

for speed control

• The tum shape is important.

• Use “J” turns with “Weight and Wait”

• Delay longer in fall line before beginning turn.


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• The change is from slipping to

easy carving – scarving

• Complete the turn by going up the hill to control speed

• Avoid heal push turns.

As we clinic and play with these ideas, you will see this is really about contemporary skiing as applied to intermediate and advanced seniors. It’s as much about addressing senior’s needs as it is about changing technique. We are just adjusting the skiing model and teaching model to fit the cognitive, affective and physical needs of our seniors. That’s what the teaching partnership is all about.

Part 6 – Using Equipment Functionality with Contemporary Ski Techniques

To work on Function is basically to get our equipment to be used in the way it was designed to be used. (Rusty Crook)

The challenge for the instructor is to provide some benefit to senior skier within the 2-3 hours of the initial lesson or a continuing lesson. Most seniors have not been exposed to contemporary ski techniques like stance, skills concept, fundamentals of skiing, or elements of a parallel turn. If a senior wants to learn, then there are probably five distinct stepping stones that offer specific and progressive teaching opportunities for an instructor to teach a senior how to benefit most from the functionality of his/her skis using contemporary skiing techniques with modern equipment. The benefit is using the techniques with the equipment makes the skiing experience easier, more fun and safer for the senior. Senior Stepping Stones The teaching Senior Stepping Stones© are:

• Explaining equipment and what it is designed to do – skis, boots.

• Stance – Hands in front, athletic stance, shins on front of boots, head up.

• Turn Shape – making “C” turns, with weighting (PCM) – rotary, edging, – skills concept

• Parallel Turns – the elements of a good parallel turn (turn mechanics of a parallel turn)

• Beyond Parallel Turns – bumps, steeps, skiing various snow conditions

Senior Skier Stepping Stones

Step 1 Step 2 Step 3 Step 4 Step 5

Stepping Stone

Equipment Stance/Balance Turn Shape Parallel Turn After Parallel Turn

Underlying the stepping stone

Basic Introduction to equipment and new technology in the equipment – side-cut

Proper stance, to provide proper weighting, balance and dynamic balance.

• Basics of the Skills Concept

• Use of the functionality of the skis with contemporary ski techniques for proper turn shape

Perfecting using the functionality of the equipment with contemporary ski technique to make skiing easier and safer. Turn mechanics of the parallel turn.

Using specific contemporary techniques to ski a variety of conditions and terrains.


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and speed control.

Ski Fundamentals

Whether the senior skier is starting or falls somewhere along the learning stepping stones, it is always beneficial to review the prior steps at the beginning of a lesson and then focus on the new steps. Also, start with what a senior can do (i.e., turns with full body rotation) and then work to polish the turn mechanics using the new techniques. KISS –keep it simple. And then again, start small. Use lower terrain to start and advance to higher terrain as the particular skill is learned.


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Pick the proper terrain, and safe traffic location to teach.

Equipment:

• The modern skis are designed to help a skier make easier turns.

• Turning – The side cut and the rocker of skis make turns easier – the skis do the work.

• Equipment must be matched with ski technique for maximum benefit.

• Skicue©- weighting the parabolic ski makes it turn.

Stance: Teaching Points:

• The stance is the foundation to balance and use of the ski techniques

• Athletic stance, feet hip width apart, reference point alignment, nose and knees over toes, arms forward and apart from body.

Take-away Skicues for the senior:

• Hands in front

• Shins and weight against the tongue of the boot

• Skis hip width apart Quick Fix:

• Have a senior ski with a balloon between legs – will fix width stance, and forward lead of uphill ski. Pick terrain carefully.

Turn Shape: Teaching Point:

• How senior uses the functionality of the equipment and the contemporary ski techniques to make” C” turns.

• Make a gentle “J” turn – Hesitate a second longer in the fall line, then put weight on the outside ski and be patient as it turns - Weight and Wait.

• Work on skills to make the turn shape rounded, smooth, and dynamic. o Pressure control movements (PCM) – weighting on the outside ski o Rotary – silent upper body, use the lower body to make turns, and steer with

the toes o Edging – use edging to make the turn rounded and various widths.

• Take-away Skicues for the senior: o Count to 3 in the fall line o Weight and wait o Complete turn up the hill to slow down – control speed

• Look at the ski tracks – Examine for each of the skills: o Stance- width of the skis apart o Rotary – rounded, turning up hill, – not z shaped, no skidding o PCM- weight on the outside ski, inside ski following along- uphill ski does not

deviate o Edging – angle of the edge in the snow.

Quick Fix:

• More practice – and carefully examining of the tracks in the snow after each “J” turn.

Parallel Turn:

Teaching Point:

• How seniors use the functionality of the equipment and the contemporary ski techniques to make more refined and rhythmic (flowing) parallel turns.

• Make a gentle turn – proper pole timing, crossover, put weight on the outside ski and be patient as it comes around - Weight and Wait.

• Work on turn mechanics to make the parallel turn o Pole usage – tip instead of plant o Foragonal extension- with crossover- edge change and move the Center of


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Mass (COM) to inside of turn o Weight to the outside ski – o Turn shape – weight and wait, o Transition – getting ready for the next turn. o Using skills throughout the turn:

▪ Pressure control movements (PCM) – weight on the outside ski ▪ Rotary – use the lower body to make turns, and steer with the toes ▪ Edging – use edging to make the turn rounded and various radiuses of

turns. o Work on Short Radius Turns (SRT), Medium Radius Turns (MRT), and Large

Radius Turns (LRT) o Understand DIRTD as applied to each type and part of parallel turn. o DIRT – Duration, Intensity, Rate, Timing and Direction

Take-away Skicues for the senior:

• In traverse position, extend, Foragonal, ski edges change and tips begin to move with gravity down the hill. Use traverses.

• As the terrain increases in pitch, use scarving to lessen impact of pressures of turn.

• Look at the ski tracks – Examine for each of the skills: o Stance- width of the skis o Rotary – rounded, turning up hill, – not z shaped, no or little skidding o PCM- weight on the outside ski, inside ski following along o Edging – angle of the edge in the snow.

Quick Fix:

• More practice – and carefully examining of the tracks in the snow after the turn

• Use turn shape to control speed - stay out of the direct fall line or being in the fall line

After Parallel Turn:

Teaching Point:

• There is technique for skiing bumps – three ways to ski bumps. (pivot on top, trough, berm)

• Use more scarving on steeps to reduce the impact on skier.

• Various snow conditions require variations of the basic skills techniques. Take-away Skicues for the senior:

• Take additional lessons for each, skiing bumps, steeps, and various snow conditions.

• Always look at the ski tracks – Examine for each of the skills. Understand how the skills vary for conditions or for skiing bumps, etc.

o Stance- width of the skis o Rotary – rounded, turning up hill, – not z shaped o PCM- weight on the outside ski, inside ski following along o Edging – angle of the edge in the snow.

Quick Fix:

• More practice, more skiing, and have fun. Cautions for High End Skiing

Some technical elements of contemporary skiing may not be helpful to seniors.


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1. Extremely high edge angles at the turn apex can create “snap”/rebound/tremendous energy from the ski, requiring great strength and balance. This may be too athletic for many seniors.

2. Retraction moves, very evident in modern technique can be hard on seniors with knee

issues or balance and strength issues. Tactics for Moderate Steeps and Bumps

Many older skiers just don’t enjoy skiing bumps and steeps any more. However, there is a percentage of strong senior skiers that still enjoy the challenge. They are capable of skiing moderate steeps and moderate bumps. The tactics and line described below will help seniors ski this terrain with more control and less physical effort.

1. Steeps: Coach a round line on steeps, no “hits” or hard edge sets. This round line will help control speed with fewer physical demands. Use the same contemporary technique we’ve been working on.

2. Bumps: Coach the berm or pivot on top line in small to moderate bumps. This is a very

round line that goes up and over the shoulder of the bump. Stay out of the troughs. The round line controls speed with less impact and less need to flex deeply to absorb the bump.

3. Off Piste: Stronger senior skiers may still want to ski off piste/powder. For these folks

moderate to easy terrain selection is critical. The appropriate powder ski is important. Dry snow of 3 to 5 inches of depth means much less effort and fatigue. Pick your spots with your senior skiers.

When skiing moderate bumps, steeps, off piste, or powder with strong seniors, always watch for a drop off in performance of your skiers. Call for a break or a return to blue groomers at the first signs of fatigue.

Part 7 - Senior Equipment Recommendations20,21,22 Skis

Skis have progressed far since the old days of the straight ski that the length was measured by putting you hand up and having the ski tip to your palm. Always - “Try before they buy!”

# Key Item Instructor Note Instructor Cautions

1 Parabolic skis • New skis with side cut technology built in to make turns easier and are easier on the body.

• Biggest challenge is having the senior use the ski equipment as it was designed.

Usual preference for all around ski is a classical “all mountain” ski

20 Supplemental Material -. On Slope Safety Protocol 21 Supplemental Material – Helmet Usage and Safety Fact Sheet 22 Supplemental Material – How-to Put-on Ski Boots


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• Mention there are skis specially designed for Women skiers.

2 Length is shorter Skis are generally measured to be about chin height, but not longer than bottom of nose.

Maximum, 170cm for men and 150/160cm for women.

3 Turn Radius -Maximum

For men, 13 to 16 meters For Women – 11 to 15 meters

Turn radius is a function of length. 12-meter radius slalom skis are very “hooky” and may not be a good choice for seniors.

4 Snow Conditions matter

For the Sierra snow use: Mid fat,

• 76/84 mm under foot

• 15/17-meter turn radius.

Generally, skis with a width of greater than 84mm are hard on the knees.

5 Side Torsion This is the sideways flex of the ski This is the skis ability to hold an edge on firm packed / groomed snow or icy slopes.

Powder and All Terrain skis usually have softer side torsions and will not grip as well on packed/groomed slopes. May chatter due to soft flex Use skis with softer flex and softer torsion for easy carve, less hook up and loading.

6 Tuning Tune is critical on a parabolic ski. Keep them tuned up Critical Item for good skiing

7 Demo Skis Demo skis to be sure the flex and torsion match your strength, weight and speed.

Always have seniors

“TRY BEFORE YOU BUY”

Boots Often seniors have large slippers for boots. This makes it much more difficult to perform.

Properly fitting boots are a must. Boots are the most important piece of ski equipment.

Custom fit is important for the senior who skis more frequently.

1. Many older expert/advanced skiers still ski in stiffer boots. Stiff boots kill knees! Short carving skis don’t require stiff boots to perform.

2. Generally older skiers need more upright cuff and lower ramp angle to help maintain a taller stacked stance.

3. Lateral canting needs are critical with the new skis. Setup cants at 0˚. If you are over canted, the new gear will be very hard on your knees. Make friends with your boot fitter!

4. Flexible boots that are canted correctly are a must for seniors on side cut skis. Stiff competition boots can be very unforgiving on knees and balance.

5. A good boot fitter can soften and make canting adjustments to senior skier’s current boots. You don’t need to buy new ones.

6. Knowing how-to put-on boots correctly can make a big difference in skiing.23 Poles:

Poles need to be long enough to allow the senior to stand upright when using them.

Short poles cause the user to bend too low to be able to touch the pole to the snow.

Poles that are too short can lead to more tiring, knees hurting, a squat stance where the

skier is in the back seat, or they lead to sore backs from the user always having to bend

at the waist to use them.

23 Handout Material available.


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How to measure poles:

Have the senior stand straight up in their boots or shoes. Take the pole and turn it upside down with the tip up in the air. Place the pole on the ground next to the senior’s boot/shoe. Have the senior extend their arm and grab the pole just under the basket – the recommended pole length is indicated when the senior’s elbow and lower arm form a 90-degree angle.

Other Equipment:

Other equipment suggestions for seniors:

• Recommend goggles with vermillion or yellow /lenses.

• For people who wear glasses, recommend a goggle with a small fan to reduce fogging.

• Suggest packet boot heaters and packet hand heaters

• Suggest heated electric gloves

Part 8- Safety for Seniors Safety is one of the pillars of the teaching experience: Safety, Fun, and Learning. Although many seniors have been skiing for a long time, they may not be aware of the safety rules for skiing. These safety points should be part of every lesson:

• The 5 Ts of skiing – use to plan your lesson and keep the senior in their comfort zone.

• The Responsibility Code

• Understanding Bubble Space to avoid collisions

• Using Helmets to avoid serious injury

The 5 T’s: Use the 5 T’s to plan your lesson and keep the senior in their comfort zone. Make these part of your lesson planning and discussion with your senior students:

Terrain: • Choose appropriate terrain for student’s abilities

• Choose appropriate terrain for assigned tasks, exercises, drills, or games.

Traffic:

• Consider traffic volume of desired run, is it a weekend/holiday vs. midweek

• Does your task cut across the flow of traffic on selected run?

Tasks:

• Are the tasks you are using appropriate for the skill or objective?

• Why are you selecting these tasks?

• Do the students know why you are selecting these tasks?

Tactics:

• Consider weather / snow conditions / terrain what type of turn is best for these conditions

• What type of turn is safest for given conditions?


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Timing:

• Always have a game plan to pace your lesson; allow time for breaks

Snow Surface:

• The snow surface changes every day and throughout the day.

• Prepare for surface you are skiing on.

The Responsibility Code:

Many seniors may have heard of the Responsivity Code or seen it, but may never have been formally introduced to it. Use runs on the hill to acquaint them and remind the seniors of each part of the code. Use opportunities, such as when leaving stops, to focus the senior’s attention on a particular part of the Code. Keep them safe. Keep them thinking safety.

Skier’s Responsibility Code: 1. Ski under control and in such a manner that you can stop or avoid other skiers or

objects. Excessive speed is dangerous.

2. When skiing downhill or overtaking another skier, you must avoid the skier below you.

3. Do not stop where you obstruct a trail or are not visible from above.

4. When entering a trail or starting downhill, look uphill, yield to other skiers.

5. All skiers shall use devices to prevent runaway skis.

6. Know how to use all lifts – ask if unsure.

7. Keep off closed trails, and posted areas. Observe all posted signs.

Bubble Space – AVOID Collisions

Discuss this with your seniors at the beginning of each lesson. KNOW THE ZONE. While on the hill, avoid collisions by giving others 15 feet of space on all sides. If kids are present, go slower and give them even more space. Know that skiers/riders can turn suddenly, so stay in control to obey the 15 feet zone.

Helmets

Many seniors are of the old school and do not wear helmets.


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“Nonetheless, head injuries can and will occur on the mountain, so it is important

to take steps to prevent an injury and to know what to do if an injury occurs. The

most common head injury occurs from falling and hitting the snow or ice. This is

a particularly common injury for beginner skiers or boarders. Skiers usually

strike the side of their heads, and boarders usually strike the back of their

heads. Another, more dangerous injury occurs from colliding with a stationary

object, commonly another skier or a tree.

In an effort to limit head injuries on the mountain, your goals should be to:

1) prevent these sorts of falls in the first place, 2) decrease your risk of

head injury by wearing a helmet, and 3) if you do sustain a head injury, be

able to recognize the symptoms and know when to seek medical attention.

The first line of defense against head injuries is to ski responsibly — that means

always ski under control. When you stop, make sure you’re in a spot where others

can see you, and stay away from trees, unless you really know what you’re doing

— they’re unforgiving.

The second line of defense is to wear a helmet. Can wearing a helmet make a difference? You bet it can. A helmet will reduce the risk of head injury, but it won’t make you invincible. What we’ve learned about wearing helmets is that it will decrease your risk of head injury by 20 to 50 percent, it can mean the difference between a major head injury and a minor head injury, and it can mean the difference between a minor head injury and no injury at all. “24 A serious discussion is usually necessary, usually on the chair lift. Ask the question – What would life be like without you here? Let them think about the question. Helmets must fit properly to be effective.

Part 9- Exercise and Conditioning for Seniors25

For the senior, exercising and conditioning makes for a better ski experience and helps to prevent injury. Some points instructors should know about aging and exercise:

• Inactive people accelerate biological aging.

• Physiologically and functionally, the average American is 30 years older than he/she is chronologically

• Exercise keeps you young, slows- down aging mechanisms, increases strength, flexibility and health.

• Aging can be postponed by building muscular strength

• Generally, the legs are first to go, Leg strength and size can be developed / increased with weight training

• Fit people at ages 50-60 lose only 10-15 percent of their endurance.

24 Safety on the Slopes by Dr. Christopher Magovern -Dr. Christopher Magovern is an ABC News contributor and a cardiac surgeon at

Morristown Medical Center in Morristown, N.J.

25 Handout Material –Conditioning for Senior


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• Clinical problems in the elderly seem to be related more to muscular weakness than lack of aerobic fitness.

• An exercise program can be started.at any time to offset ravages of time and fatty life-styles.

Exercise Program Guidelines for Senior Skier26

Guideline and Points

Getting Started

• Pre-exercise assessment by a physician- Get a physical examination.

• Stick to one program.

• Keep a record.

Goals of program:

• Set goals you can reach; too high, you are likely to be discouraged or injured; too low, you will not make enough progress.

• Set a long-term goal (one year) plus short-term goals to keep things moving. Put time limits on your goals.

• Goals:

o Improve or maintain fitness, muscle strength and flexibility.

o Improve balance.

o Lose/control weight.

o Help to maintain a healthy, independent life-style that allow participation in enjoyable activities.

Types of Exercises to include in program:

• Muscle strengthening - developed by dynamic isotonic, resistance activities; weight training.

• Cardiovascular endurance- continuous dynamic, rhythm, activities for large muscles (i.e. brisk walking, biking, jogging, bicycling, swimming, dancing etc.).

• Flexibility - promoted by proper stretching.

Frequency and Duration of Program:

• Three to six times per week.

• Alternate strength training and cardiovascular days.

• 20 - 30 minutes per session.

• 8-10 exercises that work on muscles, emphasizing legs

Begin With • Every session should begin with a warm-up session and end with cool-down activities -- Warm up stretches.

• Start with low weights and progress

• Pay attention to previous injuries. If you are hurting, do not work through the pain.

• Reduce weights, work light.

• Don't worry about your body weight.

• Don't worry about your diet when you start.

• Watch for the development of muscle tone - positive sign.

How many Sets and Reps?

• A set is a fixed number of repetitions or repeated movements of an exercise.

• Eight to 12 repetitions per set.

• How much weight

o Use as much weight as is comfortable for 8-12 repetitions.

• When to increase weight

o When you can do two to three sets of 8-12 repetitions comfortably, then increase the weight.

26 Handout Material – Exercise Guidelines


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Additional Benefits of Program:

• According to two Seattle medical centers, vigorous exercise has been found to increase the body's ability to reduce blood clots.

• Exercise programs also increase opportunities for socializing

Suggested Pre-Skiing Warm-Up Exercises: Suggested warm-up exercises before skiing each morning. These exercises will loosen up the muscles and increase the blood flow. Blood flowing to the brain increases spatial awareness. The exercises are not intended to be intensive or prolonged, but simply a way to warm up muscles and increase blood flow in the morning before the first run. Caution: Important to tell seniors that if they feel pain or can’t do the exercise, they should not do them.

# Exercise Name Description Instructor Note 1 Leg extension Balance the body with both poles, raise frontwards one

straight leg as far as possible and swing it back and forth under the body – front to back at least 5 times. Repeat for other leg. Keep leg straight.

Watch out for people behind you, so you don’t hit them with your ski boot. Swing opens the waist/hips.

2 Hip Opening Balance the body with two poles, raise one leg in front – bent at knee, turn it to be 90 degrees from the front – out to the side – drop the leg to the ground. Repeat moving leg to the front forward facing position. Perform at least five times - Both legs.

Opens the hips.

3 Arms rotation Hold arms straight out from the side of the body at 90 degrees. Fingers up, begin to rotate the arms forward direction, making the rotation bigger as progressing – do at least 10 rotations. Reverse direction of rotate, put fingers down, and open the rotation size as progressing. Do at least 10 rotations.

Good for arms and shoulders

4 Side lunge Use poles and position them like you are skiing, lunge one leg to the side with the toes facing forward and the extended leg straight. Repeat 5 times on each side.

Opens the hips and extends the legs

5 Forward lunge Move one foot to the rear behind you – keep knee in front of body and lunge by moving back. Repeat 5 times on each side. Knee should not go in front of toes.

Works on the knees and balance.

6 Sitting squat Move feet to hip width apart, poles in skiing position – hands in front - out from body, pole baskets back, bend knees and begin to sit, round back forward. This is really good for the lower back. Do 2-3 times and hold when at bottom to stretch lower back.

Good for the lower back. Do 2-3 times and hold when at bottom to stretch lower back.

7 Head Rotation Bend the head to each side touching the ear to the shoulder, the chin to the chest- look down, and the head directly back – look to the sky. Look to the left, look to the right. Hold for 10-20 seconds. Do not rotate the head in a circular fashion.

Good for neck stretching.

© 20180404 Skibok. For a stretching exercise program, suggest they retain a personal trainer who will assist them with a


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program suited for their needs and physical capabilities.

Part 10 - Accreditation Standards and Pathway27,28 Example of Elements of Accreditation SS1 and SS2

# Description Senior Specialist Level 1 (SS1) Senior Specialist Level 2 (SS2)

Bloom’s

Taxonomy as

applied to the

Clinic

A SS 1 certificate is awarded based upon the degree of participation and understanding including the knowledge and comprehension and application and analysis of course material.

A SS 2 certificate is awarded based upon the degree of participation and understanding including the knowledge and comprehension, application and analysis, synthesis and evaluation of course material.

Certification

Requirements

• Alpine Level 1,2, or 3

• Alpine Level 2, or 3

• Senior Specialist 1 Accreditation

Pre-Accreditation

Teaching

Requirement

Although there is no minimum teaching requirement for taking the senior accreditation, it is recommended that the candidate have sufficient teaching experience to provide them the experience to understand guest skiers and formulate their lesson plan accordingly.

Teaching Range of

Senior Skies

• Seniors range from beginner to intermediate

• Seniors range from beginner to advanced

ATS Senior Skier

Levels

• ATS Levels 1-4 • ATS Levels 1-9

Overview of Clinic • Course includes study of contemporary skiing and modern equipment- how these elements can maximize enjoyment of the sport for seniors.

• We will also cover how to work with seniors in terms of pacing a lesson, group dynamics, and flexibility to student’s physical limitations.

• Course includes in-depth study of the technical and tactical elements of contemporary skiing and modern equipment as applied to seniors.

• We will study how modern technique can optimize strength and balance, and expand enjoyment. We will also cover how to work with seniors in terms of pacing a lesson, group dynamics, and flexibility to student’s physical limitations.

Notes • This is a clinic which focuses on senior knowledge and teaching skills. You will be evaluated on your senior knowledge and teaching skills.

• The clinic includes coaching of skiing, but there is no skiing exam. Below standard skiing may result in clinic failure.

Steps: • Mandatory on-line workbook

• Mandatory on-line quizzes (being developed)

• Passing Comprehensive quiz

• Passing Evaluation for 2-day session o Off slope technical review o On-slope technical session o On-slope teaching review

27 Supplemental Material – Senior Rubric 28 Supplemental Material – Bad Ski Instructor


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# Description Senior Specialist Level 1 (SS1) Senior Specialist Level 2 (SS2)

Class Duration 2-day session

Partial Syllabus –

Focus Points of

Clinic

Syllabus: (student should have working knowledge and be able to teach the following at a Level I knowledge level :)

• Principles of the senior specific teaching cycle, theories and Teaching Model – adapted for Seniors

• Professional knowledge related to seniors.

• Identification of critical skills and skill blending including senior specific movement pattern techniques that allow for efficient outcomes.

The SS 2 includes a teaching component and a rigorous curriculum focusing on the beginning through advanced skier applying concepts, tactics and theory specific to coaching the senior learner. This includes a deeper exploration into the cognitive and affective attributes of a senior as well as identification of movement pattern techniques for the advanced level skier.

• Principles of the senior specific teaching cycle, theories and Teaching Model – adapted for Seniors

• Professional knowledge related to seniors.

• Identification of critical skills and skill blending including senior specific movement pattern techniques that allow for efficient outcomes.

• Skills Concept and Skiing Fundaments as applied to Seniors

• Cause and Effects of senior skiing

Performance

Criteria

Perform to an accepted level of proficiency the required skiing criteria tasks as demonstrated during the clinics. Participants to be informally evaluated by clinician during the clinics, similar to a Level 1 exam. Only those capable of performing the tasks to an accepted level of proficiency will receive the Senior Accreditation.

Perform to an accepted level of proficiency the required skiing criteria tasks as demonstrated during the clinics. Participants to be informally evaluated by clinician during the clinics, similar to a Level 2 exam. Only those capable of performing the tasks to an accepted level of proficiency will receive the Senior Accreditation.

Evaluation and

Assessment

Each participant will receive a written evaluation sheet at the end of the clinic assessing performance to the criteria. This evaluation sheet will provide comments for continued development.

Resources: Resources for discovering the answers to the questions and tasks found in the online workbook and quiz are:

• Senior Specialist Study Guide

• PSIA Core Concepts Manual

• PSIA Alpine Technical Manual (2nd edition)

• Your experience teaching adults

Example Schedule for Accreditation Clinic This is a typical timeline and goals for each day of the clinic. On-hill lessons should clearly exhibit teaching style(s), teaching cycle elements, pacing, choice of terrain, and importance of group dynamics. Candidate teaching scenarios should include 2-5 progression drills/ steps, with correct demos, with focus on how to move a senior to contemporary ski techniques.

https://www.psia-nw.org/shop/index.php?route=product/product&path=59_67&product_id=72

https://www.psia-nw.org/shop/index.php?route=product/product&path=59_67&product_id=116


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Time Line: Specifics SS Level 1 Specifics SS Level 2

Bloom’s

Taxonomy as

applied to the

Clinic

A SS 1 certificate is awarded based upon the degree of participation and understanding including the knowledge and comprehension and application of course material.

A SS 2 certificate is awarded based upon the degree of participation and understanding including the knowledge and comprehension, application and analysis, synthesis and evaluation of course material.

Day 1 8:30-9:00 Meet group, introductions,

review schedule, and schedule and goals for the day. (assume no more than 6 candidates per class)

9:00 to 10:00 Possibly 2nd hour.

In-Doors review Question and Answer session on Professional Knowledge topics

• Senior physiology and psychology

• Dry land training for Seniors – exercise and conditioning

• Equipment Recommendations and notes.

• Keys to how to set up your own senior program.

• Where to find additional senior documents

Note: Instructors should be familiar with this information. This is a question

and answer session, not necessarily a review session 10:00 to 12:00

On-Hill Typical Lesson – Choice from Scenarios

• Stretches, Warm up run.

• Clinicians use all aspects of Teaching Model as applied to seniors and point out

these aspects as they coach.

• Explore common threads of contemporary skiing as applied to seniors

• Explore o Pacing a lesson, o Group dynamics, o Terrain usage, o Flexibility to student’s physical limitations

12:00 to 12:45

Lunch Discussion and review of lesson

12:45 to 4:00

On-Hill Typical Lesson Stretches, Warm up run, Cover challenges of moving seniors to contemporary technical skiing technique (then and now) – Use example -- take most common problem and move seniors to new technique Discuss various methods

4:00 to 4:30 Group discussion Review application of Teaching Model to morning session Review common threads of contemporary skiing as applied to seniors Review pacing a lesson, group dynamics, and flexibility to student’s physical limitations. Candidate will be given a teach scenario.

Day 2

8:30 – 9:00 Meet group, introductions, review schedule, goal setting

9:00 to 10:00 On-Hill Typical Lesson Stretches, Warm up run Review use of the Teaching Cycle, Teaching Style, and focus on pacing, terrain, and teaching cycle.


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10:00 to12:00 12:30 to 2:30

On-Hill Candidate Teaching – 20 (30) minutes per student. The lesson should exhibit the elements of the Teaching Cycle, with awareness of pacing, terrain, any physical limitations of seniors. Candidate will introduce the scenario to the group then present a 2-5 step progression.

After they finish another candidate will cover ways, they can check for understanding

with that student.

Another candidate will provide summary.

Rotation will be through entire group

. 2:30-3:00 Finish Student Lessons

3:00- 3:15 -

Wrap up and review day 2.

• Review application of Teaching Model to morning session

• Review common threads of contemporary skiing as applied to seniors

• Review pacing a lesson, group dynamics, and flexibility to student’s physical limitations

If a candidate needs clarification on feedback given during the day this is a time to step off to side with them. Or an opportunity to go through an on-hill component again. Candidates have opportunity to meet with examiner one on one, if needed.

4:00 -5:00 Score Cards and exit interviews

Selected Teaching Scenarios for Clinic

Senior skiers will be 90% intermediate and advanced. (There will be very few beginners.)

Selected clinician scenarios by skier level for use during clinics. Teaching/Coaching to be based on Teaching Mode adapted for Seniors and common threads of contemporary skiing as applied to seniors. Use the Senior Stepping Stones for a clear progressive step forward. Focus will be on the Intermediate and Advanced skiers.

Beginner Intermediate Advanced

Senior Rookie Senior Cruisier Senior Explorer Senior Ripper Stance – Elements of Stance Stance – Elements of Stance

Rounded Turns – Elements of Turn Shape

Rounded Turns – Elements of Turn Shape

Using “J” turns to overcome Fall Line Fear – ie, “z” turns

Using Turn Shape to control speed

Using Turn Shape to control speed

Beginner lessons for seniors through wedge turns

Pole usage Linked open stance parallel turns- scarved.

Components of Parallel turn: -

• Pole plant

• Extension/flexion

• Foragonal – crossover

• Weighting outside ski

• Turn shape

• Edging

• Turn phases

• Movement of Center of Mass (COM)

Individual Skills

• Edging – fan drill / increasing edge angle, angulation/banking

Tactics for moderate steeps and bumps as adapted to seniors (explorer groups will not cover this)


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• Rotary- silent upper body, rotation and steering from femur down

• Pressure Control Movements – Fore/Aft, Flexion/extension, foot to foot / side to side

See teaching technical contemporary skiing for additional ideas on specific ski movements to teach.

Part 11 – Using Video

Using video in lessons is a powerful tool to help instructors communicate with seniors and help them ski better. Instructors now have something new to add to their toolbox of the visual, auditory and kinesthetic (VAK) approach to teaching. In addition to the auditory, and kinesthetic elements of teaching, videos answer and expand the visual aspect of teaching. Videos allow the senior to see what they are doing and compare it directly to what has been demonstrated and what the instructor is telling them. It enhances learning of what the instructor is saying, and what they should be feeling.

• The instructor may want to use a video camera and then project the results during a break. Be sure a large screen is available for use and connection cables are available.

• I-Phones – the new device. Use the smart phone to capture video, use transfer methods to provide the video to the senior either during the class or after. (I-phone – use AirDrop). Give seniors something to take home and study to improve their skiing.

• Instructors should note that if they plan to use the videos at any other time, (say for MA in another class, or posting on a website) state laws may require instructors to obtain senior’s permission to do so. This is particularly true if the senior can be identified in any way – i.e. no goggles, only glasses, or full-face view. Ask the senior at the beginning of the video if they give permission – capture it on video.

• Videos can be used in Senior Clinics as well as during lessons.

Part 12 - Develop your own Senior Program29,30,31,32

A complete template for developing a senior program is included in the Supplement Material on the website. The template can be used and modified for specifics of a resort. The template was developed for the 2018-2019 ski season and may need to be modified for additional or current information. An EXCEL model template is included which allows for testing scenarios of different rates, timing, staffing, etc., and provides a financial rate of return. Some important lessons learned for starting a Senior Program at a resort are the following:

• Senior management involvement is critical. First, senior management may be in

the age group of a senior. Second, start here -- talking up a program, and obtain their involvement and concurrence in the beginning. Senior Management involvement is critical to success.

• Find the Advocate – Finding someone who is passionate about seniors and a senior

program will ensure success. This is the person who will lead and follow through with the

29 Supplemental Material - How to Start a Senior Program 30 Supplemental Material - What Makes a Good Senior Program 31 Supplemental Material - Senior Program Template 32 Supplemental Material - Senior Program – Excel Scenario Template


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program. Someone who is always talking about the benefits of the program and can’t wait to get seniors on the hill.

• Expect a long haul- Programs take time. Expect that a program will take 2-3 years to

start, and will take 3-5 years to mature to an on-going program.

• Capture information to use for mailing lists. This is important, capture as much information – phone numbers, email address, etc. as you can so that you can establish mailing list of up-coming events, etc. Remember the social aspect of the Senior Program is a key foundational element. Seniors want social experiences both during ski season and off season.

There are several supplemental documents dealing with developing a senior program.


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Part 13 – Supplemental, Historical, Handout Material and Reading Suggestions In order to make this Study Guide concise and designed for the knowledgeable instructor, it is assumed that the instructor knows and understand many of the areas in the Guide. Only comments and suggestions for teaching seniors have been included. The supplemental material provides additional material to help instructors understand or review areas which are included in this study guide. The material is referenced in the Study Guide text, and the Supplements and Handouts are included on the senior website by category of the study Guide. These include the following:

Supplements to the Senior Specialist Accreditation Study Guide

Handouts for the Senior Specialist Study Guide

Other reference material is listed below:

Suggested Additional Reading / References:

PSIA- Alpine Technical Manual (2nd edition) PSIA Core Concepts PSIA Cues to Effective and Ineffective skiing PSIA Effective and Ineffective Teaching PSIA Teaching Snowsports

Websites for Reference:

Best Overall Website: www.mechanicsofsport.com Senior Websites: https://www.seniorsskiing.com/ http://70plusskiclub.org/join/ Equipment Related Websites: https://www.evo.com/guides/how-to-choose-skis-size-chart https://www.bootfitters.com/

https://www.rei.com/learn/c/snowsports https://www.rei.com/learn/expert-advice/ski-rocker-technology.html Ski Tasks (Movements) Website:

http://www.psia-c.org/alpine-tasks/ Trip Family Planning Websites: https://familyskitrips.com/ Biomechanics in Sport – Excellent – see the videos. https://www.physio-pedia.com/Biomechanics_In_Sport References for bump skiing: https://www.google.com/search?sourceid=navclient&aq=&oq=alpine+skiing+-+shoulder+of+a+bump&ie=UTF-8&rlz=1T4GGHP_enUS600US601&q=alpine+skiing+-+shoulder+of+a+bump&gs_l=hp....0.0.0.7206...........0.OM5K5aWs4Zw#aq=&kpvalbx=_5FVcXcbMFr-70PEP7vO8gA834&spf=1566332383711

http://www.mechanicsofsport.com/

https://www.seniorsskiing.com/

http://70plusskiclub.org/join/

https://www.evo.com/guides/how-to-choose-skis-size-chart

https://www.bootfitters.com/

https://www.rei.com/learn/c/snowsports

https://www.rei.com/learn/expert-advice/ski-rocker-technology.html

http://www.psia-c.org/alpine-tasks/

https://familyskitrips.com/

https://www.physio-pedia.com/Biomechanics_In_Sport

https://www.google.com/search?sourceid=navclient&aq=&oq=alpine+skiing+-+shoulder+of+a+bump&ie=UTF-8&rlz=1T4GGHP_enUS600US601&q=alpine+skiing+-+shoulder+of+a+bump&gs_l=hp....0.0.0.7206...........0.OM5K5aWs4Zw#aq=&kpvalbx=_5FVcXcbMFr-70PEP7vO8gA834&spf=1566332383711





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Skiing Information Websites:

http://youcanski.com/en/core-concepts-of-downhill-skiing www.seniorsnowsports.org www.mechanicsofsport.com Other Websites:

http://psia-w.org then click “RESOURCES”, then click “SENIORS”, then click “SENIOR REFERENCE MATERIALS”

Historical Reference Material:

These documents are available upon request, by Google search, or at the mentioned PSIA divisional websites.

Senior Specialist Handbook 2008-2009- PJ and Cookie Hale PSIA- RM Division- Handbook for Teaching the Aging Population Handbook for Teaching Senior Skiers- Rusty Crook PSIA- NW Division – Senior Specialist Manual PSIA-W Division - Material for Teaching Seniors Various documents from PSIA

http://youcanski.com/en/core-concepts-of-downhill-skiing

http://www.seniorsnowsports.org/

http://www.mechanicsofsport.com/

http://psia-w.org/


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Index:

Accreditation Standards, 42 Additional Reading, 48 Affective Domain, 11 American Teaching System, 8, 20 American Teaching System (ATS),

20 amplifiers and filters, 18 ATS, 8, 16, 20, 25, 42, See

American Teaching System Balance, 12, 27, 30, 41 Bloom’s Taxonomy, 42, 44 Boots, 5, 35, 36 Bubble Space, 37, 38 CAP Model, 9 Categorizing Senior Skiers, 8 Cognitive Domain, 9 Common Medical and Anatomical

Conditions, 15 Crossover, 29 Cruisers, 8 Downloadable Material/Handouts,

6 Elementary, 19 Equipment Functionality, 30 Equipment Recommendations, 35,

44 Exercise and Conditioning, 39 Experiential Learning, 20 Explorers, 8, 9 fluid movements of body, 26 From the Heart, 20 Group Dynamics, 5 Guest Services, 20 Handouts, 48

Helmets, 37, 39 Historical Reference, 49 Impact of Aging, 9 Initial, 19 Lamar Parker, 2 Leaning Styles, 17 Learning Partnership, 20, 21 Learning Preferences, 17, 18 Limiters, 18 Low impact, 5, 8 low impact drills and exercises,

26 Low Impact Skiing, 27 Maslow’s Hierarchy of Needs, 16 Mature, 19 Motor Skills Acquisition, 19 Movement Analysis, 27 Movement analysis (MA), 27 Outcome Based, 20 Pacing, 5, 26, 44 Perceptual Motor System, 16, 17,

18 Physical Domain, 12 physical limitations, 5, 7, 9, 12,

42, 44, 45 Poles, 28, 36 Principles of Effective Teaching, 20 Principles of Good Instruction, 20 Purpose, 5 References, 48 Responsibility Code, 5, 37, 38 Rippers, 8 risk in the learning environment,

26

Rookies, 8 Rotary, 27, 33, 34, 46 Rusty Crook, 2, 8, 30, 49 Safety for Seniors, 37 Schedule for Accreditation Clinic,

44 self-actualize, 16 Senior Cruisers, 8, 9 Senior Program, 47 Senior Rippers, 8, 9 Senior Rookies, 8, 9 Senior Stepping Stones, 30 Senior Teaching Cycle, 21 Skicue, 2, 33 Skicues, 33, 34 social aspect, 7, 47 Stance, 27, 30, 33, 34, 46 Student Centered, 20 Supplemental Material, 6, 7, 10,

14, 16, 20, 26, 35, 42, 47 Supplements, 48 Tactical Elements of Skiing, 27 Teaching Model, 20, 21, 43, 44, 45 Teaching Scenarios, 45 Teaching Skills, 5, 26 Teaching Styles, 25 Technical Elements of Skiing, 27 Terrain - Pitch, 26 The 5 T’s, 37 Turn Shape, 29, 30, 33, 46 Video, 46 Warm-Up Exercises, 41 Websites, 48, 49

Understanding and Teaching Senior Skiers · 2/15/2020 · The Study Guide is designed to be...

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Transcript of Understanding and Teaching Senior Skiers · 2/15/2020 · The Study Guide is designed to be...