NAT_Alpine-Level-1-Workbook-2011-12.pdf

7/30/2019 NAT_Alpine-Level-1-Workbook-2011-12.pdf

1/18

PSIAWestern Division

DEFINING QUALITY SKI INSTRUCTION & INSPIRING A LIFE LONG PASSION FOR SKIING

LL EE VV EE LL II WW OO RR KK BB OO OO KK

Completion of this workbook is required for all candidates attendingeither the three or six day PSIA-W Level I Certification Module. Pleasedeliver your completed workbook to the Examiner on day 1 of theLevel I Module. In-House participants are required to complete andreview this workbook with their resort trainer.

Failing ScoresCandidates who fail to achieve a passing score (at least 80% correct) for the workbook are required tocomplete a second workbook and return it to the administrative office for scoring. In the event a candidatepasses their on-hill assessment but fails the workbook. Level I status will not be granted until thereplacement workbook is scored and passed.

NAME:

ADDRESS:

PHONE:

RESORT:

DATE:

OFFICE USE ONLY:

Rev. November 2011


2/18

2

Introduction: Please Read

The information needed to answer the questions in this workbook can be found inthe : PSIA-W Certification & Study Guide, the PSIA Alpine Technical Manual, the PSIACore Concepts Manual, and the PSIA Children's Manual. The PSIA-W Certification &Study Guide is available online. The Manuals can be purchased online at

www.thesnowpros.com in the Accessories Catalog.Some essay questions may require research among experienced instructors andsupervisors. Feel free to work in groups when completing portions of the workbook. Therest of the workbook should not require more than some simple reading on your part,but go ahead and check for understanding with your peers. Have fun!

For all multiple choice questions, next to the best answer.

1. This workbook should help instruct ors

a. prepare for future assessmentsb. become better ski instructorsc. demonstrate their knowledge leveld. identify information for further studye. all of the above

For true/false questions (or similarly formatted questions), next to the appropriate answer.

2. Certif ication assessments are really just a validation of know ledge and ski lls gained

through education and experience.

True False

For essay and short answer questions, be thorough but as brief as possible. They should notrequire more than one to three sentences to complete.

If any question seems confusing or appears to have more than one answer, blacken the circlesnext to both answers and write a brief explanation. Workbook personnel are not perfect and wewill review the question for future changes!

Your workbook comments:

.


3/18

3

CORE CONCEPTS TEACHING KNOWLEDGE

1. Why do you want to teach?

2. What are some basic actions to make a positive first impression?

3. List the seven points of Your Responsibility Code

1.

2.

3.

4.

5.

6.

7.


4/18

4


1. When question ing students, it is impor tant to ask:

a) why they are thereb) what they hope to accomplishc) what prior experience they =ve hadd) all the above

2. As your lesson prog resses :

a) stick with your plan no matter whatb) revise plan as neededc) keep your plan to yourself d) none of the above

3. Balance and stance, rotary movements, and turnshape are basic elements of:

a) movement analysis

b) listeningc) a teaching modeld) none of the above

4. The best place to watch students is from:

a) belowb) abovec) alongsided) as many vantage points as possible

5. Where do we want to go? Where are we now ?How do w e get there? Refer to :

a) movement analysisb) time consuming redundant questionsc) questions that help formulate a lesson pland) a and c

6. One of your top prio riti es as a teach is to ensurethat your students:

a) are safeb) are challenged consistently

c) feel safed) a and c

7. A lesson introduction should include:

a) introducing yourself b) learning students namesc) making sure your students are dressed for the

weatherd) all the above

8. What should be considered when planning alesson?

a) When is the next ski school partyb) The snow conditions in the beginner areac) The type of skis you brought to the lesson

d) How much the guest paid for the lesson.

9. For students who are prim arily visual learners:

a) blindfolding them or obscuring their goggles worksb) demonstration is a good way to get the message

acrossc) tapping a cadence with ski poles from behind is

effectived) none of the above

10. In a beginn er zone durin g the guid ed practice

phase of the lesson, instructors shoul d:

a) allow each student to follow him/herb) allow time for structured independent practice on

tasksc) let students practice and give them feedbackd) all of the above

11. Straight run exercises in beginner lessons areused for:

a) stance and balance

b) developing rotary skillsc) to work on edging

12. If a student perfo rms an exercise when you tellhim/her to d o so, it is _______ style teachin g.

a) taskb) individualc) commandd) problem-solving


5/18

5


13. Settin g up several cone slalom cour ses for your wedge turn skiers and allowing each to practiceon any one of the courses for the next 20 minutesis an example of ______ style.

a) commandb) taskc) reciprocald) none of the above

14. An open ended questio n:

a) requires a yes or no answerb) is when everyone has their mouth openc) relies on more than a yes or no answerd) all of the above

15. The skill / hill / dril l formul a refers to:

a) a game plan for small childrenb) a group handling methodc) a way to organize activities / exercisesd) a and c

16. Feelers, thinkers, watchers, doers @ refers to :

a) teaching stylesb) learning stylesc) Piagets stages of developmentd) a and b

17. For feedback to have the most imp act, it must be:

a) specificb) brief c) offer positive steps for improvementd) be judgmentale) a, b and c

18. Explaining what you covered duri ng the lessonare:

a) lack of student understandingb) attitudes of slow learnersc) elements of a good summaryd) elements of a good introduction

19. Children begin to question authority and try topro ve that they are smarter at about the age of:

a) 10b) 4c) 15

d) 7

20. Using diff erent method s to teach the samemovement are ways to:

a) increase student participation and understandingb) identify common dance stylesc) resolve conflictd) increase resort revenue

21. When taking your students to the chair for their first lift rid e, you should:

a) get on the chair first and give them a gooddemonstration

b) send the best student up first as a role modelc) spend time discussing how to load and unload

before ridingd) make it experiential and let them figure it out as a

team

22. Accor ding to sur veys, more than 2/3 of the peoplewho do not return to a place of business isbecause:

a) they cant afford to bring a family skiingb) they feel an attitude of indifference from the staff c) they have been injured or experienced altitude

sicknessd) they are switching to mega theme parks and

cruises

23. According to the responsibility code, whenpassing others, you need to remember:

a) to let them know if you are passing them on theright or the left

b) that people ahead of you have the right-of-wayc) click your poles together to alert themd) all of the above.


6/18

6


24. The ABCs of Service are (these feelings cr eatelasting memories)

a) achievement, belonging, contributionb) activities, belonging, complimentsc) actualization, betterment, cognition

d) achievement, belonging, compliments

25. If one student is less skill ed than the others, youshould:

a) go at the level of the less skilled studentb) take care of the majorityc) push the less skilled skier to keep upd) tell the weaker skier to get in another class

26. The teachers role in managing ri sk can bepartially summed up b y the following:

a) Reinforce The Code throughout the lessonb) conduct sessions in appropriate areas and use

suitable terrainc) educate students about clothing, equipment, and

fitnessd) a, b and c

27. Know ledge of local weather patterns will help youto:

a) provide depth to shallow conversations

b) help you plan your day to provide optimal comfortfor your group

c) help you to prepare students so they arecomfortable when changes occur

d) all of the above

28. Ultimately, your success as a teacher in anysubject is dependent on your:

a) technical knowledgeb) ability to connect on a personal levelc) ability to perform difficult tasks

d) all of the above

29. Piaget claims that are ___ stages of develop ment

a) 4b) 5c) 7d) 8

30. Experience, people skills, teaching skills andtechnical skills:

a) are keys to teacher confidenceb) can bring increased success with studentsc) can make teaching more fun

d) all of the above

31. Sensory informatio n related to movement comesfrom:

a) visual sensesb) auditory sensesc) kinesthetic sensesd) all of the above

32. A childs center of mass is slightly higher than anadults because of:

a) differences in the length of the femurb) differences in abdominal strengthc) differences in hip musclesd) none of the above

33. The center of mass in adult humans standin g erectis :

a) near the navelb) in the foreheadc) in the feetd) none of the above

34. During the initial stage of learning, the student:

a) shows unfamiliarity with the movementb) looks at whatever body part is involvedc) relies on coachingd) all of the above

35. Arrange the following levels of understanding fromhighest to lowest:

Application ___________________ Analysis ___________________ Comprehension ___________________ Evaluation ___________________ Synthesis ___________________ Knowledge ___________________


7/18

7


36. Discussin g ski area organi zational issues andsharing your own personal issues is a good w ayto get to know your students

True False

37. Recognizing personalit y styles (i.e., extroverts,

introverts) is not relevant to how you teach alesson.

True False

38. Previewing is one of the best ways to establis htrust with your students.

True False

39. What the student wants to accompli sh is always more important than what the teacher thinks thestudent should accomplish.

True False

40. Physical maturati on is a special considerationwhen observing children.

True False

41. Physical needs, like safety, may distract from anylearning situation.

True False

42. It is criti cal to recognize the difference betweenchallenge and fear.

True False

43. Fear is one of the main reasons people choosenot to continue in snowsports.

True False

44. It is import ant to avoid judgmental statements, tryto focus on objective observations

True False

45. Good teachers talk with p eople, not at them.

True False

46. Using a students sensor y preferences helpsachieve motivation and communication

True False

47. Instill ing a good image of the task is critical to theteaching-learning process.

True False

48. As a lesson develops, group handlin g can beorganized on a moving basis rather than a

stationary line up.

True False

49. Feedback can destroy trust and feelings of self-worth.

True False

50. A good mental model works the same for everyone.

True False

51. Good ski instructors dont rely on other departments in the resort to make the mountainexperience a good one.

True False

52. Asking your students Where to look when mergingwith another trial is a good example of how toteach A Your Responsibility Code.

True False

53. An individu als preferred learnin g style isdetermined by how he or she processes andabsorbs information.

True False

54. Call down is th e only good method for assessingmovement in your class.

True False

55. Students should be told to keep wrist straps on

when riding the chair lift to avoid dropping poles.

True False

56. You should plan a lesson to go from the easiestterrain in the morning to the most difficult at theend of the day.

True False


8/18

8


57. Hypothermi a occur s when the core bodytemperature falls b elow 95 degrees F.

True False

58. Slope and trail conditions shou ld not affect astudents ability to perform.

True False

59. Being prepared for the weather may preventinjury.

True False

60. You should ask beginn ers, especially childr en, torepeat what they are going to do when getting o nand off a lift.

True False

61. Learning is almost impossible for a student whois scared.

True False

62. Emotion can be a pow erful compon ent in creatinglong term memory.

True False

63 Gender diff erences can affect perform ance.

True False

64. When a student can perform a movement with outlooking at the involved part of the body, but stillhas to conc entrate on the movement, they are inthe elementary stage of coordinationdevelopment.

True False

65. Easily foll ows rules:

Adult Child

66. Can follow instruction s with six to seven items.

Adult Child

67. Can only follow one or two instructions at a time.

Adult Child

68. May have diffi culty reversin g the sequence of directional instructions

Adult Child

69. Participation , not the end result, is impor tant

Adult Child

70. Doesnt consider the consequ ences of actions

Adult Child

71. More aware of how personal behavior affectsothers

Adult Child

72. Is more capable of involvement on a physical levelthan on a cognitive level.

Adult Child

73. Tends to have a heavy emphasis on win ning (hint :Little League parents).

Adult Child

74. Draw a line linkin g the common behavior patternsof children to their age groups

Age Groups Behavior Patterns

3-7 Starting to compete with others

7-12 want to be an adult, but need guidance

Teens relate to fantasy and imagination


9/18

9

TEACHING/LEARNING KNOWLEDGELEARNING STYLE INVENTORY - WHAT TYPE OF LEARNER ARE YOU

There are nine sets of four words listed below. Rank each set of words by assigning a 4 to the word which bestcharacterizes your learning style, a 3 to the word which next best characterizes your learning style, a 2 by the nextmost characteristic word and a 1 by the word least characteristic of you as a learner. To make this test more relevantto ski teaching, associate your thoughts with learning a sport with an element of physical risk. Be sure to assign adifferent number to each word in each set.

1. discriminating tentative involved practical 2. receptive relevant analytical impartial 3. feeling watching thinking doing 4. accepting risk-taker evaluative aware 5. intuitive productive logical questioning 6. abstract observing concrete active 7. present-oriented reflecting future-oriented pragmatic 8. experience observation conceptualization experimentation 9. intense reserved rational responsible

A ___ ___ ___ _______ __ B _____ ___ _____ _____ C _____ ___ _____ ____ D ___ _____ ___ _____ ____ ___ _____ ___ _____ __ add lines 2 3 4 5 7 8 9 add lines 1 3 6 7 8 9 add lines 2 3 4 5 8 9 add lines 1 3 6 7 8 9

Add the numbers in each of the four columns as indicated by the numbers below the tally lines.A =Concrete Experience (Doer); B=Reflective Observations (Watcher); C=Abstract Conceptualization (Thinker);D=Active Experimentation (Feeler).Enter these values in their proper axis on the targetOnce totals have been entered on the target, you can determine your type of learning style.


10/18

10

TEACHING/LEARNING KNOWLEDGELEARNING STYLE INVENTORY - WHAT TYPE OF LEARNER ARE YOU

This section is intended to give the instructor anunderstanding of the fact that people learn in different ways.

This is important for developing your skills as an instructor.

Because we often teach the way we learn, understandingour own learning style helps provide insight into how weteach. Likewise, being able to identify learning style traits instudents helps us present our lessons in a more effectivemanner. For instance, a group lesson may be made up of four people who each possess a different dominant learningstyle. How do you structure a lesson and provide individualattention in a fashion that helps each member of the class?It=s important to note that although most people have adominant learning style, they often exhibit other learningstyle characteristics as well.

A. Concrete Experience (Doer ): People in this categorytend to be pragmatic, practical and functional; they are goodproblem-solvers and work well with others. These learnerswant to Ado @and may become anxious with too muchstanding around.

B. Reflective Observation (Watcher ): These people liketo get the picture and like to know the purpose of practice.

They need to watch others, are good listeners, introspectiveand contemplative. Good demonstrations are important tothis leaner and verbal communication needs to be image-oriented to be effective.

C. Abstr act Co nceptual izati on (Thinker) : Such peopleare analytical, logical, thorough and theoretical. They wouldrather read than listen to lecturers and are often loners ordreamers. At times they are meticulous to a level of obsessions. This person has read every ski magazine onthe rack and is particularly receptive to technical dicussionson lift rides.

D. Active Exp erimentat ion (Feeler) : People of this natureare receptive learners; they learn predominantly throughAgut @intuition. They try many things to find a way, tend tobe emotional and learn by doing and by evaluating on theway. These people are also Adoer @oriented and tend to bekinesthetically aware, picking up movement patterns quicklyand being bored with analytical talk.

Questions for Learning Style Inventory

1. What is your learning style preference?

2. What one thing (or several) contributed to abreakthrough in skill acquisition for youpersonally as a skier?

3. Relate the breakthrough catalyst to your learning style preference.

4. What are some of your favorite things to d owith a Level 1 class?

5. How do those things reflect your learningstyle?


11/18

11

TECHNICAL KNOWLEDGE - TERMINOLOGY


12/18

12

TECHNICAL KNOWLEDGE - GENERAL

10. A six-foot basketball star arri ves for a beginn er class with chest height skis. The instructor should:

a) Say Great, you have a chest height ski whichmakes learning to ski easier for beginners.

b) move him to 200 cm traditional skisc) send him back for shaped skis that are roughly

nose to forehead heightd) faint because a star is in your class

11. Which of the following movements help youmaintain balance?

a) flexing and extending your ankles, knees andhips

b) using fore and aft movements to shift your centerof mass

c) moving your heads and armsd) a and be) all of the above

12. What factors will you consider when you decideto teach your beginner in a wedge progressioninstead of a parallel pro gression?

a) the student =s comfortb) available terrainc) physical abilityd) equipmente) all of the above

13. The Skills Concept refers to the movements of:

a) balancing, rotary, edging, pressure controlb) balancing, gliding, slipping, edgingc) balancing, twisting, flexion, extensiond) none of the above

14. A skier who is skiing parallel most of the time, or may use a small wedge to start the turn butfinishes with a strong p arallel, is in which of thePSIA skier zones?

a) beginner/novice zoneb) intermediate zonec) advanced zone

15. Of the following choices, which rotary movement isgenerally th e most effective under normal skiingconditions?

a) arm rotationb) leg rotationc) upper body rotationd) none of the above

16. During the initi ation phase of the turn , the skier:

a) guides the skis through the apex of the turnb) is most flexed and therefore lowestc) is changing edges and shifting weight from one ski

to the otherd) none of the above

17. How do we register balance? From the selectionsbelow, pick the one that does not b elong:

a) pressure sensors in the hands and feet givefeedback from the snow and equipment

b) changing direction, size and shape of turnsc) the eyes focus on the horizon and other visual

cuesd) proprioceptors in the muscles and joints give

feedback about the limbs relative to each otherand the surroundings

e) the inner ear monitors motion, changes in speed,and position relative to gravity.

18. Which piece of the follow ing equipment has themost effect on the enjoyment of the student?

a) bootsb) skisc) polesd) bindingse) none of the above

19. A slight inc rease in speed helps to match the skisin which type of turn:

a) wedge turnsb) wedge Christy turnsc) open parallel turnsd) dynamic parallel turns


13/18

13

TECHNICAL KNOWLEDGE GENERAL

20. Skidding is a combination of:

a) slicing and carvingb) sliding and slippingc) carving and slipping

d) twisting and edginge) none of the above

21. The beginn er / novic e zone means the skier is:

a) unfamiliar with skiingb) only comfortable on green terrainc) mastering green terrain and venturing onto easy

blue runsd) all of the abovee) b and c

22. The steppin g stones concept exists because:

a) PSIA needed a new modelb) there is no single lesson plan that works for

everybodyc) tasks and progressions are obsoleted) instructors needed a linear lesson plan

23. Observing and describi ng cause and effect areelements of

a) guided discoveryb) teaching stylec) movement analysisd) the skills concept

24. The wedge offers beginn ers:

a) balance at slow speedsb) a wider base of supportc) an edge by virtue of the positiond) all of the abovee) b and c

25. Speed contro l in the novice zone can beencouraged thro ugh

a) turn completionb) turn shapec) skiddingd) all of the above

26. A slight rising motion at the beginning of a wedgeturn can facilitate:

a) edge releaseb) guiding of the skis

c) movement of the CM toward the new turnd) all of the above

27. To enhance skiddin g in a novic e zone skier theinstructor can:

a) look for convex areasb) increase speedc) look for slightly steeper parts of the hilld) encourage a narrower wedgee) all of the above

28. A student who is learning linked wedge turns onmild terrain should incorporate

a) active guiding of both skis with feet and legsb) balancing on the whole footc) balance that is oriented more toward the outside

skid) all of the above

29. Shaped skis are generally

a) easier to turn than conventional skis

b) have a good edge gripc) have more side cut than conventional skisd) all of the above

30. Shaped skis may feel awkw ard and posedifficulties for skiers who have not learned to

a) twist their feet to start the turnb) use rolling motions of the ankles and legs to start

the turnc) use aggressive unweighting to start the turnd) all of the above

31. Hinge joints are foun d in

a) the ankleb) the kneec) the hipd) a and be) b and c


14/18

14


32. The ACL is

a) a ligament in the ankleb) protecting your civil rightsc) a ligament in the knee

d) a cartilage in the shouldere) a and c

33. Pressure contr ol movements only involve fore- aftmovements

True False

34. Skidding shou ld never be taught

True False

35. Rotary movements (or rotatio nal) invol ve turn ingsome part of the body relative to other parts of thebody

True False

36. Increased widt h in the wedge produc es increasededge angle

True False

37. The fund amental idea behind steppin g stones isto in dividualize lessons.

True False

38. The steppin g stones concept gives you a specificset of drills to use with all of your beginningstudents

True False

39. Gentle terrain allows for glidin g and fewer defensive movements

True False

40. In the stepping stone model, simul ation is listedas a good way for students to copy an instru ctorsturns while following in their tracks on skis.

True False

41. The intermediate zone means that the skier ismaking parallel turns on most runs

True False

42. Too much edge can make turning in a wedgedifficult

True False

43. Good skiing balance is an activity rather than astance

True False

44. When teaching b eginners, we must always teach awedge progression

True False

45. Students will learn to make decisio ns best in afollow me situation (class arrangement)

True False

46. Smooth, moderately firm snow presents ideallearning conditio ns

True False

47. Side steppin g teaches edge control movement

True False

48. Scootering and stepping around on one ski canhelp develop both balance and tur ning/steppingskills

True False

49. The experienced instruct or will create a stron ggame plan before discussing th e students = needsand goals.

True False

50. Angulation involves forming angles between bodysegments

True False

51. Students who have become comfort able with anew movement are generally not excited abouttrying new things.

True False


15/18

15


52. Flexion and extensio n are effective ways tomaintaining balance while turning, especiallyduring changes in terrain or snow conditions.

True False

53. Beginni ng students should be taught a centeredstance rather than an exaggerated forward l ean.

True False

54. Edge release and engagement is fund amental toturn initiation

True False

55. Guiding of the inside ski should be introduced ata wedge turn l evel

True False

56. Skis for beginners shoul d generally have a softer flex than skis for expert skiers.

True False

57. A wide body ski is only good for carving

True False

58. Shaped skis are only meant for carving and cannotskid.

True False

59. Shaped skis may allow skiers to make good carvedturn s at ___________ speeds t han w ithconventional skis.

60. Shaped skis are recommended to be skied at _________________ leng ths than conven tional( A straight @) skis.

61. The shape formed by the difference in width of theski tip (shovel), waist, and tail is called the ski = s

___________________________________

62. Name the three phases of a turn :

_______________ _______________

________ ______________________

_______________ _______________


16/18

16

TECHNICAL KNOWLEDGE SHORT ANSWER


17/18

17

TECHNICAL KNOWLEDGE SHORT ANSWER

4. A teaching cue @conveys to the student a desired behavior or movement in aneasy-to-understand and remember way. Teaching cues generally help the

student understand a sensation, a movement, or visualize a concept. Forinstance, touch your shins to the fronts of your boots is a simple way to helppeople keep moving forward with their skis. In the table below, briefly describethree different teaching cues that will encourage each of the following skiingbehaviors for Beginner / Novice zone skiers.

Encourage balance over thewhole foot

Encourage guiding th e skis withfoot and leg movements

Encourage movements thatrelease the old ski to start turns

1. 1. 1.

2. 2. 2.

3. 3. 3.

5. Write a three step progression in the space below on one of the followingteaching assignments:

Teach a beginner skier how to make their first gliding wedge Teach a beginner skier how to make their first wedge stop Teach a beginner skier how to make their first turn


18/18

18

TECHNICAL KNOWLEDGE MOVEMENT ANALYSIS

Documents

NAT_Alpine-Level-1-Workbook-2011-12.pdf