CS1 WORKBOOK - PSIA-AASI Intermountain · The Children’s Specialist 1 (CS1) participant must...

Version 3.21 – Revised November 2017

CHILDREN’S SPECIALIST PROGRAM CS1 WORKBOOK

Name: Snowsports School: Email Address: Date:

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PSIA/AASI Children’s Specialist Program

Version 3.21 – Revised November 2017 Page | 1

CHILDREN’S SPECIALIST 1 Workbook Questions

The Children’s Specialist 1 (CS1) participant must complete this Workbook, including the “Personal Teaching Log”, to 80% correct. This Workbook assesses the participant’s knowledge, comprehension and application of the Children’s Specialist (CS) Program’s technical terms, concepts and models from the Beginner through the Intermediate Zones. Questions marked with *** are from the National CS Question Bank – and are being asked across all divisions. Intermountain (IMD) has modified some of these questions from short answer to multi-choice or T/F. THE CAP MODEL 1. The “C” category (in the CAP model) refers to the way children

The “A” category refers to the way children

The “P” category refers to the way children 2. The CAP Model can be used for every student including adults.

True False

3. Why it is important to understand the CAP Model. (Circle all that apply) ***

a. To understand that children develop at different rates b. To understand specific body movements at various stages of development c. To understand the cognitive, affective and physical development of each child d. To understand how a child views the world and how their perspective changes as

they grow 4. Match the four (4) stages of development theorized by Jean Piaget with the approximate

age that children enter each stage. Use the “Stage” abbreviations listed next to each stage

STAGE AGE

Sensorimotor (S) _____ 11 years and older

Pre-operational (PO) _____ 2 - 7 years

Concrete operational (CO) _____ Birth - 2 years

Formal operational (FO) _____ 7 - 11 years


5. Piaget’s Stages of Development: (Circle all that apply)

a. Sometimes pigeonhole smarter children into the wrong lesson groups and skill levels b. Should not factor into your decision-making as an instructor c. Outlines four stages of cognitive development that children go through d. b & c e. None of the above

6. Indicate which of the following statements apply to older children with an “O” (ages 7 and

older), and which apply to younger children with a “Y” (ages 6 and under). ***

____ Reasoning is based on appearances; how things look and happen ____ Is able to understand rules and consequences ____ Is not able to reverse a series of directions or thoughts ____ Is able to visualize


older), and which apply to younger children with a “Y” (ages 6 and under). *** ____ Believes the world revolves around them (egocentric) ____ Can follow instructions with (3) three or more items ____ Often overestimates abilities ____ Is able to judge space, distance and time



____ Non-competitive; playing is winning ____ Wants to be part of the group, influenced by peers ____ Learning to share and play with other children



____ Is not concerned with perfection ____ Needs constant reminders of specific safety guidelines ____ Participation, not end result is important ____ Sets goals and works to accomplish them


10. Indicate which of the following statements apply to older children with an “O” (ages 7 and older), and which apply to younger children with a “Y” (ages 6 and under). ***

____ Able to move upper body in opposition to lower body ____ Whole body tends to move as a single unit ____ Well-established fine motor movements ____ Center of mass is located higher in the body



____ Tires quickly ____ Ability to adapt to changing weather conditions easily ____ Can use visual cues from across the hill

12. Explain why it is easier for younger children to maintain their balance in a wide stance rather

than a narrow one? ***

13. The cognitive, affective, and physical development for each child occurs at the same rate.

True False

14. Provide at least one example of each CAP characteristic for the following age group. *** Ages 3-6

C:

A:

P:


15. Provide at least one example of each CAP characteristic for the following age group. ***

Ages 7-11

C:

A:

P:

16. Provide at least one example of each CAP characteristic for the following age group. ***

Teens

C:

A:

P:

17. Young children rely on concrete experiences rather than abstract ideas for learning.

True False 18. A child between 7-12 years old should be able to follow a series of three (3) directions.

True False

19. A child’s physical and mental stage of development will affect the way they learn.

True False

20. Children aged 3 to 5 have morals largely based on: (Circle all that apply) ***

a. Personal needs to determine what is right and wrong b. Group Goals a. Pleasing others to determine goodness c. a & c


a. Believing that adult rules are something to be challenged b. Cognitive conceit c. Personal needs to determine what is right and wrong d. a & b



a. Believing in their own cleverness b. Believing that adult rules are something to be challenged c. Personal needs to fit into the peer group d. Right and wrong as defined by the peer group e. c & d

23. Which of the following concepts can be used when introducing the mechanics of balance or stability to children? (Circle all that apply) ***

a. Flexing the knees and ankles with the feet apart b. Moving the body’s center of mass closer to the base of support (lower) c. Aligning the center of mass with the base of support d. All of the above

24. To facilitate learning for an 11-year old in your group, who is easily influenced by their peers,

you could: (Circle all that apply)

a. Pair students up to practice b. Use a line rotation c. Group consensus rewards d. Light competition or personal competition (i.e., How many turns can you do?) e. All of the above

THE LEARNING PARTNERSHIP 25. When you thoroughly understand the elements that influence the Student Profile, you’re

better prepared to mold your actions (instructor behavior) to create a positive learning partnership.

True False


26. When learning snow sports, a partnership is formed between the student and the

coach/instructor. What are six (6) aspects to consider when developing a student profile? *** 1. 2.

3. 4. 5. 6.

27. What are the four (4) stages of the Teaching Cycle for Children? What does an instructor

typically do during each stage? ***

1. 2. 3.

4.

28. The “Stepping Stones” and “Y” models help you create a plan for the maneuvers and skills

you teach in order to help your students reach desired goals or outcomes. The models give you the tools to plan a progression, and offer different pathways to get to a desired outcome.

True False 29. The concept of taking new learning into a variety of situations, exploring it from many

angles, and applying the learning in new situations helps establish understanding and ownership of skill. This is an example of:

a. Generalization b. Lateral learning c. Layering learning d. Guided discovery


30. Goal setting with children can be successful when: (Circle all that apply) ***

a. Setting intermediate or short-term goals b. The goals are specific c. The goals are general d. a & b e. a & c

31. To build your "Bag of Tricks": (Circle all that apply)

a. You can modify and enhance exercises and games b. You can generate creative solutions to enhance movements c. You can get ideas from written material d. You can get ideas from other instructors e. All of the above

32. Explain why providing feedback throughout a lesson is critical to a lesson’s success. ***

33. Match the following Teaching Styles with the appropriate description (noted by the letter

below): ***

____ Command

____ Task

____ Reciprocal

____ Guided Discovery

____ Problem Solving Teaching Style a. Parameters are set up for students to work through a problem and come to

independent conclusions b. Students are led through a series of activities in order to learn something new c. There is a singular focus or task with practice boundaries identified d. Paired skiing/riding allows students to practice a series of activities in order to learn

something new e. Instructor has full command of the group


34. Teaching styles can set up a positive learning environment and enhance the presentation of specific lesson content.

True False 35. Watchers, Feelers, Doers and Thinkers can be terms used for different kinds of: (Circle all

that apply) ***

a. Goals b. Learning Preferences c. Teaching styles d. B & C

36. An acronym for learning preferences is VAK. Use the appropriate letter (V, A or K) to match

the learning preference with its definition: ***

Visual _____ Students who process information verbally and cognitively

Auditory _____ Students who learn through feelings and sensations

Kinesthetic _____ Students who learn best by watching 37. Presenting new information or movements at the end of the day or right before lunch is

recommended. ***

True False 38. List three (3) things you can undertake to help develop rapport with a group of 7-12 year old

boys and girls that you are meeting for the first time. 1. 2. 3.


39. Games are a great way to help children learn provided: (Circle all that apply)

a. They make children laugh b. They are fun for the instructor c. They are nonsensical d. They are based on the skill each child wants/needs to develop e. All of the above

40. List three (3) props or teaching aids you use while teaching and describe why they benefit

your students. 1. 2. 3.


41. Match the following Gardner “Intelligences” with their corresponding description (noted by

the letter below): ***

______ Verbal-Linguistic (Word smart) ______ Logistical-Mathematical (Number or logic smart) ______ Spatial (Picture smart) ______ Bodily-Kinesthetic (Body smart) ______ Musical-Rhythmical (Music smart) ______ Interpersonal (People smart) ______ Intrapersonal (Self smart) ______ Nature (Nature smart)

a. Desires to move b. Thinks a lot, likes to work alone, processes info within themselves, sets personal

goals easily c. Asks “why” and “how” recognizes patterns easily, follows logical steps, works to

solve problems d. Thinks through sounds, rhythm & musical melodies e. Loves words & language, reading & talking, telling and hearing stories f. Adept in social situations, aware of others feelings and able to respond appropriately,

use input of others to base responses g. Has an active imagination. Thinks through pictures and images, enjoys designing,

drawing & visualization h. Learning is experienced through the natural world

42. Explain how ‘Spider Webbing’ could be used to enhance or create a lesson for 5-7 year olds

using a theme of your choice, or one that has been suggested by your students.


MOVEMENT ANALYSIS

43. The principles of physical growth & development in children include: (Circle all that apply) ***

a. Control moves from the head down and the trunk out. b. Large movement control comes before small movement control c. Movement control occurs at the same age for all children d. Whole body rotational movements, laterality and oppositional movements

44. Developmental maturity of the senses affects: (Circle all that apply) ***

a. Bodily responses to input b. What information the brain receives c. a & b d. None of the above

45. At approximately what age does the center of mass begin to move downward? (Circle all

that apply)

a. 6 years old b. 8 years old c. 10 years old d. None of the above

46. It is easier for young children to control large muscle groups rather than small muscle

groups. True False

47. RIDERS > Skeletal support makes the toe-side sideslip easier for younger riders.

True False

SKIERS > Young skiers use skeletal strength for support when turning.

True False 48. What is the main turning force used by children before they have developed the full use of

their fine motor skills? (Circle all that apply) ***

a. Balance b. Edging c. Rotary d. Pressure Control e. All of the above


49. RIDERS > Which of the following descriptions of arm positioning would be most effective for balance when teaching 4-6 years old riders? (Circle all that apply)

a. Hands on their heads b. Arms out to the side and away from their torso c. Hands on their knees d. Hands & arms pointed uphill to avoid being overly countered

SKIERS > Which of the following descriptions of arm positioning would be most effective for balance when teaching 4-6 years old skiers? (Circle all that apply)

a. Hands on their heads b. Hands on their knees c. Hands to the side d. Hands over their skis

50. Young children may be aft when skiing or riding due to: (Circle all that apply) ***

a. Muscular development b. A lower center of mass allows them to c. The equipment restricts the child’s movement d. The child is fearful

51. At the start of the season, a 12-year old may need to re-learn skills they had mastered

previously, if they have experienced a growth spurt.

True False 52. Reversibility is the process of turning thoughts or directions backwards. ***

True False

53. Directionality includes an understanding of what is “right” and “left” for another person. It is dependent upon learning “Laterality” first. ***

True False

54. Young children move their bodies as a whole. As a result, they may have difficulty moving

one side of the body in opposition to the other and they may have difficulty separating upper and lower body movements.

True False


55. The stages in the development of coordination are: (Circle all that apply) ***

a. Unilateral - Bilateral - Cross-lateral b. Sensory Input - Interpretation – Motor Response c. Initial - Elementary - Mature d. None of the above

56. Children under the age of 7 see objects nearby more clearly than objects in the distance.

True False

57. When does the average child typically complete his/her auditory development? (Circle all that apply)

a. 5 years old b. 7 years old c. 9 years old d. 11 years old

58. Auditory maturity in children: (Circle all that apply)

a. Comes at roughly the same time as visual maturity b. Involves being able to pay attention to one sound among many c. Affects a good instructor’s choices in where to stop d. All of the above e. None of the above

59. To help children under the age of 7 understand left from right, which visual cues can be

used? (Circle all that apply)

a. Stickers on boots b. Different colored ribbons on hands c. Environmental cues - i.e.: trees on left, chairlift on right d. a & c e. All of the above

60. Children ages 4-6 years old may have difficulty following directions when they: (Circle all

that apply)

a. Receive too many directions at once b. Receive directions while they are trying to do a task c. Are confused by the directions d. Can’t hear the directions clearly e. Already know the task


61. When introducing the concept of spatial awareness to a group of 3-6 year olds, which of the following descriptions can be used? (Circle all that apply)

a. Have each child surround themselves in an invisible bubble; the bubbles shouldn't touch

b. Have each child imagine themselves as a car; they don’t want to bump into any other cars

c. Have each child imagine themselves as a “goose flying in formation without touching each other’s feathers”

d. All of the above

BEHAVIOR MANAGEMENT 62. What are the steps that you can apply for solving problems with children? (Circle all that

apply) ***

a. Establish a caring relationship b. Explore the situation and gather information c. Define the problem d. Generate possible solutions and select one e. Develop a course of action f. Follow up g. All of the above

63. What are the possible sources of inappropriate behavior? (Circle all that apply) ***

a. Is there a physical problem? b. Are there cultural differences? c. Is the child under stress of performance expectations? d. Is the child able to adjust to new situations? e. Are your behaviors contributing to the child’s behavior? f. Is there a misunderstanding of what behavior is expected? g. All of the above

64. It is important to set clear, consistent guidelines regarding class behavior when teaching

children. True False


65. List the five (5) stages of Maslow’s Hierarchy of Needs in order from bottom to top, and

match each stage to the characteristic listed below using the stage’s number. ***

_____ Children needs an environment that is safe and secure

_____ Children need to feel competent and valued with others

_____ Needs necessary to survive

_____ All other needs have been met; children can excel and explore

_____ Children needs to feel that they belong and interact with others

66. List the IFEED-AV rules for positive reinforcement and feedback:

I

F

E

E

D

A

V

5-

4-

3-

2-

1-


67. When dealing with a challenging student: (Circle all that apply)

a. Try to determine if there is a physical source of problems b. Try to determine if the student understands the expected behavior/task c. Try to determine if the student being expected to perform too highly d. All of the above e. None of the above

68. Positive reinforcement should be given after appropriate behavior is exhibited.

True False

69. When handling behavior management issues, it’s better to use threats instead of

consequences.

True False 70. When addressing a “Tough Kid”, it is best to use a question format.

True False 71. Which of the following best describes the behavior exhibited by a “Tough Kid”? (Circle all

that apply)

a. Noncompliant - Doesn’t do what is requested b. Aggressive - May push or shove others in class or a lift line c. Poor self-management skills - Acts without thinking d. Social Skills - Has few friends e. All of the above

72. The coercive cycle occurs when the teacher requests, but the student ignores; the teacher

pleads, but the student is noncompliant; the teacher threatens, but the student resists, and the teacher finally gives up, giving in to the student’s unwanted behavior.

True False

73. Which of the following techniques could be used to discourage the coercive cycle? (Circle all

that apply)

a. Rules/guidelines given at the beginning of class b. Clear consequences for not following the class rules c. Clear rewards for following the class rules d. All of the above


74. You have an envelope sticking out of your pocket with a question mark on it with a message

inside stating: “You may choose the next run”. Is this an example of a “Mystery Motivator”?

True False 75. To help de-escalate problems during an emotional crisis an instructor should: (Circle all that

apply)

a. Acknowledge the child’s feelings b. Offer sympathy and understanding c. Use active listening, stay calm and lower your voice d. Avoid public embarrassment e. All of the above

76. What do the letters in the acronym ADHD stand for?

A D H

D

77. Children with ADHD tend to be doers.

True False

78. What are some strategies that you can use to help children with ADHD have a successful

learning experience? (Circle all that apply) ***

a. Maintain eye contact, calm demeanor, and quiet voice b. Ask the child, “Why are you acting this way?” c. Describe the desired behavior you want; keep rules few and simple d. Be emotional and yell at your student; that will get their attention

79. Using behavior management tactics, what are some ways you can make your lesson more

effective? (Circle all that apply)

a. Use “when and then” statements to encourage a student to do things they may not want to do

b. Tell the child what they can’t do c. Be positive; use positive wording d. Use consequences instead of threats e. State your decision by saying no


OPPORTUNITIES & CHALLENGES 80. When working with parents to solve problems, what can you do? (Circle all that apply) ***

a. Explore the situation & gather information b. Define the problem c. Generate solutions and select one d. Develop a course of action e. Follow up

81. Why can it be inappropriate for parents to watch their child’s lesson while the parents are

visible to their child? (Circle all that apply)

a. The child may focus on performing for the parent instead of learning b. The child may make a mistake and feel that they have disappointed their parents c. The child may want to spend time with their parents doing something other than

learning to ski or ride d. All of the above

82. Parents sometimes request that their child ski with a friend or sibling who is more skilled

than their child. How would you handle this situation? (Circle all that apply)

a. Safety is a key issue here b. It may be better for each child to be in their appropriate level c. Offer times when the children may be in contact with each other d. Suggest a run that can accommodate both groups the children are in e. All of the above

83. At the end of a lesson, summarizing the lesson is valuable to both students and parents.

What things should you share with parents? (Circle all that apply): ***

a. Describe the overall goal of the lesson in terms of movement and skills. b. Explain how certain activities highlighted the movement(s) and how learning the

specific movements improved overall performance. c. Explain what the starting point was for a child and what the new staring point will be

for the next lesson. d. Relate the new learning to the specific level of achievement and the types of runs the

child is now capable of skiing or riding. e. Relate any problems with a positive tone and with solutions in perspective. f. Describe how the lesson will advance next time and invite the parents to bring their

child back.


84. Using the CAP Model, describe how you would give accurate, positive feedback to the

parents after a “challenging” day with a non-compliant student.

Cognitive

Affective Physical

EQUIPMENT 85. Typically, the most appropriate gear for children skiing or riding will have a softer flex. ***

True False

86. When a child arrives with boots on the wrong feet, the instructor should not worry, because it doesn’t really matter for young children.

True False

87. Children’s ski or snowboard boots should generally be supportive and flexible with minimal heel lift inside the boot.

True False

88. The appropriate ski or snowboard length for novice zone children should generally be

between their chest and their chin. ***

True False 89. Quality gloves or mittens and eyewear that fit well are important for children learning to ski

or ride.

True False


SAFETY AWARENESS 90. Before your first lift ride of the day, have your students watch other people load a lift as you

discuss lift-riding procedures.

True False 91. What would you include in a discussion about lift safety? (Circle all that apply) ***

a. Explain unloading procedures b. Remind children to sit with their backs to the back of the chair c. Horseplay is OK, if the safety bar is down d. Remind children to keep their skis quiet and still while riding the chairlift

92. To make sure each student is prepared to begin a safe, successful day, ask students and/or

their parents the following questions before beginning the lesson. (Circle all that apply) ***

a. Where and when can the parents meet the child at the end of the day? b. What is ‘Plan B’ for the child who has had enough and cannot continue? c. Is the child properly dressed and is their equipment appropriate and functioning? d. Does the child have any medical, allergies or special considerations?

93. The five (5) main elements of Smart Style are: ***

S

M

A

R

T


94. Pick ONE of the seven (7) points of the Responsibility Code. The POINT you picked: Describe how you would incorporate the (above) selected Responsibility Code POINT into a lesson for the following age groups: Age 3-6

Age 7-12

95. Which of the following tactics can be used to improve the odds of not losing a child? (Circle all that apply)

a. The teacher skis/rides close to the group b. The group stops at short intervals along the slope c. Use the buddy system d. Ski/ride as fast as possible through all intersections e. Have a specific meeting place on all runs f. Let the child know what to do, if they become separated from the class


PERSONAL TEACHING LOG Based on your teaching experiences, please answer the following questions - minimum of one (1) and maximum of two (2) typewritten pages in length. This log must be included with your Workbook to receive Workbook credit. Please include:

• Your name • Lesson date and time • Resort • Number of student(s) • Ages of student(s) • General ability/skill level

1. Describe the conditions of the day – i.e., weather, runs, grooming, crowds 2. What was the specific ability level of the group (or private) at the beginning of the lesson,

and then at the end of the day? If some students were at different ability levels, please include any pertinent details.

3. What was your expected outcome for the lesson? What were the students’ goals? 4. What activities, tasks or games did you choose to improve your student’s skills? Why? 5. What terrain did you use? Why? 6. How did you teach “Your Responsibility Code” to your student(s)? 7. Explain one thing that went well in this lesson. Explain one thing that did not go well. Why? 8. How did you summarize the lesson with your students? With their parents?

CS1 WORKBOOK - PSIA-AASI Intermountain · The Children’s Specialist 1 (CS1) participant must...

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