by Andrew Lockerbie &Derek Tate

Ski InstructorsHandbook

Teaching Tools &Techniques

LOOK INSID

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Ski InstructorsHandbook

Teaching Tools & Techniques

Andrew LockerbieDerek Tate

Parallel Dreams Publishing

© 2012 by Andrew Lockerbie & Derek Tate

Layout & Design: Derek TateEditor & proof reader: Shona Tate

Additional proof reading and validation of content bySharon Crossan, BASI, PSIA and Teacher of PhysicalEducation.

Photography: All photos are © Parallel Dreams except;Page 24 photographer Hugh Monney, skier Derek Tate

No part of this book may be reproduced or transmitted in anyform or by any other means, electronic or mechanical,including photocopying, or by any information storage orretrieval system without the express permission in writingfrom the authors .

Published & Distributed in the UK by:

Parallel Dreams Publishingwww.paralleldreams.co.uk

ISBN: 978-0-9556251-2-1

Front Cover Teacher - Shona TatePhoto by Derek TateGrands Montets, Chamonix, France

SKI INSTRUCTORS HANDBOOK - TEACHING

PRAISE FOR THISBOOK“I’ve worked in this industry a long time and read manybooks and manuals. While there seems to be consistencyfrom manual to manual, I always glean new thoughts andideas from the subtle nuances from the authors twist. Thisis the case with this great text.”Jeb BoydArc2Arc Alpine Training CentrePSIA Alpine Team Member

“I love the Teaching Styles section. The skiing examplesare very good and I think will be really useful. Instructorsneed reminders as to what each individual teaching styleis all about.”Sharon CrossanBASI, PSIATeacher of Physical Education

“Andrew & Derek have set out very clearly the differentTeaching Styles, Learner Types and Goal Settingpractices and philosophies for you, the instructor toexplore and use. These are inspiring and it is a breath offresh air to have everything together in this notebookformat full of new ideas and ways of explaining anddelivering your lessons.”Shona TateDirector BASS Chamonix & MegeveBASI Alpine Trainer

PRAISE FOR THIS BOOK1

“The mediocre teacher tells.The good teacher explains.

The superior teacherdemonstrates. The great

teacher inspires.”William Arthur Ward

SKI INSTRUCTORS HANDBOOK - TEACHING2

CONTENTSINTRODUCTION 5

GREENHOW TO DELIVER A LESSON 7Introductions 8Goal 10Plan 10Explain 14Demonstrate 15Imitate 15Feedback 15Trials 17Conclude 17

BLUEDELIVERY 19The Episodes 19Learner Phases - what to use 22Sticky Stories 23

REDUNDERSTAND THE THEORY 29Types of Learners 29Learner Phases 32Methods of Practice 34Feedback 36Goal Setting 41The 6 Ways to Influence 46

CONTENTS3

CONTENTS cont.BLACKTEACHING STYLES IN ASNOWSPORTS ENVIRONMENT 49Reproduction Styles 49Production Styles 50Command 51Practice 53Reciprocal 55Self Check 57Inclusion 60Guided Discovery 62Convergent Discovery 65Divergent Discovery 67Learner-designed Individual Programme 70Learner-initiated 72Self Teaching 73

YELLOWEXTRA STUFF 75Using Video 75Ski Way Code 78Bibliography 80Further Help 82About the Authors 83Ski Instructors Handbook Series 85National Snowsport Instructor Training Organisations 86(English speaking)

Notes 1-4

CONTENTS4

INTRODUCTIONThe Ski Instructors Handbook - Teaching Tools &Techniques is designed to give you a comprehensiveresource to assist with your teaching career in snowsports.Whether you work part time, seasonally or as a full timeprofessional, this handbook has something for you. Nomatter which system / nation you are qualified throughthe contents of this book will help you with your trainingand exams.

Just like the Ski Instructors Handbook - Technical Skillsand Drills, this book is divided up into colour codedsections which increase in complexity from green throughto black, with the yellow section at the end includingsome useful extras.

The Green section goes through the basic fundamentalsthat all lessons should include giving a simple easy touse structure. The Blue section then looks at delivery inmore detail breaking it down into a series of episodeshelping you to understand what each episode shouldinclude. Specific examples are then given in the form of“sticky” stories that help you to remember more easilywhat to do.

The Red section then gives more detail about some of thetheory and words / concepts mentioned in the previoussections. This is then followed by a very sports specific lookat the spectrum of teaching styles, helping to demystify anarea that can often seem very complex. Again snowsportsspecific examples are included throughout.

Finally the yellow section includes using video forsnowsports teaching, an area that is given very little time, ifany, on formal snowsports instructor training courses, andyet is something many of you are expected to be able to dowell as part of your job.

INTRODUCTION5

For those of you who wish to do further study and buildon the contents of this handbook then the bibliographycontains a great list of texts from authors whose conceptshave been referred to throughout this book.

Happy reading and remember make your lessons FUN.And have fun delivering them.

INTRODUCTION6

HOW TO DELIVER ALESSONThe purpose of this first section is to help snowsportsinstructors, teachers and coaches to structure, plan anddeliver lessons that will optimise learning. Remember -Safety, Enjoyment and Learning - S E L. If your clientsfeel safe and are having a good time then they will learn.The following list gives you a simple structure that everylesson should follow.

Each lesson should include and follow this process;1. Introductions2. Goal – determine what the clients want out of

the lesson3. Plan – who you are going to teach what to,

whereabouts, why and how?4. Explain - clearly what you want the clients to do5. Demonstrate – how you would like the clients to

perform the task6. Imitate – allow the clients to have a go at the

task7. Feedback – give the clients informative,

evaluative and then corrective feedback (in thatorder)

8. Trials – then repeat 6 & 7 over and over againuntil success is achieved

9. Conclude the lesson

HOW TO DELIVER A LESSON7

The previous list incorporates the EDICT model:• Explain – the instructor explains the new task• Demonstrate – then he / she demonstrates it• Imitate – next the clients have a go at the task• Correct – the instructor observes and providescorrective feedback• Trials – the clients try again

1. IntroductionsThis is an opportunity to get to know the clients and gaintheir trust. Try to use the clients name when you aretalking to them, this will help you to remember their namefor the duration of the lesson and make them feel moreimportant.

As well as their names try to find out a little about them(such as likes / dislikes, job / hobbies) to see if you canuse this to help the lesson flow better. If your clients like*you they will respond better to you.

Being well presented and in uniform will give youauthority*. When talking to small children you might kneeldown so you are at their level.

During this process discover the type of learner they areand how they learn. There are four learner types:

- Activist – they will just want to get on with it – give short or no explanations

- Pragmatist – once they hear or see something that interests them all they will want to do is give it a go – give short explanations and clear demonstrations

HOW TO DELIVER A LESSON8