Snowboard Manual 2010 W_cover

8/13/2019 Snowboard Manual 2010 W_cover

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Snowstar Snow Sports SchoolFounded 1962An Overview

Total Members: 600 (approximately)Total Instructors: 100 (approximately)

resident!Owners: Howard Bailey, Steve Daase, Alan Freysinger

"irector o# S$iin%: Ron lement

"irector o# Snowboard: Dan Riedel

I&ST'()TO' T'AI&*'S

S&O+,OA'" S-I

"an 'iedel'oss ,.ellaMar$ ,ublit/

*ric 0ranaura -lettiSteve Sieversan Se3bold

&ic Smith45uraws$i

'on -lement)rai% Autermanoward ,aile3

0ar3 ,er%Steve "aase

Alan Fre3sin%ereanne avnenSue -lementane arson"inah &ahin

aul 'osenber%Steve Sievers7ic$i +ilson

Our Motto:

Sa#et38 Fun and earnin%


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T* "(TI*S OF I&ST'()TO'S A&" A'*&TI)*SO& S&O+STA' T*A)I&0 T'IS

I&)("I&0 T* ,*0I&&*'S O'I*&TATIO& T'I 4 ,OT;

A! "very instr#$tor on sta%% is expe$ted to ride t&e '#ses to t&e area

A! Be on time at t&e '#s pi$#p area and &elp mem'ers get on and seated* t&en &elp eep orderon t&e '#s enro#te

A! +n arrival at t&e si area &elp t&e ids o%% t&e '#s and s&ow t&em t&e way to t&e $lass assem'ly area at t&e &illsA! +n t&e %irst trip to ea$& area, we will tae new mem'ers on a get a$#ainted to#r Assignments

at '#s arrival area All instr#$tors remain at t&e '#ses #ntil releasedA! Report immediately to $lass assem'ly area Have paper wor done, et$ -e need all o% yo#

ASAat line #p to get ids moved o#t in $lassesA! .% yo# are assigned anot&er tas, report to line!#p area #pon $ompletionA'*&TI)*S! /ell Head .nstr#$tor yo# are t&ereA! Dont stand aro#nd at line #p* H"2 t&e ids wit& e#ipment and to %orm into gro#p lo$ations as indi$ated and eep t&em interested

A! Senior .nstr#$tors will 'e assigned to 'eginner level lessons to get mem'ers 3o%% to a goodstart4A'*&TI)*S! 5o# will 'e assigned to go wit& a $lass at least on$e a trip, may'e moreA'*&TI)*S! /al wit& t&e instr#$tor see &ow yo# $an &elp and w&at is expe$ted o% yo#A! -&en doing a mane#ver or exer$ise wit& t&e $lass, remem'er yo# m#st do it per%e$tlyA ! Help t&e $lass &ave %#n Be a part o% w&ats &appeningA! ,* O& TIM*%or every $lass assignment period (t&at means 7!10 min#tes early)A! .nstr#$tors m#st $ome to ea$& $lass assignment period line!#pA! Be ready to $lini$ w&en assigned d#ring one period per trip, may'e two i% yo# dont go o#t wit& a $lassA! Assist in re!loading t&e '#ses at t&e end o% t&e dayA'*&TI)*S! AS- )OMM(&I)AT* > S*T *?AM*S> ,* 'O* MO"*S > TI&- SAF*T= > MA-* IT F(&> A7* F(& > ,* )A'I&0 > ,* ATI*&T

GOOD SKIING AND RIDING


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"IS)II&* O& A S&O+STA' T'I

First Sta%e Approach: These are intended to redirect ener%3

1. :ompliment wit& a re#est, 35o# passed yo#r lesson today, lets eep #p t&e good wor4

2. Sit wit& or near o%%ending mem'er

3. Start a $onversation intended to prompt inp#t -&at do yo# lie 'est a'o#t Snowstaroanne, s&e will es$alate to parents

A7OI" AT A )OSTSB:

1. Threats8 t&is is di%%erent %rom legitimate in%orming o% $onse#en$es /&reats add %#el to a di%%i$#ltsit#ation and damage t&e leaders $redi'ility

2. Ar%uin% with the member8t&is maes t&e leader a part o% t&e pro'lem not t&e sol#tion

? h3sical #orce8donot#se any type o% p&ysi$al %or$e or $onta$t


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Introduction:

This outline is intended to be a guide to your teaching here at Snowstar. It is in no way intended to

be a final solution to what you have to teach. It merely states the goals and objectives for each level. Within

our system we need unity and a common goal. This outline provides that common framework or thatcommon goal for each of us to shoot for. Your teaching knowledge and riding know-how cannot be

substituted by this guide. It is up to you to fill in the gaps that occur between the objectives presented here.

If you have any questions on the goals or objectives presented in this guide, please be sure to ask thesnowboard director.

History (and why things have changed):

Snowboard instruction has existed at a national level since 1990. PSIA (Professional Ski Instructors

of America) released the first official snowboard teaching guide in 1993. In 1994 Snowstar began to form itsown program based off the teaching guide laid out by PSIA. Our program, just like PSIAs snowboard

program, was based off a concept called center line. This system was based on a straight line and students

were expected to generally move up this linear system from start to finish. As snowboarding grew the need

for a professional organization to represent and educate instructors grew. In 1997 AASI (AmericanAssociation of Snowboard Instructors) was formed. Following in 1998, AASI released a new teaching guide

based off of a new system called STS (snowboard teaching system).STS introduced a new teaching method for snowboarding called the y model. This method better

represents snowboarding as it exists today. While everyone starts at the same point in their learning, they

dont always finish at the same point. The y model allows instructors to be flexible in their teaching basedoff the wants and desires of their students riding style. To bring our program in line with the national AASI

program, Snowstar changed our program in the 1999-2000 season. We did our best to make our program

match that of the y model yet adapted it to work for our terrain, conditions and young students.

Since that season minor revisions have been made. New concepts have been developed around theCountry, but have not yet made their way into the STS national model. As of the 2006-2007, we have

attempted to incorporate the new ideas that have been produced from around the Nation. Instructionaltechniques have been adapted from Vail Snowboard School and the latest freestyle manuals. From the firstlesson to the last, adaptations have been made to make pressure movements the primary skill of

snowboarding along with freestyle movements integrated all the way down from the advanced rider to the

beginner.


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Freestyle Teaching Policy:

All instructors, read this carefully!It was often thought in the past that we should not teach our

students freestyle snowboarding moves. That mindset has changed and come around 180 degrees. We nowbelieve that it is out job to instill in our students not only the proper techniques for riding freestyle, but also

an awareness of safety and their riding limits. As an instructor you should be cautious about the freestyle

moves that you teach. Under no circumstances are you to teach moves that involve inverted aerials. You canteach freestyle riding within the limits set forth by this teaching guide. Realize that even if you do not have a

class, but are helping a member on your own time, if they do an inverted aerial and get injured, you may be

held liable for that injury. Use common sense - if in doubt, lean towards the side of caution. Ask thesnowboard or ski school director if you have questions about what you can and cannot teach!


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SNOWBOARD TEACHING GUIDE

SKATERS - LEVEL 1 (lime green card)

1. Introduction to snowboarding

2. Ability to vary speed

3. 2 class periods minimum, no test

SAFETY CONSIDERATIONS

1. Proper clothing, skin, and eye protection2. Warm up and stretching

3. How to carry snowboard correctly

4. How to put on snowboard5. Consider traffic flow, especially if there are many beginner classes

6. Work from flat to gentle slopes with run out

7. Check for proper equipment (i.e. - snowboard must have steel edges andrestraining strap)

8. Teach the Responsibility Code

CLASS I

OVERVIEW

1. Familiarity with equipment, new movements, and the ski / snowboard

environment

2. Learn the basics of skating, gliding, turning, and stopping

TEACHING OBJECTIVES (see BOT guide for additional information)

1. Student introduction and equipment orientation

a. Tip vs tail

b. Toeside vs heelsidec. Goofy vs regular

d. Types of bindings and boards

e. Steel edges

f. Helmets


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g. Leashes

h. Stance

i. Tight screws2. Standing, skating, hopping and gliding on flat

a. Standing proper stance and body alignment to binding position

b. Skating both toe side and heel sidec. Gliding check stance fore and aft, find balance point

d. Hopping develops flexibility in a safe environment

3. Learn to read the fall line (i.e. - how will student be able to stand on hillwithout sliding down)

4. Climbing, side stepping

a. One foot out dig toe edge in for leverageb. Two feet in frog hopping on all fours

c. Crawling moving slowly on knees

5. Straight glide (with back foot in and out of binding)

a. One foot out good flexion and extensionb. Two feet in flexion and extension, check stance

6. Hopping (from a straight glide)

a. Two feet in centered stance, stress flexion and extension until arelease from the snow occurs

b. Use an obstacle such as a racing gate to hop over (safe yet

challenging)7. Flipping over / standing up

a. Both feet in

b. Board angle

c. Twist with shoulders8. Side slips

a. Toe edge and heel edge

b. Slide tip and tail (regular and fakie)

9. Traversesa. One foot out toe edge and heel edge (watch speed control)

b. Two feet in - toe edge and heel edge10. Single turns to stop

a. Centered stance with slight weight shift to front foot

b. One foot out initiate turn with pressure movement of front foot(only slight direction change at this time, should be completed

on training bump)


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CLASS II

OVERVIEW

1. Build confidence on green runs

2. Be familiar with different lifts and how to use them

3. Develop control while doing traverses, side slips, falling leaf, and single turns

TEACHING OBJECTIVES

1. Review standing, skating, gliding, hopping2. Review learning to read the fall line

3. Review all side slipping and traversing

4. Falling leaf a. Both feet in

b. Start movement with a side slip motion

c. Use small weight shifts fore and aft to generate falling leafmovement5. Garlands

a. Start movement with a forward moving falling leaf

b. Use flexion / extension movements to create slight turn shapeand small direction changes moving across the hill

c. Front foot pressure movements initiate direction change

6. J-turnsa. Start in slow moving straight runs

b. Use front foot pressure movements to initiate direction change

c. Use a flexion movement to finish a 90 degree direction change

d. Vary single turn shape7. Learn to ride the rope tow and / or chair lift (rope tow should be taught

with the back foot out of the binding)

8. Develop mileage on various green runs


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RIDERS - LEVEL 2 (red card)

1. Linked skidded turns

2. Introduction to fakie (switch) riding

3. Address freestyle safety issues4. Park environment introduction

5. Mileage6. 4 class periods minimum, in class test at 4thlesson period


1. Students become anxious to explore more difficult terrain, dont let them overstep their ability

2. Most green runs are crowded, stress speed control, and riding within your

limits3. Review the Responsibility code

ALPINE/FREERIDE 1

OVERVIEW

1. Linking fall line skidded turns to toe side and heel side

2. Begin to develop turn shape

TEACHING OBJECTIVES

1. Review side slips, traverses, falling leaf, garland turns and j-turns2. Check for good stance

3. Static pivots and straight glide pivots

a. Pivots should be completed using lower body movementsb. Upper body should remain calm and stable

4. C-turns

a. Start movement in a forward side slipb. Tall stance

c. Front foot initiates turn with a slight fore body movement

d. Complete turn to a stop with a slight flexion movement

5. Develop speed control through varying turn shape6. C-turn to traverse

a. Complete a slow moving full C-turn and finish with a long slow

traverse7. Link toe side to heel side turns

a. Focus on c-turns

b. Use long traverses in between each c-turn (gives the studenttime to think)

8. Quality mileage

a. Ride, ride ride!


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b. During this mileage time, continually shrink the length of the traverse until one turn

slowly flows into another

ALPINE/FREERIDE 2

OVERVIEW

1. Expand the students comfort zone (i.e. - more speed, improve balance, variable snow conditions)

2. Begin to move from green runs to easy blue runs

3. Increase turn shape to linked turns4. Adapt turn shape to terrain and snow conditions

5. Introduction to vertical motion (flexion/extension)

TEACHING OBJECTIVES

1. Use side slips to set up for a successful run2. C-turns

a. Toe and heel side turns with skidded finish

b. Removal of traverses from turn to turn

3. Absorptiona. Traverses in uneven terrain (at green or easy blue level)

b. Use flexion and extension to maintain board contact

with snow4. Link skidded turns together

a. Each turn initiates with a pressure movement from the foot and

finishes with a lower body rotary skidded motion

b. Move skidded turns to easy blue runs5. Explore all terrain possible within the students ability - including new lifts

that werent used before

6. Formal instruction on flexion/extensiona. When is it used in each part of the turn?

7. Turn shape now used for speed control

8. Snowboarding on most blue runs in varied snow9. In class review of everything learned from straight running to linked

skidded turns on an easy blue run (student should be competent in these

skills before passing to level III)


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FREESTYLE 1

OVERVIEW

1. Basic elements of freestyle riding on green runs2. Introduction to freestyle riding

TEACHING OBJECTIVES

1. Explain differences in equipment, snow conditions and terrain from alpine riding.

2. Explain differences in stances between freestyle and alpine riding (check stance at this time

for all students - stances can start to be moved at this time to match their riding preference)3. Stress caution, awareness, safety equipment and safety precaution issues of freestyle riding.

4. Static exercises

a. Weight and unweightb. Hopping

c. Rolling centered stance from edge to edge (note: this will help with carving later on)

d. Snowboard retractione. Springing spring off toe edge, hop, land on flat board

f. 90 degree spins

g. 180 degree spins.

5. Introduction to ATML (Approach, Takeoff, Maneuver/Air, Landing)a. Straight runs with hops work well for this

b. Work through each phase with explanation

6. Introduction to fakie (switch) riding on green terraina. Falling leaf

b. Switch traverses

c. Switch garlands

d. Switch j-turns and c-turns7. Introduction to surface 180 and 360 degree spins

FREESTYLE 2

OVERVIEW

1. Continuation of switch riding skills

2. Park Introduction

TEACHING OBJECTIVES

1. Linked basic switch turnsa. C-turns with traverse

b. C-turns with skidded finish

c. Slowly eliminate traverse and moved to linked turns2. Surface 180 and 360 degree turns

a. Small weight shifts fore and aft

b. Stress pressure movements using toes and heelsc. Lower body rotary movements used to complete spins


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4. Nose rolls

a. Easy terrain

b. Stress speed controlc. Start in a heel side traverse

d. Strong fore movement with rotary from shoulders and upper body

e. Roll on to toe side edge5. Introduction to park environment

a. Visit park only, no riding

b. Stress rules of park, etiquette and responsibility codec. Visually watch riders, point out ATML characteristics of riding

d. Stress limits of beginner riders

e. If a quarter pipe is available, make skidded turns on walls ofquarter pipe to instill confidence in students

6. In class review of everything learned from straight running to linked

skidded turns on an easy blue run (student should be competent in these

skills before passing to level III)


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CARVERS - LEVEL 3 (lemon yellow card)CARVERS - LEVEL 3 (lemon yellow card)

1. Move from skidded turns to basic carved turns

2. Ride on more difficult runs

3. Become comfortable with fakie (switch) riding on variedterrain

4. Develop park skills5. 4 class periods minimum, separate test


1. Review the Responsibility code.2. Instill in each student the rights and wrongs of snowboarding - they are

now able to ride most runs - but that doesnt mean they can disregard

safety.3. For INSTRUCTORS - review freestyle teaching policy on the first page of this outline

ALPINE/FREERIDE 1

OVERVIEW

1. Begin to develop rhythm and flow

2. Adapt turn to end with a basic carve3. Introduction to uneven terrain

TEACHING OBJECTIVES

1. Discuss tactics to navigate uneven terrain

2. Work on absorption skills even if there is only flat terrain available

3. Continued work on vertical motion - weight and unweight - static exercises on flat.4. Begin to center the stance on the board

5. Introduction to carving - finish turns with a slight edge and body sink

6. Single turns in and out of easy bumps7. Quality mileage


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FREESTYLE 2

OVERVIEW

1. Smooth, skidded switch turns2. Half pipe basics

3. Develop loose / relaxed riding style4. Basic jumps off easy ramps in park

TEACHING OBJECTIVES

2. Link fakie (switch) turns on blue runs

a. Good flexion/extension should be presentb. Turn shape should be consistent

3. Work on pivots from normal to fakie (switch) style and back

4. Hops w/ grabsa. Surface trick done on green or easy blue terrain

b. Follow ATML model

c. Use terrain feature to aid in air

d. Small touch (not full grab) of tip or tail of board5. 180 air to switch

a. Be sure nose rolls have been completed first

b. Work on flats on 180 degree pivots firstc. Start forward on toe side edge in a traverse

d. Good extension off both feet, centered stance

e. Pivot board 180 degrees while in air

f. Upper body should remain calm and stable (no arm flailing)6. Park work

a. Small increase in speed and difficulty of jumps (no tricks yet)

b. Check for good body position at all phases (ATML) of jump7. Half pipe (if available)

a. Teach students the rules and regulations of riding the pipe - proper pipe etiquette

b. Pipe drop-ins, ride down, exit pipec. Basic skidded turns (forward) on pipe walls

8. If students are competent in these skills, send them for a test at their next

lesson


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FREESTYLERS - LEVEL 4 (teal card)

1. Dynamic carved turns

2. Riding on difficult runs

3. Check for student interest in becoming instructors as they now have theriding ability to teach

4. Basic to intermediate aerials and jumps5. Basic to intermediate half pipe skills

6. 6 or more classes, J.I.T. instruction to follow


1. Make sure students dont get ahead of themselves in terms of difficulty

of runs

2. Snowboard park safety:a. Different parks have different rules - make sure students are aware

of this

b. Show students that there are certain spots for snowboard siestasand certain spots not to stop (i.e. - landings of jumps and ramps)

c. Beware of various obstacles such as rails, tables, jumps,

half pipe, etc.

3. Review seven points of the Responsibility code

ALPINE/FREERIDE 1

OVERVIEW

1. Begin to explore varied terrain

2. Develop efficiency in carved turns

3. Greatly varied speed and turn shapes

TEACHING OBJECTIVES

1. Basic skidded turns in moguls

2. Carved turns should be rhythmic and easy - the board does the work, not

the student

3. Board leads the turn, not the body (this is a major shift from previous carving)4. Flexion/extension becomes a function of proper balance while carving, not a gross body

movement

5. Continue to develop steep technique riding6. Narrower runs and terrain runs - be aware of speed control


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ALPINE/FREERIDE 2

OVERVIEW

1. Open ended lessons (student focused)2. Racing / slalom course

TEACHING OBJECTIVES

1. Multiple turns in moguls

2. Steep terrain - techniques for riding safely - awareness of rider limits

3. Crud - turning and stopping4. Self-discovery of how different forces effect carved turns

5. Basics of proper starting, on course and finishing techniques for racing

6. Fore/aft weight movements in dynamic carved turns

ALPINE/FREERIDE 3 AND UP

OVERVIEW

1. Open ended lessons (student focused)

2. Advanced techniques for varying terrain

3. Extremes of carving

TEACHING OBJECTIVES

1. What deficiencies do the students have? Fix them2. The entire ski/snowboard area should now be a playground for the

students

3. Keep terrain varied - moguls, steeps, crud, hi-speed carving4. Equipment care and maintenance

5. What would the students like to learn?

6. Advanced carvinga. Early edge engagement

b. Cross over vs cross under turns

c. Retractor turnsd. Hop (loaded) turns

e. Varied turn shapes

f. Edge changes perpendicular to the fall-line (very advanced)

7. Review of the Mountain responsibility code and other safety rules


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FREESTYLE 1

OVERVIEW

1. Continue park riding2. Continue half pipe riding (keep in mind the limits of what we can teach)

3. Clean up fakie (switch) style riding

TEACHING OBJECTIVES

1. Switch riding

a. Smooth linked turns with slight skid on black terrainb. Linked turns with the start of a carved edge on blue terrain

c. Tail of board should lead the turns (not the body)

2. J-turnsa. YES! J-turns from the early levels

b. Higher speed on blue terrain

c. Toe side edge only, then flip over and do them heel side edgeswitch (repeat process other direction)

3. Park work

a. Continue to incrementally increase speed and pitch

b. Use 2-count rule for determining if student is ready for grabsc. Stress low center of mass while in air

4. Safety - observe landing area for fallen riders

5. Half pipe work (if available)a. Ride the walls in the half pipe

b. Small hops on vert of half pipe

FREESTYLE 2

OVERVIEW

1. Open ended lessons (student focused)2. Intermediate park and pipe riding

TEACHING OBJECTIVES

1. Terrain feature jumps (lips)

a. Put safety first and foremost

b. Always check landing areasc. Follow ATML model

d. Stress very low center of mass especially for nervous students

e. Keep speed to a minimum on first few attempts2. Park work

a. Basic grabs off jumps

b. Be sure of 2-count rule firstc. Work on variety (tip, mid, tail)


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3. Pipe work

a. Ride pipe switch stance

b. Good hops with air while forward riding vert of pipe

FREESTYLE 3 AND UP

OVERVIEW

1. Open ended lessons (student focused)

2. Further half pipe riding (keep in mind the limits of what we can teach)

3. Allow student to explore terrain and limits of riding

TEACHING OBJECTIVES

1. What deficiencies do the students have? Fix them

2. The entire ski/snowboard area should now be a playground for the

students3. Keep terrain varied - moguls, steeps, crud, snowboard park

4. Equipment care and maintenance

5. What would the students like to learn?

6. Switch ridinga. Switch riding should become all-terrain

b. Continue to develop carving skills while switch riding (this

will open up more power and possibilities in the park)7. Park work

a. Continue work on grabs

b. 180 degree and / or 360 degree spins (be aware of both student

and instructor limits)c. Jibs (bonks & presses) become possibilities at this point

d. Combos (very advanced) could be worked on within limits

e. No flips (inverted aerials) are to be taught to students8. Review of the responsibility code and other safety rules

9. Be sure to discuss with students the JIT program

revised: October 9, 2006

Eric Gran


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Your Responsibility Code

Siing and snow'oarding $an 'e en=oyed in many ways At areas yo# may see people#sing alpine sis, snow'oards, telemar sis, $ross $o#ntry sis, and ot&er spe$iali@ede#ipment, s#$& as t&at #sed 'y t&e disa'led Regardless o% &ow yo# de$ide to en=oy t&eslopes, always s&ow $o#rtesy to ot&ers and 'e aware t&at t&ere are elements o% ris insiing t&at $ommon sense and personal awareness $an &elp red#$e +'serve t&e $odelisted 'elow and s&are wit& ot&er siers and riders t&e responsi'ility %or a great siingexperien$e

1 Always stay in $ontrol, and 'e a'le to stop or avoid ot&er people or o'=e$ts 2eople a&ead o% yo# &ave t&e rig&t o% way .t is yo#r responsi'ility to avoid t&em

? 5o# m#st not stop w&ere yo# o'str#$t a trail, or are not visi'le %rom a'ove -&enever starting down&ill or merging into a trail, loo #p&ill and yield to ot&ers7 Always #se devi$es to &elp prevent r#naway e#ipment6 +'serve all posted signs and warnings eep o%% $losed trails and o#t o% $losedareasC 2rior to #sing any li%t, yo# m#st &ave t&e nowledge and a'ility to load, ride and#nload sa%ely

-now the code ItCs 3our responsibilit3

/&is is a partial list Be sa%ety $ons$io#s


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Snowboard

SkillProgre

ssion

(YModel)


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Taken from: AASI-Snowboard Manual, 1998


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AASI Central Teaching Model

Set a goalTeach to the goal

:&oose appropriate a$tivities "xer$ises

"liminate a$tivities t&at do not &elp toward goal

Use things thatinsre reaching

the goal

Eet st#dents ex$ited a'o#t learning 9se small learning steps S&ow and tell st#dents w&at to do

Monitor and ad!st Fo$#s ea$& a$tivity to t&e goal

to stdents" :&e$ %or #nderstanding #er$or%ance eep st#dents moving and doing

-at$& and analy@e st#dents movement patterns

2rovide positive %eed'a$ to rein%or$e

Ad=#st 'y $&anging %o$#s or type o% a$tivity exer$ise

&ro'ide a closing

Re$ap &ow days a$tivities '#ilt toward goal


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Teaching Model

1 S"":/ A8 A//A.8AB" E+A +R +B>":/."

Agree #pon goals wit& st#dents :onsider t&e lesson time limitations

Be realisti$

/"A:H /+ /H" +B>":/." +R E+A

:&oose ea$& a$tivity exer$ise to &elp a$&ieve t&e end goal

"liminate doing t&ings t&at will not dire$tly &elp st#dents a$&ieve t&eir goals

? 9S" /H.8ES /HA/ .8S9R" "AR8.8E /H" E+A (2rin$ipals o% earning)

A8/.:.2A/+R5 S"/ Eet st#dents ex$ited a'o#t w&at t&ey are going to learn

/RA8SF"R 9se small learning steps 'ased on t&e nown sills o% t&e st#dent

;+D".8E S&ow and tell st#dents w&at yo# want t&em to do

F+:9S :on$entrate on t&e per%orman$e o% t&e most important part o% t&e a$tivity or exer$ise

:H": F+R 98D"RS/A8D.8E ;ae s#re t&e learner nows w&at yo# want t&em to do

A:/." 2AR/.:.2A/.+8 eep st#dents moving and doing

;+8./+R A8D AD>9S/ /+ /H" S/9D"8/S 2"RF+R;A8:"

;+";"8/ A8A5S.S :are%#lly wat$& st#dents movement patterns (identi%y strengt&s and

weanesses) R".8F+R:";"8/ 2rovide positive %eed'a$ (rein%or$e strengt&s)

AD>9S/ Have st#dents mae t&e ne$essary ad=#stments 'y $&anging t&eir %o$#s or 'y $&anging

yo#r $&oi$e o% a$tivity exer$ise (eliminate weanesses)

7 2R+.D" A :+S9R"

S&ow &ow t&e a$tivities a$&ieved t&e goal

2rovide st#dents wit& pra$ti$e a$tivities

.nvite st#dents 'a$ to si wit& yo# again so yo# $an eval#ate t&eir progress


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THE CLASS CARD SYSTEM - SNOWBOARD

0eneral:Snowstar #ses a $lass $ard system so t&atG! St#dents will now w&i$& $lass to go to! St#dents will &ave a re$ord o% t&eir progress! .nstr#$tors will now t&e st#dent is in t&e $orre$t $lass! .nstr#$tors will now w&at to tea$& in a given $lass assignment/&e s$iin%progression &as C ma=or sill levels ($ards) wit& varying n#m'ers o% s#'!sills (or re#ired sessions in t&e$ase o% 'eginners) wit&in ea$& ma=or sill level/&e snowboardprogression &as ma=or sill levels ($ards) wit& varying n#m'ers o% s#'!sills (or re#ired sessionsin t&e $ase o% 'eginners) wit&in ea$& ma=or sill level

The student is alwa3s see$in% to success#ull3 complete a ma.or s$ill and itCs sub4s$ills to have his or her cardpunched showin% that the sub4s$ill is achieved or the reDuired sessionss; completed That means that theneEt unpunched sub4s$ill or reDuired session is what the student will be wor$in% on neEt and is the class orsession to which the student will neEt report

Speci#ics:All sill level $ards are identi%ied wit& t&e name o% t&e ma=or sill level and

all (ex$ept 'eginner levels* Sater) &ave t&e minim#m n#m'er o% s#'!sillor lesson 'oxes a$ross t&e top "a$& $ard (ex$ept 'eginner level o%Sater) &as several 3esson4 s#ares a$ross t&e 'ottom

At t&e $ompletion o% every lesson, every st#dent gets a esson s#arep#n$&ed, indi$ating a lesson was taen, even t&o#g& t&e s#'!sill %or t&e$lass may not &ave 'een s#$$ess%#lly $ompleted (ie st#dents do not&ave to get a p#n$& in t&e top se$tion %or every $lass) See procedures#or S$aters later in this document

.%, in addition to taing t&e lesson, a s#'!sill was s#$$ess%#lly $ompleted, t&e appropriate n#m'ered 'ox a$ross t&etop will also 'e p#n$&ed It is not alwa3s appropriate to punch a hole across the top but it is alwa3s necessar3to punch a @essons sDuare across the bottom

Tests and passin% students to the neEt ma.or s$ill level:/&e :arver I Freestyler levels &ave a %ormal test re#irement to pass to t&e next ma=or sill level For t&ese levels,w&en t&e &ig&est s#'!sill level is s#$$ess%#lly $ompleted, t&e /est 'ox is to 'e p#n$&ed in addition to t&e s#'!sill'ox and 3esson4 s#are /&e st#dent s&o#ld t&en 'e advised to go to t&e 3/est4 $lass line #p t&e %ollowing wee2#n$&ing t&e 3/est4 'ox $on%irms to t&e test $lass instr#$tor t&at t&e st#dent is #ali%ied to 'e in t&e $lass 8o one will'e in a test $lass wit&o#t t&eir $ard

.n ma=or sill levels Sater and Riders, t&e $lass instr#$tor will de$ide i% t&e st#dent &as s#$$ess%#lly $ompleted all t&es#'!sills and is to 'e passed to t&e next ma=or sill level -&en doing so, t&e %inal s#'!sill 'ox and t&e essonss#are are p#n$&ed and t&e st#dent is given t&e next ma=or sill level $lass $ard wit& no p#n$&es in it


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3:lass :ard System ! $ont4

&o class instructor has the authorit3 to advance a student to the neEt ma.or s$ill level without completin% allthe sub4s$ills I# 3ou believe there is a special case8 consult with a sta## member

,e%inner evel rocedures S$aters;:/&e Sater level &as a di%%erently %ormatted $lass $ard re%le$ting t&ere#irement t&at 'eginners in t&ese levels m#st &ave a $lass in ea$&

period %or at least t&e %irst reg#lar tea$&ing trips (ie in addition to t&eB+/ session t&ey may &ave attended)

/&ese $ards &aveG 3B+/4 and 3Day 1 s#ares4 a$ross t&e top and 3Day s#ares4 and 32ass4 a$ross t&e 'ottom

/&e reason %or t&is is to ins#re we now w&o was at t&e B+/ session andto ins#re we &ave t&e st#dents in $lass %or all three$lass session %or two %#ll trips At t&e end o% eacho% t&e three$lass sessions %or 3Day 14, t&eir %irst reg#lar trip, one o% t&e ? s#ares is to 'e p#n$&ed /&is ins#res yo# &ave t&eopport#nity to instr#$t t&e st#dent w&at to do %or t&e next period t&at day and at t&e end o% t&e last $lass period /&esame pro$ed#re applies to Day , t&eir se$ond reg#lar trip At t&e end o% t&e se$ond %#ll day o% ? lessons, i% t&est#dent is sa%ely ready to move to t&e Rider level, t&e 32ass4 is also p#n$&ed and t&e st#dent is given a Rider $ardwit& no p#n$&es

=ou then must %ive the student the appropriate instructions #or where to sa#el3 snowboard8 which li#ts the3can sa#el3 ride and when and where to report #or the neEt tripCs class

.% a st#dent is not ready to pass to Riders at t&e end o% two %#ll days o% lessons, 'ring t&e st#dent to a sta%% mem'er toarrange %or spe$ial &elp

unches and class cards are alwa3s at the class assi%nment area

RevisedG "ri$ Eran 1100?

#1

#3

#2

#4


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Snowboardin ! " #$a%e% o& a T'rn-&ile doing a t#rn on a snow'oard, t&ere are p&ases to ea$& t#rn /&is means any t#rn

w&et&er it 'e t&e %irst 'asi$ t#rn on a green r#n, or a dynami$ $arved t#rn on a do#'le 'la$ r#n ea$& t#rn &as t&ese %o#r p&ases

#re(ara)ion

Initiation Phase

Finish Phase

Control

Phase


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@Four ,asic S$ills o# Snowboardin%

/&e %o#r 'asi$ sills o% snow'oarding are 'alan$e, rotary movements, press#re $ontrolmovements, and edging movements Rotary, press#re, and edging $om'ine toget&er to %orm t&e%o#rt& sill o% 'alan$e oo at t&e diagram 'elow -&en a person is %irst learning to ride, t&e sillsare very separate (top diagram) /&ere%ore, t&ere isnt very good 'alan$e By t&e time a person is

doing $arved t#rns ('ottom diagram), t&e sills &ave $om'ined and overlap /&is %orms good'alan$eJ

Diagram shows the skills ofa beginning rider:

Diagram shows the skills ofan advanced rider:


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8 (phase V: Expert) Freestylers

9 (phase V: Expert) Freestylers


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,asic esson lans #or S$aters!'iders

KK/&ese ideas were taen %rom t&e %ollowing we' siteG&ttpG$l#'!siwe'$ern$&$l#'!sisnow'oardt#tor&tml

Tutor 4 First Mornin% trottin%;

"i##erent Schools

Some s$&ools o% t&o#g&t re$ommend starting immediately wit& 'ot& %eet in t&e 'indings (SSBS,>S) +t&er s$&ools(FFS) re$ommend starting on t&e %lat wit& only t&e %ront %oot in t&e 'inding, and t&e rear %oot loose

Our recipe

+#r experien$e &as lead to t&e %ollowing re$ipe +t&er s$&ools may di%%er slig&tlyG

On the #lat8 both #eet in :

1 Standin% ,alance eEercises;:/o#$& t&e %ront o% yo#r 'oard /o#$& t&e 'a$ o% yo#r 'oard /o#$& t&e snowat ea$& side o% yo#r 'oard 0ettin% up eas3;:neel down Stand #p? 0ettin% up di##icult;:Sit down Stand #p ;any st#dents $annot do t&is /ry to t&in o% an imaginary rail in%ront o% yo# w&i$& yo# rea$& o#t and gra' wit& yo#r rear &and as yo# try to get #p If the student cannot get up fromthe sitting down position, show them how to roll over to change from the sit-down position to the kneeling position. On the #lat8 One Front; #oot in: wal aro#nd Sate and slide lie a sate'oard -eig&t on %ront %oot7 Front #oot in G Straig&t r#n :lim' #p on almost %lat terrain 2#s& o%% Elide straig&t down to a naturalstop-eig&t on %ront %oot6 Front #oot in: "irection chan%e-&ile doing straig&t r#n, wit& weig&t on %ront %oot, loo and point wit& %ront&and in t&e dire$tion yo# want to t#rnC e#t turn:.magine yo# are opening a door to t&e le%t and yo# will t#rn le%tL 'i%ht turn:.magine yo#r are opening a door to t&e rig&t and yo# will t#rn rig&t

K 8ote t&at we do not yet di%%erentiate 'etween reg#largoo%y and %rontside'a$side t#rns, alt&o#g& t&einstr#$tor is %ree to do so All t&ese mane#vers s&o#ld end in a nat#ral stop .% t&e t#rning motion is not woring !imagine t&e door is &eavy and re#ires two &ands to openJ

M i#t #ront #oot in;G -at$& people get on /al a'o#t getting o%% >#st do a straig&t r#n or slig&t dire$tion$&anges as 'e%ore as yo# get o%% ean %orward10 ,oth #eet in Side slip: Straig&t down on &eal edge or toe edge 8eed a moderate in$line Balan$e wait overedge Smoot& $&anges Slide evenly ! lie spreading pean#t '#tter on 'read Stay on #p&ill edge11 0arland 0odilles;:;ove a$ross t&e &ill Stay on #p&ill edge oo #p &ill to slow down, loo down &ill tospeed #p Do not mae a %#ll t#rn (edge $&ange) Eo a$ross t&e &ill, sit down, %lip over, do on ot&er edge This is thebest wa3 to learn 4 teaches turnin% with out massive speed build up in that no4mans land between turns

+hat not to do

As a 'eginner yo# s&o#ldG

K 8ever start immediately %rom t&e top o% a piste wit&o#t &aving tried t&e 'oard on t&e %latK 8ever apply t&e one %oot met&od on a long in$line ! it may lead to in=#ry,K 8ever lean 'a$wardsJ


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Tutor - The Elementary Turn

In ,rie#

/&e "lementary t#rn is a$$omplis&ed 'y a simple rotation o% t&e #pper 'ody wit& t&e legs and snow'oard w&i$& %ollowt&ro#g& 8o %lexion or extension is #sed /&e snow'oard remains %lat /&e st#dent s&o#ld not rely #pon t&e edges o%

t&e snow'oard

Technical "etails

/&e t#rn may 'e 'roen down into t&ree p&asesG

1 Initiation:/&e t#rn is initiated 'y a strong anti$ipated (or pre!) rotation o% t&e #pper 'ody in t&e desireddire$tion -eig&t s&o#ld 'e $on$entrated towards t&e %ront o% t&e snow'oard /&o#g& t&e snow'oarder &as rotated,t&e 'oard &as not yet %ollowed "rivin%:/&e snow'oard will now start to %ollow t&e dire$tion o% rotation /&e st#dent m#st $ontin#e t&eanti$ipated rotation 'y rotating %#rt&er as t&e 'oard %ollows -eig&t is maintained towards t&e %ront o% t&e 'oard /&esnow'oarder may lean slig&tly towards t&e inside o% t&e t#rn

? Termination:-eig&t is 'ro#g&t 'a$ to an e#al distri'#tion a$ross t&e 'oard and t&e rotation is 'ro#g&t to a&alt .% t&e snow'oarder started t&e t#rn %rom t&e $orre$t 'a$side position t&en t&e t#rn will terminate wit& t&e%rontside position and vi$e versa

earnin% the *lementar3 Turn

2ra$ti$e .solated t#rns (ie one at a time)

K .magine yo# are a waiter w&o needs to serve people to yo#r le%t and t&en serve people to yo#r rig&tK .magine yo# are opening a door wit& yo#r rig&t &and, t&en opening t&e door wit& yo#r le%t &andK .magine yo# are t&rowing a Fris'ee

St#dents #s#ally &ave one t#rn stronger t&an t&e ot&er (eg 'a$side easier t&an %rontside)

er#ectin% the *lementar3 Turn

2ra$ti$e lining t#rns toget&er

K :orre$t t&e rotation 'y maing s#re t&e st#dent pla$es t&eir &ands %or example aro#nd t&eir waists, or on t&eir&ips in t&e style o% a R#ssian dan$er

)ommon pit#alls

/&ese are some o% t&e $ommon pit%alls and &ow t&ey may 'e avoidedG

K Student can initiate8 but not complete the turn: /&is is #s#ally d#e to t&e st#dent leaning 'a$ on$e t&e'oard is %a$ing down t&e %all line eaning 'a$ trans%ers t&e weig&t to t&e 'a$ leg and on$e t&is &appens t&e st#dentno longer &as $ontrol /ry t&e %ollowing $orre$tive exer$isesGK ;aintain t&e %ront arm lower t&an t&e 'a$ (%or$ing more weig&t on t&e %ront)K "ns#re t&e %ront nee remains 'entK "ns#re t&e rotation is a$$omplis&ed overt&e %ront o% t&e 'oard


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K Student #alls violentl3 due to Gcatchin% an ed%eGG /&is is #s#ally d#e to t&e weig&t 'eing on t&e &eelsw&en t#rning toeside or vi$e!versa Eet t&e st#dent to maintain t&e 'oard as %lat as possi'le, and i% any leaning is#sed t&en it m#st 'e towards t&e inside o% t&e t#rnK Student G$ic$sG or GtwistsG to %et the board to turn G Alt&o#g& t&e symptoms o% t&is pro'lem s&ow at t&eend o% t&e t#rn, t&e $a#se o% t&e pro'lem is #s#ally d#e to t&e starting position (in$orre$t 'a$side or %rontside 'aseposition) "ns#re t&at t&e t#rn is initiated %rom a $orre$t %rontside or 'a$side position ! i% t&e st#dent is &al%way'etween t&e two w&en t&ey start t&e t#rn, t&ey will never 'e a'le to $omplete t&e t#rn

Additional /ipsG

K +n t&e bac$sidet#rn t&e st#dent $an $ompliment t&e rotation 'y t#$ing t&e 'a$ nee into t&e %ront neeK +n t&e #rontsidet#rn t&e st#dent $an $ompliment t&e rotation 'y moving t&e 'a$ nee away %rom t&e %rontnee


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Tutor 4 )ounter 'otation 4 +hat not to do

+hen does this OccurH

Sadly, yo# will see $o#nter!rotation as t&e te$&ni#e most #sed %or t#rning 'y a'o#t C0N o% t&e people w&osnow'oard today .t o$$#rs %or any one o% t&e %ollowing reasons G

K .t is an easy way to t#rnJK Eiving t&at extra flickto t&e 'a$ leg to get yo# to t#rnJK Adding t&at extra twistto get t&e 'oard ro#ndK 5o# $an spray snow w&en yo# t#rnJ

Basi$ p&ysi$s tells #s t&at %or every a$tion t&ere is an e#al and opposite rea$tion, and t&at is w&at &appens in$o#nter!rotationG /&e 'ody t#rns in one dire$tion and t&e snow'oard t#rns in t&e ot&er 8ot only does it res#lt in a very#gly style, '#t it is also limiting in t&at it pro&i'its progress to more advan$ed movements ('ot& alpine and %reestyle)

All snow'oard movements, %rom t&e elementary alpine t#rn #p to advan$ed rotational =#mps re#ire in general t&att&e snow'oarder anti$ipates t&e movement o% t&e 'oard eit&er 'y rotating a&ead o% (pre!rotation), or toget&er wit& (in

t&e same dire$tionJ) t&e 'oard /&is is ill#strated 'elowG 8oti$e &ow t&e #pper 'ody leads and t&e lower 'ody (legsand s#r%) %ollow t&ro#g&

ow to stop counter4rotation

For t&e novi$e snow'oarder it is important to learn t&e "lementary /#rn$orre$tly /&is will generally stop $o#nterrotation in any s#'se#ent mane#vers For t&e advan$ed snow'oarder try #sing t&e &ands to g#ide and dire$t t&et#rns (ie t&e &ands el'ows s&o#lders s&o#ld always %a$e t&e dire$tion o% t&e t#rn)


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Safety considerations for Childrens Freestyle Lessons:

1. Make sure parents are informed about the freestyle nature of the class so they know

what their kids are working on and are aware of the risks involved. If your area offers

freestyle snowboarding lessons, it may be a good idea to provide information on available

safety equipment at the point of sale.

,. !ook at everyone"s equipment to see that all binding screws are tight, boots are snug, and

that appropriate, properly fitted safety equipment is in place. Make sure your equipment is

in good shape as well # you are setting the e$ample.

%. &e aware of kids who overestimate their abilities. 'hey may try to approach (umps or do

tricks before they have the required skills.

). *n (umps where the landing is not visible, teach kids to wait before they approach the

(ump to make sure the rider in front of them has cleared the landing area. +lso employ

spotters to notify riders when the coast is clear

-. People, including children, are competitive by nature. Make sure things do not get out of

hand. hannel your students" energies toward competing against themselves rather that

each other.

/. 0$plain the rules of the pipe, such as waiting until it is your turn to go. ids can get so

focused that at times they forget to consider others.


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This lesson is intended to give the instructor a base knowledge of how basic carving works. After this base

knowledge has been presented, a step by step lesson on how to teach the first carve is given.

Basic Carving Concepts:

A carve is more than simply rolling the board on to an edge. High degrees of dynamics come into play

including flexion / extension - angulation and inclination. For the purpose of this lesson, it is assumed that

the student already knows how to do a dynamic skidded turn. This means that the concepts of flexion /

extension (vertical motion) are already being used by the student. The additional concepts of angulation and

inclination will be the focus of this lesson.

Technical Definitions(ATS - Snowboard Skiing - 1993):

Inclination: deviation from a vertical

body position. This term is usually used todescribe the overall appearance of the body

in relationship to a vertical reference.

Angulation: angulation implies bendingor extending movements in the feet, knees,

spine, and any combination thereof.

Visual Definitions:

Inclination:

Vertical body position

would be here

straight up and down

Riders body is now

inclinated. It has

moved off of the


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The Lesson Plan:

1. After a warm up run or two - take your students down to a flat training area. Its time for some static

exercises to help them picture what they are going to be doing. Have the students partner up - one student is

fully strapped in (front and rear bindings in). The other student should take off his or her board completely.

2. Give an explanation of what inclination is - remember, keep itsimple. Using the freestanding partner as a support, have the students

with their boards on tip over on their toe side edges. Body positionshould be very straight - little bend in the waist, knees, or ankles. This

demonstrates an exaggerated inclinated position. Repeat the same

activity to the heel side (be careful that students dont tip to far andgo over all the way!) Switch partners and repeat.

3. Give an explanation of what angulation is. Using the samepartner technique have the students with boards on tip the board on to

the toe side edge by an extreme ankle, knee, and waist flex - along

with a heel lift. Have them try to balance in this position withoutusing their partners for posts. Repeat on the heel side, except use a toelift instead. Switch partners and repeat.

4. Its time to hit the runs. These next couple of activities can be

a lot of fun, especially with children, but keep a couple of safetyfactors in mind:

A. Hill traffic

B. Snow conditions (need somewhat soft

conditions)

C. Physical condition of studentsD. Steepness of slope (need a slope that provides

some speed, but isnt too steep)

5. Using an easy intermediate slope, begin the on-hill portion of

the lesson by doing purely inclined turns. This means that even

though a carved edge is being used, the body stance is very tall with

few if any angles. The turn is generated by tipping the body awayfrom the vertical position. Continue this tipping motion throughout

the turn until the finish phase at which point the angle of inclination is

so great, you will fall over (**watch speed and hill traffic doing this).

Complete at least one full run of turns done in this manner. (see inclination photo above)

6. Using the same slope, switch tactics and now due purely angulated turns. Using the same turn

radius and shape (fairly large) have students try to complete turns using extreme body angles. This will

result in a very very low body stance. Try to have them NOT inclinate their bodies. The center of massshould not move off of the top of the board, but rather the turn is generated by creating angles in the ankles,

knees and hips. (see angulation photo above). At least one full run of these type of turns should be

completed.


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7. It is now time for some student self-discovery. Give the students a demonstration of a good

basic carved turn. Doing single turns, have the students see if they can now combine the two extremes

from the last couple of runs. Many students at this point will find a happy middle ground between the twoskills and do a basic carved turn. Dont worry about flexion/extension (vertical motion) yet. That will come

later on as more dynamics are added to the carve turn.

Revised:Eric Gran

1/1/2003


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esson lans #or )arvers!Freest3lers

KK/&ese ideas were taen %rom t&e %ollowing we' siteG&ttpG$l#'!siwe'$ern$&$l#'!sisnow'oardt#tor&tml

Tutor 4 ,asic )arve Turn *Etension Turns;

In ,rie#

/&is is t&e %irst and most 'asi$ o% many %orms o% $arve t#rns .t is %#ndamentally t&e "lementary /#rnen&an$ed wit& aweig&ting!#nweig&ting a$tion per%ormed 'y a strong extension d#ring t&e initial p&ase o% t&e t#rn

Technical "etails

/&e t#rn may 'e 'roen down into t&ree p&asesG

1 Initiation:.t is important t&at t&e snow'oarderOs starting position (eit&er 'a$side or %rontside) maintains a low$entre o% gravity (snow'oarder is low wit& nees 'ent) /&e t#rn is initiated 'y a strong anti$ipated (or pre!) rotation o%t&e #pper 'ody in t&e desired dire$tion and at t&e same time an extension w&i$& per%orms an #nweig&ting a$tion/&o#g& t&e snow'oarder &as extended and rotated, t&e 'oard &as not yet %ollowed "rivin%:/&e snow'oard will now start to %ollow t&e dire$tion o% rotation /&e st#dent m#st $ontin#e t&eanti$ipated rotation 'y rotating %#rt&er as t&e 'oard %ollows As t&e st#dent rotates, t&e st#dent m#st grad#ally %lex('end t&e nees) so t&at t&e $enter o% gravity starts to ret#rn towards t&e initial position /&e snow'oarder s&o#ld alsolean towards t&e inside o% t&e t#rn? Termination:-eig&t is 'ro#g&t 'a$ to an e#al distri'#tion a$ross t&e 'oard and t&e rotation is 'ro#g&t to a&alt .% t&e snow'oarder started t&e t#rn %rom t&e $orre$t 'a$side position t&en t&e t#rn will terminate wit& t&e%rontside position and vi$e versa

earnin% the )arve Turn

2ra$ti$e .solated t#rns (ie one at a time)

K .magine yo# are pi$ing #p a &eavy and %ragile $rate o% 'eer w&i$& is #p&ill and yo# are p#tting it down in t&einside o% t&e t#rn


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er#ectin% the )arve Turn

2ra$ti$e lining t#rns toget&er

K Add a $rawl (as in swimming) motion to t&e arm w&i$& is $losest #p!&ill

Additional /ipsG

K +n t&e bac$sidet#rn t&e st#dent $an $ompliment t&e rotation 'y t#$ing t&e 'a$ nee into t&e %ront neeK +n t&e #rontsidet#rn t&e st#dent $an $ompliment t&e rotation 'y moving t&e 'a$ nee away %rom t&e %rontnee

Tutor - Dynamic Carve Turn

In ,rie#

Be%ore learning t&is t#rn yo# m#st &ave per%e$ted t&e Basi$ :arve /#rn 8ow yo# $an start to add style and power toyo#r t#rns 'y &aving yo#r &ands s#pport yo#r 'ody movement in a dynami$ %as&ion /&is is w&at t&e is nown inFren$& as virage avec relance

er#ectin% the "3namic )arve Turn

K 5o#r &ands s&o#ld try and %ollow des$ri'e a %ig#re o% eig&t

Tutor 4 Accelerated )arve Turn

In ,rie#

Be%ore learning t&is t#rn yo# m#st &ave per%e$ted t&e Basi$ :arve /#rn /&e a$$elerating $arve t#rn is $&ara$teri@ed'y a t&r#sting o% t&e 'odyweig&t %orward d#ring t&e initiation o% t&e t#rn /&is is w&at t&e is nown in Fren$& as virageavec propulsion

er#ectin% the Acceleratin% )arve Turn

K +n a %lat piste pra$ti$e moving %orward 'y t&r#sting yo#r 'ody 'a$ and %orward along t&e longit#dinal axe o%t&e snow'oardK Add an ollie to t&e Basi$ :arve /#rn so t&at t&e edge $&ange is per%ormed in t&e air (not on t&e gro#nd)

)ommon it#alls

+%ten st#dents try not simply to edge!$&ange in t&e air, '#t also to initiate t&e rotation /&is a$t#ally &as t&e reversee%%e$t (ie de$elerates yo#) in t&at t&e snow'oard lands sideward and &en$e side!slips w&i$& dramati$ally losesspeed "ns#re t&e rotation 'egins on$e t&e snow'oard &as landed and not 'e%ore


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Technique

5o# mig&t 'e s#rprised to %ind o#t t&at t&e te$&ni#e to learn is not&ing mysterio#s or $ompli$ated, '#t a$t#ally rat&erstraig&t %orward

ApproachApproa$& t&e =#mp in a $om%orta'le positionG nees 'ent, 'a$ straig&t I s&o#lders in line wit& t&e 'oardP

$u!pEet to t&e =#mp wit&o#t %alling %irst *!)

>#st ride over it, eep yo#r legs 'lo$ed in t&e 'ent position and D+8O/ p#s& to =#mp or extend yo#r legs, '#t donOta'sor' t&e =#mp eit&er 'y %lexing t&em

/&is is t&e most $ommon error w&en learning &ow to =#mp, and yo#Oll &ear many people advising yo# to do it, D+8O/,itOs &ard eno#g& to rea$& t&e end o% t&e =#mp sta'le as it is, p#s&ing will =#st t&row yo# o%% 'alan$eP

%andinganding is somet&ing t&at yo# $anOt do m#$& a'o#tP it all depends on t&e $r#$ial moment o% tae o%%, i% yo# tae o%%desta'ili@ed yo# will land desta'ili@ed and $ras&, so landing Q tae!o%%, so t&in sta'ility, not&ing elseP

&ote:/&e reason %or &aving yo#r s&o#lders in line wit& t&e 'oard is t&at w&en yo#re approa$& t&e =#mp yo#Ore also looingat it and, wit&o#t reali@ing, we twist so t&at o#r #pper 'ody is %a$ing t&e dire$tion weOre going, t&is twist o% t&e 'ody willmae t&e 'oard t#rn w&en yo# tae o%%, so t&at w&en yo# land yo#Oll 'e still %a$ing down t&e slope '#t t&e 'oard willnow 'e perpendi$#lar to t&e slope and it will =#st slide o%% %rom #nder yo# and yo#Oll land on yo#r '#mP

Tric$s

.% yo# %eel s#%%i$iently $on%ident wit& yo#r =#mps and t&ey seem pretty sta'le yo# $an try adding tri$s to t&em /o p#llany tri$ yo# always %ollow t&e same se#en$eG1! Approa$& =#mp as des$ri'ed earlier

! /ae o%% sta'le?! "xe$#te %ig#re! and

.t seems o'vio#s and trivial, '#t itOs notP t&e most $ommon error is to do points I ? toget&er, t&at is starting t&e%ig#re w&en yo#Ore still in t&e pro$ess o% taing o%%, and t&is inevita'ly t&rows yo# o%% 'alan$eSay %or instan$e t&at yo# want to try a tail!gra' and yo# rea$& %or yo#r 'oard w&ile yo#Ore taing o%%P w&at will&appen< t&e movement to rea$& %or t&e tail o% t&e 'oard will translate in yo#r #pper 'ody s&i%ting 'a$wards $a#singyo# to rotate and land on yo#r 'a$, o#$& JSo, try to get a$$#stomed to t&e %eeling o% getting to t&e &ig&est point o% yo#r =#mp and t&en, and only t&en p#lling t&etri$


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Tutor - Big Air Rotations

SiE ,asic Steps

1 5o# $anOt start a spin o%% a %lat 'oard very well 5o# need an edge or yo#r 'oard m#st 'e &eld straig&t in somesort o% groove /&is is 'e$a#se i% yo# try to twist o%% t&e %lat 'oard, yo#r #pper 'ody will go one way and t&e 'oard willgo t&e ot&er, giving yo# a net ang#lar moment#m o% 0 5o# simply $annot generate spin wit&o#t p#s&ing againstsomet&ing 5o#r ang#lar velo$ity $an $&ange i% yo# p#ll yo#r arms towards yo#r 'ody B#t, on$e yo# are in t&e air,t&ere are no external %or$es a$ting on yo# ex$ept gravity, and gravity exerts no tor#e a'o#t yo#r $enter o% mass, soyo#r ang#lar moment#m will not $&ange, so yo#Ove got to generate it w&ile yo# are on t&e gro#nd

Start learning spins %rom a toe!side traverse a$ross t&e &ill wit&o#t side slipping 5o# $an 'e %aie or not,depending on t&e dire$tion yo# are traversing, '#t yo# want to 'e on yo#r toes /&is will esta'lis& t&e edge yo# need,and yo#r nat#ral =#mping tenden$y to p#s& wit& yo#r toes as yo# tae o%% will &elp .% yo# try to learn %rom yo#r &eelside, yo# will tend to release yo#r edge w&en yo# p#s& o%% and yo#Oll need a 'igger i$er? /wist so t&e %ront o% t&e 'oard goes #p&ill A reg#lar %ooted rider on &er toeside wo#ld rotate $lo$wise /&ismeans yo# will rotate one dire$tion w&en yo# start normally, and t&e ot&er dire$tion w&en yo# are going %aie /&ereare at least two reasons %or t&is 5o# $an wind #p easier wit&o#t starting a sidding t#rn, and yo# $an slide o#t o% an#nder! rotated tri$ more easily Be%ore yo# leap, $ro#$&, spread yo#r arms straig&t o#t to t&e side, and wind #p in t&e dire$tion opposite yo#rspin prior to yo#r taeo%% As yo# tae o%%, rotate yo#r #pper 'ody in t&e dire$tion o% yo#r spin as &ard as yo# $anwit&o#t 'reaing yo#r edge loose, and p#ll yo#r arms $lose to yo#r $&est as yo# leave t&e gro#nd /&is rotation, w&ileyo#r are still on t&e gro#nd gives yo# all t&e spin yo#Ore going to get .% yo# tae o%% late, yo#r rotation will stop, andyo# wonOt 'e spinning w&en yo# get yo#r edge $lear o% t&e gro#nd .% yo# tae o%% early, yo# wonOt &ave '#ilt #p as

m#$& ang#lar moment#m as yo# $o#ld &ave By starting wit& yo#r arms o#t, and p#lling t&em in, yo# will in$reaseyo#r rate o% spin even t&o#g& yo#r moment#m remains t&e same DonOt start wit& yo#r arms in %ront o% yo#, sin$e t&iswill move yo#r axis %orward and yo#Oll tend to tip over /iming t&e twist and t&e leap is t&e ey, and t&e only way tolearn is repetition7 Bend yo#r nees deeply as yo# land 5o# will pro'a'ly #nder!rotate, '#t i% yo# were a'le to leap straig&t #pso yo# were spinning aro#nd a verti$al axis, yo# s&o#ld 'e a'le to slide o#t o% it wit&o#t %alling6 .t is easiest to learn t&is wit& a small '#mp %or a i$er, going pretty slow

5o# cant#rn yo#r 'oard a'o#t a #arter t#rn in eit&er dire$tion wit& no $&ange in ang#lar moment#m 'y $o#nter!rotating yo#r legs and #pper 'ody /&is is &ow yo# do late tri$s, and appear to stop and start spinning d#ring gra's,et$ /&is is also an easy way to get into &a'its t&at will eep yo# %rom getting past C0 or so eeping yo#r &eadt#rned &elps avoid masing a la$ o% ang#lar moment#m 'e$a#se it maes it &ard to do t&e $o#nter!rotation

Snowboard Manual 2010 W_cover

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