Level 1 Instructor Workbook

Name

Course Date

British Association of Snowsport Instructors Morlich House, 17 The Square, Grantown-on-Spey, PH26 3HG

Tel: 01479 861 717, Fax: 01479 873 657, Email basi@basi.org.uk

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BASI WORKBOOKS

Published by British Association of Snowsport Instructors Ltd, (BASI Ltd) BASI Ltd, Morlich House, 17 The Square, Grantown-on-Spey PH26 3HG, Scotland

BASI Ltd, Registered Offices: Morlich House, 17 The Square, Grantown-on-Spey PH26 3HG, Scotland T: 01479 861 717 F: 01479 873 657 E: basi@basi.org.uk

www.basi.org.uk

First published in Scotland by BASI Ltd July 2012 First Printed by Groverprint & Design, Newtonmore PH20 1AL, Scotland

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

Copyright © BASI 2017 This booklet is the copyright of the British Association of Snowsport Instructors Limited.

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

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

BASI Alpine Level 1 Workbook Available at T:\Training Department\Training Resources\Workbooks\Alpine

Authors BASI Training Department

BASI Cataloguing in Publication Data BWB1112-000-0001-01

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Second Edition published in Scotland by BASI Ltd October 2017

Contents About the Course 04 Course Programme 08

Introduction Outcomes/Notes 09

Day 1 Outcomes/Notes 10 The Fundamental Elements 11 The Central Theme Introduction to Planning a Teaching Session

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Home Study: Safety 14

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

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

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

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Day 5 Outcomes/Notes 33 Review sheet: Action Plan 34 Appendices Technical PIAs: Shorts and Longs

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

Once you have successfully attended the Level 1 Instructor course, you will become an Associate Member of BASI and you will receive our quarterly in-house journal, 'The BASI News'. When you have successfully completed the BASI Level 1 course along with the Safeguarding Children module, first aid certification from a minimum two day first aid course and after you have logged the additional minimum 35 hours of snowsport experience, you will be awarded the Level 1 certificate. This will enable you to work on artificial slopes (including indoor snow slopes) for a snowsport school. It will also provide you with the opportunity to gain valuable experience and to log the required minimum 35 additional hours required to book onto the BASI Level 2 course.

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

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

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

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Student Appraisal Throughout each of the five days of the course the Trainer will monitor your participation and performance. They will provide you with constructive feedback highlighting your strengths, areas for development and how you can make any changes. The Trainer will assess your competence to teach beginners and intermediates as an instructor in the controlled environments of dry slopes and indoor snow slopes. During the course, the Trainer and student will formulate an ongoing action plan, based on your performance, for future development. This written action plan, which is agreed between the student and the Trainer, will be available through your Members area of the BASI website within four days of the course finishing. It aims to document what you need to do to improve your performance and develop as a ski Instructor with a view to progressing to the Level 2 course. Assessment Criteria

Activity Technical Assessment Criteria

Central Theme

• Perform all phases of the CT, as described in the BASI Alpine manual • Clearly show definition between each phase of the Central Theme • Understand how to achieve effective posture and balance • You may have feedback and prompts from the Trainer

Piste Short

• Perform round parallel turns on a blue or easy red piste without traverse • Use a variety of corridor widths • Show some grip through the turns • Demonstrate the ability to maintain a constant speed • Understand how to achieve effective posture and balance • You may have feedback and prompts from the Trainer

Piste Long

• Cleanly carve the last two thirds of the turn on a green or easy blue piste without traverse

• Understand how to achieve effective posture and balance • You may have feedback and prompts from the Trainer

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

Level 1 Teaching Assessment Criteria (Indicators)

Yes/No

Safety • Maintain the safety of the group and other slope users at all times Enjoyment • Ensure the session is enjoyable and delivered in an engaging manner Understanding and Delivery

• Demonstrate the ability to deliver a session within the Central Theme, visiting each stage of TIED

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Rating Scale

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

1. Not at the required level

2. At the required level

Delivery

Each day will consist of:

• Six hours of on snow training• One hour of lectures, discussions, tutorials and video review• One hour of home study.

Finally

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

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

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

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

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

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

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

Course Programme Day On Snow (programme may change due to weather conditions) Off Snow Intro Alpine based UK based

Evening before Morning of Day 1

Trainer and students meet, get to know each other and discuss: • Course outcomes and programme • Use of this workbook • Preview Day 1 on snow

1 • The Fundamental Elements • Preview Central Theme • Dealing with accidents and emergencies

• Review Fundamental Elements • Preview Central Theme • Introduce teaching planner • Home study: safety, accidents and emergencies

2 • Central Theme (intro activities to plough turning) • How the Fundamental Elements develop in the CT • Common faults and solutions • Video • Deliver a teaching episode • Preview piste performance

• Review Central Theme (intro activities to plough turning) • Teaching PIAs • Video • Preview Day 3 • Home study: customer care

3 • Central Theme (plough parallel to parallel) • How the Fundamental Elements develop in the CT • Common faults and solutions • Develop piste performance: technical PIAs • Video

• Review Central Theme (plough parallel to parallel) • Video • Review teaching styles • Action planning • Plan a teaching session • Home study: ski equipment

4 • Deliver a teaching session • Mountain skills • How the Fundamental Elements develop in mountain skills • Common faults and solutions • Develop piste performance

• Review teaching sessions • Review mountain skills • BASI and its role • Teaching children • Home study: review Central Theme

5 • Central Theme: development activities/action planning • Piste performance: development activities/action planning

• Review personal performance • Students’ action planning • Individual review

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Introductory Session – Outcomes

• Relaxed and comfortable with Trainer, peers and course programme.• Understand how to use the course workbook and its importance.

Things to remember for Day 1:

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DAY 1 – Outcomes ON SNOW

• Relaxed and comfortable with your Trainer, peers, course programme and resort/environment

• Enjoy some skiing time • Explore the Fundamental Elements and understand the terminology used • Become aware of teaching and learning methods

OFF SNOW

• Preview Central Theme • Introduction to planning a teaching episode

Home Study

• Practice delivering a teaching episode • Safety

Notes and feedback:

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The Fundamental Elements

Notes

Inputs

Outcomes

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The Central Theme

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

Notes:

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Introduction to Planning a Teaching Session

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

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

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

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Home Study Prepare to deliver your teaching session to the group tomorrow:

• Practice the explanation – keep it brief and simple. • How will you organise the group? • Will they set off one by one or all at the same time? • How will they know where to stop? • What might you need to mention to ensure they are safe?

Safety

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

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

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

3. What is the first principle of first aid?

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

5. How will you keep the casualty safe?

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

7. What first aid will you give?

8. How will you get assistance?

9. What information will you need to give?

Home study notes:

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DAY 2 – Outcomes ON SNOW

• Central Theme (intro activities to plough turning) • How the Fundamental Elements develop in the CT • Common faults and solutions • Deliver a teaching episode • Reference the learners’ experiences within the day

OFF SNOW

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

Home Study

• Customer care.

Notes and feedback:

Video feedback:

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Review Sheet: the Central Theme and the Fundamental Elements

Key Fundamental Elements Used/Considerations at Each Stage Introductory Activities

E.g. Familiarisation E.g. Movements E.g. Balance

Sliding

Ploughing

Plough Turning - Introduction

Plough Turning - Development

Mountain Skills

Traversing

Side Slipping

Plough Braking

Plough Paralleling

Parallel Turning

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Level 1 Teaching PIAs

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

Level 1 Teaching Assessment Criteria (Indicators)

Yes/No

Safety • Maintain the safety of the group and other slope users at all times Enjoyment • Ensure the session is enjoyable and delivered in an engaging manner Understanding and Delivery

• Demonstrate the ability to deliver a session within the Central Theme, visiting each stage of TIED

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

• Behaves in a way that maintains safety at all times. Refer to the manual for more detailed information.

• Communicates clearly and at an appropriate level for the learners in the group. • Smiles and makes eye contact with members of the group.Is considerate of learners’ needs and

questions.

Task

• Uses goals for the session that are clearly communicated. • Ensures the tasks are appropriate for the session goal. • Clearly explains the session activity. • Provides an accurate demonstration, if necessary. • Ensures that participants have understood the task by engaging them with questions.

Information • Instructors should position themselves so that information can be gathered from different perspectives (from below, above, side on etc.).

• Gathers accurate information that is related to the task. • Encourages participants to be part of the feedback process.

Evaluate

• Helps participants understand observations/feedback. • Relates observed inputs to task outcomes, e.g. your plough is too wide giving you too much

edge (input), therefore you are struggling to turn (outcome). • Considers how threads other than technical may be influencing performance.

Develop

• The new focus may represent a new task, a modification to, or repeat of the existing task. • Chooses a way to develop the initial task that builds on the information gathered, e.g. use a

shallower slope and focus on a narrower plough shape to encourage steering as opposed to edging.

• The new focus may involve the Instructor choosing to use a chaining or whole-part-whole approach to the initial task.

• Gives feedback that is relevant to the task and your evaluation of the information gathered.

Reviewing

• Instructors should actively engage in the review led by the Trainer and practise reviewing their peer sessions during the course.

• Asks open questions that have a focus to direct people’s reflections.

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Outcome description You will be able to instruct learner skiers, using effective communication, while keeping the group safe. You will understand how the Fundamental Elements are introduced and developed and you will be able to use the Central Theme to guide this process. Your knowledge and understanding may still be in the cognitive phase and, as such, you are encouraged to follow lesson plans for all levels up to and including parallel skiers. Safety, Enjoyment, Understanding and Delivery Below is a collection of headings that all play important roles in good teaching. Each heading belongs to one of the three categories above: Safety, Enjoyment, Understanding and Delivery). Can you put them into the right place?

Safety Enjoyment Understanding and Delivery

Goal Setting

Performance Analysis

Communication Skills

Group Management

Lesson Structure

Teaching Styles

Skill Acquisition

Accident Procedure

Feedback

Ski Way Code

TIED model for learning

Injury Prevention

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Home Study • Customer Care

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

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

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

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

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

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

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

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

Home study notes:

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DAY 3 – Outcomes ON SNOW

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

OFF SNOW

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

Home Study:

• Ski equipment

Notes and feedback:

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Action Planning The following questions will help you to formulate your own action plan with the help of your Trainer. Use the feedback you have received today and what you see on the video to produce a clear plan of action for the next time you ski. What was the task? – enter section of CT etc. Activity chosen, analogies, content / story used. Where is the information from: video, Trainer, you? What was seen in the performance? Evaluate the changes you need to make to compare with the template of the CT. How will you develop and make those changes? Assessment Sheet

Activity Technical Assessment Criteria

Central Theme

• Perform all phases of the Central Theme • Clearly show definition between each phase of the Central Theme • Understand how to achieve effective posture and balance • You may have feedback and prompts from the Trainer

Piste Short

• Perform round parallel turns on a blue or easy red piste without traverse • Use a variety of corridor widths • Show some grip through the turns • Show the ability to maintain a constant speed • Understand how to achieve effective posture and balance

Piste Long • Cleanly carve the last two thirds of the turn on a green or easy blue piste without traverse • Understand how to achieve effective posture and balance

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Notes:

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TIED Questions TASK What activity are your learners to do?

Analogies? Story / Delivery?

Clear presentation?

Terrain choice. Is it relevant for their level and the activity?

INFORMATION Facts about the outcomes.

What is the ideal outcome for the learner?

What did they do in their performance?

How does that performance compare to the ideal?

What did the learner/observer see/feel?

EVALUATE Why did the performance and ideal differ?

Was there an understanding of take issue?

Was there an outcome block from equipment of terrain?

Which steering element was lacking accuracy or precision in the movements?

Is there a body management issue?

Does the body management issue block the steering element?

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

How do they achieve that? Which input?

How do the learner(s) have to modify their inputs to achieve the desired outcome?

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

• How many learners will you have?

• How long is the session?

• What age are the learners?

• How much skiing have the learners already done?

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

• What is the next stage of Central Theme?

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

• What runs are the learners comfortable on?

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

• What safety considerations do you have in mind?

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

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Session Planner

Instructor: Date: Location:

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

Level of students:

Lesson Aim:

Skill being taught:

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

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

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

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

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Session Checklist Now that you have completed your planning, check that you have considered the points below before delivering your teaching session tomorrow. Start – Introduction

Welcome and introductions

Have a friendly and cheerful disposition

Learn names and help learners feel comfortable

Check clothing and equipment

Clarify the learners’ needs and goals

Clarify the aims of the session

Refer to FIS Code of Conduct, if necessary

Middle – Improving Performance

Give clear and accurate directions, explanations and demonstrations

Ensure maximum useful learner activity

Provide opportunities for learners to ask questions

Maintain a safe and enjoyable learning environment

Check the learners’ understanding

Observe and analyse the learners’ performance

Identify strengths and areas for development

Provide useful and accurate feedback

Refer to FIS Code of Conduct, if necessary

End – Round Up

Round off the activity at an appropriate point

Provide a summary of what was accomplished

Give learners the opportunity to provide you with feedback on what they achieved

Enquire into the learners’ future lesson needs

Advise learners of practice required before their next session

Refer to FIS Code of Conduct, if necessary

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Review Sheet – Teaching Styles Teaching Style Description Purpose Communication and Feedback

Command/Direct Style

Practice Style

Reciprocal Style

Self-check Style

Inclusive Style

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Home Study:

• Ski Equipment

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

1. What are the two purposes of an Alpine ski binding? 2. What setting number are your bindings set to? 3. Who is qualified to adjust ski bindings? 4. What is the sidecut of a ski and what sidecut do your skis have? 5. What characteristics might you expect to find on backcountry powder skis? 6. What characteristics might you expect to find on race skis? 7. Who should be wearing helmets when participating in snowsports? Is it a rule or law for

participants to wear helmets?

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

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

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DAY 4 – Outcomes ON SNOW

• Deliver and review a teaching session • Mountain skills • How the Fundamental Elements develop in mountain skills • Common faults and solutions • Develop piste performance

OFF SNOW

• How the Fundamental Elements develop in the CT (continued) • Review and record teaching action plan • Introduction to BASI • Teaching children: introduction • Self-assessment

Home Study:

• Review Central Theme

Notes and feedback:

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Review Sheet: Action points for future teaching

• Were your group safe at all times and were activities within the session delivered with safety in mind?

• Was your communication clear and interesting?

• Were your learners engaged in the teaching session?

1. Task – was the activity appropriate?

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

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

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

performance? 3. Were observations related to the task?

3. Evaluation – what needs to change?

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

4. Development – how to change?

1. Were development tasks related to the evaluations made? 2. Were the major faults addressed? 3. When appropriate, were initial tasks repeated or developed instead of moving to new

tasks? 4. Did you present the new task in a way that the learner could follow and link to their

performance?

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

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Assessment Sheet

Technical Criteria Not at the level At the level

Central Theme

Piste Short

Piste Long

Level 1 Teaching Assessment Criteria (Indicators)

Not at the level

At the level

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

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

Understanding and Delivery

• Demonstrate the ability to deliver a session within the Central Theme, visiting each stage of TIED

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Teaching Children: Notes:

Home Study: • Review the Central Theme and Fundamental Elements. Note any questions that you would

like to clarify with your Trainer on the hill tomorrow.

Home study notes:

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DAY 5 – Outcomes

ON SNOW • Develop personal performance • Review overall performance and action plan • Clarify any points from the week

OFF SNOW

• Debrief

Notes and feedback:

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Review Sheet: End of Week Action Plan

Teaching

• Strengths • Areas for development • Timescale

Skiing

• Strengths • Areas for development • Timescale

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Performance Indicators and Actions – Long Turns (Level 1)

Performance thread prerequisites Equipment Environment Physical Psychological

• Piste focused skis that are well serviced (Eq) • Pick the correct terrain, wide, smooth and not too steep (En) • Focused and continued concentration on the correct action point, maintaining motivation for

the task (Ps) • Skier needs to allow the skis to track along the edges. This may feel like the skier is

relinquishing some control (Ps) • Athlete hydrated with well-managed energy levels (Ph)

INDICATORS Control of line Control of speed

Encourage (Accurate outcome)

• Clean carve the second part of the turn • Two skis parallel throughout the turn • Encourage turns to be flowing, smooth,

linked • Open lines, without trying to overly

influence the radius

• Slower speed • Controlled speed

Discourage (Inaccurate outcome)

• Skidding turns after the fall line • Divergent/convergent skis • Traversing without the carve shape in the

arc

• Increase in speed down the hill throughout the run

• Travelling too slowly to make it easy

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

Tactical • Correct approach to account for equipment and snow conditions e.g. soft snow – be subtle with edging movements; GS skis – wider corridor; SL skis – narrower corridor.

• Decide at which point in the arc the skier will be able to clean carve without losing control of line and speed.

Technical Throughout Turn Build Work Release

Steering Elements

• Limited active rotation when the performer wants to clean carve during the arc. • Encourage smooth edging movements without pauses. • Stand against the outside ski. • Tilt the skis to engage the edges as the speed picks up. • Allow and feel the pressure to build more on the outside ski. • The amount of edge angle necessary is relatively limited; don’t try to squeeze too much

out • Release the edges gradually and be patient through transition.

Body Management

• Stay in a strong and simple stance that allows the movement required. • Try to use all the skiing joints to create the edge angle in a comfortable and

biomechanically sound way. Shouldn’t need any funky shapes to achieve the minimal edge angle required.

• Feel how separation builds gently and smoothly as edge angle increases. It need not be forced.

• No unnecessary vertical movements in transition; use lateral movements to initiate the next turn.

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Performance Indicators and Actions – Short Turns (Level 1)

Performance thread prerequisites Equipment Environment Physical Psychological

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

INDICATORS Control of line Control of speed

Encourage (Accurate outcome)

• Rounded line • Limited corridor widthTwo skis largely

parallel with consistent stance width throughout

• Skis steered progressively throughout the arc

• A speed that allows the skis to remain parallel easily without a stem

• Consistent and controlled speed

Discourage (Inaccurate outcome)

• Zig-zag turns • Divergent/convergent skis • Down stems • Overly wide or narrow corridor

• Speed checks at end of turn • Increase in speed down the hill

throughout the run

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

Tactical • Some use of line to control speed rather than excessive skid or check • Set a correct corridor width • Set a consistent rhythm and the correct tempo for short turns

Technical Throughout Turn Build Work Release

Steering Elements

• Use rotation to steer the skis throughout the arc progressively • Manage steering elements so that skis stay on the snow • Pressure built on the outside ski (and released from the old outside ski) early in the arc • Effective (gripping) edge after the fall line • Release the edge angle/pressure progressively towards the end of the turn

Body Management

• Shoulders more level compared to the lower body • Skis steered across the hill more than the upper body • Use a pedalling movement with the legs to aid the transition from turn to turn • Forward/lateral movement during turn initiation to remain centred and balanced in the

fall line • Balance against the outside ski should be achieved by the fall line • Rhythmical, accurate pole plant to help with timing, separation and flow

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