Casi Level 1

WHAT IS CASI?
introduction
The Canadian Association of Snowboard
Instructors (CASI) was formed in 1994
and incorporated in 1995.
CASI’s head office is located in Montreal, Quebec. CASI trains and certifies Canada’s
snowboard instructors. It ensures that a national standard of safe and efficient snowboard
instruction is maintained to serve Canadian snowboarders and the snowboarding industry.
CASI has six regions across Canada: British Columbia, Alberta, Manitoba/Saskatchewan,
Ontario, Quebec and Atlantic. Each region has a Regional Coordinator to administer Level
1 courses.
CASI’s Organizational Structure:
BOARD OF DIRECTORS*
TECHNICAL & EDUCATIONAL

COMMITTEE*
EXECUTIVE DIRECTOR
REGIONAL EXECUTIVE NAT. COURSE NAT. TECHNICAL

COORDINATORS ASSISTANT COORDINATOR COORDINATOR
= Reports to
NATIONAL OFFICE
= Liases with STAFF
* = Volunteer Positions
Who Governs CASI?

CASI is one of the only professional snowboard instruction certification bodies that is run
entirely by snowboarders, for snowboarders, and not as a branch of a skiing organiza-
tion. It has a six-member national Board of Directors, four elected by the membership,
one appointed by the Canadian Ski Instructors’ Alliance (CSIA) and the Executive Director
(both of which are non-voting members). The Board conducts CASI’s affairs and business,
which are then administered by the Executive Director.
CANADIAN ASSOCIATION OF SNOWBOARD INSTRUCTORS | INTRODUCTION 1

CASI has a Technical & Educational Committee (TEC) made up of seven members
– four elected regionally, two appointed members, and chaired by the National Technical
Coordinator. The committee meets throughout the year to make decisions regarding course
content, reference guide content and technical doctrine, and to make those recommenda-
tions to the Board of Directors for approval. CASI has a National Technical Coordinator to
monitor and carry out the technical aspects of the organization.
How Do I Become a Member of CASI?

To become a member of CASI you must first attend and successfully complete a Level 1
Instructor Certification Course. These are held at many locations across Canada every
winter. Members receive the latest information on technique and teaching methods via
regular newsletters and clinics.
What Instructor Certification Courses

Can I Take?
CASI instructor certification has four levels:
Level One is an introductory course designed to teach instructors how to introduce snow-
boarding to beginner and novice riders.
Level Two focuses on intermediate and advanced level riding and skills-based teaching
skills.
Level Three focuses on advanced riding techniques, including Terrain Park teaching,
Advanced Freeriding, and Introductory Pedagogy (Instructor Training) skills.
USEFUL WEB SITES:
CASI Level Four hones the expert riding techniques, applies those skills to expert terrain, and
www.casi-acms.com requires advanced pedagogy skills and experience.
National Office
CASI also offers additional certifications and programs:
www.snowpro.com
Canadian Snowboard Federation Park Instructor: The Park Instructor course introduces instructors to teaching entry-level
www.csf.ca terrain park riders safe methods of using park features.
Coaching Association of Canada
www.coach.ca Rider Improvement Sessions: These sessions are aimed at personal riding development
in a variety of disciplines - for example, Park, Plate Riding, Freeriding.
Additional Information
For more information, call or write:
Canadian Association of Snowboard Instructors - Head Office

4900 Jean Talon West, Suite 220
Montreal, Quebec, Canada H4P 1W9
Tel: (514) 748-2648
Toll Free: 1-800-811-6428
Fax: (514) 748-2476
Toll Free: 1-800-811-6427
Email: info@casi-acms.com
2 INTRODUCTION | CANADIAN ASSOCIATION OF SNOWBOARD INSTRUCTORS

Member Benefits published three times a year, provides our
members with the latest info on courses,
To assist you in obtaining employment, CASI
publishes job opportunities in our Boarder
CASI has obtained the following benefits on
behalf of its members. regional news, job opportunities, articles of Line newsletter and on our website. Not only
interest for instructors and coaches and an do we publish what’s available, based on the
EQUIPMENT “PRO DEALS” “Industry Section” where we publish informa- resort’s requests, we have now published a
CASI’s “Pro Deals” could save you hundreds of tive articles. directory of all snow schools in Canada and
dollars on the purchase of your equipment this Toll Free Phone Lines: So that our members all of our Interski contacts, on our website. So
year. The exact value of savings varies between can contact us more easily, CASI provides toll if you would like to work at a particular resort,
suppliers, but discounts for major equipment free lines to the National Office (including a toll look them up in the directory and contact them
generally runs between 30-50% off the retail free fax line,) as well as one to our Executive through the numbers provided.
price. Once you’ve paid your dues you can then Director.
NATIONAL CERTIFICATION COURSES
access the CASI Pro Deals page on our website
at www.casi-acms.com, then enter your name SCHOLARSHIP PROGRAM CASI’s mandate is to train and certify snow-
and membership number, and start saving! A scholarship program has been set up to help board instructors, and to ensure that a national
members advance to the next level. The schol- standard of safe and efficient snowboard in-
INSURANCE arship comes in the form of a $200 bursary, struction is maintained. This national standard
Liability Insurance: If you are instructing which can be applied to the certification course of training, through the implementation of cer-
(while working at a recognized snow school), of their choice. This program is open to all tification courses, training materials, manuals,
or just freeriding, and you’re involved in an ac- Canadian CASI members who wish to advance seminars, and video productions, is constantly
cident, CASI’s Liability Insurance will cover you their instructional qualifications and is ideally being developed and updated.
up to $10 million. In a general way, our policy aimed at those wanting to get their Levels 3
ONLINE UPDATE PROGRAM
provides financial protection against claims for and 4.
“bodily injury” or “property damage” to third Update your certification with the latest details
If you would like to apply for a scholarship,
parties and defence costs associated with a regarding CASI teaching techniques and orga-
please visit our website for submission criteria.
lawsuit. nization news. Visit us at www.casi-acms.com
Deadline: one month prior to the course being
and click on “Programs” for more info.
Accident/Disability Insurance: You are eligible applied for.
for this plan when performing your duties as Funding for these scholarships was initially NATIONAL INDUSTRY PARTNERS
an instructor or participating in any activities provided by CASI. Contributions to the schol- CASI represents snowboarding and it’s mem-
sponsored by CASI for which compensation is arship programs are invited, and depending bers by being actively involved in the Canadian
received. You are also covered while travelling on the funds available in any given year, the Ski/Snowboard Industry, as a member, associ-
to or from your residence to your work site. number of recipients may increase as the funds ate member, and/or partner with the following
Lump sum benefits would be payable should become available. organizations:
you, as the result of an accident: die, lose a If you would like to donate funds to our schol- » Atlantic Ski Areas Association
limb, or be dismembered. You would also be re- arship program, please do so on your dues » Canada West Ski Areas Association
imbursed for your medical and dental expenses. invoice, or you can contact Dan Genge, our » Canadian Association of Disabled Skiers
In case of disability, we would provide you with Executive Director, for more details.
a weekly indemnity (up to $500.00 /week). » Canadian Avalanche Association
Evaluator Disability Insurance: CASI provides INTERNATIONAL RECOGNITION » Canadian Ski Coaches Federation
WCB coverage to all Evaluators who teach ISIA: Once you become a Level 4 Instructor you » Canadian Ski Council
courses on CASI’s behalf. can apply to the International Ski Instructors’ » Canadian Ski Instructors’ Alliance
House, Car & Travel Insurance: Preferred Association (ISIA) for your International Rating » Canadian Snowboard Federation
rates are being offered (where applicable). and ISIA sticker. Attach it to your CASI mem- » National Snow Industries Association
bership passport and present it whenever you
» Ontario Ski Resorts Association
COMMUNICATIONS want to ride or teach outside Canada.
» Quebec Ski Areas Association
CASI Website: Check out our website at: www. Interski: Every four years all the skiing & snow-
casi-acms.com where you’ll find: all the info boarding nations of the world get together to NATIONAL PROGRAMS
on CASI; the latest course dates and locations; exchange ideas and methodology about their CASI is continually trying to find ways to help
job postings; the latest issue of Boarder Line; system of instruction. CASI has represented the snow industry generate more business, bet-
and articles of interest to Instructors and Resort Canada at the last four (Japan ’95, Norway ’99, ter train our membership, and ultimately creat-
Management alike. You can even pay your dues, Switzerland ‘03 and Korea ‘07) and is very well ing a need for more Instructors in Canada. The
update your contact information, and register respected on the world stage. CASI is looking following programs have been very successful:
for courses on-line. forward to future Interski congresses. The Instructor Training Program, Resort Training
CASI Forum: CASI members can now com- Manual, CASI Training Videos, and CASI STEP
municate with each other online via our web JOB OPPORTUNITIES
Program.
forum. Post topics for discussion regarding By becoming CASI certified, you now have the
courses, progams, riding tips and feedback, or opportunity to work anywhere in Canada or
general snowboarding ideas. around the world as a Snowboard Instructor,
“Boarderline”: CASI’s newsletter, which is regardless of whether you’re ISIA rated or not.

CANADIAN ASSOCIATION OF SNOWBOARD INSTRUCTORS
code of ethics
Each Member of the Canadian Association of Snowboard Instructors shall be governed by this Code of Ethics and shall adhere to
the following articles at all times, both while on and off duty. The strict observance of the Code is intended to bring prestige and
honour to the Association, and help to build the profession of snowboarding into one that will stand high in the opinion of the
general public and the ski/snowboarding industry.
Article 1: Being a Member shall be syn- rather than from a sense of conviction, Articles of this Code. Disciplinary ac-
onymous with the finest aspects of the amounts to a misrepresentation to the tion may vary from a simple reprimand
sport of snowboarding; namely integrity, public and other members and jeopardizes to lifetime suspension or termination of
honour and respect at all times for those the integrity of the Association as a whole. membership.
who have placed their trust in you and
your teaching ability. Article 7: Members must meet their
professional and financial obligations The Alpine
Article 2: The public has the right to promptly and conduct all their business
Responsibility Code
expect the best, most up-to-date and uni- dealings in a most ethical manner befitting 1. Always stay in control. You must be
form instruction available. Therefore, it is the standards of the Association. able to stop, or avoid other people or ob-
the duty of each Member to learn all new jects.
techniques, and variations or modifica- Article 8: Members are always in the pub- 2. People ahead of you have the right-
tions of existing techniques on a timely lic eye and must therefore exhibit exem- of-way. It is your responsibility to avoid
them.
basis. To be outdated in technique is unfair plary essentials of true sportsmanship and
3. Do not stop where you obstruct a trail
to our Association, our fellow Members good behaviour. In a snow resort area, the or are not visible from above.
and the public. resort often accords privileges, and, under 4. Before starting downhill or merging
no circumstances, should these be taken onto a trail, look uphill and yield to oth-
Article 3: A Member has a responsibility to as a right, nor should they be abused so as ers.
5. If you are involved in or witness a col-
professionally represent the sport of snow- to cause embarrassment to any instruc-
lision or accident, you must remain at
boarding and the Association as a whole tor, Member, director or area operator of the scene and identify yourself to the Ski
and, in particular, (but without limitation) such resort. Patrol.
this responsibility extends to the snow 6. Always use proper devices to help con-
school area to which he/she is attached. Article 9: As snowboarding is a sport trol runaway equipment.
enjoyed by many in their formative years, 7. Observe and obey all posted signs and
warnings.
Article 4: No Member shall misrepresent Members have a responsibility to the youth
8. Keep off closed trails and closed areas.
him/herself as to his/her level of certifi- of this country to set a proper example for
9. You must not use lifts or terrain if your
cation or membership status within the them to follow. Under no circumstances ability is impaired through use of alcohol
Association. will Members engage in any illegal and/or or drugs.
criminal activities. Use of alcohol while 10. You must have sufficient physical
Article 5: No Member shall apply for a representing the Association and use of dexterity, ability, and knowledge to safe-
position in the snowboarding industry prohibited substances under any circum-
ly load, ride, and unload lifts. If in doubt,
ask a lift attendant.
without prior knowledge that the position is stances will not be tolerated.
available. To try to solicit a position already
held by another Member is unethical. Article 10: Members must adhere to
Loyalty to fellow Members is an integral the Alpine Responsibility Code attached
part of this Code. hereto, and the Alpine Responsibility Code
is hereby incorporated into this Code of
Article 6: No Member shall sponsor or Ethics by reference.
promote any equipment which he has not
personally tested and approved to be of Article 11: The Board of Directors shall
high quality. Support of commercial en- take appropriate disciplinary action should
terprises by Members for monetary gain any Member be in breach of any of the

NOTES:
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DID
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YOU
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YOU GO.
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_______________________________________________________________________________________ The CASI Level 2
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Prep Course can
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help to make sure
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you get the pin.
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_______________________________________________________________________________________ www.casi-acms.com
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teaching theory
This chapter outlines some basic teaching principles and shows how
to apply them to snowboarding. These principles are the keys to be-
coming an effective instructor. Your number one goal in teaching
should be to create a positive, fun experience that your students will
remember.
CANADIAN ASSOCIATION OF SNOWBOARD INSTRUCTORS | TEACHING THEORY 1

GUEST SERVICE THE ROLE OF THE
As an instructor, you are in a unique position to create a memorable experience for your INSTRUCTOR
students. Your ability to cater to your students’ needs and goals will help to ensure a valu- The following skills and attitudes will
make you more effective as an instructor.
able experience.
1. An understanding of the information
you want to transfer.
The majority of snowboard lessons are taught to beginner riders, and children. This is your
Instructors must have credibility. You
opportunity to create life-long snowboarders, and help to develop our sport. Your attitude must be able to “do as you say.” It is im-
plays the biggest role in this. Be enthusiastic and positive, and work to motivate your stu- portant to demonstrate adequate skill in
dents to come back for more. your riding, and a thorough understand-
ing of your sport. This includes:
Guest Interaction Tips: » A sound knowledge of snowboarding

technique and equipment
» Smile » A sound knowledge of terrain and
» Learn names, and use them snow conditions
These subjects all are covered in the
» Be friendly – put students at ease Reference Guide. You are the primary
» Customize your approach source of information for your students,
so know your subject!
» Teach for results, and student-centred success
2. A positive attitude
» Finish on a positive note, with a sincere thank you and goodbye
Instructors must build a positive atti-
People Skills tude towards learning. A student trying
to acquire new skills or to apply new
Being at ease communicating with students is a skill that takes practice. Make people feel techniques can become frustrated and
anxious. You, as the instructor, must be
important by using their names, and involving them in the decisions you are making while patient and supportive. The principles of
teaching. Ensure that your decisions are based on their success, needs and wants. Try to learning and techniques of training out-
take on the role of an “agreeable listener”, and avoid argument (admit when you may be lined in this section will help you to build
and maintain a positive attitude in the
wrong). teaching environment.
3. Effective communication
CLASS MANAGEMENT AND SAFETY Approximately 60% of all communica-

tion is altered in some way as a result of
The following tips will assist you in creating a safe experience for your students: interpretation, misconception, or some
other factor. Your students can easily
» Ensure that you are familiar with your students’ experience level. (I.E.: Are misinterpret what you say. To avoid con-
they familiar with the use of lifts? Have they been to the resort before?) fusion, make your message as clear and
direct as possible.
» Include a physical and mental warm-up in your lessons. 4. Ability to analyse performance
» Use safe stopping areas, away from traffic and terrain changes. Ensure you You will be required to analyse each
are visible from above. student’s performance by pinpointing
the cause of a problem (cause and effect
» Promote awareness for other snowboarders and skiers. relationship). Based on your analysis,
» Alert students to changes in terrain or conditions. you will set performance goals and make
sure the students understand their per-
» Gather students around you in a small area to avoid collisions. formance objectives. This subject is dis-
» Be sure to tell your students what is happening next, so they know what to cussed in detail in the section, “Analysis
and Improvement.”
expect.
5. Leadership in coaching and guiding
» Plan your runs ahead of time, and ensure your students’ know where you are your students
going, and where to meet. An understanding of snowboarding theo-
» Count and keep track of students at all times. ry and practice is fundamental to being a
good instructor. The best instructors also
» Use extra caution when using lifts, particularly with children. Be aware of develop good leadership skills so that
resort policies regarding children on lifts. they can communicate more effectively
with their students, and pass on their in-
formation and skills. The instructor who
can take teaching material and tailor
it to the needs of the individuals in the
group will achieve better results.
2 TEACHING THEORY | CANADIAN ASSOCIATION OF SNOWBOARD INSTRUCTORS

CUSTOMIZING FOR CUSTOMERS
Everyone’s different and vive la différence! “Finding a fit” with your students will be much easier if you understand learning styles and
apply some basic learning principles. For example:
» Adapt your language, humour and explanations to the clientele (young children, experienced boarders, mature riders, non-athletic
students, etc.).
» Be aware of differences – aggressive, quick learners need a different lesson format than timid or hesitant students.
» Use the strengths of the good students in the class to assist you. Try to determine why weaker students may not be accomplishing
the tasks. Be sensitive to their needs (I.E. possible learning barriers, nervousness, lack of self-confidence, physical limitations, etc).
» Give equal attention to all students in your class. Try to ensure that the group stays together and progresses at the same rate.
LEARNING STYLES
In general there are three types of learners:
a) Cognitive Learners
b) Experiential Learners
c) Observational Learners
We are all a blend of each, but in each of us one type tends to be dominant. Each style has advantages and disadvantages. Be aware of
the differences – teach effectively by tailoring the lesson to the needs of each rider.
Cognitive Learners - “Thinkers” Experiential Learners - “Doers” Observational Learners - “Watchers”

Characteristics: Characteristics: Characteristics:
» Can handle abstract subjects » Keen to try » Avoids making mistakes
» Is often articulate » Learns from mistakes » Imitates success, adapts easily
» Plans well » Constantly refines performance » Is flexible in approach
» Over-analyses things » Impetuous, not always prepared » Is willing to change
» Resists immediate action » Frequently fails to achieve objectives » Needs repeated demonstrations
» Underplays emotion/enthusiasm » Attempts to do things without help » Only as good as the instructor
Instructional approaches: Instructional approaches: Instructional approaches:
» Provide ample reading material and » Provide opportunity for “safe” experi- » Demonstrate alternative approaches.
time for reading and reviewing. ments. » Allow time for mental “rehearsal”.
» Point out pros and cons of various » Encourage repetition of successful » Discuss analytical and abstract
actions. action. material.
» Provide time for adequate discussion » Anticipate failure. » Reward innovation.
and debate. » Help them in “plunging ahead.” » Encourage activity.
» Devise alternative plans and strate- » Force discussion and planning. » Build on results.
gies. » Reinforce positive results.
» Force action when necessary.
» Analyse and give feedback.
Consider the learning style of each student in selecting a teaching approach. Whatever the method of teaching, adapt to the needs of your
student(s) and involve them in the planning process. Students who “buy into” the program will learn more effectively.

PRINCIPLES OF LEARNING
The following principles will help you in creating a valuable lesson experience.
1. Telling Doesn’t Ensure Learning
One of the most common errors made in teaching is to tell students something, and assume that they have learned. They may not have
understood the information in the first place. Telling is not teaching and it does not ensure learning. It is simply one-way communication.
Have students put ideas into practice to demonstrate that they have learned. Help them to learn by having them use the information or
skill that you have described.
2. People Learn By Doing
People only learn once they have processed information in some way. Practice makes perfect – doing makes sense. Encourage students
to try the skills you are teaching, and accept failed attempts as part of the learning process.
3. What People Do First, They Learn Best
Teach a student one thing at a time to ensure understanding and correct performance of a manoeuvre, before going on to the next.
We remember best what we learn first. If we learn the correct technique first, we will continue to use it throughout our riding career.
Unfortunately, people can learn incorrect methods just as easily as correct methods – explaining, no matter how accurate, is no substitute
for seeing, doing and feeling with the right guidance.
4. Small Steps Are The Best Way To Learn
Break your information down into small steps. This allows the student to absorb each new piece of information and to experience it cor-
rectly before he/she is presented with another piece to be learned. Organize these small steps, or “building blocks”, into a logical order
that allows for cumulative, sequential learning. Through observation and questioning you can check the student’s learning and under-
standing on the building blocks before proceeding to the next step.
5. Feedback Improves Learning
Give positive feedback to let students know what is being performed correctly, so that they have a basis for evaluating their own perfor-
mance. Also provide them with tips and suggestions to improve the next attempt. The sooner students receive feedback about their per-
formance, the more effective the learning will be. For example: after observing one or two turns made by the student, review the specific
skill, provide positive reinforcement and tips for improvement, and give a demonstration of the skill. As you demonstrate, have the stu-
dent pay particular attention to what it is he/she is being asked to do. Prior to the next run, quickly review that specific technique again.
TEACHING TECHNIQUES
Without a good lesson plan, your lesson stands very little chance of being successful. Keep in mind the various “Learning Styles” and
“Learning Principles” – here’s how to apply them and use them in creating a good plan.
Explanation - 10%
» What, Why, How, Where & When
EXPLANATION
10% Demonstration - 10%
» Follow the explanation - do what you said you were
going to do.
» “A picture is worth a thousand words”
THE » Check for understanding
FEEDBACK DEMONSTRATION
30% TRAINING 10%
Student Trial - 50%
» People learn by doing!
CYCLE Feedback - 30% (Analysis & Improvement)
» Immediate feedback provides the best opportunity for
improvement.
STUDENT TRIAL » Focus on what is being done well, what can be im-
proved on.
50%
» Use of P.T.T. (“Positive, To, Try”)

THE TRAINING CYCLE
The Training cycle is a systematic approach which:
» Provides for immediate two-way communication and feedback
» Gives you a formula to ensure your teaching is effective
» Gives the student a positive framework for learning
» Ensures learning without unnecessary training
» Assists in diagnosing the learning progress, and offering feedback on perfor-
mance
» Facilitates re-teaching of missed or misunderstood information
1. Explanation
Give the students a clear verbal picture of the skill to be learned and encourage a ques-
tioning attitude. Use plain, uncomplicated language, and key words to help keep ideas
simple. Try using the “What, Why, How” approach to keep explanations simple:
» What is it that you want to get across? What’s the goal?
» Why will this benefit the student? Where is it used?
» How is it accomplished? What are the movements, feelings and body parts
involved?
2. Demonstration
Demonstrate the skill to the students. Follow the pattern of the explanation closely and, if
the opportunity presents itself, explain again as you demonstrate. Through both seeing and
hearing simultaneously, the student receives a lasting impression. Ask appropriate ques-
tions about the methods used to check the students’ understanding immediately following
the demonstration.
3. Student Trial
Have the students try the skill, tactic or manoeuvre you have demonstrated. Don’t keep
them waiting! Remember, they learn far more from actually doing than they do from
watching. Try to maximize the student’s trial time by doing the following:
» Use all available terrain – be aware of opportunities in terrain.
» Offer repeated, or familiar feedback in short bursts, or single words, which
have meaning for the student.
» Keep explanations brief, simple, and to the point.
4. Feedback / Analysis And Improvement
Critique the students’ performance. First, point out the specific things that have been done See Appendix 8, “Pedagogy” for
well and then give them something to think of or work on for the next attempt. There is more information on how to give ef-
no need for negative comments, or comments which focus on the previous attempt. Keep fective feedback to students.
your comments “future-focussed”. This way the students accept and continue to use the
good skills and work to improve their weaknesses without negative feelings. Finish with
positive reinforcement. Critiquing the students must immediately follow their practice to
be of maximum value.
Using The Training Cycle

The Training Cycle allows you to move from one step to another, or go back to previous
steps, depending upon the circumstances or the progress of your student. Make certain
that the student is doing most of the riding, not you!

SETTING GOALS AND OBJECTIVES
This is a shared responsibility between you and your student(s).
» Establishing performance goals and objectives is an important part of the teaching
process because it forces you both to define the level of performance you want to
achieve by the end of the lesson.
» Once the goals have been set, you can decide on a student-oriented lesson plan.
» The entire lesson focuses on an objective (a level of performance or manoeuvre). It
is not an arbitrary collection of skills and drills that have no relevance to the stu-
dents’ needs. There should be focus!
» The final test of the success of the lesson is the review of student’s accomplish-
ments at the end of the class time.
Good performance objectives must be “S.M.A.R.T.”:
DEMO DETAILS
» Specific: Both you and your student should identify and specify the performance
When demonstrating, be aware of the
level expected by the end of the lesson.
following guidelines listed below and
make full use of your demos. Remember, » Measurable: Both should establish the yardstick for measuring the performance.
“a picture is worth a thousand words”.
Your knowledge, experience and planning
» Achievable: Both should make certain the performance requirements are achievable
ensure that your demos are a success- within that time frame, given the students’ current skills.
ful means of teaching new riding tech-
» Realistic: Are the goals realistic based on the terrain available, snow conditions,
niques. Be confident, but remember that
the objective of your demo is to teach, not student skill level, etc.?
to impress. Here are some guidelines for » Timed: Try to determine an acceptable time frame for you goals. Remember the need
giving a demonstration:
for mileage and practice!
» Make good use of terrain
» Keep it simple
» Emphasize the part of the skill
where improvement is needed Ask yourself “What must I do as an instructor
»
»
Do your best
Try to avoid demonstrating errors
to ensure that my student will be able to per-
» Have the students try the move- form this end result?”
ments while standing, to feel new
feelings
Think in terms of producing change and improvement in attitude, knowledge, and skill.
» Take into account the students’
Organize the lesson to meet specific objectives and eliminate unnecessary sidetracking.
equipment Concentrate on the relevant information and skill development that will enable the student
to perform the specific manoeuvres.
TEACHING STRATEGIES - The Teaching Pyramid

A teaching strategy is a method for delivering a lesson. There are various teaching strategies to choose from, and every lesson should be
built upon these strategies.
A ASK QUESTIONS
QUESSK
TIONS
» Facilitate discussion and involvement & checks for understanding.
ANA
IMPRLYSIS & ANALYSIS & IMPROVEMENT
OVME
NT » Analyse performance & deliver improvement.
METH
PRES OD OF METHOD OF PRESENTATION: Whole Part Whole, Building Block, or Guided Discovery
ENTA
TION
» Delivery of the theme or goal in the most suitable format.
THEM
E THEME
» Specific focus for the lesson.
» Clear goal.
*See Appendix 8, “Pedagogy” for more information regarding Teaching Strategies.

LESSON FORMAT
The snowboarding industry has come a long way in meeting its customers’ needs and demands. Snowboard instruction must keep pace.
Technical riding knowledge and “a bag of tricks” is just part of presenting a professional lesson - a sound approach is essential. The or-
ganization of your lesson begins even before you meet your students.
Our “classrooms” have uncontrollable factors like snow conditions and weather. Good judgment and preparation to deal with these
changing conditions can make or break a lesson.
Ask yourself these questions:
Do you have all the materials that you will need to teach?
» Proper clothing
» Adequate equipment, in working order (board, bindings)
» Lesson plan
» Class list
» Watch
» Pen/paper
» Cell phone or radio, or other means of contacting Ski Patrol in an emergency
Are you familiar with the area where you will be teaching?
» Will the class be free from distractions?
» What about exposure to the elements – wind chill or frost bite?
» Is the terrain appropriate for the level of instruction?
» What are the snow conditions like? (Ice, hard-packed, groomed fresh snow, wet powder, etc. will impact on how you will
approach the lesson and the terrain you will use.)
» In order to get to a safe and appropriate teaching area, will the students have to walk or will the mechanical lifts be
used? Are the student’s capable of this?
THE 5-STEP LESSON 1. Introduction

PLAN » Smile and greet your guests. If you are teaching children, greet the child first (at
The following lesson plan may provide a their eye level) and then the parents.
sample of how the training cycle applies » Introduce yourself and get to know your students. Learn their names; and find out
to a group lesson scenario, with students
who are already mobile on a snowboard. interests and other sporting activities, etc.
» Plan the lesson by getting a feel for the students’ expectations. What do they want to
learn? Share your plan with them.
If your students are
» Check their equipment. Are they dressed appropriately? If not, recommend that they
beginners, you’ll start make a change to their equipment for the day.
in on the Beginner 2. Warm-Up Run & Assessment
Progression. » If your students are beginners, you’ll start in on the Beginner Progression. If they are
If they are more expe- more experienced, take them to easy terrain for their ability. Determine their riding
level and decide what the technical scope of the lesson should be.
rienced, take them to » Based of your assessment of the group’s ability and the objectives set out by the
easy terrain for their class during the introductions, determine the terrain and tactics you will use to en-
ability. sure the objectives are met.
» Review your strategy with the class and get their approval for your plan.
3. Riding Improvement Segment (Training Cycle)
» Work on the skills that will allow the students to reach their lesson objectives.
» Do personal as well as group analysis and improvements.
» Use aids and/or exercises where needed, but try to avoid teaching tactics only.
There should always be a reason to use a tactic.

» Encourage lots of class participation.
» Work on their strengths to improve their weaknesses.
4. Mileage
» Allow the students time to investigate their own “feelings” of the skills by using the
tactics and terrain both on their own, and in the group.
» Provide time for “guided freeriding” to maximize the practice time. This is a good op-
portunity for individual tips and feedback.
5. Lesson Summary
» Summarize what was accomplished during the lesson as it pertained to their origi- Allow the students
nally stated goals. When teaching children, ensure that they know what was accom- time to investigate
plished, and if possible, communicate this to the parent’s as well.
» Review the positive things to work on for improvement as they relate to each stu-
their own “feelings”
dent. of the skills by using
» Review what they will be working on next (when they come out for another lesson). the tactics and terrain
» Thank your class for coming out. Invite them to sign up for another lesson and sug- both on their own,
gest a good time when you would be available.
and in the group.
THE SKILL DEVELOPMENT MODEL - I.A.C.R.C.V.

The Coaching Association of Canada has presented a clear model for defining the learning process of our students.
Development Level Description Teaching Implications Feedback
INITIATION » First contact with the skill. » Create a clear image (be
aware of learning style)
» May have no idea of what
to do. » Make learning environment
safe and easy
» Ensure lots of repetition. » Instructional (what, where,

when, how, etc.)
ACQUISITION » Rider can coordinate and » Lots of repetition – not look-
execute movements in the ing for perfection. » Clear demos
correct order.
» Allow rider to try – trial and » Not looking for perfect, but
» Execution is inconsistent and error. lots of practise.
lacks precision.
» Ask questions to start to » Positive feedback.
» Rider needs to think about develop understanding and
what to do (not automatic). awareness.
» Is a “rough form” – lacks » Emphasize right and left sym-

flow, fluidity, and synchro- metry.
nization.

CONSOLIDATION » Coordination of movements » Expose rider to a variety of
is there. situations.
» In stable / easy conditions, » Perform repetitions in varied

the skill is performed with conditions.
control and rhythm.
» Challenge with more complex » Feedback may come more
» Some elements of the execu- tasks. from student internally (feel-
tion remain when the rider is ings, sensations, etc.)
under pressure, conditions » Give less feedback, and en-
courage more trial and error. » More explanation with the
change or demands increase,
goal of increasing knowledge
but performance is still in-
and understanding.
consistent.
» Use higher volume of repeti-
tion (with lower volume of
REFINEMENT » Performance of skill is very » Expose riders to complex and feedback).
consistent. demanding situations that
require a high, precise level of » Use questions in feedback to
» Precisions stays high even in execution. increase awareness.
demanding conditions.
» Train them to develop solu-
» Movements are automatic. tions to challenges on their
own.
» Minor fine-tuning may be
necessary.
» Critical reflection is now pos-

sible by rider.
CREATE VARIATION » Movements are perfect in » Set up situations to allow » Situational: based on the en-
complex situations. riders to develop their own vironment.
solutions.
» Rider has a personal style » Decisions become joint de-
that is effective. » Ask for perfect execution in cisions between rider and
demanding situations. instructor.
» Movements can be performed
according to the ideal model. » Feedback may focus on exter-
nal cues or internal cues.
» Rider can come up with new
sequences of movements
spontaneously to cope with
unexpected situations.
» Unfamiliar situations reveal

personalized movements that
are efficient.
In general, progress follows a clear pre- » Physical condition and fitness (strength and endurance)
dictable path. Keep in mind that skill » Psychological factors
development will vary from student to » Equipment
student, and there are many factors that » Snow conditions and terrain
can help a student progress, including: » Experience and mileage

NOTES:
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Get the cert to
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_______________________________________________________________________________________ up your own
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skills in the
_______________________________________________________________________________________ process.
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www.casi-acms.com
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THE CASI SKILLS CONCEPT
analysis
There are no right and wrong’s in snowboarding - only consequences.
When teaching the following technical details, keep in mind that snowboarding is a constant decision-making process, and the outcome of
one turn or manoeuvre may differ with varying terrain, speed, and snow conditions.
FUNDAMENTAL SNOWBOARDING SKILLS

Analysis of riding technique has produced a clear and simple way of understanding riding using five elements or skills:
STANCE & BALANCE
PIVOT / STEERING
EDGING
PRESSURE CONTROL
TIMING & COORDINATION
CANADIAN ASSOCIATION OF SNOWBOARD INSTRUCTORS | ANALYSIS 1

PARTS (PHASES) OF A TURN
All turns can be divided into four basic phases:
A 21 B 2 C 2
1. The preparation for the turn
3 3 3 (Stance & Balance)
2. The initiation of the turn (Pivot /
4 4 Steering)
12 2 2
3. The execution (Edging and
Pressure Control)
3 3 3
4. The completion of the turn
4 4 (Pressure Control)
During isolated turns or the beginning of linked turns, the four parts of the turn are easy to see (A). When the turns are linked, the comple-
tion of one turn prepares the rider for the next so only three parts are noticed (B). During short radius, fall line, narrow-corridor turns the
turns are never quite completed, as in the first two examples, so only the initiation and execution parts are noticeable (C).
Pivot / Steering, Edging, and Pressure Control vary with the expertise of the rider. A novice rider will tend to use more pivoting and less
edge and pressure control. As his or her riding improves, there is less emphasis on pivoting and more on Steering, Edging, and Pressure
Control.
Stance & Balance is a fundamental skill at all levels. Timing & Coordination plays more of a role as the performance level increases, or as
the rider becomes more concerned with rhythm and symmetry.
STANCE & BALANCE

This is the bedrock of riding at all levels. The ability to balance in a variety
of situations while sliding down a hill remains one of the most obvious ob- The challenges of
jectives in snowboarding. riding are based on
Balancing is a dynamic process requiring continuous muscular activity involving the achieving a comfort-
Centre of Mass (COM). Balancing ensures that the resultant force acting on the body’s able, balanced athletic
COM goes through the base of support (the feet).
stance, and having fun
Balance is also related to stance. A comfortable, athletic stance is necessary for good doing it.
technique. As an instructor you must communicate ways of reacting
quickly and efficiently to maintain balance while doing specific moves. A
relaxed body is able to react more quickly than a tense one. Encourage a
state of readiness through a constant movement, or adjustment, on the
board.
Balance can be improved by:

» Maintaining a tall, relaxed position, with the ankles, knees and hip
joints slightly flexed. Aligning shoulders, hips, and feet.
» Keeping the arms away from the body, but within eyesight.
» Making the head and eyes face the direction of travel.
» Distributing the body weight evenly between both feet.
This Balanced Body Position (“BBP”) can also be referred to as the ba-
sic athletic stance for snowboarding.
2 ANALYSIS | CANADIAN ASSOCIATION OF SNOWBOARD INSTRUCTORS

Balance, Centre Of Mass & Stability
Balance plays a broad role in snowboarding. In essence, balance is either “there”, or it’s
“not there”, on or off. You’re either standing up (and therefore balanced), or you’re falling
over (not balanced). In snowboarding, it’s important to take into the account the various
other forces acting on the rider, which will affect his/her ability to balance. Moving in and
out of balance will create and enhance more advanced manoeuvres; it’s the rider’s ability
to enhance stability that will create success in these manoeuvres.
Different body shapes and types will affect the centre of mass – the “focal point” of
gravity’s forces pulling a rider in towards the earth. With the centre of mass directly on
top of the snowboard, balance is easily maintained. To enhance stability, a rider can lower
The lower the centre of
his/her centre of mass by bending the lower joints to bring the core closer to the ground. gravity, the larger the
Or, the rider can widen the base of support (the stance width). Remember, it’s possible to base of support, the
be too low and/or too wide – where movement is restricted in either case. As the centre of closer the line of gravity
mass moves away from the base of support (the snowboard), managing stability becomes to the base of support,
more and more challenging, as in the case of tipping, or leaning over. the greater the mass, the
more stability increases.
Stability: The Basic Concepts
Gravity is a force that exerts a downward pull on people or objects.The centre of gravity is The principal above has to do with bal-
a balance point - the imaginary point at which a person or objects mass may be thought ance and stability. For snowboarding, it
says that a rider can improve his stabil-
of as being concentrated. Altering its shape can shift the human body’s centre of gravity. ity (balance) by:
When riders stand in the freestyle triangle, their centre of mass is roughly near their belly » Lowering his/her stance
button. Standing in some positions can shift the centre of mass outside of the body. » Widening his/her stance
» Riding a bigger board
Mass is a measure of resistance to linear motion. A heavier rider will require a stronger
» Angulating (flexing joints) to re-
force to propel him upwards than a lighter one. main over his/her board
» Getting heavier
There are three basic states of motion:
Motionless state: When the body is balanced and there is no significant movement. A
hand plant would be a snowboarding example of the motionless state.
Linear Motion: Movement in a straight line. These result from forces applied directly
through the centre of mass. Pushing with the legs at takeoff will result in vertical linear
motion. Gravity is constantly applying force through our centre of mass.
Angular motion: Rotary movement or circular motion about an axis. Angular motion is
produced when forces are not applied directly through the centre of mass.
Some of these factors can be affected through body movements. When instructing, this
principle comes through in Stance & Balance and the BBP.
Reactive Balance
Reactive balance orchestrates all the other components of balance. It gives the student
the ability to respond effectively to varying terrain or snow conditions. For example, riding
in flat light, through bumps on a landing or into a soft pipe wall.
Mileage and creative freeriding will develop an arsenal of recovery skills and looking
ahead will help anticipate the changes. Riding at higher speeds will help develop a snow-
boarder’s reflexes. Agility is a physical trait that can be trained off snow that will directly
influence a student’s reactive balance.
The use of a “dynamic position”, or a constant adjustment of body positions as the situ-
ation requires, is a related skill that requires a certain amount of agility. This concept can
be thought of as “balance through movement”, or rather “stability through movement”.

ANE
L PL
NTA -TAIL)
Components of Stance & Balance: FRO
(NO
SE
When improving the Stance & Balance skills of our students, we can isolate the following
components:
» Fore and Aft Balance – movement on the Frontal Plane, or “Nose-Tail Plane”
E
» Lateral Balance – movement forward and backward on the Sagittal Plane, or “Toe- ERS
NSV
TRA PLANE )
Heel Plane” ISTI
NG
(TW
» Vertical Balance – movement up and down along the Sagittal Plane
» Rotational Balance – movement (or resistance to movement) on the Transverse
Plane, or “Twisting Plane”
SAG
ITT
(TO AL PL
E-H A
EEL NE
)
Fore and Aft Balance:

Fore and aft balance deals with movements in line with the snowboard’s nose and tail, on
the Frontal, or “Nose-Tail” Plane. These movements are controlled through core strength
(to stabilize the upper body) and independent leg action.
Equalizing the pressure under each foot will allow the student to stay centered. Varying the
weight distribution (from foot to foot) can allow the student to move within this plane. This
shift in pressure is necessary to perform tricks like ollies or nose rolls, and it also helps for
adjusting to the pitch of the slope or landing to maintain balance and enhance stability.
Lateral Balance:
Lateral balance relates to movements on the Sagittal, or “Toe-Heel” Plane. It is essential
to riding boarder-cross banks or simply carving. Getting a snowboard on edge will require
some balancing skill. Riding on a flat base will require even more. Experimenting with
movements across the snowboard can improve lateral balance.
Vertical Balance:
Vertical balance relates to up and down movements along the Sagittal Plane. Good verti-
cal balance will allow the students to move their centre of mass along this plane in a turn
(to create or control pressure, or to enhance stability by lowering the COM), or while riding
over changing features like jumps or berms to maintain balance. Good posture will im-
prove a student’s vertical balance.
Rotational Balance:
Rotational balance deals with the twisting forces around the vertical axis, on the
Transverse Plane. Its essence is the ability to control balance within rotary momentum
through core strength and edge control.
The student must be able to move in and out of alignment to control the forces involved in
all phases of a manoeuvre in order to maintain balance. This control aspect stems from

the ability to maintain alignment, and resist excessive “twisting” movements, thus main-
taining the ability to be balanced and stable.
An extension to this concept is the ability to “brace” a snowboard against the snow by
edging the snowboard. This allows the upper body to move freely in any direction while the
board (legs) maintains the line of travel. This is what makes “winding up” (or simply look-
ing behind you while riding) possible.
PIVOT / STEERING STEERING

ANGLE
This allows a rider to develop an effective steering angle (see
diagram to right) by placing the board across the line of momentum
(direction of travel). It will cause the rider’s course to be deflected
in a new direction. Exactly how this placement is achieved is dis-
cussed during each of the turning manoeuvres.
Axes of Rotation
In free riding, the pivoting skill simply relates to turning left and right. However, its realm
expands dramatically when thinking in terms of freestyle manoeuvres. It now takes on all
planes of spinning.
There are three axes that make up the 3-dimensional world. They also represent 3 pos- LINE OF
sible rotations. For a student performing a trick, the world “revolves” around him. We all MOMENTUM
(TRAVEL)
have our own axes... with that in mind, in flight, the 3 axes cross our centre of mass and
allow us to spin in any direction.
The axes are called the Rotational (or Vertical) Axis, the Lateral (Medio-Lateral) Axis,
and the Fore-Aft (or Anterior-Posterior) Axis:
The Rotational (or Vertical) Axis runs The Lateral Axis (or Medio-Lateral Axis) The Fore-Aft Axis (or Anterior-Posterior)
parallel to a line that goes from the head to runs through the hips from left to right. It runs roughly through the body from front
the ground (while upright). This is the axis pertains to flips like the “barrel roll”. Spins to back, pointing out of the belly button.
around which snowboarders turn and spin around this axis can be initiated by moving It deals with cart wheeling manoeuvres
(flat 360, 540, etc.). These spins are initi- the centre of mass out of balance later- such as the “Wildcat” or straight flips
ated through wind up and release (rotation ally, along the Toe-Heel Plane (over either (also going over the “handles”). Riding up
& counter-rotation). edge). the walls of the half pipe would represent
a 90-degree spin around the lateral axis.
Shifting the centre of mass out of balance
along the fore and aft plane generates
spins around this axis.

Components of Pivot/Steering:
Turning the hips, legs and feet in the direction of the turn causes the board to pivot.
Pivoting the board in this manner causes a visible and (sometimes) undesirable reac-
tion in the upper body. There are two basic principles involved in pivoting the board, both
based on a simple physical law: for every action there is an equal and opposite reaction.
Rotation
Rotation happens when the body (COM)
initiates the turning movement around the
FACTORS AFFECTING
vertical axis, and the lower body and board THESE PRINCIPLES
follow. While this action is less efficient, Upper and Lower Body Separation:
it can result in maximum revolution (i.e.: The upper and lower body segments can
360’s, 540’s, 720’s, etc), as well as the be thought of as being separated at the
waist and having nearly equal mass. If
maintenance of a more balanced and stable the board is not braced against the snow,
body position. This rotation principle is com- turning the upper half of the body results
in an equal and opposite rotating of the
mon to freestyle manoeuvres. Some rota- bottom half and vice versa.
tional movements are promoted throughout all linked turns, as it allows the upper body to This assumes that the upper and lower
maintain alignment, and thus balance and stability. body rotate against each other, at the
waist, about the vertical axis.
Counter-Rotation Un-weighting:
During counter-rotation, the lower body and Both principles work better if the board
board are set in motion in the direction of is “unweighted”, reducing friction on the
snow. (See “Pressure Control”)
the turn through the turning action of the
legs and feet only. The upper body mass, Anticipation:
through its own muscular effort, turns si- The most efficient way to initiate a turn
is with the use of anticipation. The rider
multaneously in the opposite direction.
anticipates the next turn or change of
direction by orienting his/her upper
Counter-rotation is a quicker way to pivot body until it slightly faces the intended
the board, for a limited distance (max. 180 direction of travel. The board follows the
change of direction initiated by the upper
degrees), because action and reaction occur at the same time. There is no preparation body bringing the rider’s body back into
needed as there is in rotation. A ‘speed check’ or emergency stop is a good example of a neutral position over the board.
counter-rotation.
Edging, Pressure Control, and Steering:
Steering Steering isn’t simply rotation of the lower

joints (ie: “Twisting the Disks”). Effective
The combination of pivoting the feet, either steering cannot happen without the com-
bination of edging (tipping the snow-
together or separately, as well as edging and board) and pressuring (lengthening the
pressuring the board is called “steering”. lower joints) the board.
By applying edge angle through the pivot Steering provides a more direct, efficient
phase of the turn, the rider can effectively link between body and board, and in-
volves moving the knees, feet and ankles
guide the board through the turn. Steering both in a forward direction, toward the
allows the rider to “drive” the board through nose, as well as laterally across the snow-
board to the inside of the turn. As turns
the complete turn in a more efficient man- progress from sliding to carved turns,
ner than through rotation alone. The steering motion relies on edging and pressuring of the this lateral movement of the lower joints
board, and when performed properly, creates board performance (board deformation) at increases, as the goal is to reduce the
Steering Angle, thus using less rotational
the higher-level turns. During short radius turns, the rider may be able to steer progres- steering movement.
sively, beginning the turn by steering with the front foot, while the trailing foot is complet-
ing the previous turn, thus creating a more efficient motion. This creates a torsional flexion
in the snowboard, aiding in the generation of force and performance.

EDGING
Edging is involved any time there is a change of direction. Although it is also needed to traverse or sideslip on a hill,
the following discussion refers to turning.
For proper edging, use the ankle, knee and hip joints to increase the edge angle (the angle between the base of the
board and the snow).
Once a turn has been initiated, it can only be completed by the effective use of edging. Edge control is a direct response to the rider’s
ability to manipulate the board’s edge angle. This angle varies depending on:
» The steepness of the slope This technique allows a very limited vari- Generally, as the slope increases, more
» The radius of the turn ety of turns to be performed in ideal snow angulation is needed in order to main-
» The speed of the turn conditions. tain edge grip. As well, at higher speeds
» Snow and terrain conditions on flatter slopes, more inclination can be
Inclination With Angulation used, as the forces of speed will help to
During the edging phase of a turn, external
forces affect the rider. Through a mostly
isometric effort, the rider uses these forces
to create a turn. This idea of an “isomet-
ric effort” simply describes the relatively
tense body position needed in the edging
phase of a turn, resisting these forces.
However the rider does not hold a static
position. There is continuous reflex move-
ment to maintain balance and to respond
to varying terrain and snow conditions.
Components Of Edging:
For every change of direction, riders need

to lean, or tilt to the inside of the turn to
remain balanced - just as he/she would
do on a bicycle to both initiate a change in
direction and resist the forces associated
with angular motion. This movement to
the inside is called “inclination”. It is im-
portant to understand the relationship be-
tween inclination (leaning) and angulation
Edging with angulation uses the ankle, hold the rider up. Effective use of inclina-
(bending). View the following examples:
knee and hip joints to increase the edge tion and angulation requires a constant
Inclination angle while maintaining balance over the adjustment, taking into account the “cues”
snowboard. The COM stays closer to the from the terrain - steepness, snow condi-
With inclination only, the edge angle is
centre line of the board, thus increasing tions, speed travelled, intended outcome,
equal to the amount of inclining (leaning).
balance and stability. etc.
Using inclination and angulation together, As with steering, edging may be applied
the rider is able to increase the edge angle progressively through the turn, using
beyond that obtained by inclination only. refined movements with the feet, ankles
With this stance, it is possible to adjust and knees to allow the forward section of
pressure along the length of the board. For edge to “hook-up” in the snow (by flexing
effective angulation, the shoulders should the snowboard torsionally), while the trail-
be as close to parallel to the snow as pos- ing section of the board is completing the
sible, depending on speed and slope. previous turn.

PRESSURE CONTROL
Pressure Control is a sensory skill in which the rider moderates the pressure on the board using nose to tail pressures
(fore and aft pressure), edge-to-edge pressure (lateral pressure), and up and down pressure (vertical pressure), to
deal with both the changes in pressure under the snowboard due to terrain, and due to deformation of the snowboard
(resultant pressure).
The rider can moderate the pressures by adjusting fore/aft body positions, bending or extending the legs, changing the amount of edge
angle, changing the amount of steering, or by a combination of these things. Because pressure control is difficult to master, it is the skill
that defines the expert rider.
Some forms of pressure control are more obvious and easier to understand than others.
Up Un-Weighting During extension, the body accelerates control resultant pressures). Down un-
Whenever the mass is moved on a vertical upward, causing a temporary increase in weighting allows the rider to stay in control
trajectory (through extension of the lower the pressure (“weighting”) on the board of the pressures being exerted on the
joints), resulting in a temporary lightening between the base of the board and the board at higher speeds during the initiation
of the snowboard at the top of the exten- snow. The amount of increase in the pres- phase of the turn, and actively moderate
sion, we call this up-un-weighting. (Think sure on the board depends on how quickly pressures throughout the turn.
of performing a small hop from a standing the extension is executed. If this motion
is executed quickly enough, the body will During flexion, the body accelerates down-
position). The un-weighting phase should ward, and the feet and board are moved
not be longer than needed. This means experience total un-weighting briefly, at the
top of the extension. When the extension vertically off the snow. This temporar-
that the trajectory of the COM must be ily decreases the pressure of the board
adjusted to meet the demands of different stops, the upward inertia causes a tempo-
rary decrease in the pressure on the board. (lightening) – the opposite movements of
speeds and terrain – faster speeds and up un-weighting. The amount of pres-
steeper terrain require quicker extension. sure decrease depends on how quickly the
flexion is executed. The movement can be
done fast enough to eliminate all pressure
on the board, resulting in completeun-
weighting loss of contact between the base
of the board and the snow. When flexion
is stopped, the body decelerates, causing
a temporary increase of the pressure on
the board. An isometric resistance of pres-
sure, through extension during the turning
phase, allows the rider to create pressure
between the base / edge of the board
Up Un-Weighting
throughout the turn.
Because the variety of Pressure can be increased at the begin-

situations is virtually ning of a turn by extending the lower joints,
thus establishing a reliable path of travel
infinite, a regimented
and edge grip early in the turn. Release
approach of teaching of the edge and pressure, happens when
selected movements the extension movements reach their
maximum, and “top out” (think of hopping
for each specific again) – ideally at the edge change.
situation gives poor
Static Down Un-Weighting
results. Students must Down Un-weighting
CASI promotes down-un-weighting as
be allowed to experi- Down un-weighting requires a certain
a means of controlling pressures due to
ment with a variety of terrain (for absorption), and during edge
amount of pressure built up in the snow-
board in order to be effective. This pres-
situations. change at high speeds (as a means to
sure can come from speed and/or terrain.

It should be noted that in general, down-un-weighting can be useful to rapidly release
unwanted pressures, in the case of bumpy terrain, and initiate a more efficient change of
direction.
Combining Up and Down Un-Weighting

Riders may wish to employ aspects of both up and down un-weighting at the edge change Resultant Forces – Create,
phase of the turn. This is sometimes referred to as “mid-weighting”. This combination Control and Release
of movements involves a coordinated effort of moving the COM “up and over” at the edge Accompanying the edging phase is a
change, establishing pressure early in the new turn, while simultaneously retracting the compression force – the creation of pres-
sure. The magnitude of this force is a
lower body joints to quickly lighten the snowboard. direct result of the radius of the turn, the
steepness of the slope and the speed at
Pressure Control For Speed Management which the rider is travelling. Controlling
these forces relies on the rider’s ability
In general, more skilled riders will have the ability to create pressure earlier in the turning to change the position of the lower joints
as required.
arc. This pressure phase corresponds with the change of the edge as the rider progresses
With increased pressure along the length
from beginner through to more advanced turns (I.E.: Later during beginner turns, and ear- of the board, the more the board will de-
lier in advanced turns). form, and bend against its natural flex
(camber). This pressure may release un-
PRESSURE APPLICATION: The application of pressure during the turn expectedly during the final stages of a
turn, commonly referred to as “rebound”.
can affect the forward momentum (speed) Skilled riders can use this “rebound”
of the rider. In the diagram to the left, result to aid in performance, and proj-
notice how pressures applied higher in ect the board directly into the next turn
– demonstrating a mastery of the “create,
the turn will “project” the rider downhill, control and release” concept.
causing an increase in speed. Applying
pressure later in the turn (after the fall Pressure distribution
line), will resist this downward momen- along the board
tum, thus slowing the rider’s speed. Riders can adjust their stance to achieve
even pressure along the longitudinal
During the intermediate phase of a rider’s axis (the length) of the board. Beginning
riders adjust their stance by moving the
skill, instructors will often promote maxi- upper body forward or back over the feet.
mum pressure at the apex of the turning More skilled riders make the adjustment
by pushing or pulling the feet forward or
arc, and therefore a consistent speed from back under the body, thus maintaining a
turn to turn. more balanced and stable position in the
upper body.
Terrain Weight Transfer

Red = Deceleration The terrain itself can cause an increase or Weight transfer is the changing of all or
Yellow = Constant Speed decrease in pressure. In this example, the most of the pressure from one edge to the
Green = Acceleration rider adjusts to terrain changes with flex- other.
ion and extension of the legs to maintain Weight transfer may be thought of as
pressure transfer. Pressure is mostly a
constant pressure on the board. result of steering angle and edging. At
the initiation of a turn, both steering and
If the rider below stayed in a fixed position, the pressure would vary noticeably on uneven pressure transfer begin immediately.
Although the transfer is initiated early in
terrain, causing difficulty in maintaining control. the turn, it is applied gradually as edging
comes into play.

Components of Pressure Control:
The following components of this skill will

assist in planning lessons geared towards
Pressure Control. Each of the following com-
ponents has a direct impact on both the pres-
sures felt from terrain, and resultant pressures
built up in the snowboard.
Fore / Aft Pressure: Vertical Pressure: Lateral Pressure:

Pressure adjustments made on the snow- Moving up and/or down by lengthening Refers to pressure increases or decreas-
board by weighting the trailing foot, or the or shortening the lower joints. Extending es as a result of movements in the body
leading foot. For example, absorbing a the lower joints causes an initial increase toward the toe or heel edge, as a result
bump in the terrain by flexing the front leg in the pressure applied to the base of of increased edge angle, and therefore a
as the nose approaches, and then extend- the snowboard, followed by a temporary build-up of pressure in the snowboard.
ing the front leg and flexing the back leg decrease as the legs extend fully (up-un- Placing the snowboard across the fall line
as the tail moves over the obstacle. This weighting). Flexing the lower joints controls causes an immediate increase in pressure,
change in pressure may be accomplished pressures being applied from the snow or due to the resistance provided by the edge.
through an adjustment of the upper-body by the radius of turn. Rapid flexion causes Riders can employ the “create, control
position, or through more subtle lower- a decrease in pressure immediately and release” concept in this situation, by
body adjustments for more skilled riders. (down-un-weighting). Gradual, controlled adjusting movements directed across the
flexion throughout the turn allows the snowboard in relation to the pressures felt.
snowboard to maintain contact with the
surface.
Comment:
Flexion and extension are mostly pressure adjustments but they must consider the unique situation of each turn and are therefore hard
to define. In general the extension is in a forward direction and flexion is only to control pressure, not eliminate it. Minimizing excessive
flexion will add pressure to the board and liveliness to your riding.
TIMING & COORDINATION

Timing & Coordination refers to the skill of harmonizing movements so that the right things happen at the right time. In a sport such as
snowboarding, where the very essence of the sport is balancing while moving over ever-changing terrain, Timing & Coordination is crucial
to progress beyond the beginner stage.
Initially the student learns to do such things as pivot the feet at the right time, extend or flex at the right time and later, to do several of
those actions at the same time (coordinate the actions). In expert riding, timing and coordination is the magical element that makes rid-
ing appear effortless and fluid.
Components of Timing & Coordination:
Timing:
Timing refers to the process of selecting a movement and/or action at the appropriate time
and for an appropriate duration within a manoeuvre. The snow, slope pitch, the speed at
which the rider is travelling, and the intended outcome affect both the timing and the du-
ration of the movement/action.
Coordination:
The blending and synchronization of Stance & Balance, Pivot/Steering, Edging, Pressure
Control and Timing in the correct order at the right time and for the right duration into ef-
fective, efficient, and consolidated movement.
Instructors (and students) should be aware of the consequences of varied approaches to

coordinated movements. See the following example of an optimum “order of operations”
for an advanced level carved turn:
Order Of Operations: Carving B.E.D.M.A.S.

B = “BALANCE” Managing instability, relaxed neutral position. What may change if these movements
were performed in a different order? For
E = “EDGE” Establish edge, through inclination. example, if the rider was to steer/pivot
the snowboard prior to setting the edge,
the outcome may be a skidded turn, rath-
D = “DYNAMIC Aggressive angulation & flexion. er than a carved turn.
M = MOVEMENT”
A = “ACTIVE Guiding the direction of travel with lower joints.

S = STEERING”
THE SKILLS CONCEPT AS A TEACHING TOOL

Riding is simply a blending of the five basic skills. Instructors can take the whole picture and break it back down into the five skills, and
sometimes further, into skill components. The following chart illustrates how the 5 basic skills can be further isolated into their sub-com-
ponents:
SKILL COMPONENTS OVERVIEW:

STANCE & BALANCE PIVOT / STEERING EDGING PRESSURE CONTROL TIMING & COORDINATION
Fore/Aft Rotation Inclination Fore/Aft Timing
Vertical Counter-Rotation Angulation Lateral Coordination
Lateral Steering Vertical
Rotational
The specifics of Skill Components are explored in-depth during the Level 3 and 4 Instructor courses.

TECHNICAL DESCRIPTIONS OF TURNS
SLIDING TURNS
Any turn which has any degree of sliding, can be described as a sliding turn. Only in
carved turns is there no sliding. In the CASI Teaching Progression, sliding turns have been
divided into four categories, according to the level of the student’s riding ability.
Each of the following categories of turns should be thought of as “snap shots” of the
rider’s skill level at a certain point in time. Avoid thinking of the following as stand-alone
manoeuvres. There are no clear lines that distinguish where one turn-type begins and
another ends. Rather, the skills of the student simply progress over time, many times at
different rates, leading up to the next “snap shot”.
A brief description of each follows:
Beginner: Sliding Turns later part of the turn, the compression or flexion phase of the turn
At the beginner level the student is now capable happens earlier, as well. This creates the
emphasis is on Stance of both maintaining bal- beginnings of board deformation (bending
& Balance, and Pivot ance and stability, and / flexion), which will lead to increased per-
to produce a change in increasing the edge an- formance later on.
direction. Other than di- gle to control speed. The
rection and edge change, turns are still initiated Advanced: Sliding
very little performance with the COM and basic Turns
is achieved. Beginner edging movements. Edge
During the advanced
turns could be described change occurs at the
stages the students
as little more than linked fall line.
will concentrate
sideslipping*. Rotation of the COM is used more on the Timing
to initiate the turn, as well as slight edg-
Intermediate: Sliding
& Coordination of
ing movements with the leading knee and Turns all the skills so they
ankle, to allow the snowboard to enter the In the intermediate can perform various
fall line. Edge change occurs at or below phase, the students’ sizes and shapes of
the fall line, through a concerted effort to Edging skills are de- turns, negotiate a
follow three distinct phases of the edge veloped, by moving wide range of terrain
change: starting edge, flat base, and fin- the ankles, knees and and snow conditions, and handle various
ishing edge. hips to the inside of speeds.
the turn more aggres-
*Terrain will have a large effect on the Edging skills at this level are even more
sively together with
shape and appearance of Beginner Turns. refined, allowing the new edge to be set
inclination/angulation.
For example, a wide, shallow slope will somewhere near the top of the arc. Also,
They refine Pressure
allow beginners to make turns with a compression, or flexion, begins early in the
Control skills through the use of flexion
round shape, and traverse between turn, roughly corresponding with the edge
and extension and up-un-weighting.
edge changes. On a steeper, or narrower change, and steering skills are refined,
beginner run, the turns will take on the Students learn to use rotation of the COM, creating a deformation of the snowboard,
appearance of linked sideslips, with little combined with a forward movement of both longitudinally and torsionally, and
traverse between turns. the body in the direction of the new turn translates into increased board perfor-
(anticipation) to link the turns, as well as mance Riders at this level may use up
Novice: Sliding Turns Steering. This gives them better speed and un-weighting, down un-weighting, or a
In the novice phase, students are in- directional control, and enables them to combination of both.
troduced to the concept of flexion to aid handle the steeper intermediate slopes
stability after the fall line, when speed with confidence. Edge change becomes
may become a concern. By controlling more efficient, thus moving further up
the amount of flexion applied during the in the arc (above the fall line), and the

CARVED TURNS Intermediate: Carved Turns
The difference between sliding and carved The goal of carving is to link a series of perfect arcs. At this stage, a se-
turns is in the amount of edge angle ap- ries of gentle open arcs is the easiest to perform. As in all carved turns,
plied, as well as the fact that there is no the lateral displacement of the board during the pivoting phase (see
steering angle in a carved turn, as the tail ‘steering angle’) is eliminated. The radius and the precision of the turn
of the snowboard follows the nose. will depend on:
Carved turns have been divided into four » Edge angle

categories, each relevant to the level of » The sidecut of the board
the student’s riding ability and the terrain » The amount and duration of pressure that is applied throughout the turn
being used. Upper body anticipation is used to a) initiate the turn, and b) position the
A brief description of each follows: body for maximum compression at the centre of the turning arc.
Advanced: Carved Turns

In intermediate carved turns, students work on adding flexion and extension, and steer-
ing to the basic carved turn. This requires more concentration on the
timing and coordination of all the skills. This will also allow them to
negotiate a wide range of terrain and snow conditions, and vary the
radius of turns. They learn symmetry and speed control through the
use of dynamic flexion and a strong edge angle.
Expert: Carved Turns

In advanced carved turns, students concentrate more on the timing
and coordination of all the skills so they can negotiate a wider range
of steeper terrain and snow conditions. Aggressive pressure control
and active steering allow the rider to adjust the radius of the turn.
They again work on symmetry and speed control through the use of
dynamic flexion and a strong edge angle.
Down Un-Weighed Turns

Up to this point, all turns, both sliding and carved, have been initiated with a positive ex-
tension — “upun-weighting”.To link high-speed turns consistently, ride on steeper terrain,
and/or just control the board’s energy, down un-weighting may be used to control and
moderate pressure. Down un-weighting is done through flexion to suppress the resulting
forces until the last possible moment before moving across the board. At the same time
the rider switches edges and extends the legs laterally (to the side), steering the board
into the new turn. This flexion initiated during the switch releases pressure, and redirects
the board’s energy onto the new edge, helping to reverse the camber of the board. This
lateral extension is continued throughout the turn, resisting the pressures exerted on the
board by the resulting forces until the last possible moment before flexing and moving the
centre of mass (COM) over the board to initiate the next turn.

RIDING BUMPY TERRAIN
For some riders, bumps can be the most exciting part of a mountain. For others, moguls
can be an intimidating and humbling experience. They are physically demanding and a
technical challenge.
In a bump run, it is sometimes possible to make most of the turns between and around
the moguls. Other times the rider makes turns on the sides or the tops of the moguls. Most
of the time, however, a rider chooses a line and negotiates whatever he/she encounters. To
keep it simple, the technique for riding moguls has been divided into two approaches.
Turning Around the Bumps

This is an easier way to negotiate a mogul, since little or no absorption or change in rid-
ing technique is required. By sliding in the moguls, it is relatively easy to avoid gaining too
much speed.
Turning on Top of The Bumps

This approach is much more dynamic and gives a more realistic sensation of actually rid-
ing moguls. This is a true test of Pressure Control skills.
Comment:
There is really no one-way to negotiate a bump run, since the type, location and fre-
quency of the turns depends on the location and shape of the moguls. Whether to ride
the tops or ruts is not really the question. The main concern should be to ride with con-
trol, and maintain a good line of travel.

NOTES:
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LEVEL 1 COURSE MATERIAL
BEGINNER TO NOVICE SNOWBOARDING
CHOICE OF TERRAIN
The choice of appropriate terrain for teaching beginners is crucial. For safety, choose a gentle slope wide enough to accommodate both
your group and the other people on the hill. It should be free from distractions, dangerous intersections and blind spots, and should be
well groomed without ice or bumps.
Choose terrain that has the right degree of slope for the group’s ability level - terrain that is steep enough to allow for sideslipping but not
so steep that there is any risk of the students gaining excessive speed. If the slope is right, the students will experience success and will
gain confidence. Look for a slope with a single fall-line.
The terrain you choose must be accessible to the group. Constant evaluation of your terrain is necessary. Is it safe? Does is allow stu-
dents to progress and learn? If not, move to a better area on the mountain.
USE OF MECHANICAL LIFTS » LOAD: Skate forward and allow the Use of Chair Lifts
lift to move you forward onto the With the front foot attached:
It’s crucial to teach students how to use
carpet.
lifts safely before they ride on one. Give » LOOK: Look for the preceding chair.
» STAND: Stand on the carpet, with a
explanations, point out some of the fea- » LOAD: Skate forward into the load-
minimum of 5 metres between each
tures, and ask them to observe others who ing area turn and look for the ap-
person.
are already on the lift as you explain. proaching chair, and sit when it
» UNLOAD: Allow the carpet to send
you off of the lift, and slide into the arrives.
unload area. » LOWER: Lower the safety bar.
» LEAVE: Clear the unload area as » RIDE: Ride the lift to the top.
soon as possible. » LIFT: When the lift is near the top,
lift the safety bar.
Use of T-BAR Lifts
» STAND: Point the board straight up-
With the front foot attached: hill, and stand when it touches the
» LOOK: Look for the approaching unload ramp.
Be sure the students understand how to t-bar. » LEAVE: Clear the unload area as
load the chair at the bottom, and how to » LOAD: Skate forward into the load- soon as possible.
unload from the lift once they arrive at the ing area, and place the T either Keep in mind that riding lifts with children
top. In general, before progressing to rid- behind your hip, or between the legs requires more caution, and resorts may
ing lifts, students should have mastered against the lead thigh. have specific policies regarding taking
the basic mobility skills of skating, straight
» STAND: Stand and allow the T to children on lifts.
running and climbing / descending. This is
pull you up the hill. Keep the free
to ensure that they are capable of loading
foot on the snowboard, against the
and unloading the lifts.
back binding.
Use of Carpet/Conveyor Lifts » RIDE: Ride the lift to the top.
Carpet lifts are ideal for beginners, as they » UNLOAD: When the lift reaches the
are simple to load, unload and ride. With top, remove it and unload the lift.
the front foot attached: » LEAVE: Clear the unload area as
soon as possible. Skate away to a
» LOOK: Look at the loading area and safe area.
at the moving carpet.
» WAIT: Wait until the loading area is
clear to move into.
2 PROGRESSION | CANADIAN ASSOCIATION OF SNOWBOARD INSTRUCTORS

THE BEGINNER PROGRESSION
The CASI “QuickRide” System
Teaching beginners is a continuous decision-making process. Your actions will be de- Remember, beginner
termined by what you see in your students’ progress. Don’t be afraid to change your snowboarders are
approach if things aren’t working. Remember, your goal is to introduce your students to
snowboarding in a positive and fun way. acquiring the neces-
sary movement pat-
The goal of the QuickRide System is to create a certain level of mobility, control and
enjoyment on the snowboard as quickly as possible. Your student and situation will deter- terns and working up
mine your approach, however, the progression is laid out in a series of five goals, or mile- to linking turns. Don’t
stones. The recommended steps to achieve each goal are supplemented with additional
tactics, to assist in reaching each goal.
expect perfection,
but rather focus on
The five steps, and their corresponding goals are:
mileage and practice.
STEPS STUDENT’S GOAL People learn by
1. BASICS To become familiar with the use of equipment, and comfortable doing!
moving around on the snowboard with one foot attached.
2. SLIDING To be comfortable standing on the snowboard while it is sliding.
3. CONTROL To gain control of both speed and direction (across the fall line),
with both feet attached to the snowboard.
4. TURNING To have the ability to change edges in the fall line.
5. LINKING To be able to comfortably link toe and heelside turns on beginner
terrain and control speed while turning.
Using Hands-On
THE S.A.F.E. CONCEPT
Assistance
When presenting new manoeuvres or movements, the S.A.F.E. approach will provide a pro- We must remember that we want our
gression for effective presentation. The S.A.F.E. acronym stands for: students to be self-sufficient on their
snowboards. However, being ready to
Static When introducing a new movement, have students visualize/feel the offer your help is an important part of
avoiding crashes and potential inju-
sequence of movements on flat ground. (Skill development model ries. Not all students welcome, or need,
relation: Initiation) hands-on assistance.
Remember the following:
Active Students learn by doing – give a tactic or manoeuvre to try. During » ASK before providing hands-on
the initial trials, pay close attention to the terrain and situation to help.
help ensure success. (Skill development model relation: Acquisition » Be mindful of how you are provid-
& Consolidation) ing assistance. Avoid holding the
hips or chest area.
Free Focussed mileage and practice. During this stage, mileage is the » As the student progresses, you can
have them make a fist and push
key. Allow students to practice, and allow them to make mistakes against your fist, rather than hold-
– just ensure that positive feedback / correction is given when mis ing onto their hands (I.E.: during
takes are made. (Skill development model relation: Refinement) toeside sideslipping).
» Are there other methods for the
Experimentation Change the situation to encourage adaptation – vary the terrain or student to receive assistance?
Flatter terrain, balance aids, and
movements. (Skill development model relation: Create Variation) benches to assist in strapping in
are all potential tools to help the
student become self-sufficient.
When teaching children, a hula-
hoop can act as a balance tool for
the child to hold on to, if needed.
CANADIAN ASSOCIATION OF SNOWBOARD INSTRUCTORS | PROGRESSION 3

THE QUICKRIDE SYSTEM OVERVIEW:
GOALS PROGRESSION SUGGESTED SUPPORT TACTICS
I. BASICS Equipment » Introductions
» To become familiar with the
Mobility » Equipment: Parts Of The Board
use of equipment, and com-
fortable moving around on » Attaching The Board On Flat Ground
the snowboard with one foot » Equipment Familiarity & Mobility
attached.
» Skating
» Climbing & Descending
II. SLIDING Straight Running » Balanced Body Position (B.B.P.)

» To be comfortable standing » Straight Running
on the snowboard while it
is sliding. » Experiment With Varied Body Positions
» Toe/Heel Drag (“Hip-Noses Turns”)
III. CONTROL Sideslipping » Intro To Edging – Gas Pedal Exercise

» To gain control of both
Pendulum » Progress To Sideslipping (with rear foot unattached)
speed and direction (across
the fall line), with both feet » Attaching The Board On A Slope
attached to the snowboard. » Sideslipping
» “Ballerina / Cowboy” Analogy
» Pendulum
» Power Pendulum
IV. TURNING Beginner Turns » Static Rotation Exercise (lead hip, knee, ankle)
» To have the ability to » F.L.E.C. – Fall Line Edge Change
change edges in the fall
line. » Walking Through Turns
» Beginner Turns (Toeside & Heelside)
V. LINKING Novice Turns » Static Flexion Exercise (flexion after fall line)
» To be able to comfortably » Linked Novice Turns
link toe and heelside turns
on beginner terrain and » Speed Control: 4 S’s (Speed = Shape, Size, Slope)
control speed while turn-
ing.
NOTES:
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1. BASICS
The first step in the progression is to develop familiarity with equip-
ment, and mobility with one foot strapped to the snowboard.
INTRODUCTIONS
Armed with the right attitude, you are ready to meet your class!
a) Instructor Introduction
Your introduction should be brief. It should not take more than a minute. Its purpose is to inform, reassure,
and to set the mood. Include:
» Your name
» Professional background
» Snowboarding and teaching experience
» Any other pertinent information
b) Student Names
Learn your student’s names. These introductions will initiate participation and facilitate communication. Ask
for their names, snowboarding or related sports experience, and their motivation for taking the lesson.
c) Lesson Goals
If your students do not know what they are expected to learn, both students and instructor will fall short of
their objectives.
For an introductory lesson, the goals should be:

» To have fun!
» To develop an appreciation for snowboarding
» To learn how to stop on both sides (toe edge and heel edge)
» To learn how to become mobile on the snowboard - controlling speed and direction
» To learn how to use mechanical lifts
» To develop safety awareness
» To have fun! And to leave with plans to return and snowboard again…
d) Duration
This will depend on a variety of factors including local arrangements with your snow school. Ideally, introduc-
tory lessons should be at least two hours.
e) Equipment / Safety Check

The equipment your students use will be a significant factor in their ability to learn. Equipment factors to con-
sider are:
» Boots should provide good ankle support and offer some forward flexibility. They should be warm and
comfortable, and should be tightened enough to avoid excessive foot movement
» The snowboard should be suited to the size, weight and boot size of the student and should be appro-
priately tuned for slow, sliding turns.
» The students should be dressed appropriately for the day’s conditions.
» Helmets are recommended.

EQUIPMENT
To enhance efficient communication, the following terms should be introduced and used
throughout the lesson:
» The Toeside: The side of the board
REGULAR-FOOTED SNOWBOARD SET-UP: Left foot forward
where the toes are positioned.
» The Heelside: The side of the
board where the heels are posi-
tioned.
» Nose of the board (or “Tip”): This
is the end of the board that closest
to the front foot.
» Tail of the board (or simply “Tail”):
The end of the board that is closest
to the back foot.
» Base: The bottom of the board
– the part that slides on the snow.
» Bindings: High-backs, base plates, TAIL REAR TOESIDE HEELSIDE FRONT NOSE/
heel cup, ankle strap and toe strap. FOOT EDGE EDGE FOOT TIP
» Goofy Footed: When your right foot
is the leading foot, you’re a goofy-footed snowboarder.
» Regular Footed: When your left foot is the leading foot, you’re a regular-footed
snowboarder.
Attaching The Board On Flat Ground

The first step is to try to determine the forward foot.
Any previous experience surfing, skateboarding, wa-
ter-skiing or similar activity will help the student to
decide which foot should go forward. Let the students
determine which stance feels more comfortable. Be
creative, but be efficient also. Many students won’t
know whether they are goofy or regular footed until
they have tried both.
Have students strap in their chosen front foot, and

offer assistance when necessary. When attaching the
board, the following sequence should be respected:
1. If equipped with one, fasten the safety leash
first to avoid a run-away board while you are
attempting to attach the front foot.
2. Remove the snow from the bottom of the front
boot and from the front binding, and place the front foot in the front binding.
3. Attach the ankle strap of the forward binding snugly so that the heel of the boot
rests firmly against the back of the binding, in the heel cup.
4. Attach the toe buckle snugly.

Equipment Familiarity & Mobility
With the front foot attached to the board, have students experiment with various challenges:
» Sliding the board back and forth
» Balancing on one foot (both the attached and free foot)
» Turning in circles – “pushing” the board, and “pulling” the board, clockwise and counter-clockwise directions
» Stepping the rear/free foot from the toeside to the heelside – try with eyes closed and open.
» Lift the board up with the front leg in front of the body; lift the board behind the body.
» Each of these tasks will help students to become familiar with the snowboard, and get to know their equipment.
SKATING
Movement of the snowboard on flat terrain requires skating strides.
Explanation
What: Moving around on flat ground, with one foot attached to the snowboard.
Why: To get from point ‘A’ to point ‘B’, and to be mobile with the board attached.
How:
» Starting from a balanced body posi- SKATING
tion, orient the head and eyes in the
direction of travel, toward the nose
of the board.
» Place the back foot on the snow
either on the toeside or the heelside
of the snowboard, with the front leg
slightly bent.
» Take a small pushing step with the
rear foot, and allow the snowboard
to slide on the base. Repeat these
small steps.
Demonstration
On flat terrain do a series of small steps.
Do a simple turn by lifting the board and
pivoting around on your free foot. Repeat the steps back toward the students.
Student Trial Other suggested tactics:

Spread the students out and have everyone skate back and forth either in a line parallel to » Skate with the rear foot on both the
each other or in a line following the leader, or in a circle - be creative! Ensure students try toeside and heelside of the snow-
board.
skating with the rear foot on both the toeside and heelside of the snowboard.
» Obstacle course – follow the leader.
»
Feedback Skate to a target object and back.
» “Skate & Glide” – as balance pro-
Key points to look for: gresses, have students try to take
larger pushes with the free foot,
» Balanced Body Position – eyes up, arms relaxed, joints flexed. and allow the board to glide on the
base for longer periods.
» Weight distribution – changes from front foot to pushing foot, and back.
» Edging – used as needed, according to terrain / slope / snow.

CLIMBING / DESCENDING
In addition to moving on flat terrain, students will sometimes have to climb up or down
small inclinations.
Explanation
What: Moving up and down a slope, with the snowboard across the fall line.
Why: To assist in negotiating varying terrain with one foot attached to the board.
How: Climbing
» Start in a basic standing position with the front foot attached, facing up the slope,
and the free foot uphill above the toeside of the board.
» Flex the front ankle and knee to engage the toe edge of the board.
» Take a medium sized step with the free foot, up the hill. Follow by taking a small
step with the attached foot, lifting the snowboard.
» Engage the edge into the snow to prevent slipping backwards.
How: Descending
» Start in a standing position, facing down the slope, with the free foot uphill on the
snow.
» Flex the front knee and ankle to engage the heel edge into the snow.
CLIMBING
» Take a step with the snowboard, downhill, and follow with the free foot, lifting the
board.
Demonstration
On a gentle slope, do a series of uphill steps. Turn around and descend the hill by stepping
downwards.
Student Trial
Direct the student(s) to practice stepping up (and down)
the hill. Choose a formation that will not interfere with
skier/rider traffic.
Feedback
Points to look for:
» Board perpendicular to the fall line.
» Balanced body position, looking in the direction of travel.
» Adequate edging to prevent slipping.
DESCENDING

2. SLIDING
The second step in the progression is to help the student gain comfort
on the snowboard while it is sliding on a flat base.
THE BALANCED BODY POSITION (B.B.P.)

A balanced body position is an athletic stance common to most sports. This position is
stable and allows for quick reaction.
Explanation
BALANCED BODY POSITION
On a snowboard, this is a balanced body
position:
» Feet approximately shoulder width
apart
» Ankles, knees and hip joints slightly
flexed
» Arms to the side and slightly forward
» Feet, knees, hips and shoulders
aligned at the same angle as the
feet on the board
» Head up and facing the direction of
travel
» Muscles alert, yet relaxed.
Demonstration
On flat terrain, with the front foot attached,
assume the B.B.P. Place emphasis on this
position as a “ready” position. The rear
foot should not be strapped in, but placed
on the board against the back binding.
Student Trial
On flat terrain, have the students place their boards in a circle and stand in the BBP to
visualize and feel this athletic position.
STRAIGHT RUNNING
This exercise introduces the student to using the Balanced Body Position (B.B.P.) while
sliding, as well as the sensation of moving down a slope. It helps build confidence through
repetition on a slight grade or incline. Remember to use the S.A.F.E. approach, to ensure
students accomplish their goal safely and successfully.
Explanation
What: Sliding down a slope with one foot attached to the snowboard.
Why: To gain comfort and balance on the snowboard.

How:
Other suggested tactics:
» After climbing a slight incline, turn so that
» Start with a small skate, or push, to
the nose of the board is pointing down the increase the sliding speed as stu-
slope, in the fall line. Place the free foot in dents become more comfortable.
the snow, to stop you from sliding. » Experiment with various body po-
sitions:
» Look down the slope and when ready,
» Fore and aft
place the back foot on the snowboard
» Laterally (towards the toe and
(against the back binding) to begin sliding. heel)
» Maintain the B.B.P. while sliding, with » Rotational balance
knees slightly flexed, eyes looking forward, » Vertical (“tall and small”)
and arms comfortably to the sides. » Toe/Heel Drag: While sliding, have
the student move the free foot
» As the terrain flattens, and the speed re- slightly off of the snowboard, on ei-
duces to a stop, step off of the board and ther toe or heelside, and gradually
skate to a safe area. drag it in the snow. This will help
with stopping, and cause a slight
STRAIGHT RUNNING Demonstration change in direction.
» “Hip-Noses” Turn: As the student is
Perform each of the above steps as ex- sliding, have them slightly rotate
plained on terrain that allow you to come to a stop naturally. Remember, you are trying to their eyes and nose (head), as well
as hips towards the heel edge as
build their confidence and they do not know how to stop yet!
they drag their heel in the snow.
Their path of travel should follow a
Note: Terrain choice is key - if your first demonstration goes any further than 4-5 metres, broad arc as they do this, introduc-
or if you are forced to use your foot to stop yourself, the incline is too steep. Look for ter- ing them to the concept of rotation,
and eventually turning. Ask them
rain that has a slight slope with a single fall line, followed by a flat area, or even a slight to try to turn until they stop on the
up-slope incline to help stop the slide. heel edge.
Student Trial
Have the students follow after each demonstration.
Feedback
Points to look for:
» Board sliding flat on the base (have students feel their foot flat in the boot).
» Balanced body position, looking in the direction of travel, with the shoulders in line
with the snowboard – not rotated toward the nose.
» Weight distribution even over both feet – a common occurrence is leaning back, on
HEEL DRAG
the rear foot.
TOE DRAG

3. CONTROL
Momentum, Speed and Direction: The third step in the progres-
sion is to give students control over their snowboard with it positioned
across the fall line, for safety. By the end of this step, they should be
able to control their speed (through Sideslipping), their direction
(side-to-side mobility, Pendulum), and use momentum to assist in this.
“GAS PEDAL” EXERCISE / INTRODUCTION TO EDGING

With the “Gas Pedal” exercise, students are introduced to edge angle’s effect on speed. Increased edge angle decreases speed, and de-
creased edge angle increases speed. This is done in a controlled environment, on a relatively flat slope, where the apprehension of falling
is minimized.
The Gas Pedal Exercise can be introduced Student Trial

on flat terrain, and simply illustrates how Have students experiment with this exer-
an edged board will slow and stop, while a cise on flat terrain.
flat board slides.
Alternate Method: The Crabwalk (pictured
Explanation below)
What: Introduction to edging and speed
control.
Why: To gain control over the snowboard

and our speed.
How: On flat terrain, slightly flex the ankle

and knee of the attached (front) leg to
increase the edge angle. Relax the joints to
flatten the edge ankle. With the board flat,
use the rear (unattached) foot to push the GAS PEDAL
board and body forward. Edge the board to
resist the push.
Progressing From The Gas Pedal Exercise To Sideslipping

With students comfortable with Straight Ask them to feel equal weight on both the
Running, the Toe/Heel Drag, and now front and rear foot as they slide. To control
the Gas Pedal Exercise, we can use speed or stop, flex the ankle, knee and
these skills to gradually introduce hip of the front leg (as in the Gas Pedal
Sideslipping. Exercise).
On mellow terrain (similar to Straight Allow students the time and repetition to
Running terrain) students may start by ori- practice this on both the heel and toe edg-
enting the board across the fall line, on the es. When sliding on the toe edge, students
heel edge. Facing down hill, and with their will be facing uphill, and the rear foot will
rear heel in the snow on the heel edge of be positioned over the toe edge, with the
the board for control, students can begin toes dragging in the snow.
to slide.

SIDESLIPPING
With their experience During this stage, it may
Sideslipping with the be helpful for you to
rear foot out of the bind- remove your snowboard,
Attaching The Board so you are more mobile
ing, students should
On A Slope now be able to transition and can offer help to
Before beginning Sideslipping, students
will need to have both feet attached to
into Sideslipping with each student.
the snowboard. To accomplish this safely, both feet attached.
keep in mind the following points: Feedback
» Arrange students in an area free of Explanation: Look for and correct:
excessive traffic, standing with the
Heelside
front foot attached, facing down the » Balanced body position
hill. Sideslipping
– eyes looking down-
» Ensure students have enough room What: Sliding on the SIDESLIPPING (HEELSIDE)
between each other to move around. hill, back tall, posi-
heelside edge, with both tion relaxed, and arms
» Using the heel edge of the snow-
board, students can “dig” a platform feet strapped to the board. The board is controlled.
in the snow, which will allow them to kept across the fall line as it slides down
stand without sliding. » Weight distributed evenly to keep
the hill.
» Clear any snow from the rear bind- the board perpendicular to the fall
ing, and place the foot in the binding. Why: To begin to use our edges to control line.
» Attach the ankle strap, and then the
speed, and gain comfort sliding with both » Sufficient edge angle to control
toe strap.
feet attached to the snowboard. speed.
» Be ready to help students – they may
require assistance strapping in for » Sufficient speed and momentum to
the first couple times! How: aid balance.
» Begin facing down the slope, with Explanation: Toeside Sideslipping
Alternative Methods: both feet strapped to the snow-
» Facing uphill, use the attached foot board. What: Sliding down the hill on the toeside
to dig in the heel edge (downhill edge, with both feet strapped to the board.
edge). Use this platform to strap in » With weight evenly distributed over
The board is kept across the fall line.
the rear foot. This method may be both heels, relax the ankles to begin
easier for students in harder snow.
sliding down the hill. Why: To begin to use our edges to control
» Sitting on the snow. If the situation
(terrain, snow conditions) don’t allow » Maintain a B.B.P., arms out and speed, and gain comfort sliding with both
students to strap in while standing, within eyesight. feet attached to the snowboard.
ask them to sit on the snow facing
downhill, to strap in the rear foot. » To slow and stop, flex the hips and
knees slightly (as if sitting down How:
on a tall stool), and flex the ankles » Begin facing up the slope, with both
to engage the edge and slow the feet strapped to the snowboard.
snowboard. » With weight evenly distributed over
Demonstration both feet and the eyes looking up-
hill, relax the ankles to begin sliding
Assemble the students so that they are
down the hill.
able to see your demonstration. Sideslip
» Maintain a BBP, arms out and within
down the hill in front of the students.
eyesight.
Incorporated gentle stops every 1 to 2
metres. » To slow and stop, push the knees
forward slightly, into the slope, to
Student Trial engage the edge and slow the snow-
board.
Have the students try this exercise one by
one. Remind them to check for oncom- Feedback
ing traffic before heading out. Allow suf- » Positive reinforcement is always
ficient space between students to avoid beneficial and especially here since
collisions. Repeat the exercise until the it is the first time that the students
students are relatively comfortable with it have both feet attached to the
before moving on. board!

» Balanced body position with eyes looking forward (uphill) and arms controlled and
within eyesight. Tall, relaxed position.
» Weight distributed evenly to keep the board perpendicular to the fall line.
» Sufficient edge angle to control speed.
ASSISTED SIDESLIPPING
(TOESIDE) Other suggested tactics:
» “Stop & Go”, “Red Light / Green Light” exercises encourage comfort stopping and
starting.
» “Ballerina – Cowboy” Analogy:
» On the toeside edge, have students experiment with “standing like a balleri-
na” (with the ankles extended and on the toes). This position is unstable, and
causes difficulty in moderating the amount of edge used. Encourage them to
“stand like a cowboy”, with the ankle relaxed, and the weight centred over the
balls of the feet.
» This “cowboy” position is helpful on the heelside edge, encouraging a wide base
of support with the knees, and weight distributed evenly over the snowboard.
THE PENDULUM
The purpose of this exercise is to experi- Demonstration
ment with pressure distribution and its
Demonstrations should be performed as
influence on direction and speed control.
close as possible to the students without
Explanation jeopardizing their safety. The demonstration
should consist of the following:
What: Moving side-to-side in a diagonal
direction on the snowboard. » Sideslip for approximately 1-2 me-
tres.
Why: To learn to control and use our pres- » Increase pressure on one foot and re-
sure distribution, and to control the side- lax the edge angle, causing the board
to-side direction of travel. to slide gently across the hill.
PENDULUM
How: » Gently shift pressure to the other
foot, causing the board to slow, and
» Begin on either the heel or toeside sideslip.
edge, in a sideslip.
» Repeat the movement going the other way performing three to four pendulum move-
» Initiate the diagonal movement by ments.
shifting slight pressure to the foot
in the direction you want to move, Student Trial
and directing the eyes across and Toeside & Heelside Pendulum
down the hill. Focus on a “target”
to ride to. Since this particular exercise allows students to be more mobile, they must know exactly
where to start and finish the exercise. Have students choose either their toe or heel edge
» Slightly relax the ankle on that “lead
to begin. Once comfortable with one edge, have them try the other, as they ultimately will
foot”, causing the board’s edge
need to learn both.
angle to reduce slightly.
» Allow the snowboard to slide in a Feedback
“diagonal sideslip”, maintaining
Look for and encourage:
pressure on the lead foot (approxi-
mately 60/40 split between lead » Gradual transfer of pressure to help control direction.
and rear foot). » Adjusting pressure to avoid stopping during direction changes.
» To stop, shift pressure back to even » Proper use of edge angle to assist with speed control.
distribution over both feet, and re- » Controlled body position (eyes looking forward, arms quiet, knees flexed).
sume sideslipping.

THE POWER PENDULUM
Explanation
As students become more comfortable
What: The Power Pendulum is a means of moving side to side at higher speeds, and with with the ability to move side to side,
more board control. they may begin to experiment with mo-
mentum, and specifically allowing the
snowboard to approach the fall line (in-
Why: To learn to use momentum to assist with directional control. creasing speed), and turn back uphill
to control speed. The Power Pendulum
How: is simply an extension of the Pendulum
exercise.
» Begin on either the heel or toeside edge, in a sideslip. The Power Pendulum will appear slightly
» Allow the nose of the snowboard to move down the hill by shifting pressure to the different from the Pendulum, in that stu-
dents should now be comfortable guiding
lead foot, and relaxing the ankle (as in the Pendulum). Also, incorporate a slight ro- the snowboard through an arced path, as
tation of the hips and knees down the hill, which will allow the snowboard to travel opposed to the “diagonal sideslip” of the
more down the hill than across. Pendulum.
» As speed increases, flex the lead ankle and knee, and rotate the C.O.M. (hips) back
up the slope. This will cause the snowboard to move more across the hill.
POWER PENDULUM:
Path of travel
» Continue these movements to guide the snowboard uphill, and slow down.
» Repeat in the opposite direction.
Demonstration
As this exercise is simply a variation of the Pendulum, the demonstration should highlight
the new aspects – the rotation of the C.O.M. (incorporating the hips, knees, and feet),
as well as the altered path of travel of the snowboard. The path of travel will resemble a
“falling leaf”, instead of a diagonal path across the hill.
» Sideslip for approximately one metre
» Increase pressure on one foot, and slightly turn the C.O.M. to guide the leading end
of the snowboard down the hill. (Eg: Regular footed rider travelling to the left would
move the left shoulder downhill to initiate rotation of the C.O.M.).
» Allow the edge angle to flatten slightly by relaxing the lead ankle. This will facilitate
downhill movement of the board.
» As speed increases, maintain front foot pressure, and rotate the body (and feet
slightly) back up the hill, through the fall line.
» Repeat the movements going the other direction.
Student Trial
Have students experiment with the Power Pendulum, using varying amounts of pressure
and momentum.
Feedback
» Have students focus on using the eyes to guide them in the direction they wish
to travel. Encourage them to “connect” the eyes, hips, and knees when rotating
through the fall line.
» When rotating the body, ensure students are rotating with the core (C.O.M.), and
feel the feet turning slightly in the boots to aid in steering - guiding the snowboard
back up the hill.
» Pressure shifting in this exercise is a more dynamic and continuous process, and
therefore requires students to be more comfortable balancing on the edge.
» Encourage students to use increased momentum (speed) to carry them across the
fall line and back uphill.

4. TURNING
Turning represents a major milestone in learning to snowboard, and
everything that the student has learned up until this point will be used
in turning. With the skills to complete a Power Pendulum, and some
simple guidance, the transition to turning is a simple process.
Turning should be introduced with safety and clarity in mind. Use simple explanations, Walking Through
with visual cues, to explain the heel and toeside turns: The Turns
» Heelside Turn: Begins on the toeside edge, crosses through the fall line on a flat In order to relate the sequence of move-
base, and finishes on the heelside edge. ments required for turning, students
may find it beneficial to walk through a
» Toeside Turn: Begins on the heelside edge, crosses through the fall line on a flat
series of toe and heelside turns, with the
base, and finishes on the toeside edge. board off. This will allow them to visual-
ize and prepare for the next step.
The S.A.F.E. concept is a recommended approach to introducing turning, and students may
require some assistance to start, as well as lot’s of time to practice and experiment.
THE BEGINNER TURN

The Beginner Turn introduces the concept of changing edges to the student. Using all the
skills previously learned, students will now attempt their first edge changes in the fall line Beginner Turn Shape
(with the board pointing downhill). It is important to remember that the
slope of the hill will have a direct impact
on the shape of the beginner’s initial
Explanation turns, and on your demonstrations. For
example, if the slope is very flat, the turn
What: Turning the snowboard. may become very long and utilize less
sideslipping. On a steeper, narrower slope
Why: To move down the mountain using both edges, giving us complete control over our more sideslipping will be required be-
direction. tween turns.
How: Heelside Turn

» On the toeside edge (facing uphill), start to traverse across the slope, with slight
pressure centred over the lead foot and the eyes looking forward in the direction of
travel.
» Initiate the turn by rotating the head and COM (hips) down the hill.
» Begin the edge change by moving the lead knee in the direction of the turn (across
the board), and allowing the board to flatten with slight flexion of the ankle. Feel the
calf muscle press into the high-back of the binding.
» Allow the snowboard to approach the fall line, and slide on a flat base briefly.
» Continue to direct the board through the turn by rotating the hips, and using the
lead knee and ankle flexion to change from the flat base to the heel edge.
» Once on the heel edge, flex the lower joints (knee, ankle) to engage the edge in the
snow.
» Complete the turn by looking ahead and equalizing the weight distributed over the
feet. Sideslip as necessary to slow down.

How: Toeside Turn
» On the heelside edge (facing down-
hill), start to traverse across the
slope, with slight pressure centred
over the lead foot and the eyes look-
ing forward in the direction of travel.
» Initiate the turn by moving the lead
hip and knee down the hill. Slightly
extend the lead ankle to relax the
edge angle.
» Rotate the hips to maintain upper
body alignment (shoulders in line
with the length of the snowboard).
» Allow the snowboard to approach
the fall line, and slide on a flat base
briefly.
» Continue to direct the board through
the turn by rotating the hips through
the turn, and flexing the lead knee
and ankle to engage the toe edge.
» Once on the toe edge, push the lead
knee forward toward the snow to
complete the turn.
» Control the finish by equalizing the
weight distributed over the feet.
Sideslip as necessary to slow down.
Student Trial
Encourage students to start with the heel-
side turn. Once one turn is completed,
ensure students have control of their speed
prior to starting the next turn. Encourage
repetition and mileage once students are
completing both the heel and toeside turns.
For the students’ first turns, a hands- BEGINNER TURN - TOESIDE

on approach maybe necessary (see the
“Dance Exercise”, below).
Feedback
Look for and correct:
» Insufficient rotation of C.O.M., or rotation of head/arms only. Focus on rotation of
hips.
» Correct edge change sequence. Sequence should be starting edge – flat base – fin-
ishing edge.
» Weight centred over lead foot (approximately 60%).
» Shifting of pressure to the back foot in the fall line. Encourage continued front-foot
pressure to turn completion.
BEGINNER TURN -
HEELSIDE

Other Suggested Tactics:
The Static Rotation Exercise The Dance Exercise - Twist the Disks
To introduce students to the movements Assistance If beginning snowboarders are using ro-
required for turning in an environment The Dance Exercise can be completed tation effectively, turning from the hips
free of consequence, have them remove on nearly flat terrain. To assist with the and progressing down the body, the final
their snowboard, and stand on flat ter- student’s first heelside turn, with your body part to transmit that rotation to the
rain. Arrange the students to that the snowboard removed, stand behind the snowboard will be the feet.
imaginary nose of their boards are point- student (facing uphill and the student’s The analogy “twist the disks” refers to the
ed in the same direction. As you explain back). Provide assistance by holding the sensation of having the disks that attach
the sequence of movements required for rider’s lead arm and trailing shoulder. the bindings to the snowboard loosened,
turning, have them try to feel the move- Direct the student to begin the traverse allowing them to twist freely.
ments at the same time. Focus on the and walk alongside them, verbally direct-
movements of rotation with the COM to ing them through the movement of the
initiate, as well as the edging movements turn. For the toeside turn, stand below
TWIST THE DISKS
with the knees and ankles that will be the student, facing them, and walk them
key in performing their first turns. This through the turn holding their hands/
exercise can be completed prior to walk- arms for balance.
ing through the turns, or as a form of
correction.
STATIC ROTATION EXERCISE
THE DANCE EXERCISE
Fall-Line Edge Change - Path of Travel:

START
= Heel edge pressure

= Flat base
= Toe edge pressure
The “F.L.E.C.”: Fall Line Edge

Change
The FLEC is an exercise used to help stu-
dents learn to change edges, without the
fear of accelerating in the fall line.
» Initiate movement in the same fash-
ion as the Power Pendulum, allowing
the snowboard to move into the fall
line (downhill) slightly.
» Once sufficient speed and momen- FINISH
tum has been achieved, have stu-
dents rotate their COM (as well as
hips, knees, and feet) toward the
uphill direction. Direct the eyes up-
wards, over the lead shoulder.
With the snowboard off, you can have students walk through the intended path of travel
» As the snowboard turns uphill,
speed will decrease. Have students during the FLEC, feeling the necessary movements of rotation, pressure shift, and edge
feel the base flat on the snow mo- change.
mentarily.
» As the snowboard begins to slide Hands-on assistance may be required to allow students to successfully accomplish their
back downhill, have students apply
first attempts. Position yourself uphill from students at the point of their first intended
pressure to the opposite edge, and
continue rotation to guide the snow- edge change. As they approach you, hold their uphill (lead) hand to stabilize them as
board across the slope. they feel the board flat on the snow. As they slide back downhill away from you, direct
them to shift pressure to the new edge, and continue to look in the new direction.

5. Linking
Once your students are able to complete both toeside and heelside
turns, it’s time to add some fluidity and momentum to their riding. Also,
the addition of vertical movement will enhance stability. Finally, speed
control through varying the shape and size of turns will allow students
to explore more terrain.
NOVICE TURNS
During the Novice Turn, the students will be introduced to flexion of the knees and ankles
to assist in maintaining balance and enhancing stability while turning.
Explanation
A Novice Turn is similar to a Beginner Turn,
except it is done with flexion after the fall
line to help with stability at higher speeds,
and to assist riders to link turns together
fluidly.
What: A turn with flexion (bending) of the

lower joints added.
Why: To help maintain balance and enhance

stability in the later parts of the turn.
How:
» Perform a heel or toeside Beginner
Turn, focussing on rotation of the
C.O.M., and the initiation of edg-
ing movements with the knees and
ankles.
» As the new edge is engaged (at or NOVICE TURN - TOESIDE
below the fall line), begin to flex the
hips, knees and ankles to lower the C.O.M. closer to the snow.
» Control the speed and direction of travel, through flexion. Continue to traverse
across the slope, instead of sideslipping as in the Beginner Turn.
» Once under control, stand up to a normal BBP and initiate the next turn.
Demonstration
By now, it will probably be difficult to restrain the students since they will be excited about
applying their new skills! Link three medium sized turns followed by a stop. Exaggerate the
movements of flexion after the fall line.
Student Trial
Have the students follow your path and stop where you do. As soon as one student is a
safe distance away (I.E.: one turn ahead), ask another student to go. Make sure that they
check for uphill traffic prior to starting. A “follow-the-leader” approach may be appropri-
ate to continue this exercise afterwards and encourage mileage.

Feedback
Provide plenty of positive reinforcement. Look for and correct if necessary: TURN SHAPE:
» Proper sequence of edging – all three phases.
» Balanced body position.
» Smooth flexion as the board exits the fall line.
» Excessive speed caused by not edging across the fall line at the end of each turn,
and not enough flexion.
» Encourage students to flex as a result of feeling increased speed and pressures af-
ter the fall line, as opposed to simply going through the movements of flexion.
Other Suggested Tactics

» Static Flexion Exercise: On flat ground, and with the snowboard either on or off,
have students visualize their turns, and add the flexion movements as they envi-
sion themselves finishing the turns.
» Follow the leader: Encourage students to attempt to follow your path, giving them
opportunity to experiment with their turning.
» Speed Control: Edging and/or sideslipping can reduce speed, but it can also be
controlled through turn shape and size.
» Speed = Shape + Size + Slope: This refers to the idea that a rounder, smaller
turn will help to reduce speed on steep slopes. To increase speed, for example
on flat terrain, a large, open turn is desirable.
» Have students experiment by trying to maintain the same speed over vary-
ing slopes. Ask them to identify what they had to change in order to make
rounder or more open-shaped turns. What about small or large turns?
= SLOWER / DECELERATION
= FASTER / ACCELERATION

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APPENDIX 3:
teaching children
The Basics of Physical Development in Children
Understanding children’s physical capabil- Hands will often do what children are
ities and limitations gives an instructor an trying to make their feet do. Encouraging
advantage in working with children. Using such movement (e.g. pointing the way) can
his/her insights into child development, be effective at getting the legs and feet to
an instructor can adapt his/her teaching perform.
methods to get the best results by making
learning meaningful and fun for the chil- The centre of mass in a child’s body is
dren. Children are not adults wrapped up disproportionately high until approxi-
in miniature bodies. They are incapable of mately age 8 (and a helmet adds to this!).
learning in the same way an adult learns. Children need a wider stance and wider
As they grow, they are continuously devel- board to help stabilize this top- heavy
oping and changing. Physical development body. Because motor control and strength
in children follows a predictable pattern. are not well developed at this stage,
The sequence of development remains children use their bones rather than their
constant, but the rate of development will muscles to support their frame. The joints
vary from child to child. are stacked one over the other, in a wide,
straight-legged stance with the hips
Muscular control and coordination does aligned over the heels. The upper body
not develop evenly throughout the body. bends forward from the waist to compen-
A child gains motor control from the mid- sate for the hip position. On steeper terrain
line of the body out to the extremities. and at higher speeds, extra forces are put
This means a child can control the larger on the board causing the child to need
muscle groups (trunk and hip joint area) to “lock” into this position in an effort to
before the smaller ones (arms, hands, resist the forces. With this stiff, inflexible
legs, ankles). For children, the larger stance, the child has difficulty learning
muscle groups are easier to move to regain appropriate balancing movements in the
balance than the smaller ones. turn.
Younger children are not capable of subtle Terrain and speed are important factors
movement in their ankle joints to control in the development of skills. Practice new
fore/aft (edge to edge) balance. Movement movements on relatively easy terrain and
to maintain balance originates in the make sure the speed is appropriate to al-
trunk: the shoulders and the upper body low progress. Once movements have been
are constantly adjusting between forward repeated and refined, you can progress to
and upright positions. steeper terrain – this can be a fabulous
built-in reward system.
Control also develops from the head down
to the feet. Children can control their
trunks before their legs, hips before their
knees, ankles and feet, and hands before
their feet.
CANADIAN ASSOCIATION OF SNOWBOARD INSTRUCTORS | TEACHING CHILDREN 1

Characteristics of Children as They Grow
Preschool
Physical:
» Tires easily—has low stamina - keep activity skill specific (i.e., avoid using energy
for avoidable activities, like climbing)
» Stance may be back
» Lacks small muscle co-ordination—uses large muscle groups to maintain balance
may appear clumsy and uncoordinated
» Has difficulty separating the activity of the upper and the lower body (referred to as
“upper/lower body separation”)
» Lateral movement is easier - easiest skill to develop is balance fore/aft on the board
Mental:
» Short attention span
» Vivid imagination—use games with lots of imagination and NO RULES
» Ego-centric – will learn quickly in private lesson situation
» Copy-cats – learn through imitation
» ‘Circuit overload’ - copes best with ONE instruction rather than a series of instruc-
tions
» Cannot mirror image—stand BESIDE the child to demonstrate or FRONT of the child,
facing the same way as the child
» Do not understand cause and effect
» Excited to use words but not always able to express feelings – reactions that are out
of proportion are a sign of frustration. (Stop. Find out what is the problem because
their learning will stop if the frustration continues.)
5 to 7 Year Olds
Physical:
» Have varying amounts of energy—may still need rest periods
» Beginning to want to challenge limits—allow for some experimentation within the
bounds of SAFETY
» Coordination improving but still highly variable – look for inability to skate, have con-
trol staying in a line, stopping and turning on command
» Beginning to refine motor skills – this can come and go as nervous system tries to
catch up to growth and can be very frustrating to the rider who knows he/she may
not be doing as well as before
» Beginning to perform simultaneous lateral movements and develop upper and lower
body separation (e.g. upper body rotation while sweeping back foot) – group kids ac-
cording to size and coordination, not just age
» Susceptible to injuries because bones are soft—make sure the rules of safety are
simple and clear
Mental:
» Still have fears and will attach to adults quickly
» Age of greatest dropout rate if they have a bad experience
» Games and activities should always be kept “win-win” – there should be no ‘losers’
in snowboarding
» Can work well in pairs—pair up the children for some activities
2 TEACHING CHILDREN | CANADIAN ASSOCIATION OF SNOWBOARD INSTRUCTORS

» Team begins to take on meaning at around age 7, but they still have difficulty under
standing and accepting rules — They think, “It’s okay for me to bend the rules, but
not for you”—keep the rules to a minimum and keep them simple
» Sense of independence
Thought process is STOP – THINK – EXECUTE

I.E.: They see the chairlift ramp approaching but can’t process the information fast
enough and miss getting off – keep instructions simple and use repeated cue words often
(straighten board, stand, straight run) – include the source of their lost attention (staring
into the trees) in the lesson to keep their attention.
8 to 11 Years Old
Physical:
» Have unlimited amounts of energy
» Likes to challenge limits of performance – feels “invincible”
» Generally, at 8 or 9 years of age they have the strength and coordination to balance
in the centre of the board and make movements to stay there
» Beginning to develop fine motor movement
» Can move all four quadrants independently and can separate upper body activity
from lower body activity.
Mental:
» Unlimited curiosity
» Rely on feedback from both peers and adults
» Understand right from wrong
» Games and activities should always be kept “win-win” – there should be no ‘losers’
in snowboarding— Encourage participation for the enjoyment of the activity
» Tests authority – respects the instructor as an authority figure but has little respect
for the instructor’s intelligence.
12 - 15 Years Old
Physical:
» Age of motor skill refinement
» May experience growth spurts and temporary periods of clumsiness
» Mental:
» May be sensitive – be careful with criticism
» Can benefit from visualization techniques
» Learns effectively by whole-part-whole method (teach the whole manoeuvre, teach a
part, and put the part back into the whole)
» Puberty may cause emotional changes and anxiety
» Responds to clear expectations and opportunities to express independence
» Wants to be independent from parents
» Gender difference becomes an issue.

Lesson Presentation form of a game. Make sure you consider
the age of the group when deciding the
Introducing Yourself
games or activities you will be using during
Learning Styles When you are introducing yourself to your the clinic. Balance the games with time
When was the last time you saw a class, take some time to get to know just to ride and enjoy the movement with-
group of young children sitting, enjoy- something about each one of them, and out structure. The children will be reinforc-
ing a lecture?
Before the last stage of mental devel-
to let them get to know you. You can even ing their skills with no conscious effort.
opment that begins with adolescence, make it fun. Here are some suggestions for
children cannot reason by using ab- making those first few minutes a success Make sure the activities/games you choose
stract concepts. They need to relate
everything to something concrete, and for laying the groundwork for a good help develop one of the 5 skills of riding.
something real, in their environment. teaching environment. Once you have determined the skill that
They need to see, feel and do. The same will be the focus for the lesson, select
principles apply on snow. » Make eye contact with the children.
activities and games that will develop that
An instructor will experience success- This will require you to remove your
ful teaching with children by: skill. It is important to correlate the game
» goggles or glasses if you are wearing
Using verbal directions that are to the skill, and the game & skill to the age
short, simple and keeping them to any. If necessary, go down on one
a minimum group. Some activities may be used to help
knee or bend over to the child’s level
» Demonstrating manoeuvres many develop more than one skill. If children en-
so that the children can see your face
times during a lesson joy a game, they will not mind repeating it.
» Encouraging children to repeat without craning their necks.
successes over and over
» Encouraging children to experi-
» Consider giving each of the children Setting Goals
ment with movement a nickname, if you feel comfort-
Creating different levels for grouping chil-
» Using games instead of techni- able with nicknames. Tell them why
cal jargon or exercises intended dren according to their riding ability, serves
you chose this name. This will make
for adults two purposes. Not only does it give the
» Helping the younger children them feel
ski/board school a
experience feeling by manual as- special and
sistance
important. Be
Always keep safety convenient way of
» Giving children ONE direction forming classes, it
(goal) at a time (baby steps) and prepared to in mind! sets goals for the
» Giving positive, specific feedback adopt a nick-
(applauding the child’s successes children. Achieving
name yourself, and be prepared to
with comments that pinpoint the a new level of boarding becomes a reward
details of the success) have some children object to another
for personal accomplishment. Colours,
name.
animals, numbers, figures or vehicles can
» Some children will be receptive to a designate the levels; whatever works for
name game (e.g. toss a foam cube the boarding school.
or other soft object (like a glove or a
hat) from one to another and have
each person say either his name or
the name of the person to whom he
is tossing the cube).
» Get to know the children’s inter-
ests. Ask them about their favourite
“thing”— an object, activity, person
or animal. Find out what other sports
they enjoy.
Use of Games and Activities
Games and activities are important when
teaching children. Although it is not neces-
sary to use games throughout the entire
lesson, we must keep in mind that children
learn best through play. A new skill (or
refinement of an old skill) will be more ap-
pealing to a child if it is wrapped up in the

Teaching Progression
Equipment
When children come out for a lesson, they may be a little nervous and apprehensive,
especially if it is their first time. Beginner riders have the added challenge of having to be-
come familiar with their equipment, how it works and how to put it on. They also need to
be able to identify “their” boards.
Here are some games one can play to familiarize children with their equipment:
» Yard Sale – Get the children to place their boards in a neat pile. Time them to find
their board and return to their starting point. You might ask them to strap in their
front foot.
» Boot Games – Get the children to play games in their boots to ensure the boots fit
well. Play follow the leader, for example, getting the children to twist in their boots,
walk on their tip-toes, walk on their heels, etc. Have them perform manoeuvres they
would do with their board on, for example, jump, rock from heels to toes, spin 180o.
These manoeuvres will be easier to perform in their boots without the boards and
will familiarize them with the feelings they will experience later on while wearing a
board.
» Relay Races — Once children know how to put on their boards, you can have them
do a relay race. Both teams start with their boards off. Each individual has to put
his board on the front foot, skate a distance, and tag another member of their team.
The person who has been tagged puts on his board and skates back to tag another
member. If there are not enough people to make 2 teams, simply time the one group.
This will develop group participation and interaction and challenge the children at the
same time.
» Simon Says — Another game to play is Simon Says. Have children strap in both feet
and play Simon Says while making them balance, edge hop etc. This is definitely a
method to get them laughing, balancing, falling and learning to get up using guided
discovery.
Basic Mobility
Remember how awkward it felt trying to move around on the flats? The front foot did not
want to remain sideways. It wanted to return to a walking position, making you feel as if
the board had a mind of its own. Make it fun for children to learn these difficult manoeu-
vres of walking, skating, climbing and gliding on their boards. And what better way than to
play games!
» One game already addressed is a Relay Race.
» Freeze Tag – The instructor is “it” and goes around tagging people. Once tagged, a
person must remain frozen in some kind of snowboarding pose until another unfro-
zen person touches him and frees him. Designate an area within which to play so
kids remain together in a confined area.
» Follow the leader may be used as well. Use your imagination to get kids learning
by doing. After trying balancing and mobility games, get your group to try sliding on
gentle terrain. There is no need to rush to the top. Spend time at the bottom until you
feel your children are competent and ready.
Straight Running
Find a gentle slope and get the children to practise a glide. Ask them to mimic their
favourite animal, super-hero or favourite snowboarder while gliding. Then move into a
glide by pushing on their toes to get the board to change direction. Next, try heel side.
Ask them to move their arms toward their toes or heels in a slow, deliberate manner, like
“Frankenstein” or the “Zombies”.

Games to play while gliding:
» Tall like a house/ small like a mouse: Get children to glide trying to be tall or small.
» Animal Game: Ask a child to imitate his favourite animal. The other kids try to guess
what it is.
» Weebles: Have kids move back and forth – see if they can be like “weebles”.
“Weebles wobble but don’t fall down”.
» Target: Give the kids a Nerf (soft) object and have them try and shoot it into a box or
garbage can while gliding. If in an open area, get them to throw the object in pairs
while gliding. The pro must keep an eye out that nothing gets in the way. (Check with
the ski patrol at the resort to determine if this exercise is permitted.)
Sideslipping and Traversing
Once your class is comfortable gliding, they will learn to side slip/traverse. Both feet are
required to be strapped in. Make sure the terrain is appropriate – not too steep or with too
much traffic.
Games that will help with traversing and sideslipping:

» Pretend there are bugs under your toes or heels and you are trying to squash them
– this will promote toe/heel edging.
» Put markers on the hill and have children try to make their way to the markers. Make
sure the pattern you create is achievable.
» Have children get small and stretch out like a slinky – this will promote flexion and
extension. Get children to realize when they push on both heels or toes equally, they
will slow down or stop. It is essential that children know how to control their speed.
Games that will help children learn to stop while side slipping or traversing:
» Call out “red light” or “green light”. The children stop or go according to the call like
cars in traffic.
» Put down markers to indicate how far the children may side slip and where they
must stop.
» Designate a fuel station. The children side slip (or traverse) to that point. Once they
reach the “gas station”, they must stop to re-fuel and then may begin moving again.
Basic Turns
Once children are capable of side slipping and traversing, it is time to introduce the basic
turn. Basic turns will enable children to ride beginner terrain. They will put into practice all
the exercises you have done to this point to help them get from top to bottom, making “S”
turns down the hill.
The selection of terrain is crucial! Use a gentle slope that is well groomed and not too
busy, if possible.
Here are some games to play to help children learn to turn:

» ·CASI Dance exercise used in Level 1: Be creative. Give the exercise a different
name, for example, “pretend magnets”: you and the student become magnets at the
hands and you help him/her to turn.
» ·Garland exercise: This exercise helps them to initiate the turn and to learn how to
control speed at the end of the turn.
» ·Bend and stretch or bend and reach: Children are low going across the fall line and
stretch or reach for the turn. This promotes flexion and extension and pivoting.

If the class is young, avoid using the words “left” and “right”. Try attaching stickers to
their hands and feet and name each body part after the sticker. Ask the child to turn the
(name of sticker) hand or the (name of sticker) foot.
Remember to make Make sure children practise equally on both sides. Children will usually be more success-
goals attainable. ful on the heel side because they have weak ankles. Get them to practise static toe edge
balance by timing them. Ask, “Who can balance for 5 seconds on toe side?” Encourage
This will build the child’s confi-
dence and their trust in you. them to increase the time gradually.
Moving to Intermediate Slopes

Once children are linking turns comfortably on beginner terrain, it is time to move on. Be
sensitive to their fears and apprehensions. What might seem small or flat to the instruc-
tor may appear intimidating to the child. For example, if you were to return to your grade
school, the water fountains would seem low to the ground. But, to the child, they would be
a perfect height. Bear this in mind. You can first challenge your class by using the philoso-
phy, “Maximum speed on minimum terrain”.
Once children can negotiate beginner terrain with ease, they will need guided mileage
on their boards. Keep them busy! Children learn successfully through guided discovery:
the instructor sets the parameters, and allows the children to experiment within the safe
boundaries.
Experimentation + Safe controlled environment + Instructor encouragement and guid-

ance = Success
Here are some activities you can do with children who are ready to move from the begin-
ner slopes. Vary the imaginative aspect of the game to suit the age group and interests of
the children:
» Squish the snow snakes or ice the cake: Children concentrate on squishing the snow
snake during the turn, or icing the cake, or flattening the play-dough. The flatter
board will make it easier to turn.
» Follow the leader: Lead the children to interesting terrain and have them experiment
while riding. Have them ride with flexed legs/stiff legs. Play with balance—fore/aft,
lateral, and vertical. Use questions to make them aware of the contrast of feelings
with the experimentation. Make sure children change their place in line so that ev-
eryone has the opportunity to ride behind the instructor.
» Obstacle course: In a sheltered area, set up a course where students must go
around, under, over, through items that will not injure them, e.g. bamboo poles,
sponges, hula-hoops, etc.
» Tight-rope walker: Have children ride with an object (sponge, cone, old glove etc.) on
the head and keep it from falling off.
» Cat and Mouse: The child in front tries to lose the child in back by making different-
sized turns and by making several turns, but not through speed. Make sure the chil-
dren do not turn back up the hill.
» Mexican Jumping Bean: The kids ride in a line and when the leader calls out “Taco
Bell” or “chili con carne (use your imagination!) and starts to jump., the rest of the
group start to jump. There may be a pause in jumping while turning and then the
beans go off again.
» Wind blown: Ride as if the wind is blowing in your face, then at your back, then at
your sides, at your feet… experimentation makes it fun.

» Animation: Suggest an object or animal or person to a child and have him/her imitate
the style. The rest of the group has to guess the object/person/animal. (Ride like a
lion, like a fighter plane, like a belly dancer….) Make sure the suggestion is appro-
priate to the age group. You may find that the group has some good suggestions.
» Synchro pair riding: One child leads and the other child follows, but not necessarily
in the same tracks. The first person turns and the follower tries to turn at the same
time as the first person– not in the other person’s tracks.
» Putt Putt: The children try turning at a slow speed. Then they make a new series of
turns at a higher speed. And again, with each new series of turns, the speed increas-
es (to a controllable level). Ask them which speed is easier for turning, and why.
These are only a few of the activities that will help develop all the skills in a way that is
fun. All these activities can be made to focus on one particular skill or can be modified to
focus on another. Be creative and have fun. If you are having fun, so will your group.
You’re only limited by your

own imagination!
Moving to More Advanced Terrain

Once children are comfortable on intermediate terrain, they need to work on more refined
edge control to increase their comfort zone on steeper terrain, bumps, and deeper, softer
snow. Children should be able to ride in control on easy black diamond slopes before they
progress to the more challenging conditions, bumps and crud.
Challenge children to change the size and shape of their turns. If children do the same
type of turn all the time, they will be intimidated on steeper, narrower terrain. Remember,
variety is the spice of life and riding.
When introducing moguls, choose the easiest terrain possible so your class can experience
changes in pressure control and balance without excessive fear. Have children traverse
the run to get the feel for moguls. Make sure they look up the run to avoid any collisions
before crossing. As soon as possible, get them to practice more in the fall line—this is
safer line from the point of view of traffic.
A mogul run with one side groomed so your class will be able to go in and out of the mo-
guls is the best option because the groomed section provides an escape route.
At this level, we will also need to focus on speed control by carving long to medium turns
on green and blue terrain.
Once the children are comfortable with these carving manoeuvres, move them into short
radius fall line turns and intermediate bumps.
Here are some activities to do with your class:

» Obstacle Course: Set up a course using props — cones, bamboo, hula-hoops, etc.
Be sure to set up the course so the children go over, under, around, through etc.
» Line Game: Have children make different lines in the snow – from wide to narrow
tracks. Ask what they had to do in order to change the width or type of line.
» Hop Turns: Ask the children to begin the turn with a hop in the direction of the new
turn. Use this exercise with longer radius turns.
» Cat Walk: Ask children to run to their partner, with both feet in the binding , as
though they were running with their feet unattached to the board.

» Traverse Ollies: Get class to practice their ollies, toe and heel side, while traversing.
This is definitely a good way to tire them out!
» Follow the Leader, or “The all mountain chase”: Lead your group all over the hill
– through moguls, rollers, terrain parks…Get them to ride with stiff legs, then with
flexed joints.
» Volcano run: The children ride varied terrain and observe where the pressure builds.
» Electric Fence: Have children ride within the imaginary boundaries of a narrow corri-
dor to avoid “getting a charge” from the electric fence along the sides of the corridor.
Remember to keep it safe, but exciting

and fun! If children are having fun, they
will learn and want to return.

APPENDIX 4:
duty of care & safety

One important aspect of conducting a positive
learning experience is being able to conduct
the lesson with a minimum risk factor.
A) DUTY OF CARE
As a snowboard instructor, when you agree to undertake the instruction of a person (adult
or child), you enter into a relationship with that individual out of which the course will
impose a duty of care for the safety of that student. This commences when you first meet
your student at the beginning of the lesson, and ends when the lesson is completed.
In the eyes of the law, your role is not simply to teach your student the technical points
of riding a snowboard, but to act as a knowledgeable, responsible and vigilante guide to
your student while on the mountain. Instructors must teach with the Alpine Responsibility
Code in mind, and ensure that students are riding under full compliance with the Code.
Students should also understand the reasons for doing so. Instructors must exercise
judgment in selecting the terrain on which the lesson will take place, and ensure that it
matches the student’s ability level, minimizing risks arising from natural hazards.
When working with children, the courts will impose and expect a greater duty of care. This
duty increases as the age of your student decreases. Courts in Canada hold that the duty
of care owned by a person charged with the supervision of children is that of a “care-
ful or prudent parent”. Knowing this, it’s important to remember that the actual act of
snowboarding may be only a small part of an instructor’s responsibilities during a lesson.
Instructors will not have this duty of care discharged until such time that the child has
been safely released into the care of another responsible adult (depending on snow school
policies).
A genuine concern for the well being of students, as well as a knowledge of resort / snow
school policies will ensure that this responsibility is respected at all times.
B) INSTRUCTOR’S OBLIGATION
It is important for an instructor to find a location that offers the best possible terrain for
the exercise. The area chosen should:
» Be sufficiently wide to accommodate skier/snowboard traffic and a snowboarding
class
» Have groomed terrain, with a gentle to moderate pitch, free of drop-offs or blind
spots
» Have easy access and low skier/rider traffic
» Be free of intrusive lift line towers and snowmaking guns
» Be properly illuminated to minimize shadows
» Be serviced by detachable chairs
CANADIAN ASSOCIATION OF SNOWBOARD INSTRUCTORS | DUTY OF CARE & SAFETY 1

C) CLASS INFORMATION F) SIGNS
To maximize the learning experience of the students, instructors must know how to control At the ski centre, a diagram of the ski
their class. slopes and ski lifts will be posted between
the lodge and the slopes. The diagram will
Here are some simple guidelines: indicate for each slope:
» Always check for oncoming traffic when going from a stopped position to riding down » The track
the hill
» It’s name or number, or both, and its
» Keep students in a single line along the side of the hill whenever stopped level of difficulty
» Have the students practise the exercises in a specified, designated area of the hill, » The track of each ski lift (unbroken
and remain in a group red line)
» Place the students so they can hear the instructor easily » A key to the pictographs indicating
» Count students continuously - to ensure that no one is misplaced. various levels of difficulty as well as
D) INSURANCE certain areas that may be off limits
to snowboarders
In order to teach, all snowboard instructors must be insured under the liability policy of
the Canadian Association of Snowboard Instructors. This insurance is automatically in-
cluded with your annual CASI membership.
E) ALPINE RESPONSIBILITY CODE

There are elements of risk that common sense and personal awareness can help reduce.
Regardless of how you decide to use the slopes, always show courtesy to others. Please
adhere to the code listed below and share with others the responsibility for a safe outdoor
experience.
» Always stay in control. You must be able to stop, or avoid other people or objects.
» People ahead of you have the right-of-way. It’s your responsibility to avoid them.
» Do not stop where you obstruct a trail or are not visible from above.
» Before starting downhill or merging onto a trail, look uphill and yield to others.
» If you are involved in or witness a collision or accident, you must remain at the
scene and identify yourself to the Ski Patrol.
» Always use proper devices to help prevent runaway equipment.
» Observe and obey all posted signs and warnings.
» Keep off closed trails and closed areas.
» You must not use lifts or terrain if your ability is impaired through use of alcohol or
drugs.
» You must have sufficient physical dexterity, ability and knowledge to safely load, ride
and unload lifts. If in doubt, ask the lift attendant.
Know the Code – Be Safety Conscious. It is

Your Responsibility
Snowboarders will find the Alpine Responsibility Code posted at ticket offices and near
boarding areas of each ski lift.
If a snowboarder does not obey the Code, sanctions may be imposed. These will be deter-
mined by the ski centre operator, and may take the form of a warning, removal of the lift
pass, or suspension of the season’s pass for a predetermined period.
*Resort operators may impose on snowboarder’s rules of conduct additional to those in

the Alpine Responsibility Code.
2 DUTY OF CARE & SAFETY | CANADIAN ASSOCIATION OF SNOWBOARD INSTRUCTORS

APPENDIX 9:
bringing beginners
back
CREATING A POSITIVE EXPERIENCE
As a snowboard instructor, you are in a unique position with the guests of your resort.
Through your experiences, background and general attitude, you have the fortunate oppor-
tunity to impart learning beyond the technical aspects of snowboarding. The experiences
that you create for first-time snowboarders will, many times, define their attitudes and
ideas for the span of their snowboarding lives.
Helping to make your student’s first experience snowboarding a positive one is a key to
Knowing how to
ensuring retention – or bringing beginners back to continue snowboarding over the long
term, and make snowboarding a part of their lives to come. This is important not just for structure your lesson
you and your fellow instructors, but for the snow industry in general.
with the success of
There are a number of things that you can do as the leader of your group to ensure a posi- the students in mind
tive experience:
is crucial to success-
Smile, introduce yourself, and give a brief ful teaching. The goal
background of your snowboarding experi- is to ensure that your
ence. students have fun
This is a great way to break the ice with your group, and impart a sense of confidence in
your students that you are in fact an experienced snowboarder and instructor, and you
learning to snow-
know what you’re talking about! board, and in turn,
come back to learn
Learn your students’ names, and interests.
Addressing your students by name can do wonders for creating a type of mutual respect more.
between your students and yourself. This can translate into more success in your lessons.
If you have an idea of your students’ background or simply what they spend their days do-
ing, you are in a better position to tailor your lesson to their ability.
Define Success. Explain your goal for the les-

son, and ensure that your goals match their
goals.
Many times, new instructors make it a priority to cover the complete beginner progression
during their first lesson with new students. For some students, this may be realistic. But
for others, this simply won’t happen – and shouldn’t happen. It wouldn’t be safe to push
a new snowboarder through steps in the progression that they aren’t ready for…you risk
pushing towards a negative experience, or worse, injury. Make sure your goals for the les-
son are realistic, and that your students understand that learning to snowboard doesn’t
happen in two hours or less.
CANADIAN ASSOCIATION OF SNOWBOARD INSTRUCTORS | BRINGING BEGINNERS BACK 1

A successful lesson is one where everyone board is tiring work. At the end of a typical » Personal: Show the parent that
leaves feeling positive about his or her ex- beginner lesson, students are tired. They you know their child. Tell them about
perience, not simply about how much they are becoming fatigued, both physically and interactions with other students, new
learned about snowboarding, or how many mentally. If they are comfortably traversing friends. Mention any funny or interest-
parts of the beginner progression you were with only minutes left in the lesson time, ing moments relating to the child.
able to teach. it may not be the best idea to introduce » Incidents: If any occurred, tell the
them to turning before sending them on parents about incidents in your class
Use the cues that you get from your stu- their way. In a fatigued state, their ability (be honest and tactful!). It is better for
dent’s introductions to plan your lesson for to take on a new skill is limited, and they parents to hear from you. Mention any
the day. If you are teaching a group of ac- run the risk of falling and injuring them- separated students, accidents, behav-
tive eight year olds, your lesson is going to selves, or struggling to accomplish that ioural problems, student conflicts, or
be much different than if you were teach- next step, thus creating a negative feel- upset children.
ing a group of inactive 48 year-olds! Your ing in their heads about their experience. » Next: What will the next lesson
main goal should be to make sure that at Instead, have them focus on what they are hold in store? Tell them what level they
the end of the lesson, everyone is safe, accomplishing well at this point – travers- should sign up for next (be honest and
had fun, and will come back again. ing safely and being mobile on the begin- realistic) or recommend terrain choice.
ner run. Thank them for riding with you!
Be aware of the other
factors. This way, you can relay to them in your Give a hint of what’s
wrap-up that their accomplishments dur-
The other factors might be the condition
ing the lesson were successful. Hopefully,
to come during the
that day…is it icy? How well does your
your definition of success at the start of next lesson.
student’s rental equipment fit? Are their
the lesson let them know what your goal There’s nothing wrong with inviting stu-
boots too tight, and is this causing them
was. Some students may speed through dents back for more lessons, and letting
to feel negative about the whole situation?
the beginner progression, knocking off them know that you’re available for other
Are some of the members of your group
steps, and learning to turn before you products like private lessons. If your stu-
feeling nervous, and tense? How about
know it. Others may spend their first few dents are at the turning stage, make sure
fitness? Are there members of the group
lessons learning to sideslip. Either way to let them know that there is a lot more to
who may have to take things slower, due to
is perfectly acceptable, as long as you’re learn about snowboarding than just turning
lower levels of fitness?
positive about their accomplishments; they left and right. Help to build some interest
Whatever the case may be, your success leave happy; and more importantly, they in taking more lessons by setting some
with the group stems from your abil- come back to learn more. goals for the next lesson, and inviting them
ity to read into these factors, and take a back.
When teaching children, you may want
student-specific approach to teaching,
to use the “SPIT” and “SPIN” method for Let them know you care. Shake their
ensuring that you can provide what each
starting and finishing your lesson: hands. Thank them individually, and genu-
student needs to be successful.
inely let your clients know that you enjoyed
SPIT: helping them out, and you hope to see
Start and finish on a » Smile and great the guests. Greet them again. Without them, you’d be out
positive note. the child first and then the parent. of work.
The ideas of primacy and recency suggest » Plan the lesson and share it with
that your students will most remember the your students. To sum-up, your success as an instruc-
parts of their experience that they heard or » Inquire about the student’s skills, tor depends on a lot of different skills. As
learned first and last. If you can create an where they have ridden, runs they like. a key part of a beginner’s first experience
enjoyable and positive start to the lesson, » Talk to the parents and the children. snowboarding, you are in a truly unique
and finish up on an equally positive note, Make eye contact; get down on their position in terms of creating a life-long
your retention rates will increase. level! snowboarder. In short, make it fun for
them, and give them a reason to come
It’s up to you to tailor your lesson to make SPIN: back for more!
sure that your students leave feeling » Skills: What they have accom-
positive about snowboarding, rather than plished (technical skill, terrain, safety,
feeling negative (or sore!) about that last finding their way around).
crash that they had. Learning to snow-
2 BRINGING BEGINNERS BACK | CANADIAN ASSOCIATION OF SNOWBOARD INSTRUCTORS

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WHAT IS CASI?

CASI’s Organizational Structure:

TECHNICAL & EDUCATIONAL

REGIONAL EXECUTIVE NAT. COURSE NAT. TECHNICAL

Who Governs CASI?

CANADIAN ASSOCIATION OF SNOWBOARD INSTRUCTORS | INTRODUCTION 1

How Do I Become a Member of CASI?

What Instructor Certification Courses

Canadian Association of Snowboard Instructors - Head Office

2 INTRODUCTION | CANADIAN ASSOCIATION OF SNOWBOARD INSTRUCTORS

CANADIAN ASSOCIATION OF SNOWBOARD INSTRUCTORS | INTRODUCTION 3

4 INTRODUCTION | CANADIAN ASSOCIATION OF SNOWBOARD INSTRUCTORS

CANADIAN ASSOCIATION OF SNOWBOARD INSTRUCTORS | INTRODUCTION 5

CANADIAN ASSOCIATION OF SNOWBOARD INSTRUCTORS | TEACHING THEORY 1

Guest Interaction Tips: » A sound knowledge of snowboarding

CLASS MANAGEMENT AND SAFETY Approximately 60% of all communica-

2 TEACHING THEORY | CANADIAN ASSOCIATION OF SNOWBOARD INSTRUCTORS

Cognitive Learners - “Thinkers” Experiential Learners - “Doers” Observational Learners - “Watchers”

CANADIAN ASSOCIATION OF SNOWBOARD INSTRUCTORS | TEACHING THEORY 3

1. Telling Doesn’t Ensure Learning

2. People Learn By Doing

3. What People Do First, They Learn Best

4. Small Steps Are The Best Way To Learn

5. Feedback Improves Learning

4 TEACHING THEORY | CANADIAN ASSOCIATION OF SNOWBOARD INSTRUCTORS

Using The Training Cycle

CANADIAN ASSOCIATION OF SNOWBOARD INSTRUCTORS | TEACHING THEORY 5

TEACHING STRATEGIES - The Teaching Pyramid

6 TEACHING THEORY | CANADIAN ASSOCIATION OF SNOWBOARD INSTRUCTORS

Ask yourself these questions:

THE 5-STEP LESSON 1. Introduction

CANADIAN ASSOCIATION OF SNOWBOARD INSTRUCTORS | TEACHING THEORY 7

THE SKILL DEVELOPMENT MODEL - I.A.C.R.C.V.

Development Level Description Teaching Implications Feedback

» Ensure lots of repetition. » Instructional (what, where,

» Is a “rough form” – lacks » Emphasize right and left sym-

8 TEACHING THEORY | CANADIAN ASSOCIATION OF SNOWBOARD INSTRUCTORS

» In stable / easy conditions, » Perform repetitions in varied

» Critical reflection is now pos-

» Unfamiliar situations reveal

CANADIAN ASSOCIATION OF SNOWBOARD INSTRUCTORS | TEACHING THEORY 9

10 TEACHING THEORY | CANADIAN ASSOCIATION OF SNOWBOARD INSTRUCTORS

FUNDAMENTAL SNOWBOARDING SKILLS

STANCE & BALANCE

TIMING & COORDINATION

CANADIAN ASSOCIATION OF SNOWBOARD INSTRUCTORS | ANALYSIS 1

STANCE & BALANCE

Balance can be improved by:

2 ANALYSIS | CANADIAN ASSOCIATION OF SNOWBOARD INSTRUCTORS

CANADIAN ASSOCIATION OF SNOWBOARD INSTRUCTORS | ANALYSIS 3

Fore and Aft Balance:

4 ANALYSIS | CANADIAN ASSOCIATION OF SNOWBOARD INSTRUCTORS

PIVOT / STEERING STEERING

CANADIAN ASSOCIATION OF SNOWBOARD INSTRUCTORS | ANALYSIS 5

Steering Steering isn’t simply rotation of the lower

6 ANALYSIS | CANADIAN ASSOCIATION OF SNOWBOARD INSTRUCTORS

For every change of direction, riders need

CANADIAN ASSOCIATION OF SNOWBOARD INSTRUCTORS | ANALYSIS 7

Because the variety of Pressure can be increased at the begin-

8 ANALYSIS | CANADIAN ASSOCIATION OF SNOWBOARD INSTRUCTORS

Combining Up and Down Un-Weighting

Terrain Weight Transfer

CANADIAN ASSOCIATION OF SNOWBOARD INSTRUCTORS | ANALYSIS 9