Children’s Specialist Rubric (2014)

Version 2.0 - Updated 11/2014

This Rubric, based on Bloom’s Taxonomy, is a pathway to understanding the Children’s Specialist (CS) National Standard criteria. Although the Rubric is designed to address instructor behavior, distinguished teaching includes a student-centered methodology and an instructional atmosphere that allows for the integration of student assessment. In this environment, instruction is individualized to meet the needs of the student learner; classes are managed based on student desired outcomes; students are able to better understand the characteristics of effective skills, and both the student and parent leave a lesson with ownership of information.

CS1

All Ages through the Intermediate Zone

A Candidate Is Able To

CS2 All Ages / All Zones

A Candidate Is Able To Copy & Apply

(Bloom’s: Knowledge, Comprehension & Application) Analyze & Create

(Bloom’s: Analysis, Synthesis & Evaluation)

CAP Model Describe the elements of the CAP model, develop a teaching plan based on a student’s age and stage,

and apply the plan based on student behavior

Assess relevant information, and create a new teaching plan based on student behavior,

performance and goals

The Learning Partnership

Teaching Cycle

Describe and apply the PDAS teaching cycle to a student’s age and stage

Assess and adjust the multiple components of the Teaching Cycle to create a successful,

individualized learning experience

Class Handling

Utilize different teaching styles for a safe group learning experience

Employ a combination of teaching styles for a safe group learning experience

Teaching with Creativity

Engage students in age appropriate activities that result in skill enhancement

Facilitate a variety of age appropriate collaborative activities that result in skill enhancement

Movement Analysis

Biomechanics Understand stance, alignment and basic body

movements, and is able to apply these principles to the ages and stages of development

Distinguish between efficient and inefficient body movements relative to tool/snow interaction as they

relate to a student’s age and stage

Real and Ideal Movement Spectrum

Identify, describe and demonstrate movements as they relate to a student’s age & stage

Compare and contrast movement patterns, and develop activities that enhance performance as they

relate to a student’s age and stage

Cause and Effect

Identify and explain cause and effect relationships as they relate to a student’s age & stage

Prioritize and provide relevant feedback related to observed cause and effect relationships as they apply

to a student’s age and stage

Opportunities and Challenges

Behavior Management

Recognize behavioral challenges and be aware of the steps available for successful behavior management

Implement strategies and tactics to modify recognized behavioral challenges

The Parent Partnership

Understand the importance of parental involvement and employ communication tactics for a successful

student experience

Employ a variety of tactics to effectively collaborate with parents about the student experience

Equipment & Clothing

Explain how and why equipment positively or negatively affects a student’s experience

Recommend equipment solutions to improve a student’s experience

THE$TEACHING$CYCLE$and$KIDS$

!

Introduce!the!learning!segment!

Assess!the!student!! ! ! ! ! ! PLAY!

Determine!the!goals!and!plan!objectives!

Introduce!your!lesson!in!an!atmosphere!of!play!and!fun.!While!warming!up!and!freeskiing!the!

first!run,!assess!your!students!and!plan!your!lesson.!

Present!and!share!information! ! ! ! DRILL!

Present!the!drill.!Make!it!appropriate!to!the!age!group!and!fun!!Show!them,!don’t!tell!them.!

Expect!and!praise!small!improvements.!

Guide!Practice! ! ! ! ! ! ! ADVENTURE!

Check!for!understanding!

Give!them!a!cue!to!remember!the!focus!of!the!drill.!Take!the!cue!into!an!adventure!out!on!the!

mountain.!

Take!what!was!learned!in!the!drill!into!an!adventure!out!on!the!mountain.!

Summarize$the$learning$segment! ! ! SUMMARY!

Introduce!your!lesson!in!an!atmosphere!of!play!and!fun.!Present!the!drill.!!Take!what!was!

learned!in!the!drill!into!an!adventure!out!on!the!mountain.!Summarize!your!lesson!!Make!sure!

older!kids!know!the!benefit!of!the!lesson!topic.!Review!the!most!fun!part!of!the!lesson.!Don’t!

forget!Safety!!

!

! ! !

C.A.P. MODEL

Understanding the CAP Model helps us: • Accurately assess our students • Set appropriate goals and expectations (for students, parents and ourselves) • Respond appropriately to student needs • Identifies potential rather than limitations

C – “Cognitive” – How we develop understanding…

• Point of View o Me center –to- other centered o Only understand what can sense now –to- able to apply past experience to current learning –to-

what if ____ then ______.

• Following Directions o Can only process one thing at a time –to- more than one o Can’t reverse directions/thought processes –to- I can do it

A –“Affective” – How we develop emotionally: self identity, social interaction…

• Self Identity o Pleasing others –to- testing authority –to- fitting in with peers

• Interaction with others o Play beside others –to- play with others -to- competition

P - “Physical” – How we develop physically…

• Muscular development o From skeleton to muscles o Big muscles develop first, Smaller muscles develop later

• Movement Coordination o Gross motor movements to fine movement o Control develops from head down, Center out o Fore/Aft movements to Lateral oblique movements

Impact on Skill Development Flexion/extension Turn the legs under the body Balance toward the outside ski or snowboarders to turning edge

Release/engage the edge(s) Direct the upper body toward the new turn

Applying(the(Teaching(Model(to(the(C.A.P.(Model(

(

Younger(Children((306)(( ( ( ( ( ( Instructor(Response(

I(want(to(have(a(good(time(( ( ( ( ( ( ( Let(them(feel(fun(immediately(I(need(structure( ( ( ( ((((((((PLAY(( ( ( Set(ground(rules(I(have(a(short(attention(span(((((((((((((((((((((((((((((((((Introducing+learning( ( ( Keep(the(group(moving(I(don’t(process(lots(of(information( ( ( ( ( ( Repeat(simple(directions((I(want(to(be(successful( ( ( ( ( ( ( The(smallest(accomplishment(is(HUGE(I(like(to(do(and(see( ( ( ( (((((((((Drill(( ( ( Minimal(talking(is(best(I(copy(and(mimic(well( ( (((((((((((((((Determining+goals+ + ( Use((demonstrations(I(want(constant(movement( ( (((((((((((((((Presenting+information+ + Use(interactive(activities(I(have(an(active(imagination( ( ( ( ( ( ( Be(creative(with(fantasy((I(do(not(need(to(be(perfect( ( ( ( ( ( ( Encourage(variety(I(need(to(change(tasks(often( ( ( (Adventure( ( ( Use(different(activities(for(one(skill(I(need(to(feel(safe( ( ( ( (Practicing( ( ( Set(specific(guidelines(and(boundaries(I(show(you(that(I(understand( ( ++++++++Check+for+understanding( ( ( Watch(how(they(perform(I(need(a(lot(of(guidance( ( ( ( ( ( ( Give(individual(attention(I(get(tired(easily( ( ( ( ( ( ( ( Take(frequent(breaks((I(like(personal(attention( ( ( ( ( ( ( Point(out(my(best(moves(I(need(help(remembering( ( ( Summary(( ( ( Tell(me(what(I(did(throughout(the(day(I(only(remember(one(or(two(things( ++++++++++Summarize+the+lesson( ( ( Speak(with(parents((((((

((((Older(Children((7014)(((((((((((((((((( ( ( ( ( Instructor(Response(

I(want(a(“coach”(not(a(teacher((( ( ( ( ( ( (Create(a(sense(of(team(I(want(ownership(of(my(day((((((((((((((((((((((((((((((((((((((((((((((((Play(( ( (((((((((((((((((((Let(group(make(decisions(I(want(to(be(part(of(a(group((((((((((((((((((((((((((((((((((((Introducing+the+learning+(((((((((((((((((((((((((((((((Be(inclusive(I(like(the(process(better(than(goals(((((((((((((((((((((((((Assessing+the+student+ +++++++++++++++++++Emphasize(activities((I(do(not(want(to(be(the(worst(one(( ((((((((((((((((((((((((((( ( ( ((((((((((((((((((((Focus(on(group(success(I(like(to(be(responsible(for(learning(((((((((((((((((((((((((((((((((((((Drill(((((((((((((((((((((((((((((((((((((((((((((((((((((((Keep(them(involved(in(the(lesson(I(need(to(know(“why”(((((((((((((((((((((((((((((((((((((((((((((((((Determine+goals+ ++++++((((((((((((((((((((((((((((((((Provide(rationale((I(want(to(be(challenged(and(successful(((((((((((((((((Present+information++++++++++++++++++++++++++++((((((((((((Highlight(positive(changes((I(will(repeat(tasks(((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((( ( ( ( (((Provide(lots(of(practice(I(like(to(work(independently((((((((((((((((((((((((((((((((((((((((((Adventure(((((((((((((((((((((((((((((((((((((((((((((((((((Vary(teaching(styles(I(will(ask(questions(((((((((((((((((((((((((((((((((((((((((((((((((((((((((((Practicing+++++++++++++++++++++++++++(((((((((((((((((((((((((Encourage(questions(I(like(to(know(when(I(do(well( ( (((((((((((Check+for+understanding++++++++++++++++++++++++++++(((((((((Give(positive(feedback((I(will(remember(highlights(of(the(day((((((((((((( ( ( ( ( ((((Remind(the(group(of(their(lesson(I(compare(my(achievements(to(my(peers(((((((((((((((((((Summary((((((((((((((((((((((((((((((((((((((((((((((((((((((Help(me(fit(in(I(need(to(reminded(of(what(I(have(learned(((((((Summarizing+the+lesson+ + ((((Relate(skills(to(the(experience(

(Teenagers((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((Instructor(Response((I(want(to(have(fun(with(my(friends((((((((((((((((((((((((((((((((Play(((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((Create(a(team(atmosphere(I(am(feeling(self0conscious(((((((((((((((((((((((((((((((((Introducing+the+learning+((((((((((((((((((((((((((((((((((((((((Do(not(dwell(on(abilities(I(like(being(treated(as(a(young(adult(((((((((((((((((Assessing+the+student( ( ( ((((((Involve(them(in(decisions((I(understand(abstract(things((((((((((((((((((((((((((((((((((((((((((Drill( ( ( ( (((((Use(explanations,(detail(I(like(problem0(solving( ( (((((((((((((Determine+goals+++++++++++((((((((((((((((((((((((((((((((((((((((Give(specific(reasons(I(am(sensitive(and(emotional( ( (((((((((((Present+Information((((((((((((((((((((((((((((((((((((((( (((((Be(tactful(and(cautious((I(am(becoming(more(confident(( (((((((((((((((((Adventure((((((( ( ( (((((Allow(for(exploration(I(like(to(test(my(limits( ( (((((((((((((((((Practicing++ + ( (((((Avoid(unsafe(situations(My(body(keeps(changing(( ( ((((((Check+for+understanding(((((((((((((((((((((((((((((((((((( (((((Be(patient((I(am(easily(embarrassed( ( ((((((((((((((((Summary( ( ( ( (((((Speak(candidly(I(like(feedback((((((((((((((((((((((((((((((((((((((((((((((((((((Summarizing+the+lesson( ( ( (((((Encourage,(be(positive(

((((From(the(Vail+and+Beaver+Creek+Children’s+Alpine+Teaching+Handbook+(2001),(used(with(permission.(This(material(written(by(Stacey(Gerrish.(

Learning(Partnership(

Student(Profile(

Characteristics*and*background**

Learning*preferences**

Motivation*and*desire*

Emotional*state*

+*Instructor(Behavior(

Introduce*the*learning*segment*

Assess*the*student*

Determine*goals*and*plan*objectives**

Present*and*share*information*

Guide*practice*

Check*for*understanding*

Summarize*the*learning*segment*

=*The(Learning(Partnership(

Is*creative,*individualized,*student*centered,*interactive,*experiential*and*Fun.*

Contributes*to*student*success.*

Produces*positive*results.*

Provides*ownership*of*skills.*

Creates*long*lasting*memories.*

Encourages*pursuit*of*future*learning.*

Culminates*in*a*great*lesson!*

Bloom's Taxonomy of Cognitive Domain

Bloom identified six levels within the cognitive domain, from the simple recall or recognition of facts, as the lowest level, through increasingly more complex and abstract mental levels, to the highest order which is classified as evaluation. A description of the six levels as well as verb examples that represent intellectual activity are listed here.

Knowledge is defined as remembering of previously learned material. This may involve the recall of a wide range of material, from specific facts to complete theories, but all that is required is the bringing to mind of the appropriate information. Knowledge represents the lowest level of learning outcomes in the cognitive domain.

Verbs: arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce state.

Comprehension is defined as the ability to grasp the meaning of material. This may be shown by translating material from one form to another (words to numbers), by interpreting material (explaining or summarizing), and by estimating furture trends (predicting consequences or effects). These learning outcomes go one step beyond the simple remembering of material, and represent the lowest level of understanding.

Verbs: classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate.

Application refers to the ability to use learned material in new and concrete situations. This may include the application of such things as rules, methods, concepts, principles, laws, and theories. Learning outcomes in this area require a higher level of understanding than those under comprehension.

Verbs: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write.

Analysis refers to the ability to break down material into its component parts so that its organizational structure may be understood. This may include the identification of the parts, analysis of the relationships between parts, and recognition of the organizational principles involved. Learning outcomes here represent a higher intellectual level than comprehension and application becasue they require an understanding of both the content and the structural form of the material.

Verbs: analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test.

Synthesis refers to the ability to put parts together to form a new whole. This may involve the production of a unique communication (theme or speech), a plan of operations (research proposal), or a set of abstract relations (scheme for classifying information). Learning outcomes in this area stress creative behaviors, with major emphasis on the formulation of new patterns or structures.

Verbs: arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write.

Evaluation is concerned with the ability to judge the value of material (statement, novel, poem, research report) for a given purpose. The judgements are to be based on definite criteria. These may be internal criteria (organization) or external criteria (relevance to the purpose) and the student may determine the criteria or be given them. Learning outcomes in this area are highest in the cognitive hierarchy because they contain elements of all the other categories, plus conscious value judgements based on clearly defined criteria.

Verbs: appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core, select, support, value, evaluate.

Reference: Major categories in the cognitive domain of the taxonomy of educational objectives (Bloom, 1956).

!

!Knowledge is to remember and Comprehension is to understand the basic facts. I Can: copy, list, name, identify, restate, paraphrase and give examples. Drill and direct instruction can develop discrete skills and facts into automaticity (knowing “by heart”), but they cannot make one truly able. They are known points of reference by which we get our bearings when we are plunged into the strange and unknown. No creativity required. Teacher Question: Define ___. Tell in your own words what is ___? Cite an example of ___. What facts do you know about___? Application is the ability to use or to develop existing information and Analysis is the ability to break info into parts and to build new information. I Can: show, organize, choose, use, assemble known information and choose the best option, trial and error, can organize multiple pieces of information and choose one component with some relevance and compare, subdivide, differentiate information. Application is about transfer, in other words, to truly understand requires the ability to transfer what we have learned to new and sometimes confusing settings and involves the capacity to take what we know and use it creatively, flexibly, fluently, in different settings or problems or on our own. Teacher Question: What causes this___? What other ways could you do___? How would you prioritize your lesson of___? What would you do if___? Synthesis is the ability to discover new applications of the same material and Evaluation is the ability to judge, place value on and critique outcomes. I Can: combine, create, invent, modify instruction to meet the needs of the learner, think creatively and generate understanding of new concepts based on guided analysis of student’s current understanding and then evaluate the effectiveness of past experiences to determine next course of action. To know which fact to use when requires more than another fact. It requires understanding—insight into essentials, purpose, audience, strategy, and tactics. Students develop flexible understanding of when, where, why, and how to use their knowledge to solve new problems if they learn how to extract underlying principles and themes. To grasp the meaning of a thing, an event, or a situation is to see it in its relations to other things: to see how it operates or functions, what consequences follow from it, what causes it, what uses it can be put to. Understanding asks us to more closely examine prior knowledge and the assumptions by which we claim something to be knowledge. Teacher Question: What would happen if your student____? What would you do next and why? How would this apply in a different context? How could you revise the process for a different outcome? What are ways to evaluate___? How does ___ influence___? How do you know that___? Prove___. If you where the examiner how would you evaluate the ___? What would you expect to see if___? What is the evidence of ___? How would you justify this if your student could not do it? !!!!!!!!!!!

Human Kinetics / News and Excerpts / Excerpts

Learning process when acquiring motor skills similar for all individuals

By Gabriele Wulf, PhD

Even though motor skills vary widely in type and complexity, the learning process that individuals go through when acquiring various motor skills is similar. Paul Fitts (1964; Fitts & Posner, 1967) has proposed three stages (or phases) of learning: the cognitive, associative, and autonomous stages (see table 1.1).The cognitive stage is characterized by the learner’s trying to figure out what exactly needs to be done. Considerable cognitive activity is typically required in this stage, in which movements are controlled in a relatively conscious manner. Because learners sometimes use (overt or covert) self-talk, this stage has also been labeled the “verbal stage” (Adams, 1971).During this phase, learners often experiment with different strategies to find out which ones work or don’t work in bringing them closer to the movement goal. Also, learners tend to pay attention to the step-by-step execution of the skill, which requires considerable attentional capacity. The result of using conscious control strategies is that the movement is relatively slow, abrupt, and inefficient and that performance is rather inconsistent.

Once the learner has acquired the basic movement pattern, the second, or associative, phase of learning begins. This phase is characterized by more subtle movement adjustments. The movement outcome is more reliable, and the movements are more consistent from trial to trial. Inefficient cocontractions are gradually reduced, and the movement becomes more economical. In addition, at least parts of the movement are controlled more automatically, and more attention can be directed to other aspects of performance.

After extensive practice, the performer reaches the autonomous phase (termed “motor stage” by Adams [1971]), which is characterized by fluent and seemingly effortless motions. Movements are not only accurate, with few or no errors, but also very consistent. In addition, movement production is very efficient and requires relatively little muscular energy. The skill is performed largely automatically at this stage, and movement execution

requires little or no attention.

Thus, one thing that seems to change considerably as we gain more experience with a skill is the amount of attention that we need to dedicate to its execution. Some studies have looked more closely at how attentional demands change as individuals go through different phases of learning, and these are reviewed next. We will also see how the performance of motor skills is affected at different stages of expertise as a function of what individuals direct their attention to.

Table 1.1 Stages of Learning

Stages of Learning Characteristics Attentional Demands

Cognitive (verbal)

Movements are slow, inconsistent, and inefficient

Large parts of the movement are controlled consciously

Considerable cognitive activity is required

Associative

Movements are more fluid, reliable, and efficient

Some parts of the movement are controlled consciously, some automatically

Less cognitive activity is required

Autonomous (motor)

Movements are accurate, consistent, and efficient

Movement is largely controlled automatically

Little or no cognitive activity is required

This is an excerpt from Attention and Motor Skill Learning.

!

Web$of$the$

Nature$Intelligence$Student$Quote$ $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$List$of$Characteristics$$

“Go$Outside$and$$hug$a$tree…make$it$two”$

$Mike$McKay$$$$$

“I’d$rather$$be$outside”$

$$$

“I$like$animals”

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• Notices$patterns$and$things$from$nature$easily.$

• Has$keen$senses$and$observes$and$remembers$things$from$his/her$environment$and$surroundings.$

• Likes$animals$and$likes$to$know$and$remember$things$about$them.$

• Really$appreciates$being$outside$and$doing$things$like$camping,$hiking$or$climbing,$even$just$like$sitting$quietly$and$noticing$the$subtle$differences$in$the$world$of$nature.$

• Makes$keen$observations$about$natural$changes,$interconnections$and$patterns.$

$

John Muir naturalist,*author,*and*early*advocate*of*preservation*of*U.S.*wilderness.*$Rachel Carson marine*biologist*and*nature*writer,*credited*with*advancing*the*global*environmental*movement.$ Charles Darwin presented*compelling*evidence*that*all*species*of*life*have*evolved*over*time*from*common*ancestors,*through*the*process*he*called*natural*selection.$

$

$$$$$$

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“Keep close to Nature's heart... and break clear away, once in awhile, and climb a mountain or spend a week in the woods. Wash your spirit clean.”

John Muir!$$$

Famous$People$ $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$Adult$Quote$$

Kid’s Behaviors Kid’s are in the process of becoming responsible for themselves. In an effort to meet their needs they may do things that we as adults feel are inappropriate. Kids most often misbehave because: ! They didn’t know what else to do. ! They acted before they thought. ! They were testing their own limits.

Remember that it is the behavior that is inappropriate, not the child. A few hints for the road:

Create your “Group Culture” ! Tell the kids what to expect out of the day. ! Make a broad theme with the group, build a team.

Determine a set of rules.

! Tell children what you expect of their behavior. ! State rules in a positive way, “We will stay together.”

Praise appropriate behavior.

! Each child is responsible for their own behavior. ! Build self-esteem by pointing out good behavior.

Discuss inappropriate behavior.

! Discuss why the behavior is inappropriate, dangerous to self or others, effects the good times had by all.

! Have the group help decide on a more appropriate alternative.

Re-establish group rapport. ! Remember that you value the child; you do not accept that certain behavior. ! Realize that when a reprimand is over, it is over. Start fresh, a new beginning.

When observing inappropriate behavior in a lesson the first thing to do is: Assess the source of the inappropriate behavior:

! Is there a physical problem causing the behavior? Cold, ill, poorly fitting equipment or a disability?

! Are there cultural differences causing the behavior? ! Is the child under stress of performance expectations? ! Can the child adjust to the new situation? ! Are the instructor’s behaviors contributing to the child’s behavior? The instructor/coach has a big

influence on the behavior displayed in the lesson. Listen well and model responsible behavior.

SOLVING(PROBLEMS(TOGETHER(

Explore(the(Situation(and(Gather(Information(

• Tell(child(what(happened(and(why(it’s(a(problem(from(your(point(of(view.(• Ask(for(child’s(view(of(what(happened(and(why(action(was(chosen.(• Listen(for(child’s(needs(that(are(not(being(met(

Define(the(Problem(to(be(solved(

• Diagnose(the(problem(based(on(your(view(and(the(child’s(

Generate(Possible(Solutions(and(Select(One(

• Ask(the(child(for(possible(solutions.(Provide(suggestions(if(child(asks.(• You(may(need(to(adjust(or(eliminate(from(the(possible(list(any(choices(that(might(jeopardize(child’s(well(

being.(• Let(child(choose(the(solution(to(use.(

Develop(a(Course(of(Action(and(Implement(the(Plan(

• Develop(a(workable(plan(to(implement(the(solution(together(–what(you(will(do(and(what(child(will(do.(

Evaluate(the(Results(and(Make(Adjustments(Where(Needed(

• Check(with(the(child(to(see(how(plan(is(working(and(make(adjustments(if(needed.(

Special(Considerations(

1. Select(a(later(time(to(work(through(problem(solving(steps(if(it’s(not(logistically(possible(right(after(occurrence,(or(if(situation(is(too(emotionally(charged.(

2. You(may(need(to(remind(the(child(to(use(the(solution.(• Ask(them,(“How’s(it(going?”(• Use(a(cue(word(to(remind(them.(• Selectively(ignore(the(behavior.(• Give(the(“Look”(• Move(closer(to(the(child,(just(be(there.(3. Sometime(we(have(to(take(action(to(prevent(child(from(harming(self(or(others.(

• Time(Out…(a(safe(place(to(go(to(calm(down,(not(punishment(• Use(starts(not(stops:(“Please,(do…”(“You(need(to…”(• Let(child(know(that(you(will(work(with(him/her(to(solve(problem(when(ready.(

4. It(takes(time(to(solve(problems(together.(It’s(tempting(to(just(tell(them(what(to(do.(Giving(children(the(opportunity(to(reach(a(resolution(of(a(problem(on(their(own(will(help(them(develop(self[responsibility.(

5. The(same(problem(solving(steps(can(be(used(when(conflict(or(disagreement(arises(between(children.(When(exploring(the(situation,(each(child(needs(to(tell(his/her(side(of(the(story.(

“Resolving(conflict(is(part(of(learning(to(work(together”([(Kohn(

Attention'Deficit'Hyperactivity'Disorder'

ADHD'

• Diagnostic*and*Statistical*Manual*of*Mental*Disorders*1980'edition'classifies'an'attention'deficit'disorder'as'a'behavior'problem'while'learning'disabilities'were'categorized'as'disorders'in'cognitive'or'thinking'function.**

• The'vast'majority'of'those'with'an'attention'deficit'disorder'also'have'most'of'the'characteristics'associated'with'a'learning'disability.'Research'additionally'indicates'almost'all'those'with'a'learning'disability'also'have'an'attention'deficit'disorder.**

• ADHD@'Applies'to'“adults'or'children'whose'behavior'patterns'include'problems'with'attention,'organization,'and'impulse'control.'Some'of'them'will'also'have'a'problem'with'energy'level'or'pace,'some'will'not”'These'behaviors'will'affect'how'children'learn'academic'subjects'as'well'as'sports'skills.'''

• Learning'disabilities'mainly'effect'learning'one'or'more'of'the'basic'academic'skills;'reading,'writing,'spelling,'and'mathematics.'While'on'the'slopes'these'skills'are'not'the'primary'focus,'however'the'characteristics'that'are'common'to'both'learning'disabilities'and'attention'deficit'disorders'will'effect'children'with'these'difficulties'learning'to'ski'or'snowboard.''

'

• ADHD'students'are'for'the'most'part'Global'Learners'(see'chart'below)'

'

'

Global/'Holistic'

Sees'the'whole'picture'first'

Processes'information'in'terms'of'pictures'and'feelings'

Has'little'awareness'of'time'

Is'Intuitive,'feels'way'to'conclusions'by'hunches'and'trial'and'error'

Is'spontaneous'

Notices'Similarities'

Is'Interested'in'flow'(rhythm'and'movement)'

'

Analytical/'Logical'

Starts'with'pieces'first'

Processes'information'by'manipulating'numbers'and'words'

Organizes'and'evaluates'information'in'reference'to'time'sequences'and'inner'clock'

Is'analytical;'reasons'way'to'conclusions'using'facts'

Plans'work'with'step'by'step'logic'

Notices'differences'

Is'interested'in'technique'

• Characteristics'of'ADHD'students''

@ Easily'Distracted'with'Short'Attention'Span'

@ Organizationally'Challenged'

@ Impulsive'

@ Hyperactive'

'

• 'Tactics'for'Teaching'students'with'ADHD'Snowsports'

@ Goal'Setting'(small'goals'to'reach'larger'goal)'

@ Multiple'Intelligences'

'

'

'

Is'Labeling'the'Enemy'or'is'the'Label'the'Enemy?'

• One'school'of'thought'on'the'subject'is'that'using'the'label'makes'the'child'different'than'other'children.'

There'are'many'studies'which'have'proven'the'power'of'an'instructor’s'preconceived'ideas'and'

expectations'decide'the'child’s'success'or'failure.''

• Another'thought'is'that'knowing'the'child’s'behavior'tendencies'beforehand'can'help'the'instructor'tailor'

the'lesson'to'meet'their'attention'span'needs.'It'is'an'instructor’s'job'to'learn'more'about'the'disorder'to'

understand'what'students'with'ADHD'have'a'harder'time'doing'and'what'they'do'well'and'how'to'help'

them'succeed.'

'

• An'appropriate'Label'can'help'a'child'understand'that'their'behavior'is'not'their'fault.'Once'they'learn'

what'the'cause,'they'can'realize'they'can'overcome'and'find'success.'

'

'

'

'

'

'

Medication'&'Other'Techniques'Working'with'Students'

• Most'people'diagnosed'with'severe'ADHD'take'stimulant'medication'(most'commonly'Ritalin).'The'theory'

behind'stimulant'medication'is'that'it'stimulates'the'attention'center'of'the'brain'stem,'thus'helping'

them'concentrate.'The'decision'to'involve'children'in'a'regular'course'of'drug'therapy'is'the'parents'to'

make'with'the'assistance'of'medical'personnel.'If'a'parent'asks'for'your'opinion'concerning'their'child'

taking'medication'or'not'when'skiing/'snowboarding,'encourage'them'to'consult'their'physician'and'

follow'their'advice.'If'a'child'must'take'medication'while'in'the'lesson'in'your'care'please'refer'them'to'

your'supervisor'about'what'the'best'way'to'handle'the'situation.''

'

• Brain'Training:'is'a'technique'used'by'some'education'professionals'that'work'with'the'subject’s'ability'to'

focus'in'distracting'situations,'by'giving'them'tasks'to'complete'while'doing'something'else'(i.e.'reciting'

times'tables'while'bouncing'on'a'trampoline).'Relative'success'has'been'found'working'with'ADHD'

students'as'well'as'other'students'with'learning'disabilities.'

'

Resources:''

'Armstrong,'T'(1996)'“A*Holistic*Approach*to*Attention*Deficit*Disorder.”*Educational*Leadership*53,*5:34E36.*

Hannaford,'C.'(1995)'Smart*Move:*Why*Learning*is*not*all*in*Your*Head.*Arlington,'VA:'Great'Ocean'Publishers.'

Shima,'K.'and'Gskovski,'B.K.'(1996)'“Making*a*Way*for*Diana.”'Educational'Leadership'53,'5:37@40.'

Stevens,'S.H.'(1996)'The*LD*Child*and*the*ADHD*Child:*Ways*Parents*and*Professionals*Can*Help.'Winston@Salem,'

NC:'John'F.'Blair,'Publisher.'

'

Snowboarding+

Real+vs.+Ideal+

+++++++++++++Ideal++++++++++++++++++++++++++++++Real++++++++++++++++++++++++++++++++Why+

Flexion(and(Extension(Movements(

+ +

• Flexing+and+extending+movement+that+move+the+center+of+mass+up+and+down,+side+to+side,+or+fore+and+aft+relative+to+the+board+deck,+involve+the+feet,+ankles,+knees,+hips+and+spine.++

• Movement+is+generally+initiated+from+feet+and+ankles.++

+• Toe(side(movesA+the+

toes,+ankles+and+knees+flex+to+move+the+center+of+mass+over+or+beyond+the+toe+edge+to+increase+edge+angle.+++++++

• Heel(side(movesA+dorsiflexion+of+the+ankles,+with+flexion+of+the+knees+and+hips+causes+the+back+of+the+lower+leg+to+lever+against+the+highback+or+back+of+the+boot+and+aligns+the+hips+over+the+heel+edge+and+increases+edge+angle.++

• Flexing+and+extending+of+the+knees+and+hips+are+dominant.++++++++

• Movement+in+the+ankles+and+feet+occurs+as+a+result+of+upper+body+movement+if+at+all.++

• Toe(side(movementsA+hip+flex+dominant+with+some+knee+flex+moving+the+torso+toward+the+toe+edge+and+hips+toward+the+heel+edge,+or+the+hips+and+knees+remain+extended+and+entire+body+tips+to+the+inside+of+the+turn+from+the+ankle.+Little+or+no+edge+angle+results.++

• Heel(side(movementsA+Knee+flex+dominant+with+a+little+hip+flex+or+hip+flex+is+dominant+with+no+knee+flex,+either+way+the+back+of+the+lower+leg+applies+little+leverage+to+the+highback+and+the+hips+end+up+outboard+of+the+heel+edge+with+little+edge+angle.+++

• Muscle+strength+and+coordination+to+flex+the+ankles+and+toes+develops+after+that+to+flex+the+hips+and+knees.+Children+use+the+hips+and+knees+to+attempt+to+align+the+center+of+mass.++

• See+above+++++

• See+above++++++++++++

• See+above++++++++++++

• Fore(and(aft(movements(of+the+center+of+mass+used+to+anticipate,+initiate+and+direct+the+movement+of+the+board+through+the+turn,+are+controlled+through+oppositional+flexing+and+extending+movement+of+the+joints+on+the+left+and+right+side+of+the+body.+

• The+joints+of+the+right+and+left+side+of+the+body+tend+to+flex+or+extend+the+same+amount+at+the+same+time,+so+the+center+of+mass+is+center,+or+as+the+board+accelerates+toward+the+fall+line,+behind+the+middle+of+the+board.+Turn+initiation+is+often+slow,+and+the+board+tends+to+slide+sideways+at+the+end+of+the+turn.+

• Oppositional+movements+are+not+developed+in+young+children.++i.e.+Extending+the+left+knee+while+flexing+the+right.+

Reference(Alignments( + +

• Shoulders,+hips,+knees+align+perpendicular+to+the+front+foot.+Head+and+eyes+turn+toward+direction+of+travel.+++

• Shoulders+and+hips+align+with+the+terrain+on+which+the+board+is+traveling+or+preparing+to+land.+++

• The+head+and+hips+align+between+the+feet+and+over+the+board+or+turning+edge.+

• The+hips,+shoulders,+feet,+head+and+eyes+all+face+the+same+way+or+the+head+and+eyes+face+toward+the+nose+of+the+board+and+so+do+the+hips+and+shoulders.+

• Shoulders+and+hips+rarely+tip+to+align+with+terrain.+They+tend+to+stay+fixed+in+one+place.+

+++

• Heel(side(moves9+The+hips+are+outboard+of+the+heel+side+edge+and+the+head+is+over+or+beyond+the+toe+side+edge.+

• Toe(side(moves9+the+hips+are+over+the+center+or+heel+side+of+the+board+and+the+head+is+outboard+of+the+toe+side+edge.+

++++++++++

• Ability+to+move+the+body+sideways+in+space+develops+after+learning+to+move+forward+and+backward.+++

• It+is+easier+for+kids+to+do+the+same+moves+on+both+sides+of+the+body.+Oppositional+movements+required+to+tip+hips+and+shoulders+are+more+difficult.+

• Muscle+strength+and+coordination+to+flex+hips+and+knees+develops+before+that+of+ankles.+Children+use+hips+and+knees+to+attempt+to+align+the+center+of+mass.+

Rotational(Movements( + +

• Rotational+movements+of+legs,+hips+and+lower+spine+are+dominant.++++

• Rotational+movements+are+well+controlled+and+efficient+

• Rotation+of+shoulders+and+upper+spine+are+dominant.+Lower+body+rotation+tends+to+be+a+result+of+counter+rotation+(rotation+of+upper+body).+

• Rotational+movements+tend+to+be+more+than+is+needed+and+the+primary+movements+used+to+change+board+direction.+

• Muscle+control+develops+first+in+the+head+and+trunk,+and+then+moves+down+the+extremities.++

• Initially+movements+tend+to+be+exaggerated+and+uncontrolled.+Later+they+become+refined+and+efficient.+

+

Skiing&

Real&vs.&Ideal&

&&&&&&&&&&&&&Ideal&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&Real&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&Why&

Pressure&Control&Movements& & &

• Ankles,&knees,&hips&and&spine&flex&and&extend&to&balance&on&the&whole&foot&and&control&pressure&on&the&skis&so&the&skier&can&flow&with&the&terrain.&

• Knees&and/or&hips&bend&more&than&ankles;&balance&on&back&of&boot&cuff,&resulting&in&a&bouncy&ride&over&terrain.&

• Strength&and&Coordination&of&large&muscle&groups&develop&first.&

Edging&Movements& & &

• Diagonal&tipping&movements&of&the&feet,&legs&and&hips&engage&and&release&the&edges&of&the&skis.&

• Hips&and&spine&tip&and&turn&so&that&the&inside&half&of&the&body&leads&and&shoulders&are&level&with&the&terrain.&&

• Inside&leg&is&flexed&more&than&outside,&to&direct&balance&onto&the&outside&ski&in&a&turn.&

• Lateral&movement&of&the&upper&body&into&the&hill&or&pushing&the&ski&away&from&the&body&results&in&edge&angle.&

• Inside&leg&rarely&tips&to&the&inside&of&the&turn.&

• Children&attempt&to&match&the&movements&of&the&left&and&right&sides&of&the&body.&

• Balance&is&more&static&than&dynamic.&Wide&stance&and&two&footed&support&result.&

• Strength&and&Coordination&of&the&large&muscles&of&the&upper&leg&and&torso&develop&first,&lower&leg&and&ankle&later.&

• Ability&to&coordinate&oppositional&movements&of&the&left&and&right&side&of&body&not&yet&developed.&

• Oppositional&Movements&of&the&left&and&right&side&of&the&body&are&not&yet&developed.&

• Sensors&in&the&soles&of&feet&become&more&sensitive&as&a&child&develops;&allowing&them&to&sense&movement&from&foot&to&foot&so&dynamic&balance&becomes&easier.&&&&&&&&&&

Rotary&Movements& & &• The&legs&turn&under&the&

body&to&guide&the&ski&through&the&turn.&

• Turning&is&initiated&with&upper&body&and&legs&follow.&

• Outside&leg&turns&around&inside&leg,&legs&move&sequentially.&

• Strength&and&Coordination&of&upper&body&develops&first.&

• Ability&to&move&body&parts&in&opposition&not&yet&developed&in&young&children.&

Directional&Movements& & &• The&body&moves&and&the&

pole&swings&in&the&direction&of&the&new&turn,&skis&travel&along&an&arc.&–tip&and&tail&follow&same&path.&

• Movement&is&up&and&back&to&change&edges.&

• Tail&of&skis&slides&past&arc&of&tip.&

• Pole&swing&is&not&directed&and&is&more&of&a&jab.&

• Oppositional&movements&are&not&developed.&

• Reasons&why&tail&does&not&follow&tip&are&all&above&mentioned&reasons.&

&

Nordic'Skiing'

Cross'Country'

Real'vs.'Ideal'

''''''''''''Ideal'''''''''''''''''''''''''''''''Real''''''''''''''''''''''''''''''''Why'

Body Position ' '

• Ski'with'the'core'in'front'of'the'base'of'support'as'seen'by'the'shin'angle'matching'the'torso'angle.''

• Actively'Balance'and'Glide'on'one'ski'for'any'duration''

• Ski'with'the'core'over'the'base'of'support'or'back.''''

• Limited'balance'on'one'ski.''

• Muscles'and'coordination'develop'last'in'extremities'='Reduced'ankle'flexion.'

• High'Center'of'Mass.'• Larger'Muscle'groups'

develop'first.'• Sensors'in'the'soles'of'

feet'become'more'sensitive'as'a'child'develops;'allowing'them'to'sense'movement'from'foot'to'foot'so'dynamic'balance'becomes'easier.'

Timing& ' '• Time'Core,'poling'and'

leg'movements'precisely'to'enhance'forward'motion'appropriate'to'technique'and'terrain.&

• Transfer'weight'after'the'feet'pass.&

• The'timing'of'movements'used'to'aid'in'balance'instead'of'forward'motion.'

''

• Weight'is'incompletely'transferred'from'foot'to'foot.'

• High'center'of'Mass.'• Larger'Muscle'groups'

develop'first.'• Muscles'and'

coordination'develop'last'in'extremities'='Reduced'ankle'flexion.'

• Muscle'coordination'is'not'fully'developed.''

Propulsion& ' '• Flexion'and'extension'

starting'with'the'ankle'creates'a'powerful'kick.'

• Poling'starts'with'the'larger'muscle'groups'(core'muscles)'and'ends'with'smaller'muscle'groups'(arm'muscles)'

• Knee'flex'predominates'over'ankle'flex'='less'powerful'kick.'

'• Poling'will'mostly'come'

from'the'core'less'from'the'arms.'

• Muscles'and'coordination'develop'last'in'extremities'='Reduced'ankle'flexion.'

• Larger'muscle'groups'develop'first.'

'

Nordic'Skiing'

Skate'

Real'vs.'Ideal'

''''''''''''Ideal'''''''''''''''''''''''''''''''Real''''''''''''''''''''''''''''''''Why'

Body&Position& ' '• Ski'with'the'core'in'front'

of'the'base'of'support'as'seen'by'the'shin'angle'matching'the'torso'angle.''

• Actively'Balance'and'Glide'on'one'ski'for'any'duration'

• Ski'with'the'core'over'the'base'of'support'or'back.''''

• Limited'balance'on'one'ski.'

'

• Muscles'and'coordination'develop'last'in'extremities'='Reduced'ankle'flexion.'

• High'Center'of'Mass.'• Larger'Muscle'groups'

develop'first.'• Sensors'in'the'soles'of'

feet'become'more'sensitive'as'a'child'develops;'allowing'them'to'sense'movement'from'foot'to'foot'so'dynamic'balance'becomes'easier.'

Timing& ' '• Time'Core,'poling'and'

leg'movements'precisely'to'enhance'forward'motion'appropriate'to'technique'and'terrain.&

• Transfer'weight'precisely'and'powerfully'from'whole'foot'to'whole'foot'with'full'extension.'

• The'timing'of'movements'used'to'aid'in'balance'instead'of'forward'motion.'

''

• Weight'is'transferred'off'of'the'toe.'

• High'center'of'Mass.'• Larger'Muscle'groups'

develop'first.'• Muscles'and'

coordination'develop'last'in'extremities'='Reduced'ankle'flexion.'

• Muscle'coordination'is'not'fully'developed.'

Propulsion& ' '• 'Flexion'and'extension'

starting'with'the'ankle'creates'a'powerful'kick.'

• Poling'starts'with'the'larger'muscle'groups'(core'muscles)'and'ends'with'smaller'muscle'groups'(arm'muscles)'

• Knee'flex'predominates'over'ankle'flex'='less'powerful'kick.'

'• Poling'will'mostly'come'

from'the'core'less'from'the'arms.'

• Muscles'and'coordination'develop'last'in'extremities'='Reduced'ankle'flexion.'

• Larger'muscle'groups'develop'first.'

'

'

Nordic'Skiing'

Nordic'Downhill'

Real'vs.'Ideal'

''''''''''''Ideal'''''''''''''''''''''''''''''''Real''''''''''''''''''''''''''''''''Why'

Pressure&Control&Movements& ' '

• Ankles,'knees,'hips'and'spine'flex'and'extend'to'balance'on'the'whole'foot'and'control'pressure'on'the'skis'so'the'skier'can'flow'with'the'terrain.'

• Knees'and/or'hips'bend'more'than'ankles;'balance'on'back'of'boot'cuff,'resulting'in'a'bouncy'ride'over'terrain.'

• Strength'and'Coordination'of'large'muscle'groups'develop'first.'

Edging&Movements& ' '• Diagonal'tipping'

movements'of'the'feet,'legs'and'hips'engage'and'release'the'edges'of'the'skis.'

• Hips'and'spine'tip'and'turn'so'that'the'inside'half'of'the'body'leads'and'shoulders'are'level'with'the'terrain.''

• Inside'leg'is'flexed'more'than'outside,'to'direct'balance'onto'the'outside'ski'in'a'turn.'

• Lateral'movement'of'the'upper'body'into'the'hill'or'pushing'the'ski'away'from'the'body'results'in'edge'angle.'

• Inside'leg'rarely'tips'to'the'inside'of'the'turn.'

• Children'attempt'to'match'the'movements'of'the'left'and'right'sides'of'the'body.'

• Balance'is'more'static'than'dynamic.'Wide'stance'and'two'footed'support'result.'

• Strength'and'Coordination'of'the'large'muscles'of'the'upper'leg'and'torso'develop'first,'lower'leg'and'ankle'later.'

• Ability'to'coordinate'oppositional'movements'of'the'left'and'right'side'of'body'not'yet'developed.'

• Oppositional'Movements'of'the'left'and'right'side'of'the'body'are'not'yet'developed.'

• Sensors'in'the'soles'of'feet'become'more'sensitive'as'a'child'develops;'allowing'them'to'sense'movement'from'foot'to'foot'so'dynamic'balance'becomes'easier.'

''''

Rotary&Movements& ' '• The'legs'turn'under'the'

body'to'guide'the'ski'through'the'turn.'

• Turning'is'initiated'with'upper'body'and'legs'follow.'

• Outside'leg'turns'around'inside'leg,'legs'move'sequentially.'

• Strength'and'Coordination'of'upper'body'develops'first.'

• Ability'to'move'body'parts'in'opposition'not'yet'developed'in'young'children.'

Directional&Movements& & '• The'body'moves'and'the'

pole'swings'in'the'direction'of'the'new'turn,'skis'travel'along'an'arc.'–tip'and'tail'follow'same'path.'

• Movement'is'up'and'back'to'change'edges.&

• Tail'of'skis'slides'past'arc'of'tip.&

• Pole'swing'is'not'directed'and'is'more'of'a'jab.&

&&

• Oppositional'movements'are'not'developed.'

• Reasons'why'tail'does'not'follow'tip'are'ALL''of'the'above'mentioned'reasons.'

Lead&Change& ' '• Blend'simultaneous'lead'

changes'and'edge'change'with'rotary'and'pressure'movements.'(lead'change'happens'with'turn).''

• Utilizes'a'variety'of'lead'changes'to'adapt'to'terrain'and'conditions.'

• Lead'change'happens'before'turn'initiation.'

• Shuffling'happens'by'moving'one'foot.'

• Incomplete'lead'change.'

• Muscle'Strength'and'Coordination'of'upper'body'develops'first.'

• Ability'to'move'body'parts'in'opposition'not'yet'developed'in'young'children.'

'

Safety on the Slopes

Safety on the Slopes

By Dr. Christopher Magovern

Skiing and snowboarding are two of the most popular sports in this country. It’s estimated that 9.9 million Americans hurtle down snow-covered slopes every year — and anyone who skis or boards knows that falling is an accepted part of the learning curve for beginners, and an inevitable event among even the most experienced of skiers and boarders.

Thankfully the risk of injury is low. The risk of being injured on the mountain is 1 in 500, the risk of sustaining a serious head injury is 1 in 5,000, and the risk of being killed on the mountain is 1 in 1 million. In this regard, skiing and snowboarding are safer sports than bike riding or swimming.

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 percent 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.

Do helmets have limitations? Of course they do. If you’re barreling down the mountain at 60 mph like Franz Klammer, injuries you sustain in a fall may overwhelm the protective capabilities of a helmet.

The average recreational ski or snowboarding helmet is designed to provide protection when skiing at speeds of less than 15 mph. Because it is common for skiers and boarders to reach speeds of 25-40 mph on some intermediate trails, recognize that, at these speeds, a helmet may not provide complete protection. For a helmet to provide proper protection at those speeds, it would have to be 7 inches thick, 20 inches wide, and weigh 10 pounds … and that’s simply unrealistic.

The bottom line is that although helmets cannot provide ultimate protection for all falls, they will prevent or lessen the degree of head trauma for most falls — and because there’s no good reason not to wear a helmet, just strap one on.

In the past, one of the biggest reasons not to wear a helmet was that it was perceived as being “uncool.” Today that is just the opposite; you look “cooler” with a helmet.

More and more Americans are wearing helmets when they ski or snowboard. In some ways, it took a tragedy to bring the importance of wearing helmets to the forefront of the American public. In 1998, within days of each other, Michael Kennedy and Sonny Bono both died as a result of head injuries they sustained while skiing. Both of them hit trees. Neither of them were was wearing a helmet.

These events revolutionized the ski helmet industry. Ten years ago, virtually nobody wore ski helmets; five years ago, 25 percent of skiers wore helmets. Today, more than 60 percent of skiers and boarders wear helmets, including 80 percent to 90 percent of children. The most underrepresented population continues to be 18-24-year-olds, who wear helmets only 48 percent of the time.

In order to get the most protection from your helmet, it’s important that it fit properly. First of all, never use a bicycle helmet or skateboarding helmet; they are not designed for skiing or snowboarding. Your helmet should be snug, but not tight. As parents, many of us “hand down” clothing and athletic equipment to our younger children; use caution when doing this with helmets, as a helmet that is too big won’t provide proper protection. A helmet isn’t something that your child should “grow into.” Finally ensure that your chinstrap is always fastened securely.

As recently as 2011, 46 states in this country had motorcycle helmet laws, 37 states had bicycle helmet laws, and not a single state had any law mandating the use of helmets on the slopes. Our European colleagues have been ahead of us in this regard — in 2009, Austria mandated that all children less than 14 years old must wear helmets.

But things are changing; in April 2011, Gov. Chris Christie of New Jersey signed a bill that mandates that children less than 18 years old must wear helmets while skiing or snowboarding or their parents will face fines that range from $25-$50. Similar legislation is pending in New York.

Finally, the last line of defense against head injuries on the mountain is to be able to promptly recognize an injury when it occurs, so treatment is not delayed. There is no better story to tell than that of film star Natasha Richardson, to reinforce the importance of this.

In 2009, Natasha Richardson was skiing in Canada and fell on a beginner trail. She hit her head. She was not wearing a helmet. Initially she felt fine; she returned to her hotel room, but developed a headache. By the time she eventually sought medical attention, she lapsed into a coma and ultimately died. Neurosurgeons have speculated that she might be alive today if: 1) she had been wearing a helmet, and 2) her symptoms had been recognized earlier.

This tragedy underscored the importance of recognizing the symptoms of head injury before it’s too late. These symptoms include being knocked unconscious, drowsiness, confusion, garbled speech, inability to walk, vomiting, or headache. Remember that these symptoms might occur immediately, or may not present for hours after the event.

Natasha Richardson’s tragedy, like that of Michael Kennedy and Sonny Bono, woke up the public to the importance of safety on the slopes. In the year following Richardson’s death, helmet sales in the United States soared 23 percent, and emergency room physicians in Canada reported a 30 percent increase in evaluations for head trauma — not because there were more injuries, but because there was now a heightened awareness of the symptoms of a potential head injury.

Skiing and snowboarding are great sports … in fact they are among my family’s favorites. As you can see from the above, with a few small safety precautions, everyone can have fun of the slopes. See you on the mountain.

Dr. Christopher Magovern is an ABC News contributor and a cardiac surgeon at Morristown Medical Center in Morristown, N.J.