movement, is it because their boots
are too big—or too loose? Meanwhile,
what was the student’s prior lesson
experience? You can’t control what
instructor had them last—or what that
person taught them (although I hope
it was within the scope of good, sound
skiing or riding!). Maybe they taught
themselves on their front yard. Or
maybe (gasp) they learned from a friend.
DEALING WITH SPLITS
“Expect splits. Plan for them,” says
Clayton-Cummings. They are as common as the number of skiers and riders
on the hill. What is different is how we
as instructors handle them, and here are
some recommended approaches:
Even in a group lesson, individualized feedback can work wonders.
time listening, learning, and asking
questions. Being open to learning, says
Cormier, makes a huge difference. “It’s
really fun to watch,” he says. On the flip
side, he sees highly skilled athletes who
think they have all the answers. “They
tend to stagnate as players, and they
don’t get as much out of camp,” he says.
The instructor who expects to multi-task within lessons, who anticipates
differences from student to student,
and who plans to offer individualized
feedback will be prepared for a lesson
with multiple ability levels.
The greatest story
to ever hit the slopes.
In fascinating pictures and superbly written text, American Snow
tells the story of how the Professional Ski Instructors of America has
been at the heart of the snowsports revolution in America for 50 years.
Available in the PSIA-AASI Accessories Catalog. TheSnowPros.org