PSIA-LEVEL.2 Study Guide

Alpine Level II Study Guide

Alpine Level II Study Guide

Professional Ski Instructors of America Education Foundation

CREDITS

Education DirectorLinda J. Crockett

Technical EditorWeems Westfeldt

Cover Illustration/Design StandardsLee Reedy Creative

Graphic Design/Pre-press ProductionKen Grasman

Digital Photo DesignBoulder Media Group

PhotographyScott Markewitz

Still ImagesRodnunsky Arts, Ltd.

Copyright 1996 by the Professional Ski Instructors of America Education Foundation

All rights reserved. No part of this work may be reproduced, stored in a retrieval system,or transmitted, in any form or by any means, electronic, mechanical, photocopying,recording or otherwise, without the prior written permission of the Professional SkiInstructors of America Education Foundation. The American Teaching System andCenter Line are registered trademarks of the Professional Ski Instructors of AmericaEducation Foundation.

ISBN 1-882409-10-8

5A L P I N E L E V E L I I S T U D Y G U I D E

Table of ContentsAcknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Study Guide Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Skier Level 4

Exploring Natural Snow Conditions and

Matching the Skis Earlier in the Turn . . . . . . . . . . . . . . . . . . . . 9

Skier Level 5

From Wedge Christie to Beginning Parallel;

Exploring Blue Runs and Varied Snow Conditions . . . . . . . .31

Skier Level 6

Parallel Turns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65

6 A L P I N E L E V E L I I S T U D Y G U I D E

Acknowledg-mentsThe PSIA Steering Committeedeveloped the concept of presentingthe American Teaching Systemalpine information as an assortmentof materials. The pieces of the sys-tem manual, study guides, video,and handbook work synergisticallyto produce a complete picture of aneffective alpine lesson.

• The Alpine Manual covers theAmerican Teaching System, therole of PSIA in the ski industry,and a variety of subjects thatcontribute to the working knowl-edge of ski instruction.

• The study guides available forLevel I, II, and III instructorscontain the step-by-step proce-dures for conducting a ski lesson.They are written to be useful forthe instructor who teaches, or ispreparing for certification, at thatlevel.

• The Alpine References video runsparallel to the content in themanual and study guides. It pro-vides moving images of the ski-ing discussed in the ATS publica-tions and was the source of mostof the photos.

• The Alpine Handbook—a pocket-sized guide—contains exercisesand drills that can be used withany level of class to developimproved learning and skillsacquisition.

The study guides were co-authoredby David Mannetter and NancyOakes of the PSIA AlpineDemonstration Team. Theseindividuals drew upon insights,

ideas, and their personal experiencesto describe how to present anexcellent ski lesson. Reading thestudy guides is like taking a privatelesson with one of these accom-plished skiers. David and Nancyset a fine example of teamwork inproducing the study guides.

Pat Butowick, ski instructor atHeavenly Ski Resort and technicalwriter/editor, developed the studyquestions relating to each chapterof the study guides. She painstak-ingly distilled the key points toprovide a valuable tool for studyand discussion. In true PSIA spirit,Pat always provided what was re-quired, plus a little extra.

Weems Westfeldt, former mem-ber of the PSIA AlpineDemonstration Team, and currentlya trainer with the ski schools ofAspen, served as technical editorfor the study guides as well as themanual. Weems worked 25 hours aday to accomplish this task.

Bill Grout, senior executiveeditor for SKIING Magazine, readthrough the study guides and con-stantly challenged us to providetechnical information in skier-friendly terms.

The PSIA Alpine Demonstra-tion Team developed the core ofideas presented in this edition. Theteam is instrumental in PSIA’s edu-cational process and provides aconstant source of creative energy.

The PSIA Board of Directorssupported the project both inencouragement and funding.

The review panel for this publica-tion consisted of the followingindividuals, who offered valuableadvice:

Jack CopelandJohanna HallMegan HarveyGlen Peterson, Ph.D.Sue SpencerCalvin Yamamoto

PSIA instructors are also acknowl-edged, because it is you who cantake the words on these pages andtransform them into memorableexperiences for your students.

Linda J. CrockettPSIA Education Director


Study GuideOrganizationThis study guide contains suggest-ed progressions for Levels 4-6, orintermediate phase skiers. It pro-vides step–by–step suggestions forhelping your students acquire theskills they need. Each level buildson the successes of the previouslevel—moving from simpler tomore complex.

Sample progressions and pro-gression options are provided foreach level. These are followed by atechnical summary of skill devel-opment appropriate to that level.

Following the concepts, youwill find questions and answers forchecking your understanding. Plus,notes pages are interspersed forlisting your own progressions andother pertinent information fromyour ski school training.

Intermediate phase skiing cov-ers a great deal of material. The in-formation given for any level is notnecessarily intended to be coveredduring one class. With help fromthe trainers at your resort, it is upto you to decide which lessonplans to use, based on the currentskills, expectations, and goals ofyour students. Your decisions willalso be influenced by weather andsnow conditions.

The steps outlined in this studyguide are only one set of teachingpossibilities. Use your judgement,experience, and creativity to helpyou choose what, how, and whento use any of this material. Further,use this information as a founda-tion to develop your own progres-sions. Challenge yourself, whenyou read a progression involving

one type of skill use or perfor-mance zone, to create your ownteaching patterns involving alterna-tive skills or performance zones.

The Alpine Level II Study Guidecorresponds with the AlpineManual. You can refer to the man-ual whenever you need backgroundinformation about the SkiingModel, which is the basis for theconcepts and progressions in thisbook. The following list describeswhere you should look in the man-ual to find specific information thatsupports this study guide.

Level 4 Skier: see Chapter 4, TheSkiing Model, Level 4,(Wedge Christie; Balancing,Rotary, Edge-control, andPressure–control Movements)

Level 5 Skier: see Chapter 4, TheSkiing Model, Level 5,(Wedge Christie; Parallel;Balancing, Rotary, Edge-control, and Pressure-controlMovements)

Level 6 Skier: see Chapter 4, TheSkiing Model, Level 6,(Parallel; Balancing, Rotary,Edge-control, and Pressure-control Movements)

Note: As you work with any of thematerials in the American TeachingSystem, you may come across un-familiar ski terminology. Pleaserefer to the glossary and/or text ofthe Alpine Skiing manual for expla-nation of these concepts. Skiinstructors use terms in a varietyof ways, so in any technical discus-sion, always state what you meanand ask others to do the same.While the use of ski terminology is

an effective way to communicatewith other instructors, you willwant to develop non–technicaltranslations of these terms forstudents.



Skier Level 4

Exploring NaturalSnow Conditions andMatching the SkisEarlier in the Turn

Lesson Outcome

Students learn to apply their skillsto a wider variety of snow condi-tions and terrain. Through a slightlyearlier weight transfer, they learn toski wedge christie turns with lesseffort.

In level 3, students learned to varythe size and shape of their wedgeturns. Turn shape variety is a hall-mark of increasing proficiency.They also learned the fundamentalsof matching and skidding andbegan to explore very basic side-slipping and shaping the bottom ofthe turn with a blend of skills usingan uphill christie. These studentsare now ready to apply their skillsto new terrain and different snowconditions (photo 1). During thisphase, concentrate on applying andanchoring what your students havealready learned rather than ontrying to rush them on to moreadvanced movements or mechanics.

Refresher Run

1. Begin by reviewing yourstudents’ ability to link wedgeturns. Many of these studentsmay not have skied for sometime. Ski at least one warm–uprun on groomed green terrain.For the first few turns, it isprobably best to have them fol-low you in a line. Lead them

first through a series of mediumturns, with consistent turn shapeand rhythm as goals.

2. As they show competence andconfidence with these turns,gradually begin to vary the turnshape by changing the timing.You can lead them into shorterturns without saying anything atfirst. By steering more activelyfor a shorter period, your wedgeturns will become a little smaller.Your students may not notice atfirst, but they will be able tofollow you into these shorterwedge turns.

3. When you stop after a series ofturns, point out to your studentsthe way they were able tochange the shape of their turnsas they skied behind you.

4. Ask the group if anyone wouldlike to verbalize what he or shedid differently to make the turnquicker. Be careful, though, notto put any one person on thespot. If no one is able todescribe the differences, youcan quickly tell them about

guiding their skis more activelyfrom one turn to the next.

5. Next, ski a few turns that areless finished and stay more inthe fall line.

6. Without stopping, ski some veryround turns that go more acrossthe hill.

7. Again, during a short restperiod, discuss the differencesin execution and sensations ofthese two different turn shapes.All of this can easily be done onthe first run.

8. During the first run, you shouldalso review inside leg steeringand the sensation of allowingthe skis to skid as you steerthem through the bottom part ofthe turn. Emphasize pressure onthe outside ski during the lastthird of the turn in both demon-strations and in your descrip-tions and instructions. As youmove the group down this firstrun, continue to reorganize themso every student has a chance toski behind you and get the bestview of what you are doing.

Photo 1. Apply Skills to New Terrain and Snow Conditions

New Snow or Powder

Introducing your students to naturalsnow conditions gives them theopportunity to apply their presentskills to new situations and to gainsensations that may be differentfrom those they have experiencedso far. Skiing in new snow pro-vides new sensations, and throughthis process your students begin toexpand their skill base (the avail-able combinations of movements).

If possible, take your students to agreen run somewhere on yourmountain that has some powder orungroomed snow on it. Rememberthat this will be a completely newand perhaps frightening experiencefor them, so ski on terrain with apitch that will not intimidate them.

1. Explain that matching the skisin this snow condition is lessimportant than just linkingwedge turns.

2. Emphasize strong, continuoussteering to keep the skis turningthrough the greater resistanceoffered by the fresh snow.

3. Explain that their speed won’tincrease because of the resis-tance of the deeper snow, andthat skiing a slightly straighterturn shape enables them to movemore easily from turn to turn.

4. Without presenting any moreinformation, lead them through aseries of turns. By leading, youwill be able to demonstrate theturn shape and degree of finish.Six or eight turns should beenough to provide an opportuni-ty for your students to try thiswithout becoming overwhelmed.


S k i e r L e v e l 4

Photo 2. Extension and Flexion in a Wedge-Christie Turn

A

B

C


5. Once everyone has successfullyskied a few turns, select a stop-ping point that is a few turnsfurther down the trail and givethese students a chance to skion their own (because if youcontinue to lead them in a line,they won’t be skiing freshsnow). By keeping the skiingsegments short enough, you as-sure that all students will feelthey can successfully reach thestopping point. Keep close track of each indi-vidual. Don’t merely watchtheir turns, but also try to “read”their body language. Stiff orrigid legs and arms may be a re-sult of fear. Acknowledge theirfear, but do not dwell on it.Instead, give them a mechanicalfocus to occupy their attention.Stay close to those members ofyour group who seem apprehen-sive and assure them that youare there to help them.

If some of your students arestill afraid, try asking them tosqueeze the grips of their skipoles as they ski through thelast half of a turn. This will helpshift the focus of their tensionto another part of their body.

Since you want them to be asrelaxed as possible, ask them torelax their hands a little bit asthey begin the next turn. Thiswill help to relax their entirebody. If necessary, allow themto squeeze their pole grips tight-ly once again during the bottomof the new turn. Soon, they willbegin to relax and enjoy the newsensations of skiing fresh snow.

6. Once your students have skied afew turns, have them focus on a

more deliberate weighting orpressuring of the outside ski.Ask them to start the turn by“rising” (extending) and relax-ing a bit as they steer both skisdown the hill.

About the time they reach thefall line, show them how topress a little more on the outsideski as they continue to guideboth skis through the bottom ofthe turn. The increased pressurewill help engage the outside ski,and the interaction of the skiwith the snow will combinewith steering to bring both skisthrough the rest of the turn.Photo 2 shows extension andflexion in a wedge–christie turn.

As they increase pressure onthe outside ski, most peoplealso tip that foot, leg, and skimore. This movement engagesthe edge a little more, and thesidecut of the ski will also aidin the turn.

Relaxing the inside leg whilepressuring the outside ski alsocontributes to an easy matchingof the inside ski. Matching theskis in a turn can be seen inPhoto 3. After more practice,the inside leg should not onlybe relaxed, but should also betipped toward the center of theturn. At first, this occurs aftercrossing the fall line.As studentsgain experience, this matchingoccurs earlier in the turn. Thistipping movement eventuallybecomes an active steeringmovement.

Spread the presentation of thisinformation throughout the lesson,because mileage and practice are

essential elements at this stage.Share your joy and enthusiasm forskiing in new snow as you provideguidance and coaching. As the les-son progresses, you may want toventure onto terrain that is slightlysteeper. If you do, teach your stu-dents to apply a rounder, more fin-ished turn shape to control speed.

Photo 3. Matching the Skis in a Turn

A

B



Emphasize patience during turninitiation and strong, continuousactivity throughout the turn. Table 1discusses difficulties your studentsmay experience in new snowpowder and how you can help.

Garlands

To help build confidence in yourstudents, you can teach garlands asan exercise. As you know, garlandsallow you to work on the top andbottom of a turn without actuallyhaving to cross the fall line.

1. On an easy–to–moderate slope,extend while steering both feettoward the new turn. The exten-sion should be gradual andshould last almost to the fallline.

2. Press on the downhill ski whileflexing and steering the skisback across the hill.

3. Repeat two or three timesacross the hill, and in bothdirections.

4. Gradually steer the top of theturn further into the fall linebefore steering back acrossthe hill.

5. Finally, make a full turn. Extendand steer into the fall line. Flex,press on the outside ski andcontinue to steer through thebottom of the turn.

Small Bumps or Rollsin the Terrain

Skiing over small bumps and/orrolls in the terrain will enhanceyour students’ balancing skills andhelp them learn about changingtheir blend and application of

skills. Like skiing in new snow(which is not always available),skiing over terrain variations atthis level provides new sensationsin skiing.

After an appropriate warm–upand review (as presented earlier inthis section), take the group to arun that has not been groomed fora couple of days. The pitch of theterrain should be well within theircapabilities. A green or very easyblue trail is just right.

Turning Around the Bumps

The objective for this learningsegment is to develop yourstudents’ ability to feel an increaseof pressure under the ball of thefoot as the ski starts up the bump,and an awareness of the pressuremoving throughout the foot fromfront to back as the ski travelsover the bump.

1. Move your students to a lowtraffic area on the hill.

2. Ask them to focus on the sensa-tions of pressure that they feelon the bottoms of their feetwhile skiing up one side of amogul and down the other side.

Make them aware that pres-sure on both the heel of the footand the back of the boot cuffleads to being caught off–balance, with their weight onthe backs of their skis.

Encourage them to bend theirankles into the front of the bootcuff as the tips of the skis startup the side of the bump. Then,as their skis travel over the topand down the other side of themogul, have them maintain

light pressure against the frontof the boot. Gentle pressure onthe front of the ski boot helpsthem maintain a centered stanceover their skis. Keeping theirhands loosely in front of theirbodies will also help themremain centered.

3. Lead the group in a line for atleast half a run while turningaround the bumps. Ski over thebumps between turns andaround the bumps while turn-ing. Select a turn shape that isopen enough so that studentsare not forced to turn morequickly than is comfortable.This practice time will give thestudents time to anchor thesensations and mechanics ofremaining centered as the skisencounter variations in the ter-rain. By not actually having toturn on a bump while focusingon balance, students quicklylearn to adapt their stance to thebumps and rolls.

Turning over the Bumps

When the students seem fairlycomfortable skiing across bumpsand turning between them, they areready to start turning over thebumps.

Remember, these terrain varia-tions should not actually bemoguls—simply very small varia-tions in the snow surface.

1. Lead the group (in follow–meformation) in a short series ofsix or eight turns, initiating theturns on bumps or rolls. Try totime it so that the point ofmatching corresponds to the


New Snow or Powder

Problem Possible Cause Solution

Student cannot initiate a turn in the deeper snow.

Student has difficulty finishing the turn.

Student crosses ski tips while turning.

Table 1

1. Leaning in the direction ofthe next turn, which takes toomuch pressure off the outsideski, making it very difficult tostart the turn.

2. Student may be trying topivot or twist the skis tooquickly at the start of the turn.

3. Student may be frightenedof the snow condition and/orterrain.

1. Not enough pressure on theoutside ski.

2. Student may be skiing stiffly.

Often caused by steering onlythe outside ski, leaving theinside ski literally in the wayof the outside ski.

1. Make sure that the student isbalanced on both feet at the topof the turn.

2. Emphasize patience wheninitiating the turn and gradual,continued steering throughoutthe turn.

3. Take the group to flatterterrain to rebuild confidence,then gradually increase thelevel of challenge again.

1. Increase pressure on the out-side ski starting in the fall line.This increased pressure willhelp to build better ski-snowinteraction so the student’sefforts to steer the ski are trans-mitted correctly. Make sure thestudent is not leaning towardthe center of the turn.

2. Emphasize flexion during thesecond half of the turn. Flexionand extension movements willaid in adding rhythm to thestudents’ skiing. Progressiveflexion will provide moresteering power because moreleverage is applied as the legis bent.

Emphasize inside leg steeringthroughout the turn.



crest of the bump. As they come over the top of

the bump they will already havea little pressure on the front ofthe ski boot from flexing whilematching the skis. As theyencounter the crest of the bump,they should also actively beguiding their inside ski, foot,and leg. They will soon realizethat the terrain makes matchingeasier, and should feel fairlycomfortable turning over thebumps because of the practicethey got skiing across bumps(between turns).

Matching Skis in Bumps

To reinforce the ability to matchthe skis in this terrain, or if somestudents are having difficulty deal-ing with the rolls and matching atthe same time, spend a little timewith a static exercise to review themovements of matching.

1. Stand on top of a roll with yourski poles anchored for balance.

2. Demonstrate how easy it is tosteer your inside foot and ski bytwisting and slightly tippingyour leg.

3. Give each student the chance totry the same movement.

4. Make a turn over one bump,demonstrating the same insideleg activity to match the skiswhile coming over the top of abump. Let each student try thisactivity in one turn.

5. Link turns together over a seriesof rolls to reinforce the timingand movements of matching inthis terrain situation.

Uphill Christies withAppropriate EdgeEngagement

Students at this level are ready (andneed) to learn to edge their skismore actively after matching. Thiswill require them to deliberately tiptheir feet and legs inward. If theymake this movement in conjunc-tion with their flexion, a smooth,progressive edge engagement willresult. Teach or review uphillchristies to provide appropriateedge engagement.

1. Start at the side of the trail.While standing in place,demonstrate progressive flexionwhile tipping the ankles andknees into the hill. Explain thatthis movement will cause theskis to come up onto their edgesand that the design of the skiswill help create the bottom partof the turn.

Demonstrate this movementas you ski from a shallow tra-verse while skiing toward yourgroup. Draw attention to the wayyour skis tend to pull through thebottom part of the turn.

2. Let your students try this move-ment one at a time, in eachdirection.

3. Gradually work the startingpoint a little closer to thefall line.

4. When everyone in the groupcan successfully execute uphillchristies in both directions,incorporate uphill christies intoa turn by using that movementto make the very last part ofthe turn.

Uphill christies will help studentsat this level understand how theycan effectively use more activeedging to help shape the bottompart of the turn. This movementwill be especially useful in turningover and around rolls in the terrainand in very small bumps. As theycontinue to develop as skiers, stu-dents learn that this fundamentalexercise is effective in a widevariety of situations!

Developing anEarlier Match

You will find that most studentslearn to match earlier with littleguidance from an instructor simplythrough mileage and practice time.This natural development can befacilitated by focusing on andpracticing the movements andtiming of matching.

Matching the skis higher in theturn will require an earlier commit-ment to the new outside ski and amore actively steered inside ski.Developing these two elementswill result in a more efficient andless fatiguing turn for your students.In the process, balance and abilityto move from ski to ski will devel-op. Active movement from one skito the other is an important point inthe student’s development becauseit represents one of the fundamen-tals of advanced skiing.

Thumper Turns

To help students develop betterpressure control over the outsideski during their turns, teach themto make thumper turns. (Children,or the young at heart, can relate


this exercise to the Disney charac-ter “Thumper the Rabbit”).

1. Describe thumper turns for thegroup. The idea is to tap orthump the inside ski on thesnow during the last part of theturn. This will guarantee properweight distribution because youwill not be able to lift the insideski unless you are balanced onthe outside ski.

2. On gentle, smooth terrain,demonstrate a thumper turncoming toward your group toprovide the best view. As youski through the last third of theturn, actively flex over the out-side ski as you tap or thump theinside ski on the snow two orthree times (see photo 4,thumper turn).

3. If there are no questions aboutthe exercise, demonstrate athumper turn again, this timeskiing away from the group.

4. Have each student practice thisexercise one at a time.

They may have difficulty per-forming the exercise the firsttime through. Provide encour-agement and comment on thepositive elements of your stu-dents’ performance while offer-ing corrections, if necessary.

5. When every member of thegroup has tried the exercise,have them incorporate it into aseries of turns where each turnis finished with a few thumpsduring the last third (or so) ofthe turn.

You can have students prac-tice the exercise as a group, orprovide some open practicetime. Open practice would con-

sist of allowing each person toski his or her own pace whilepracticing instead of leadingthem in a line. This type ofclass handling can be an effec-tive means of helping studentsbecome more self-sufficient onthe mountain.

6. As the group becomes morecomfortable with the exercise,you can encourage an earliercommitment to the outside skiby asking them to start thump-ing the ski a little earlier.

Instead of waiting to exit thefall line, ask them to try to startthumping the ski as they enterthe fall line. Emphasize pro-gressive flexion on the outsideski and leg as they thump theinside ski. This will aid bothbalance and the ability to con-tinue steering the inside ski asthey increase pressure over theoutside ski.

Explain to the group how

thumping the inside ski shouldallow them to feel more pres-sure over the outside ski duringthe turn. Point out how thethumping action also makes theinside ski easier to steer becausethere is so little resistance toguiding it.

7. When your students can com-fortably execute thumpers, takethem back into a skiing segmentwhere they no longer lift theinside ski off the snow. Instead,tell them to make the inside skilight as though they were goingto thump it. The ski will remainon the snow, but will still beeasy to steer because it is solight. Spend at least one entirerun focusing on this beforemoving on or ending the lesson.The longer the practice session,the sooner a new movement canbecome an integral part of anindividual’s skiing.

Photo 4. Thumper Turn



Skating

If the terrain is very flat, or if yourgroup seems to be quite athletic,try teaching skating in addition tothumpers. Skating is an excellentway to develop active movementfrom one ski to the other. It alsohelps develop edging skills and theability to generate forward glide onvery flat slopes.

Demonstrate skating and then haveyour students practice it.

1. On very gentle terrain, glide onone ski for two or three skilengths; then glide on the otherski.

2. Next, while sliding forward,push off of one foot onto theother. Slide for a few feet asyou flex.

3. Push off of that foot and ski andonto the other while extending.Glide on the new ski while flex-ing again.

4. If your students find that theiroutside ski tends to slip side-ways and away, remind them totip the foot, ankle, and kneetoward the other foot to engagethe edge before pushing off ofthe old ski.

Specific Skills forNegotiating theMountain

Students at this level are becomingmountain skiers. They need specifictactics and skills to help themmove efficiently, comfortably, andsafely from one place on themountain to another—on bothflatter and steeper terrain.

Sideslipping, traversing, and hockeystops can help them negotiatesteeper sections and stop quickly.

Sideslipping

Students can use sideslipping toeffectively lose elevation on hillsthey find a little too steep. Theycan also use the skidding that theylearn from sideslipping to controltheir speed during the finish oftheir turns. Their skis will slowdown due to the increased frictionwith the snow.

Take your group to the side of thetrail or somewhere else out of theflow of traffic.

1. From a static position, describe,and demonstrate how to extendin the ankles, knees, and hips toflatten the skis.

2. Then have the group try themovement along with you.

3. Next your students can pointtheir skis downhill just enoughto begin moving. Be sure theyare in a flexed position as theybegin to slide. Have them ex-tend while continuing to slideforward on the snow. The tipsof the skis will begin to pointslightly farther down the hill.Then have them simply turnback into the hill to stop.

4. They should try this in bothdirections across the hill.

5. Show your group how to roll orpoint the ankles and kneesslightly more down the hillwhile extending. This willflatten the skis even more, andallows the skis to drift bothforward and laterally.

6. The students can then repeatthis in the other direction.

7. Allow them to practice thisforward sideslipping enough tobecome at least somewhatcomfortable with it. If possible,have them try it on a small rollor other variation in the terrainthat is steeper than the surround-ing terrain. Explain the situationsin which sideslipping is useful.

Traversing

Similar to the movements requiredfor uphill christies, traversing re-quires the student to engage theedges by tipping the feet, ankles,and knees into the hill. This funda-mental edging movement makes theskis bite into the snow so that theskis track instead of slipping ordrifting sideways. Skiing in a tra-verse is shown in photo 5. The basicdifference between uphill christiesand the edging movements requiredfor traversing is simply the degreeto which the legs and skis aretipped. To traverse, the feet and legsneed to be tipped only enough toget the edges to engage and hold,but not so much that edge anglecontinues to increase during flexion.

1. At the side of the run, demon-strate how to tip the feet andankles into the hill while main-taining a fairly tall stance. Youcan visually highlight this pointby asking the students to firstwatch your ankles and thenyour skis. They will be able tosee the ski tip onto its edge.

2. Give everyone a chance to trythe movement while standing inplace. Be sure to have them


practice in both directions.The goal is to make the skis

grip so that there is no loss ofelevation while skiing across thetrail. Make a game of the tra-verse by challenging the groupto see who can leave the clearestset of railroad tracks in the snowas they ski across the hill.

3. Ask the group to try to ski to aspecific spot on the other side ofthe run (such as a tree or sign)by engaging their edges andtraversing.

Explain that traversing willgive them a means of gettingaround on the mountain moreeasily and without having toclimb or hike as often. Bothtraversing and sideslipping arealso an excellent means ofadjusting their position inmoguls. In order to establish orchange where students are trav-eling, the skis can be engaged(to go above a mogul or otherobstacle), or released to slipbelow or around a mogul.

Hockey Stops

While controlling speed with turnshape is (or should be) the goal ofmost good skiers, the ability to stopquickly is also a necessary skill. Aquick stop makes skiing into liftlines or merging trails easier andmore comfortable. Hockey stops en-able students to stop quickly.

1. From a shallow traverse,demonstrate rapid flexion whiletwisting your feet and skis intothe hill.

2. Have your students try the samemovement. Emphasize the need

to maintain pressure on thefront of the boot during flexionto stay centered over the skis.

3. Have your students practice inboth directions.

4. Gradually move the startingpoint deeper into the fall line,but avoid having your studentsgo straight down the hill as thismay intimidate some membersof the group.

5. When the students are reason-ably comfortable with the flex-ion and twisting movements,add a little more inward tip ofthe feet and legs to the twisting(steering) movement. Thisengages the edges more posi-tively, and will result in a veryquick stop.

6. Lead your group through aseries of three turns.

7. After the third turn, finish witha hockey stop. It may be helpfulto count backward on each turn,“Three, two, one, stop!”

8. As you continue to ski withyour group, occasionallyexecute a hockey stop to rein-force the “on demand” natureof the movement.

Teaching specific tactics willgive your students tools that willhelp them move around the moun-tain more easily and effectively. Itis especially important to explainwhy you are teaching these move-ments, and to help students learnwhere and how to apply them! Inthis way, we can teach students toachieve tangible, useful results fora lifetime of skiing.

Note: Provide warning that you areabout to execute a hockey stop toprevent your students from runninginto each other. Saying somethinglike, “After the next turn we’ll usea hockey stop,” should provide ad-equate warning.

Photo 5. Traversing



Technical Aspects of SkillDevelopment

Balancing Movements

Reinforcing flexion and extensionmovements promotes balance bylowering the center of mass duringthe turn. The flexion and slightpressure on the front of the skiboot while skiing small bumps androlls also promotes a centeredstance. As these students gainexperience in varied snow condi-tions, they learn more effectivebalancing movements.

Rotary Movements

At this level, steering is developedduring flexion. As the leg is bent(during flexion), more rotary powercan be delivered through the femur.This is important because as the skiis tipped onto its edge, there ismore resistance to guiding it.Flexing the leg provides the neces-sary power to keep the ski turningas the edge begins to interact withthe snow. Inside leg steering isenhanced with repetition andterrain utilization (such as skiingover bumps and rolls) as well aswhen students learn to ski withmore weight over the outside skiearlier in the turn.

Edge–control Movements

In natural conditions, such as pow-der and small bumps, relatively flatskis are desirable because they areeasier to guide. As students steertheir skis back across the hill dur-ing the second half of a turn, edgeangle naturally develops. If the legs

and feet are tipped inward, this fur-ther enhances edging activity.Uphill christies require active edg-ing movements, while traversingteaches students how to regulatethe amount of edging.

Pressure–control Movements

Pressure to the front of the bootand flexion in soft snow and duringthumper turns are forms of pres-sure control relative to fore/aft bal-ance over the skis. Thumping, ormaking the inside ski light duringthe turn, adds pressure to the out-side ski—a form of lateral pressurecontrol. Skating develops pressurefrom foot to foot and is an impor-tant fundamental of upper-levelskiing. The sooner weight is trans-ferred completely to the outside skiduring the turn, the earlier the skiscan be matched. Pressure control isfurther developed as students learnto ski in small bumps because theybecome more sensitive to thesensations in their feet.




Level 4 Questions: Exploring Natural Snow Conditions; Matching the Skis Earlier in the Turn

1. Circle the best choice:If you steer wedge turns more actively for a slightly shorter period of time, they will become (smaller) / (larger) in size.

2. Circle the best choice:Fresh snow offers (less) / (more) resistance than hardpack.

3. Choose the best answer:In fresh snow or powder, you should have your students:A. Complete their turns more than on hardpackB. Keep their skis in the fall line more than on hardpackC. Make exactly the same shape of turn as you would on hardpack

4. Circle the best choice:In new snow or powder, emphasize (a more gentle steering action) / (strong, continuous steering).

5. One disadvantage of leading your group in a line through the powder is mentioned in the study guide text. What is it?

_______________________________________________________________________________________

6. Why does the study guide suggest having your students try to squeeze the grips of their ski poles through the bottom of a turn, and then relax their hands somewhat as they begin a new turn?

_______________________________________________________________________________________

7. Choose one or more of the following:During a lesson in new snow or powder, when you have your students slightly increase the pressure on the outside ski during the bottom of the turn, some will also slightly increase the amount they tip that foot, leg,and ski inward. This movement will cause:A. The edges to engage more B. The skis to slip moreC. The skis to turn too far back up the hill

8. True or false:Relaxing the outside leg while pressuring the inside ski during a turn will contribute to matching.

9. Circle the best choice:In new snow or powder, leaning in the direction of the next turn will (increase) / (reduce) the pressure on the outside ski. This change in pressure will (make it easier) / (make it more difficult) to initiate the new turn.


10. Choose one or more of the following:When teaching your Level 4 students to initiate turns in powder, encourage them to:A. Pivot or twist their skisB. Use patienceC. Sit slightly backD. None of the above

11. What effect, if any, does progressively flexing during the second half of a turn have upon steering?

_______________________________________________________________________________________

_______________________________________________________________________________________

12. Circle the best choice:If your students are having difficulty making the second half of a turn in powder, have them (decrease) / (increase) the pressure on the outside ski starting in the fall line.

13. True or false:Steering only the outside ski when turning in powder can be lead to crossed ski tips.

14. Choose the best answer:A garland is:A. A series of direction changes that eventually cross the fall lineB. A series of direction changes that do not cross the fall lineC. A series of slides directly down the fall line

15. Choose one or more of the following:In the exercise where you have students ski up one side of a bump and down the other side,try to have them:A. Feel gentle pressure under the ball of the foot as the ski starts up the bumpB. Feel gentle pressure under the heel of the foot as the ski starts up the bumpC. Maintain light pressure against the front of the boot as they travel over the top and down the bumpD. Maintain light pressure against the back of the boot as they travel over the top and down the bump

16. True or false:As your Level 4 students encounter the crest of a bump, they should actively be guiding their inside ski,foot, and leg.

17. Choose the best answer:You should exercise the most patience during turn initiation:A. In the bumpsB. In powderC. On steeper terrain



18. True or false:At this level of skiing, you want to encourage a passive movement from ski to ski.

19. Choose one or more of the following:Thumper turns:A. Require your students to be balanced over their inside skis while tapping their outside skisB. Require your students to be balanced over their outside skis while tapping their inside skisC. Help develop better pressure controlD. Promote earlier matching

20. Choose the best answer:Open practice is:A. A practice period of indeterminate lengthB. A practice session where each person practices on his or her ownC. Practice time on an open hill

21. Choose one or more of the following:Skating helps developA. MatchingB. EdgingC. Gliding

22. Give a step–by–step description of skating at level 4:

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

23. Choose the best answer:Your beginning skating student tries to push off of a ski but finds it slipping sideways and away. Prior to trying to push off of that ski, the study guide suggests that you tell your student:A. To tip that foot, ankle, and knee more to the outsideB. To tip that foot, ankle, and knee toward the other footC. To move the center of mass over the other foot

24. Choose one or more of the following:Which of the following skills can help your students negotiate steeper sections of the mountain?A. Diverging parallel turnsB. SideslippingC. SkatingD. Traversing


25. What effect does skidding the skis through the finish of the turn have upon the student’s speed?

_______________________________________________________________________________________

26. In sideslipping, what happens to the skis when you extend in the ankles, knees, and hips?

_______________________________________________________________________________________

27. What will happen to your skis if, instead of simply extending your ankles, knees, and hips to sideslip, you also roll or point your ankles and knees slightly more down the hill?

_______________________________________________________________________________________

28. The following statements describe either 1) traversing, 2) sideslipping, or 3) both. Write one of those three words next to each statement to identify it:A. An option (options) for students at this level who want to adjust their position in the moguls.

______________________

B. The feet and legs need to be tipped only enough to get the edges to engage and hold.

______________________

C. Learning this/these will enhance the skidding of the skis through the finish of the turn.

______________________

D. Teach(es) students about releasing the edges to allow the skis to drift.

______________________

29. Choose the best answer:Which of the following results in the quickest stop:A. Hockey stopsB. SideslippingC. Sneak turns

30. Read the following excerpt from the level 4 hockey stop progression described in the study guide and then answer the question which follows:1) From a shallow traverse, demonstrate rapid flexion while twisting your feet and skis into the hill2) Next teach your students how to increase the amount they tip their feet and legs into the hillIn # 2, above, what should happen to their skis’ edges when students increase the amount they tip their feet and legs into the hill?

_______________________________________________________________________________________



31. Read the following descriptions of movements and skills that were introduced or refined during the Level 4 lesson and then write the name of the fundamental skill primarily involved.(Fundamental skills: Balance,Rotary, Edge Control, Pressure Control)

Note: If part of the description has been bolded, write the name of the fundamental skill which primarily applies to that portion of the description. A. The flexion and slight pressure on the front of the ski boot while skiing small bumps and rolls also

promotes a centered stance.

______________________

B. At this level, steering is developed during flexion.

______________________

C. Tipping the legs and feet inward during the second half of the turn.

______________________

D. Relatively flat skis are desirable in natural snow conditions such as powder and small bumps.

______________________

E. Inside leg steering is enhanced with repetition and terrain utilization (skiing over bumps and rolls).

______________________

F. What skill besides balance is primarily involved in maintaining pressure on the front of the bootin small bumps and rolls?

______________________




Level 4 Answers: Exploring Natural Snow Conditions; Matching the Skis Earlier in the Turn

1. Smaller. If you steer your wedge turns more actively for a slightly shorter period of time, they will becomesomewhat smaller in size.

2. More. There is a little more resistance from fresh snow than hardpack.

3. B. In fresh snow or powder, you should have your students keep their skis more in the fall line.

4. Strong, continuous steering. In new snow or powder, emphasize strong, continuous steering to keep the skisturning because there is a little more resistance from the snow.

5. They won’t be skiing fresh unpacked snow. If you continue to lead your students in a line during a powderlesson, they won’t be skiing fresh snow.

6. Relaxes them as they begin their new turn—takes their minds off of fear throughout the turn. Having yourstudents squeeze the grips of their ski poles through the bottom of a turn and then relax their hands some-what as they begin a new turn gives fearful students a mechanical focus to occupy their attention, thustaking their minds off of their fear. When they relax the grip somewhat, they relax the whole body.

7. A. Tipping the outside foot, leg, and ski back up the hill at turn completion will engage the edges a littlemore. The sidecut of the ski will also aid in the turn.

8. False. Relaxing the inside leg while pressuring the outside ski will contribute to an easy matching of theinside ski. After more practice, the inside leg should not only be relaxed, but should also be tipped towardthe center of the turn.

9. Reduce, make it more difficult. Leaning in the direction of the next turn in new snow or powder can take toomuch pressure off the outside ski, making it very difficult to start the turn. Make sure students who are hav-ing this problem are balanced on both feet at the top of the turn.

10. B. To teach your students to turn in powder, emphasize patience when initiating the turn and gradual contin-ued guidance throughout the turn. Pivoting or twisting the skis too quickly at the start of the turn can lead todifficulties initiating the turn.

11. Provides more steering power. Progressive flexion provides more steering power because more leverage isapplied as the leg is bent.

12. Increase. Have students who are having difficulty making the second half of a turn in powder increase thepressure on the outside ski starting in the fall line. This increased pressure will help to build better ski-snowinteraction so the student’s efforts to steer the ski are transmitted correctly. Make sure the student is notleaning toward the center of the turn.

13. True. Often, steering only the outside ski leaves the inside ski literally in the way of the outside ski, leadingto crossed ski tips. Try emphasizing inside leg steering throughout the turn.


14. B. A garland involves a series of direction changes which do not cross the fall line. Garlands allow yourstudents to work on the top and bottom of their turns.

15. A & C. In the exercise where you have students ski up one side of a bump and down the other side, theyshould feel gentle pressure under the ball of the foot as the ski starts up the bump and they should try tomaintain light pressure against the front of the boot as they travel over the top and down the other side ofthe bump. This stance (aided by hands that are held loose and in front of the body) will help them toremain centered.

16. True. As your Level 4 students encounter the crest of a bump, they should actively be guidingtheir inside ski, foot, and leg.

17. B. You should exercise more patience during turn initiation in powder or deeper snow.

18. False. At this level of skiing, an active movement from one ski to the other is an important point in thestudent’s development because it represents one of the fundamentals of advanced skiing.

Matching the skis higher in the turn requires an earlier commitment to the new outside (turning) skiand steering the inside ski more actively. Learning this develops balance and the ability to move fromski to ski.

19. B, C, & D. The idea of a thumper turn is to tap or thump the inside ski on the snow. (For children, thisexercise can be related to the Disney character, “Thumper the Rabbit”). This exercise will guarantee thatthe students have their weight properly distributed because they will be unable to lift or tap the inside skiunless their balance is focused on the outside ski (thus developing better pressure control over the outside.This exercise also promotes earlier matching and helps develop better pressure control over the outsideski during the turn.

20. B. Open practice consists of allowing each person to practice a specific exercise on their own. This type ofclass handling can be an effective means of helping students become more self-sufficient on the mountain.

21. B & C. Skating develops active movement from one ski to the other, not matching skills. It also helpsdevelop edging skills and develops the ability to generate forward glide on very flat slopes.

22. The following is a step–by–step description of skating at the Level 4 level:1. On very gentle terrain, practice gliding on one ski at a time. Sliding for two or three ski lengths

will be sufficient. Practice this on each foot.2. While sliding forward, push off of one foot and onto the other. Slide for a few feet as you flex.3. Push off of that foot and ski and onto the other while extending. Glide on the new ski while

flexing again.

23. B. Remind beginning skating students who find that their ski slips sideways and away when they try to pushoff of it to first tip that foot, ankle, and knee toward the other foot to engage the edge.

24. B & D. Sideslipping and traversing will help Level 4 students negotiate steeper sections.



25. Slows the skier down. The skidding which Level 4 students learn from a sideslip increases the frictionbetween the skis and the snow, slowing the skier down. This helps Level 4 students control theirspeed better.

26. Flatten—and slide. In sideslipping, extending in the ankles, knees, and hips flattens the skis,which then slide down the hill.

27. Will flatten the skis even more and will allow them to drift forward and laterally. Rolling or pointing theankles and knees slightly more down the hill while extending in a sideslip will flatten the skis even morethan extending alone would, and allow the skis to drift both forward and laterally.

28. A: both, B: traversing, C: sideslipping, D: sideslippingYour students will find that both traversing and sideslipping are an excellent means of adjusting their position in moguls.

To traverse, the feet and legs need to be tipped only enough to get the edges to engage and hold,but not so much that the edge angle continues to increase during the flexion.

Learning to sideslip will enhance the skidding of the skis through the finish of the turn.Sideslipping teaches students about releasing the edges and allowing the skis to drift both

forward and laterally.

29. A. Hockey stops give students the ability to stop quickly. This is especially helpful when coming into lift lines and when merging with another trail.

30. They should engage more positively. Having your students tip their feet and legs inward more while twistingthe feet and skis into the hill will engage the edges more positively, and will result in a very quick stop.

31. The primary fundamental skill for each selection (paying particular attention to the italicized portion) is:A. Balance: the flexion and slight pressure on the front of the ski boot while skiing small bumps

and rolls also promotes a centered stance.B. Rotary: at this level, steering is developed during flexion. Flexing the leg provides the necessary

power to keep the ski turning as the edge begins to interact with the snow. C. Edging: tipping the legs and feet inward during the second half of the turn.D. Edging: in natural snow conditions such as powder and small bumps, relatively flat skis

are desirable because they are easier to guide.E. Rotary: inside leg steering is enhanced with repetition and terrain utilization

(skiing over bumps and rolls).F. Pressure Control: maintaining pressure on the front of the boot in small bumps and rolls.


Notes:



Skier Level 5

From Wedge Christieto Beginning Parallel:Exploring Blue Runsand Varied SnowConditions

The information and progressionscontained here cannot necessarilybe taught in one lesson. Thiscovers a considerable amount ofinformation—with help from thetrainers at your resort, it is up toyou to decide which lesson plansto use, based on the current skills,expectations, and goals of anygiven group. Your decisions willalso be influenced by snow condi-tions and weather considerations.

Lesson Outcome

Students learn to ski most blueruns and use appropriate tactics fordifferent snow conditions. Studentsgain balance, rhythm, and timingof movements by learning to planttheir poles and match their skis in aparallel relationship early in theturn (advanced wedge christie andbeginning parallel).

Compared with Level 4 stu-dents, Level 5 skiers are ready toski more of the mountain, includ-ing steeper slopes and easy mogulsas well as more difficult snow con-ditions (such as powder, crud, andice). To match the skis in the firsthalf of the turn, students need tobecome comfortable skiing atslightly higher speeds than they areused to and to transfer their weightto the outside ski earlier in the turn.

Terrain

Choose a low intermediate (easyblue) run for your warm–up run.

Class Arrangementand Handling

Before you start down a run,consider your options of eitherleading the group through the firstfew turns, or of selecting and iden-tifying a place to regroup. If yourfirst run is in a high traffic area, itmay be safer to lead the group. Ifyou lead, you need to watch theindividuals in your class over yourshoulder to make sure that they arein the right class, and to assesstheir current skill levels. Be carefulnot to allow the movement of yourhead to affect your body positionas you demonstrate—a challengefor every demonstrator!

Allowing your students to skion their own at this point makes itmuch easier to watch them duringtheir first few turns. Consult yourski school trainer to determinewhich method is preferred in yourski school.

ReviewingWedge–christie Turns

During the warm–up run, assessthe current skills of your group andreview their ability to comfortablystart to match and skid somewherearound the middle of the turn (at orjust past the fall line). During thefirst stop, quickly review• the centered stance.• steering with the feet and legs.• inside leg steering to match

the skis.

It’s very possible that some mem-bers of your group will not havemade a warm–up run on their own,or may not have skied at all sincetheir last ski trip. This makes theinitial run quite important, so donot rush your group through thisstage.

While reviewing the basicmechanics, provide individualfeedback to the students: let themknow individually what they havedone well, and where they shouldfocus their attention and effortsduring the next skiing segment.Now you are ready to continuewith the warm–up run. In mostcases, plan to devote an entirerun to warming up.

Different Turn Shapesand Sizes

For these students become morewell–rounded skiers, and to skicomfortably on more of the moun-tain than they can currently han-dle, they need to be able to varythe sizes and shapes of their turns.They also need to be able to makeboth shallow turns (i.e., less-fin-ished, linked turns that keep theskier moving across the fall line),and complete turns that cross thefall line. To help them developversatility and an understandingof what shape of turn works bestin a given situation, explore arange of turn shapes and sizes—from shorter to longer and fromfall line to across the fall linefinish. At this level, most studentsuse steering to change the sizeand shape of their turns.



Shorter, Crescent–shaped

Wedge Christie Turns

Steering more actively with bothfeet and legs during the initiationof a turn creates a shorter turnshape. Lead your group throughthis progression on moderate (easyblue) terrain:

1. Demonstrate a series of turnswhere the main focus is on ac-tively twisting both feet as youski in a wedge. Using a tallerstance will help keep your skisflatter in the snow and willmake them easier to steer.

2. As the turn develops, continue toguide both skis in the intendeddirection while flexing yourknees and ankles. For now, youshould flex more over the out-side ski to keep from over–edg-ing on somewhat flatter terrain.Over–edging will hamper yourability to complete the turn. Asyou begin to flex (roughly whenyour skis are in the fall line), youshould have completed transfer-ring your weight to the new out-side ski. You will probablymatch the inside ski to the out-side ski at about the same time.

As speed control is not an issue(because the terrain you selected isgentle), extend and steer quickly.This initiates the turn just as soon asyour skis have turned away fromthe fall line. The goal is to worktoward a shorter, crescent–shapedturn without sacrificing the abilityto match the skis. Allow studentsenough practice time to becomecomfortable with the idea of stay-ing in the fall line while guiding

their skis from one turn to the next.Point out how the short, round, butunfinished shape of this turn resultsin speed maintainance, while stillproviding control. The fact that thisturn allows the skis to continuegliding well on the snow makes itappropriate for flatter sections ofany mountain.

Gliding Medium–radius Turns

To create a gliding medium-radiusturn, apply the same idea of active-ly steering with the feet and legs.The medium-sized turn will requirestudents to be a bit more patient asthey steer into the turn. The goalhere is simply to change the timingof movements the students alreadyknow how to do.

1. Demonstrate a longer turn bysteering slowly and patientlythrough the entire turn. Activelyflex and extend in these turns,but execute the turns from asomewhat tall stance (just as in

the shorter turns) to help keepthe skis fairly flat. The shape ofthis turn should still be keptclose to the fall line, withouttraversing, to maximize glidingof the skis.

2. When you have shown a few ofthese turns, invite the group topractice some as well. They willlearn that the steering activity ofthe turns is not changed, andthat only the amount of effortrequired and the timing are dif-ferent (i.e., less effort is requiredbecause there is more time toturn the skis). Explain that thesegliding turns are a good choiceon terrain that is fairly flatbecause they keep the studentfrom losing too much speed.

3. On steeper terrain, withoutchanging the focus, demonstratea few turns where you start toround out the shape of the turnby continuing to steer the skisback across the fall line (SeePhoto 6).

Runs that are steeper demand

Photo 6. Creating a Rounder Turn Shape


a more finished turn shape tokeep your students from goingtoo fast. Here again, the timingof the flexion and extensionmovements is a little different.Demonstrate that, by continuingto flex and steer, you turnfurther back across the hill.

4. Ask your students to ski a seriesof turns in which they steerback across the hill, just as youdid in your demonstration. Allthey need to do is continue toguide their feet and legs in theintended direction.

During this process, ask them to beaware of the sensation of slowingdown as they come back across thefall line. Be sure that all membersof your group understand that thiscontinued steering is what controlstheir speed. As the skis comeacross the hill, more edge angleand pressure naturally develop onthe outside/downhill ski, whichcombines with steering to helpround out the bottom of the turn.

As edging and pressureincrease, extension becomes moreimportant. This is because exten-sion helps release the edges andallows your students to steer theirskis more easily. For this reason,be sure to encourage the membersof your group to make a goodextension movement as skis openinto a wedge.

Varying Turn Shapesand Tempo

A playful session in which youhave students vary the shape of theturn helps develop the ability tochange the size and shape of the

turn on demand. The terrain shouldstill be somewhat moderate, allevi-ating fear. This is another situationwhere you will most likely want tolead so you can dictate the transi-tions from one turn shape and sizeto the next. If you have a studentwho is having difficulty, put thatperson in line behind you toprovide a clear view of what youare doing.

1. Lead the group through a fairlylong series of turns, beginningwith a round, speed–controlling,medium duration turn. After afew of these, when everyone iscomfortable with the rhythm,try the following: quicken theturns by steering more actively.If this causes too much slowing,encourage students to staycloser to the fall line.

2. Slow down the pace of steeringto make more of amedium–paced turn.

3. Gradually add more guidancethrough the bottom of the turnto create a more finished turnshape, which slows the groupdown. Were they aware of theincrease of speed with shorterturns? Did they find that thenext set of turns (medium, butclose to the fall line) were alsofast? What changed to slowthem down again before theystopped? Guide a discussionwith the students to help themunderstand what happened.

Building an awareness for thestudents helps them understandhow to make appropriate choicesfor themselves later on. Explainagain that the roundest, most fin-ished turn shape is most appro-

priate for steeper terrain, and thatthe more open, gliding turnswork well on flatter terrain.

Improving Flexion andExtension Movements

Flexion and extension movementsare essential to good pressure con-trol and effective skill blending,plan to spend time developing anappropriate range of motion. Moredynamic flexion and extensionmovements promote earlier match-ing, as well as weight transfer, andpressure control over the outsideski. Demonstrate two to four turnswhere you exaggerate the flexionand extension movements, and askyour students to exaggerate therange of motion, also. Most peoplefeel that they are moving up anddown (flexing and extending) morethan they really are. If necessary,demonstrate what you see themdoing, then ask them to try again.

To help your students get a feelingfor the timing of these gradual (andcontinuous) rising and sinkingmovements, try this exercise.

1. Demonstrate a round, finishedmedium turn while counting outloud to a three–count whileextending, and then once againwhile flexing, as follows:

• On 1, start to extend.• On 2, after having initiated the

turn, continue to extend.• On 3, when you are almost in the

fall line, come to the peak ofyour extension.

• Repeat the three–count whileflexing and finishing the turn. Your flexion should be at the



same rate as your extension.2. Ask your students to count to

themselves as they attempt tomatch what you have justshown them. (They will feelmuch less self–conscious if theycount to themselves than if theycount out loud.) It may be unre-alistic to expect your students toperfectly match their move-ments to the count, but it helpsthem understand that the exten-sion should last almost to thefall line, and that flexion laststhroughout the second half ofthe turn. As with any exercisethat you introduce, providepractice time.

Developing Active SkillBlends: SideslippingProgression

So far, students have improvedflexion and extension movementsand active steering skills. As thestudents become more competentwith these movements, you shouldbegin work toward developing anactive blend of skills during theturn. Try teaching sideslipping toreview edge-control skills. Thisexercise develops simultaneous(same time and same direction) useof both feet, ankles, and legs.These simultaneous movements arean important building block as stu-dents move toward parallel turns.

1. From a static position with yourskis across the hill, demonstratehow to release the skis’ edgesby relaxing your legs androlling the ankles and kneesslightly down the hill. Theaction of rolling the ankles and

knees during a turn was evidentin photos 2 and 3.Hold your hands quietly in frontof your body to promote goodbalance and body position. Asyour edges release their grip inthe snow, your skis begin to sliplaterally. After you have slippeda few feet, gradually tip yourfeet, ankles, and knees back intothe hill to engage the edgesagain and come to a stop.

2. Have your students practice thisa few times on each side.Have them strive for a balancedstance so that their skis slipsideways down the hill, asdirectly as possible. Theyshould focus on feeling thewhole bottom of the foot insidethe ski boot to keep centeredwhile slipping. If their skismove diagonally forward whileslipping, they are probably lean-ing a little too far forward. If thetips of the skis start down thehill while the tails remain moreengaged, there is a little toomuch weight on the heels.Students at this level may notyet have the sensitivity to stayperfectly centered, but theywill gain much in the processof trying!

3. Link flexion and extensionmovements to sideslipping byhaving them extend as they rolltheir knees and ankles down thehill, and flex as they re–engagetheir edges.

4. If combining all of these move-ments immediately seems likeasking too much, have the stu-dents make a few turns focusingon rolling their legs down thehill while rising; then have them

make a few more turns focusingonly on rolling the legs backinto the hill while flexing andsteering. After that, the wholepackage can be reassembled!

Relate this exercise to the bigpicture by asking your students toapply what they have just practicedto their skiing. Be sure to provideplenty of clear demonstrations toreinforce what you are saying.

Skating

Skating is an excellent exercise forimproving flexion and extension. Asstudents begin to explore a broaderspectrum of runs on the mountain,skating also makes them more mo-bile, and can be used to develop ac-tive weight transfer and independentleg movement.

Skating is worthy of beingrepeated in many levels of studentdevelopment. It is introduced at anelementary level in Level 4, againhere in Level 5, and will be usedagain in Level 6. Students stand togain much experience and under-standing about edging and pressurecontrol from skating.

If the terrain is flat, you may wantto teach the following progressionclose to the fall line. If the terrainhas a bit more pitch, teach this pro-gression more across the hill. Startin a position facing your group.

1. From a flexed position over oneski, describe and demonstratehow to push off from that skiforward and toward the otherski. This movement propels youforward. To push off from a ski,


it must be edged. Be sure toactively extend while pushingoff from the ski.

2. As weight settles on the newski, allow that ski to glide a fewfeet as flexion begins. Roll theski onto its edge during flexionby using the ankle and knee.Emphasize light pressure onthe tongue of the boot to staycentered.

3. Repeat these movements as youpush back to the original ski.

4. Repeat the demonstration, thistime going away from thegroup. Try to skate from foot tofoot at least two or three timeswithout stopping.

5. Give your students the opportu-nity to try skating on their ownand then together with you as agroup. The most common prob-lem or difficulty for studentsresults from a lack of edgeengagement, or from standingtoo tall and without sufficientflex in the ankle. Emphasizetipping the leg inward to edgethe ski during ankle flexion.

Matching Earlierin the Turn

Now that you have built the funda-mentals, your group can continueworking toward parallel turns. Oneof the main factors that helps stu-dents match their skis higher in theturn is earlier weight transfer, andthe first steps toward that objectiveare to narrow the wedge andincrease speed. Narrowing thewedge and increasing speed coaxesstudents to commit themselves tothe outside ski higher in the turn tomaintain balance and control. It is

effective because your students willexperience an earlier weight trans-fer, although they may not yetknow how or why!

Approaching the lesson in thisway is a form of the guided discov-ery teaching style. This style ischaracterized by leading your stu-dents through a series of steps orexercises so that they discover anoutcome on their own—eventhough you knew all along whatthey would find.

Continue skiing on easy blue ter-rain, but, if possible, ski a differenttrail. This adds variety to your les-son and acquaints students withmore of the mountain. In manycases, students find it very easy tosuccessfully narrow the wedge ifyou simply ask them to do so. Ifthe terrain is too steep, though, thechances for success are reduced.

1. Describe and demonstrate asmaller wedge.

2. Demonstrate the relative size ofthe wedge openings your stu-dents currently use.

Seeing the difference betweenwhat they are doing and whatyou want them to do will helpthem to progress more rapidly.Again, narrowing the wedge isthe first step, even if theycontinue to maintain the wedgeuntil after the fall line at first.

3. Ski a segment to allow studentsto practice these smaller wedgeopenings.

Many students will continueto use the wedge even thoughthey don’t need to. This maysimply be a habit, or it may bethat they are intimidated by in-

creased speed.4. If they are achieving a smaller

wedge, but not matching earlier,start to focus on inside legactivity.

Explain that by making asmaller wedge, the inside leg isin a better position to be steeredto parallel. Point out how, asthey extend and steer into awedge, both knees tip towardthe turn’s interior. By rotatingthe inside foot and knee furthertoward the center of the turn,that inside ski will pivot easilyon the snow. This is especiallytrue if the inside ski is fairlylight (due to a shift of most ofthe weight to the outside ski).

5. To emphasize this point visual-ly, ski a couple of turns towardthe group and at a somewhatslow speed. Ask them to watchyour feet and knees during thisdemonstration. Ski the demon-stration all the way to the group.They should have noticed themovements and the narrower re-lationship of your feet and legs.Check for understanding byasking someone to describewhat they saw.

6. Have the group try three or fourturns executing this combina-tion of movements. Rather thancalling the students down one ata time, ask each person to startafter the person in front of themhas made two turns. This putsyou in a position to watch thefirst person, then provide feed-back while watching the secondperson, and so forth.

7. Once everyone is successful, apractice session is in order.Choose a point somewhere



down the trail to regroup, andspace the group on the hill byhaving the second person startskiing after the first has madetwo or three turns. This form ofclass handling allows you toroam through the group, watch-ing and providing encourage-ment and feedback while theyare skiing. Allow the groupplenty of time to make a numberof turns and get a feeling for thecombination of movements.Gauge the fitness levels of thestudents to prevent them frombecoming tired too quickly. Thisportion of the lesson will take atleast a whole run, perhaps more.

Note: If the entire class issuccessful, you can move on tothe next progression. If not,provide feedback and correc-tions, and try again. It is moreimportant to continue to practic-ing the correct movements thanto move on quickly.

8. At the next stop, ask if anyonewas aware of increasing weighton the outside ski earlier thanthey did when the matching oc-curred after the fall line. Mostlikely, someone will have no-ticed that to steer the inside skisooner, their weight had to becommitted to the outside skihigher in the turn. If no onenoticed, take the opportunity toexplain it to them.

9. To drive the point home, havethe group make a few turns,lifting the inside foot slightlyas they steer it to a matchingrelationship.

Using Garlands toEnhance Inside LegSteering and EdgingMovements

You can focus on inside leg steer-ing using a more step-by-stepapproach if the group needs it.This garland exercise enhances theactivity of inside leg steering andhelps anchor the earlier weighttransfer and commitment to theoutside ski at the same time.

1. Start in a shallow traverseacross the hill, with skis in aslight wedge.

2. Demonstrate (toward the group)how to actively roll the insideknee and ankle into the hillwhile maintaining pressure andbalance on the outside/downhillski. Explain how this movementcorresponds to matching and tosideslipping (the action of tip-ping the leg is similar to whathappens when the inside leg issteered to match the skis duringa wedge–christie turn, and is thesame as engaging the edge ofthe inside ski in sideslipping).Your students will not be able totip the inside leg unless they arebalanced over the outside/down-hill leg and ski.

3. Flex and extend several times. • Each time you extend, your

ski tips will start down the hill.• Each time you flex and tip

your inside leg toward thehill, your tips stop driftingdown the hill and beginturning back uphill.

• This produces the garlandshape.

4. Demonstrate while going away

from the group: flexing and tip-ping the inside leg into the hill,then extending again. Repeatthis movement two or threetimes as you ski across the hill.

5. Ask your students to executethe movement that you justdemonstrated. This may beawkward for them during thefirst few tries. Be patient andprovide plenty of encourage-ment and feedback.

6. Repeat the exercise in theopposite direction.

7. Lead the group through a seriesof wedge–christie turns usingthis very active inside leg move-ment to match the skis.

Once students are comfortablematching their skis higher in theturn, they can begin to explore howedging skills fit into more advancedwedge–christie turns.

1. Have your students ski anotherseries of turns which you initi-ate with a narrow wedge open-ing and during which inside legsteering occurs above the fallline.

2. After matching the skis, demon-strate an inward movement ofthe knees and hips during flex-ion. Demonstrate this first mov-ing toward the group, and againmoving away.

3. Have the students use thismovement as they ski through aseries of turns. It creates a blendof edging and pressure controlthat influences the second halfof the turn. As the edges are en-gaged more actively, the shapeof the turn becomes more sharpand clean. Rather than skidding


and drifting during the secondhalf of the turn, the skis beginto slice through the snow withmore grip. The turn is stillround, but the bottom is sharperthan it was without activeedging.

Uphill Christies

After using garlands to furtherdevelop inside leg steering, youcan once again use uphill christiesto help students develop more ac-tive edging skills. Start on an easyblue run and at the side of the trail.Ski down and across the hill atapproximately a 45˚ angle.Demonstrate and then have yourstudents practice the following:

1. From a tall stance, flex yourankles and knees slightlyforward and inward to tip theskis up onto their edges. Thisshould be a progressive move-ment that engages the edgesgradually. The hips shouldremain over the feet, with thehands comfortably up and infront of the body.

As the skis begin to bite intothe snow, the design of the skicauses them to climb back upthe hill in a shallow turn.

2. Execute this maneuver two orthree times in each direction,each time skiing farther downthe hill and closer to the fall linebefore flexing back into the hill.

3. Incorporate the uphill christiemovements into turns. After youhave matched your skis, flexslightly forward and maintainpressure against the front of theboots. The skis slice through the

bottom part of the turn withvery little effort from the student.

Next, have your students try theseactivities.

1. Have them practice tipping theskis onto their edges after thematch.

2. When they can competentlyperform this movement, havethem begin to explore ranges ofedging. In some turns, havethem tip their ankles and kneesvery slightly into the turn. Pointout how the shape of the turnbecomes somewhat elongated.

3. In other turns, have them tiptheir knees and ankles moreaggressively toward the insideof the turn. Point out how thefinish of these turns becomessignificantly shorter and tighter.

4. Next, take the group to a bluerun that is slightly steeper thanthe one on which you have beenpracticing, or to a run that hassome slightly steeper sectionsso that they can apply their edg-ing skills to steeper terrain.

5. Lead the students in a line to setthe appropriate turn shape. Byfollowing you at first, studentsare able to focus on executingthe movements. Remember totake it easy on the first fewturns because the situation maybe intimidating for some mem-bers of the group.

Your students already know(from turn shape work) thatsteeper terrain requires them toski their turns back across thehill (finish turns) enough to con-trol speed. Edging throughoutthe second half of the turn helps

accomplish this by reducing theamount of skidding during theturn. By combining activeedging with continued steeringof the feet and skis, the designof the skis helps to finish theturn back across the fall lineand control speed.

6. Have them practice on theirown for a while. This type ofpractice is very valuable becauseit helps them to become moreself–sufficient as skiers.

7. Have your students begin toincrease the inward movementof the outside leg during flexionto increase the edge angle andbite of the skis. By increasingthe edging activity in the secondhalf of the turn and activelysteering at turn initiation (andthroughout the turn), yourstudents achieve a fairly shortturn with good skill blending.

Note: Terrain selection is impor-tant. If the terrain is too steep, fearmay become a disruptive factor.When students become fearful ofthe terrain, or of falling, ability toconcentrate on the task is greatlydiminished.

Introducing the PolePlant

An effective pole plant is an impor-tant aid to timing and balance, andmakes skiing in ungroomed snow(powder and moguls) easier andmore comfortable. For most stu-dents, learning to plant their skipoles can be a challenge. Be pre-pared to spend at least a couple ofhours on teaching pole action. Trynot to get frustrated if other



aspects of performance decline in the process: focus on one thingat a time (teaching an effectivepole plant) and address otherproblems later.

Hand Position

The first step in introducing a solidpole plant is to make sure studentshave good hand position. If they donot, spend some time with the fol-lowing progression to develop it.

1. Describe the desired hand andarm position. The hands shouldbe comfortably up and in frontof the body. As a rule of thumb,the elbows should at least as farforward as the sternum, and thehands should be just abovethe waist.

2. Statically, have your studentsplace their hands and arms inthe position you’ve just describedwhile holding onto their poles.

3. Ask them to engage the poletips in the snow by pressing theheels of their hands forward.

4. To anchor an awareness of thishand position, ask the group totraverse across the hill whilecontinuously pressing with theheels of the hands to get thepole tips in the snow. Have themtry to leave two distinct lines inthe snow (from the pole tips).

5. It may be helpful to ask yourstudents to imagine that they arecarrying a tray with cups ofwater on it. Tipping the tray toeither side or downward willspill the water.

6. Have them ski a series of turnswhile dragging the pole tips,trying to leave lines in the snow.

Pole Swing and Touch

Hand position is an important fac-tor in learning to plant one’s poles,but the act of swinging the ski poletip and touching it in the snow usu-ally requires very specific practice.Explain that the tip of the poleshould be planted in front andsomewhat to the side of the stu-dent’s boots. As a visual reference,the pole should enter the snowsomewhere downhill of the frontthird of the ski. If the pole is plant-ed too close to the skis, the studentwill be forced to ski past the poletip before starting to turn. There-fore, there should be at least a cou-ple of feet between the pole tip andthe skis. The use of a pole plant toinitiate a turn is shown in photo 7.

You are ready now to start teachingyour students how to swing theirski poles.

1. Standing in place, ask your stu-dents to again hold their handsand arms in the position theyhave just learned. Ask them tohold their hands high enough sothat the tips of the poles are freeof the snow.

2. Show them how to use theirwrists to swing the tip of onepole forward without changingthe relationship of the hand,arm, and torso. Have themmove their wrist so that theirthumb moves toward them andthe heel of the hand movesaway from them. They willreadily see how this movement

Photo 7. Pole Plant


makes the tip of the ski poleswing forward.

3. Ask them to reverse the move-ment to swing the pole tipback again.

4. Have them repeat this move-ment several times with thesame hand, then practice it withthe other hand several times.

5. Now have your students tryswinging the tip of one pole for-ward and, as it swings back,swing the other pole forward.They should continue to workboth wrists so that both polesare moving constantly in oppo-site directions. The purpose ofthis is to help your students getthe feeling of swinging bothpoles at the same time.

6. When they can consistentlyalternate pole swings, show thegroup how to plant the tip ofthe pole each time they swing itforward. The timing should besuch that by the time one tip isbeing planted in the snow, theother pole is beginning toswing forward.

More DynamicPole Action

At this stage, your students areready to start practicing a moredynamic pole plant. Use the fol-lowing progression to provide therepetition that is so important inteaching and learning.

1. Have each person swing andplant the downhill pole threetimes (from the wrist only).

2. The third time they swing thepole, ask them to initiate a newturn. They should plant the

poles just before they matchtheir skis so that the plantbecomes a cue to match. Thepole plant occurs in conjunctionwith the edge change because itis the least stable part of theturn. In this case, matching theskis constitutes the edge change.

3. While traveling in the oppositedirection, ask them to repeat thethree pole swings and plant.Again, on the third swing, havethem start the turn.

4. If more practice is needed ordesired, have your group reducethe number of practice swingsbefore the turn to two. Other-wise, ask them to turn each timethey swing the pole forward.

Try to establish a consistentrhythm so that the timing ofeach pole swing is the same asthe last. A medium-radius turnis probably best, because itallows time for them to concen-trate on their poles withouthaving to rush into the nextturn. Remember, this processwill probably require quite a bitof guided practice time!

Students often become confused asthey work on swinging and planti-ng their poles. One common errorat this stage is planting the wrongpole. The goal is to swing the rightpole as a right turn is initiated, andthe left pole for the left turn. If theybegin to plant the wrong pole for aturn, stop them at that point tomake the necessary corrections. Itmay be helpful to describe the poleas a turn signal. The right pole sig-nals a right turn; the left, a leftturn. Patience and understandingon your part will help your stu-

dents learn the correct movements.Keep close track of each individ-ual’s performance during this partof the lesson.

Another error that studentscommonly make when first learn-ing a pole plant is to drop theinside hand after the pole is plant-ed. This can be a problem becausea low inside hand can lead to over-rotation of the body during theturn. Even if over-rotation is not aresult, dropping the hand after thepole plant requires an extra, lessefficient movement to prepare thepole for the next turn. Emphasizethe idea of using only the wrist toswing the pole, and remind them ofthe tray with water glasses on it:they should try to hold their handsquiet to avoid spilling the water.

The Frog HuntingProgression

Learning pole action can be chal-lenging, as previously stated. Themore creative you can be in yourteaching, the more likely it will bethat your students will succeed. Ifyou have an imaginative group ofpeople, you may want to try thefrog hunting progression.

1. Ask the students to imaginethey are going frog hunting.Since frogs are only out atnight, they will also need toimagine that they have a flash-light in their uphill hand. Theywill use the ski pole in theirdownhill hand to catch the frog.

2. While skiing across the hill,have them swing the pole for-ward so that they are ready totouch the frog with it when they



shine the light on it. 3. With the uphill hand held for-

ward (so that they can shine thelight), ask them to touch thedownhill pole and turn.

4. Now they must imagine that thelight has switched hands. Asthey approach the next turn(“frog”), they should touch thenew downhill pole and turnagain.

Note: Regardless of the progres-sion you choose to teach, be sureto allow plenty of practice time.Again, watch them closely; provideplenty of feedback, corrections,and encouragement!

Developing the Timingof the Pole Swing

Once the students are using correctpole action, explore how the timingof the pole swing changes relativeto different sizes and shapes ofturns. This is probably best doneby simply describing what youwant them to do in a specific turn,demonstrating, then practicingwhile skiing together. Photo 8shows pole plant timing in a turn.

Pole Swing inShort Turns

1. Describe pole swings in shortturns. The student should beginto swing the pole as soon as theturn starts. Waiting to swing thepole will result in a late poleplant and is ineffective as an aidto timing the turn entry. Theedge change is usually the leaststable part of the turn, so a latepole plant is of little use for bal-ance during the turn.

2. Demonstrate the timing of thepole action in a short turn whileskiing toward the group. Thestudents are able to see poleactions best when you skitoward them.

3. Provide your students with freepractice time (using task styleteaching). Task style teaching iswhen you assign a task or activ-ity to students—who are thengiven performance boundariesand are free to practice on theirown. This makes it easy for youto watch each individual as theypractice.

Pole Swing in MediumTurns

The timing of the pole swing for amedium turn is somewhat differentthan for a short turn. Because theturn itself is longer and takes moretime, it is not necessary to swingthe pole as soon or as quickly.

1. Ski toward your group todemonstrate the appropriatetiming. While maintaining agood hand position, start toswing the pole for the next turnas you enter the fall line. Swingit slowly enough so that themovement lasts to the end ofthe ongoing turn, and so thepole plant corresponds with theinitiation of the next turn. It isunrealistic to expect your stu-dents to perfect the timing for amedium turn, but an accuratedemonstration will convey theidea that they should swing thepole a bit more patiently in amedium turn.

2. Spread your group out to prac-tice so you can keep an eye oneveryone.

3. After some practice time with


A B C

Photo 8. Timing the Pole Plant


this slower pole swing in amedium turn, start to mix theradii of the turns between shorterand medium–radius turns. Notonly will this reinforce the dif-ference in timing of the poleswing, it will also serve as addi-tional practice for the move-ments of the feet and legs.

Following Pole Swing toDevelop MovementToward the New Turn

A good pole plant enhancesrhythm from turn to turn. The poleswing can also be an effective cuefor directing extension movementsdown the hill and toward the centerof the next turn. If the previous les-son plans have been covered, yourstudents will be ready to start mov-ing down the hill as they initiate aturn. This requires a change in thedirection of extension movementsand may be challenging for them.

Directing extension movementstoward the downhill side (asopposed to only extending vertical-ly) enables lateral movement thatmakes your students’ skiing moreefficient and contributes to moreconsistent motion from one turn tothe next. This concept is commonlyreferred to as the “flow of the cen-ter of mass,” (i.e., movement of thepath of the body’s center of mass),and becomes increasingly impor-tant as students develop and beginto ski more challenging terrain andsnow conditions.

Teaching this more lateral pat-tern of movement requires creativ-ity on your part and imagination onthe part of your students. The basicidea is simple: as students swing

their poles, they should try to movetheir hips in the direction they wanttheir skis to go during the next fewseconds. (Since the goal is get theski tips going down the hill, this isalso the direction they move theirhips.) As they extend, ask them totry to push their hips slightlytoward the next turn. Your studentscan imagine that there is a smallrope between the tip of each poleand the adjacent hip. The rope islong enough for them to swing thepole without interference, but shortenough that as they swing the pole,the rope pulls their hip in the samedirection.

If you like, you can demonstrateand have your students practicethis movement statically.

1. Start in flexed position, asthough you have just finished aturn.

2. As you swing the pole, extendup, forward, and across the skis.Your hip should move enoughfor your skis to flatten andbegin to slip downhill. Becauseyou have moved forward aswell, your ski tips should startdown the hill and toward the topof a new turn.

3. Demonstrate this movement acouple of times statically, thenshow the same movement asyou start a turn.

4. Call your students down one ata time to make sure they are ex-ecuting the movement correctly(this is a visual check for under-standing).

5. When they can execute themovement in each direction,have them put it into action

while skiing through a practicesegment.

Static Progression forExtension

A static exercise focusing on thedirection of the extension and theresulting release of the edges issometimes very helpful at thisstage. For the moment, it may bebest to focus on the extensionmovements and not worry aboutthe pole swing because the poleswing can be added again at theend of this progression.

1. From a standstill at the side ofthe trail, place your skis into asmall wedge, flexing your kneesand ankles.

2. Demonstrate how to extendslowly and deliberately so thatyour hips gradually move up,forward, and slightly across theskis all at once. This slowextension releases the edgesand allows the ski tips to begindrifting toward the fall line.

Note that moving slowly isimportant because you want theskis to begin moving due to theedge release, rather than becauseof momentum generated by aquick extension, followed by asudden halting of thatmovement.

3. Now ask your students to trythe same movement. From astatic position, they should startout flexed, and extend slowlyforward, up, and across the skis.Provide plenty of encourage-ment, feedback and corrections.Above all, try to be patientbecause learning to move more



across the skis may take time!4. When the students can get their

edges to release from the staticposition, have them add the poleswing and plant again.

5. Have your students apply thesame movements while skiing,starting first with just a fewturns so that you can keep aneye on each student.

Applying Turn Shapes toDifferent Terrain andSnow Conditions

By now, your students have learnedthe skills necessary for skiing allblue runs. Guide them through anexploration of the mountain to an-chor the use of different turnshapes relative to the terrain andsnow conditions. Students at thislevel find that the pole plant is anaid to balance in all situations—particularly on steeper terrain,bumps, and powder.

Steeper Terrain

Your students have already learnedhow to control speed through theshape of their turns. Rather thanleading them, allow them freedomto choose the shape and size oftheir turns. Emphasize pole use inthis situation. Later, set a task forthe group: ask them to ski a longseries of turns where they vary theturn shape to go faster and slowerduring the run.

Take the class to trails that haveterrain ranging from flatter tosteeper. Challenge them to ski theruns at a constant pace. To achievethis goal, they have to change theshape of their turns as they make

the transitions between flatter andsteeper terrain.

Small Moguls

Practice turns on runs that havesmall moguls or ski on the edge ofa trail with bigger moguls. A bluerun that was groomed the previousday will often provide this condi-tion. Encourage your students touse a pole plant to help stabilizetheir bodies as they begin a turn onthe top of a mogul.

Describe what to look for whenselecting places to turn in the bumps:the top of each bump has a smallflat spot. If they begin to turn onthe flat spot, it is easier to steer intothe new turn. Planting the pole onthe flat spot helps them identify thecorrect place to initiate the turn andprovides an aid to balance.

Point out how easy it is to steerthe skis from the top of the bump.Flexion and extension movementshelp smooth out the terrain. Thelegs should be kept somewhatrelaxed so that skiing over a bumpdoes not push the students out ofbalance. The extension should befairly slow to reduce the chance oflosing ski–snow contact while ski-ing over the top of the bump. Theflexion should also be gradual andprogressive. This promotes goodbalance for the turn’s finish. Themovements of skiing through smallmoguls are depicted in Photo 9.

Powder

Deeper snow or powder will likelybe more of a mental than physicalchallenge for your students. Whenintroducing them to this snow con-

dition, avoid taking them to a runwith deep powder. Three to sixinches of new snow would be ideal,but you may not be able to choosehow deep the snow is. Often,during storms, new snow will accu-mulate during the course of yourlesson. If you encounter this, makethe most of it by teaching studentsto apply their current skills.

Photo 9. Skiing Through Small Moguls

A

B


As with steeper and flatter ter-rain, success in skiing powderrequires changing the shape of theturn. While on groomed terrain, astraighter turn shape (one that iscloser to the fall line) is an acceler-ating turn; in powder, it is the turnshape that provides enough glide tomake turn initiation easier. Deepersnow creates more resistance thanpacked snow, which means youwill go more slowly in powderthan on groomed snow. A round,finished turn will cause you to slowdown too much and make it diffi-cult to start the new turn.

Also, because of increasedresistance, steering the skis inpowder is more difficult than ongroomed snow. Your students needto put more effort into their steer-ing movements. Explain that thesteering movements require morepower, but should still be patientlyexecuted.

Good flexion and extensionmovements help reduce the resis-tance between the skis and snow,and help provide the necessary in-crease in muscular power.

Note: Take the opportunity todiscuss ski design as it relates topowder skiing. Encourage yourstudents to try out skis designedespecially for powder. This can addimmensely to their enjoyment ofpowder skiing!

Hockey Stop Progressionfor Powder

1. Have your students start in ashallow traverse with skisparallel.

2. Once they are sliding, ask them

to flex quickly and twist bothfeet and legs across the hill.Tipping the knees slightlyinward helps both steering andedging. Tipping the legs alsoengages the edges and causethe students to stop quickly.Pressure and balance should befocused primarily over theoutside/downhill ski.

3. Have them practice in bothdirections, progressively startingcloser to the fall line. From thefall line, have them repeat thehockey stops, this time slowingthe rate of both flexion andsteering. The steering move-ment should last throughout themaneuver. As long as flexion iscontinuous, the students will beable to continue steering. Again,have them practice in bothdirections.

4. Once your students developaccurate timing of flexion andsteering, demonstrate a progres-sive but deliberate extensionwhich starts well before youhave come to a stop. During theextension, open into a smallwedge while steering both feetand legs into the new turn.

5. Work this exercise into agarland. Demonstrate how toextend and steer into the fallline, followed by flexion andsteering back across the hill.

Note that students oftenmistake quick steering forpowerful steering. Steeringquickly causes the skis to getcaught in the powder, interrupt-ing balance. Emphasize pro-gressive flexion and extensionmovements, and steering duringthe range of motion (the flexion

and extension movements).6. Give students a chance to

practice these movements.7. Have your students ski a com-

plete turn using the movementsthey just practiced in garlands.

8. Have them add an active poleplant to facilitate balance and tohelp stabilize themselves.Emphasize the idea of followingthe pole swing to move moretoward the new turn. Getting thestudents to extend so that theymove more across the skis thanup will make it easier for themto maintain momentum be-tween turns.

9. Practice, practice, practice!

Pedaling Progressionfor Powder

Focusing on the weight transferwill make it easier for your studentsto get to the fall line in deepersnow. To help your students devel-op an active, yet controlled weighttransfer, use the analogy of pedal-ing a bicycle to get from one ski tothe other.

1. Describe the action of pedalinga bicycle—you move pressuresmoothly and gradually fromone foot to the other. As thepedals turn, you apply weight tothe new pedal at or near the topof its rotation. As you applyweight, one leg gets longer asthe other leg gets shorter. Thegoal is to apply very similarmovements to the skis.

2. From a traverse (toward thegroup), demonstrate pedalingagainst the new outside skiwhile extending and opening



into a wedge. Continue pedal-ing, with one ski getting lighterand one heavier while you ski.

3. Ask the group to try what youhave just shown them; thenpractice together while linking aseries of turns.

Ice

Very firm snow or ice also requiressome adjustments to turn shapeand skill application. The hard sur-face of the snow provides muchless resistance to rotary move-ments, so you should expend lesseffort on steering to keep fromover-turning the skis. Over-turningcauses excessive skidding, andmakes it difficult to control theshape of the turn. Because the sur-face is slicker, increasing the edgeangles helps provide betterski–snow interaction and utilizationof ski design.

For success on hard snow andice, focus on an early and strongcommitment to the new outsideski, while using active edgingmovements.

Applying Turn Shapes toDifferent Terrain andSnow Conditions

All the efforts in Level 5 at helpingstudents match higher in the turnultimately lead to parallel skiing—where both edges change simulta-neously. By this time, many stu-dents have been guided to the pointwhere they regularly perform par-allel turn entries on many greentrails. Others will be just on theverge of parallel skiing. It is impor-tant that you neither rush nor

impede this development. Encour-age and praise it when you see it,and suggest it when you see theyare ready. Guide them into terrainand speed situations where parallelturns are likely to occur. Theconsolidation of parallel turns isthe curriculum for Level 6. Anintroduction of the parallel turn ongreen terrain is appropriate for theend of Level 5.

As your students gain more experi-ence skiing in various snow condi-tions, they will be increasinglyinterested in exploring a variety ofterrain and find the mountain moreenjoyable. Level 5 students willwant to ski much of the mountain,and what they have learned at thislevel sets the stage for their contin-ued development.

Technical Aspects of SkillDevelopment

Balancing Movements

Balancing movements are criticalto good skiing at any level.Continued development andimprovement of flexion and exten-sion improves balance by reinforc-ing the importance of maintainingsolid contact between the shin andthe boot tongue. These movementsencourage an active range of mo-tion. The chances of being pushedout of balance are reduced—evenin moguls and powder—becauseactive flexion and extension helpsstudents apply constant adjust-ments to balance while skiing.During the second half of the turn,flexion lowers the center of massover the skis, which also aids

balance. Learning to change therate of the flexion and extensionhelps students learn to make bothshorter and longer turns. Studentsdevelop their balance further whenthey learn to start their turns with asmaller wedge. As they narrow thewedge, lateral stability is reduced;with the smaller wedge, studentslearn to refine their ability to main-tain balance over this narrowerplatform. Introducing the poleplant aids in balance and stabilitybecause it adds a third point ofcontact during the edge change.By planting the pole, even with anarrow wedge opening, studentsincrease the size of the platform.Balance and flow are enhanced asstudents learn to move more later-ally than vertically by followingthe pole swing.

Rotary Movements

As students learn to vary the sizeand shape of their turns, they alsolearn to regulate the timing ofrotary movements. Shorter turnsrequire quicker, more active steer-ing movements of the foot and leg.These turns are executed from ataller stance, which makes the skiseasier to steer because there is lessresistance from the edges (seeedge-control movements, below).Conversely, slower, more patientsteering movements are used tomake medium turns. Although stu-dents learned to actively steer theirinside leg when they learned tomatch and skid for the first time,they refine this inside leg steeringas they learn to match earlier (seethe Skier Level 4 section in thisstudy guide). Inside leg steering is


further developed and refined withgarland exercises, uphill christies,and sideslipping. The movement oftipping the ski onto its edge start-ing with the foot (and involving theankle, knee, and hip joints) producean internal leg rotation (toward themidline of the body). This internalrotation becomes a passive steeringmovement which directs the ski.

Edge–control movements

Students are learning to refine theiredging skills with more subtleadjustments. Some of these adjust-ments are related simply to a tallerstance, which reduces the amountof edge engagement. As they steertheir skis more across the hill,however, more edge angle devel-ops. This is exactly what allowsstudents of all levels to stand stillwhen their skis are placed perpen-dicular to the fall line. To flattenthe skis so that they can be steeredinto the new turn, active extensionbecomes more important.

Students also work on activelyincreasing edge angles with uphillchristies, skating, and sideslipping.At this level, edges are changedsequentially (first one, then theother). The edge of the new outsideski is changed when the skis areopened into a wedge; the edgechange is completed when theinside ski is steered to a matchedrelationship. Sideslipping helps tobuild simultaneous (both skis to-gether and at the same time) edgingmovements. Focus on edging andapplying pressure to the ski causesit to turn, as it did in wedge pedals.This is especially true on hard snowor ice because it offers little resis-

tance to turning the ski. The focus,therefore, is on engaging the edgesto keep the skis from slipping orskidding excessively and over-turn-ing. In deeper snow or powder,blending edging movements withrotary movements allow the ski tobend into more of an arc (because itis tipped) and the ski itself helpsmake the turn.


Students are learning more activecontrol of pressure over their skismore actively, both along thelength of the ski, and from foot tofoot. Flexion increases pressure tothe tongue of the boot, helping tokeep even pressure on the length ofthe ski. The earlier match requiresthat pressure be transferred to thenew outside ski higher in the turn,resulting in a lighter inside skiearlier in the turn. The inside ski isdifficult to steer to a matchedrelationship if the skis are stillequally weighted.

Skiing over small bumps helpsstudents become more sensitive towhere they are on their feet (overthe ball or more on the heel), andis an excellent means of helpingthem learn to make adjustmentswhile skiing.

As students learn to round outand finish the turns, they also beginto feel more pressure develop onthe outside ski. The continued, pro-gressive flexion helps keep the out-side ski from being overloaded. Asthe center of mass is lowered overthe outside ski, some of the pres-sure is absorbed (as the body islowered toward the pull of gravity).Edge angles are increased during

the second half of the turn andpressure builds because the surfacearea of the ski is decreased.Pressure control through flexion isan important element in finishingthe turn smoothly.



Level 5 Questions: From Wedge Christie to Beginning Parallel; Exploring Blue Runs and Varied Snow Conditions

1. What is the advantage mentioned in the study guide of having your Level 5 students ski to a designated meeting spot during the warm–up run (rather than having them follow you in a line)?

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2. According to the study guide, when might it be safer to lead your group through the first few turns at the beginning of a Level 5 lesson?

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3. Choose the best answer:Which of the following skills do the majority of your beginning Level 5 students use (more than the rest) to change the shape and size of their turns?A. Pressure controlB. SteeringC. Edging

4. Circle the best choice:Steering more actively with both feet and legs during the initiation of a turn will create a (shorter) / (longer) turn shape.

5. Choose the best answer:Having your level 5 students use a taller stance:A. Helps keep their skis flatter in the snowB. Makes their skis easier to steerC. Should not be used for progressions involving shorter–radius turnsD. Should not be used for progressions involving longer–radius turns

6. Choose one or more of the following:To demonstrate shorter crescent–shaped turns on fairly flat terrain during a level 5 lesson, you should:A. Begin to flex in the ankles and knees over the outside ski prior to transferring your weight to itB. Begin to flex in the ankles and knees over the outside ski after transferring weight to itC. Begin to flex immediately before your skis are in the fall lineD. Begin to flex about when your skis are in the fall line

7. Choose one or more of the following:Which of the following types of shorter turns is/are most likely to be appropriate for your Level 5 students on flatter sections of the mountain:A. Round, but unfinished turnsB. Round, finished turnsC. Z–shaped turns


8. Circle the best choice:Steering slowly and patiently throughout a turn helps create (a longer, more open) / (a shorter, more closed) turn shape.

9. Circle the best choice:(More) / (less) effort is required for medium–radius turns than for shorter–radius turns.

10. Circle the best choice:Runs that are steeper will demand a (less) / (more) finished turn shape to keep your students from going too fast.

11. Choose one or more of the following:To help control your speed in medium–radius turns:A. Continue to steer as you come back across the fall lineB. Begin to steer as you come back across the fall lineC. Make a more open turnD. Make a more finished turn

12. Choose one or more of the following:During medium-radius turns, as the skis come across the hill, which of the following will help round out the bottom of the turn?A. The increased edge angle which naturally develops on the outside skiB. The increased pressure which naturally develops on the outside ski C. SteeringD. None of the above

13. Choose the best answer:Compared to short–radius turns, in medium–radius turns:A. Edge angles will increaseB. Pressure will increaseC. Edge and pressure will increase

14. Choose one or more of the following:Why is extension more important to help start a medium-radius turn than a short–radius turn?A. It helps release the edgesB. It allows the skis to be steered more easilyC. It helps absorb pressure

15. Circle the best choice:If you have your students shorten their turns by steering more quickly and actively (all else being equal),they would tend to (speed up) / (slow down).



16. Choose one or more of the following:Decreasing the amount of flexion and extension movements in your turn will help promote:A. An earlier matching B. A better weight transferC. Better pressure control over the outside skiD. None of the above

17. Briefly describe the “counting progression” given in the study guide for encouraging your students to progressively extend and flex throughout their turns.

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18. Fill in the blanks (with one or more words) in the following description of a Level 5 sideslipping demonstration:

1. From a static position with your skis across the hill, release the skis’ edges by relaxing the legs and rolling the ankles and knees slightly down the hill. As your edges release their grip in the snow, your skis will begin to _______________________.

2. After your skis have slipped a few feet, _________________________ to engage the edges again and come to a stop. (Indicate what you would do with your feet, ankles, and knees)

19. True or false:When demonstrating a sideslip for your Level 5 students, you should hold your hands quietly in front of your body to promote good balance and body position.

20. Choose the best answer:During sideslipping, your Level 5 students should focus on feeling:A. The ball of the footB. The heel of the footC. The entire bottom of the foot

21. If your weight is forward during a sideslip, in which direction might you expect to move?

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22. Fill in the blank:Tie flexion and extension movements into sideslipping by having students _____________________ as they

roll their knees and ankles down the hill, and _______________________ as they re–engage their edges.

23. Below are some of the skills which either skating or sideslipping can help your students develop. Write either skating or sideslipping in the space provided to the right of each skill.

A. A more active weight transfer __________________________

B. Simultaneous movements of the legs __________________________

C. Independent movements of the legs __________________________

24. Fill in the blank:In order to push off from a ski when skating, the ski must be _____________________________.

25. Circle the best choice:For skating, emphasize tipping the leg (inward) / (outward) while flexing in the ankle.

26. Define “guided discovery.”

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27. True or false:A smaller wedge will make it easier for Level 5 students to steer their inside leg to match the outside leg.

28. Choose the best answer:In wedge christie turns, as students extend and steer into a small wedge:A. The inside knee is inside the platform of the skisB. The inside knee is outside the platform of the skisC. Both knees are inside the platform of the skisD. Both knees are aligned directly over the platform of the skis

29. Circle the best choice:In order to steer the inside ski sooner, the weight has to be committed to the (inside) / (outside) ski higher in the turn.

30. Circle the best choice:As students steer their skis more across the hill (less) / (more) edge angle will develop.



31. The exercise described in the study guide for enhancing inside leg steering and edging movements begins with garlands and progresses to what (as a final stage of the progression)?

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32. Circle the best choice:The study guide describes how to perform garlands by starting in a shallow traverse and then actively rolling the uphill knee and ankle into the hill while balancing on the (downhill) / (uphill) ski.

33. Choose the best answer:During the Level 5 garland exercise described in the study guide, you first flex and tip your inside leg into the hill and then extend. What happens to your skis when you extend?A. Your skis will carry you back across the hillB. The tails of your skis will start down the hillC. The tips of your skis will start down the hill

34. Choose one or more of the following:During the uphill christie progression described for this level, when you flex your ankles and knees slightly forward and inward, you should:A. Move your hips slightly downhill from your feetB. Keep your hips over your feetC. Move your hips slightly uphill of your feet

35. Choose the best answer:In uphill christies, what would be the result of tipping the ankles and knees only slightly into the turn (as opposed to the normal amount):A. The shape of the turn will become somewhat elongated B. The finish of the turn will become significantly shorter and tighterC. The shape of the turn will remain unchanged

36. The study guide suggests combining continued steering (to finish turns) with another skill to help control speed on steeper terrain. What is that skill?

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37. What does the study guide suggest having your students try to imagine while skiing across the hill to get them to position their hands properly for a pole plant?

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38. Choose one or more of the following:Students learning to plant their poles sometimes drop their inside hand after the pole plant. This:A. Requires an extra, less efficient movement to get ready to plant the pole for the next turnB. Should be encouragedC. Could lead to over–rotating the bodyD. None of the above


39. Circle the best choice:To help students learn where to position their hands (in preparation for learning how to plant their poles),this study guide suggests having them traverse the hill while continuously pressing with the (heels) / (palms) of the hands to get the pole points to leave two distinct lines in the snow.

40. Choose one or more of the following:For pole plants at this level (assume slow to moderate speeds on easy, flat, hardpacked blue terrain):A. Students should plant the point of the pole in front and somewhat to the side of their boots

(somewhere in the front third of the ski)B. Students should plant the point of the pole to the side of their bootsC. Students should plant the point of the pole in front and somewhat to the side of the student’s boots

(somewhere in the middle third of the ski)D. There should be at least a couple of feet between the pole point and the skisE. There should be no more than one foot between the pole plant and the skisF. Students should swing the pole by moving the wristG. Student should swing the pole by moving the upper arm

41. Circle the best choice:When teaching your students a more dynamic pole plant, have them plant the point just (after) / (before) they match their skis.

42. What reason does the study guide give for suggesting that you have students who are learning to plant their poles use medium–radius turns?

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43. Some students at this level plant the wrong pole. What does the study guide suggest having your students try to imagine to correct this problem?

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44. The frog hunting progression for teaching students pole action has them imagine that they have a flashlight in their uphill hand. What should they imagine they will be using their downhill pole for?

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45. Circle the best choice:For medium–radius turns (moderate speed, easy blue run), students should begin to swing their pole in preparation for the next turn (as they enter the fall line) / (after they have exited the fall line).

46. The study guide mentions a number of benefits a Level 5 student can gain by having a good pole plant. Name one of these:

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47. Define “flow of the center of mass.”

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48. Choose the best answer:To teach a more lateral movement in turns, the study guide suggests having the group imagine that there is a small rope between the point of each pole and the:A. HipB. ShoulderC. Waist

49. Choose the best answer:The study guide also contains a static exercise for teaching students to extend more laterally. When performing this exercise, you want the skis to begin moving due to:A. The edge releaseB. The edge engagementC. The momentum generated by a quick extension followed by a sudden halting of that movementD. The momentum generated by a slowly initiated extension followed by a sudden halting

of that movement

50. Choose the best answer:Having your students try to ski runs that vary from flatter to steeper at the same pace should:A. Cause them to change the shape of their turnsB. Have no effect on the shape of their turnsC. Not be tried at this level

51. Choose the best answer:In small moguls, the study guide suggests having your students:A. Plant the pole down the side and begin their turn between the moguls B. Plant the pole and begin their turn down the side of the mogulC. Plant the pole and begin their turn on the flat spot on top of the mogulD. None of the above

52. What does the study guide mention as being a disadvantage of skiing with stiff legs in bumps?

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53. What reason does the study guide give for having students extend fairly slowly in small moguls?

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54. Select either number 1, 2, or 3 from each column:When you ski in powder rather than on packed snow:Column A. Your turn shape should be:Column B. Resistance from the snow will be:Column C. The amount of effort you will need to put into your steering movements will be:

A. B. C.1. Straighter 1. Less 1. Less2. Rounder 2. More 2. More3. The same 3. The same 3. The same

55. Circle the best choice:In powder, good flexion and extension movements will help (reduce) / (increase) the resistance between the skis and the snow.

56. Choose the best answer:To make up for the increased resistance from powder, you should steerA. QuicklyB. PowerfullyC. Quickly and powerfully

57. Circle the best choice:In ice or very firm snow, the hard surface of the snow provides much (less) / (more) resistance to rotary movements, so you should expend (less) / (more) effort on steering to keep from over–turning the skis.

58. Indicate whether you would use each of the following fundamental skills “more actively,” “less actively,”or “the same amount” on ice as you would on hardpacked snow:

A. Rotary __________________________________

B. Edge Control __________________________________

C. Pressure Control __________________________________

59. Choose the best answer:Learning to change the rate of their flexion and extension will help students:A. Learn to make shorter turnsB. Learn to make longer turnsC. Learn to make both shorter and longer turnsD. None of the above



60. Read the following descriptions of movements and skills that were introduced or refined during the Level 5 lesson and then write the name of the fundamental skill primarily involved in the space provided. (Fundamental skills: Balance, Rotary, Edge Control, Pressure Control)

A. Students refine this skill when they learn to ski in a narrower wedge because a narrower wedge results in reduced lateral stability. __________________________

B. Matching the skis earlier requires that the student transfer weight to the new outside ski higher in the turn, thereby making the inside ski lighter sooner.______________________________

C. Executing a shorter turn requires quicker,more active steering movements of the foot and leg.______________________________

D. Use this skill to keep the skis from slipping or skidding excessively and to keep from overturning.

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E. A taller stance reduces the amount of edge engagement. __________________________

F. By planting the pole, even with a narrow wedge opening, students increase the size of the platform.

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G. Continued and progressive flexion helps keep the outside ski from being overloaded because as the center of mass is lowered over the outside ski, some of the force is absorbed (as the body is lowered toward the pull of gravity).

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Level 5 Answers: From Wedge Christie to Beginning Parallel; Exploring Blue Runs and Varied Snow Conditions

1. It’s easier to watch them. If you have your Level 5 students ski on their own to a designated meetingspot during their warm–up run rather than following you in a line, you will find it much easier to watchthem during their first few turns. Consult your trainer to determine whether it is best to use this methodor to have your students follow you down the hill.

2. When there is a lot of traffic on that part of the hill. You might want to lead your group through the firstfew turns at the beginning of a Level 5 lesson to move them safely through a high traffic area.

3. B. The primary skill students at this level use to change the shape and size of their turns is steering.

4. Shorter. Steering more actively with both feet and legs during the initiation of a turn will create a shorter turn shape.

5. A & B. Using a taller stance will help keep your Level 5 students’ skis flatter in the snow and will makethem easier to steer. Students are asked to assume a taller stance for both the shorter radius turn progression and the medium–radius turn progression described in the first few pages of the level 5 text in the study guide.

6. B & D. When showing your Level 5 students how to make shorter, crescent–shaped turns on fairly flatterrain, you should flex over the outside ski to keep from over-edging on this flatter terrain. As you beginto flex (roughly when your skis are in the fall line), you should have completed transferring your weightto the new outside ski. You will probably match the inside ski at about the same time.

7. A. Short, round, but unfinished turns result in the your being able to maintain your speed, while stillbeing in control. The fact that this type of turn allows the skis to continue gliding well on the snowmakes it appropriate for flatter sections of any mountain.

8. A longer, more open. Steering slowly and patiently throughout a turn helps create a longer, more openturn shape.

9. Less. Less effort is required for medium–radius turns because there is more time to turn the skis

10. More. Runs that are steeper will demand a more finished turn shape to keep your students from going too fast.

11. A & D. While having your students practice medium-radius turns, ask them to be aware of the sensation of slowing down as they come back across the fall line. Be sure that each member of yourgroup understands that this continued steering is what controls speed. Completing their turns will alsohelp control their speed.

12. A, B, & C. During medius–radius turns, as the skis come across the hill, more edge angle and pressurewill naturally develop on the outside/downhill ski, which will combine with steering to help round outthe bottom of the turn.


13. C. Edge and pressure increase in a medium–radius turn. Extension becomes more important to help startthe next turn because it helps release the edges and allows your students to steer their skis more easily.For this reason, be sure to encourage the members of your group to make a good extension movementas they open their skis into a wedge.

14. A & B. In medium–radius turns (as compared to shorter-radius turns), extension becomes more important to help start the next turn because it helps release the edges and allows students to steer theirskis more easily.

15. Slow down. If you have your students shorten their turns by steering more quickly and actively, theyshould slow down (all else being equal).

16. D. None of the above. Slightly more dynamic flexion and extension movements help promote an earliermatching and better weight transfer and pressure control over the outside ski.

17. The following progression can help your students realize that they should extend gradually andcontinuously almost to the fall line and flex gradually and continuously throughout the second half oftheir turns.Demonstrate, then have your students try to make a round, finished medium turn while counting to threewhile extending, and to three again while flexing, as follows:

On 1, start to extend.On 2, after having initiated the turn, continue to rise.On 3, when you are almost in the fall line, come to the peak of your extension.Repeat the three–count while flexing and finishing the turn.

You should count out loud, but should consider having your students count to themselves as they willprobably feel less self–conscious that way.

18. Slip laterally. Tip your feet, ankles, and knees back into the hill.To sideslip:1. From a static position with your skis across the hill, release the skis’ edges by relaxing the legs and

rolling the ankles and knees slightly down the hill. As your edges release their grip in the snow, your skis will begin to slip laterally.

2. After your skis have slipped a few feet, tip your feet, ankles, and knees back into the hill graduallyto engage the edges again and come to a stop.

19. True. When demonstrating a sideslip for your Level 5 students, you should hold your hands quietly infront of your body to promote good balance and body position.

20. C. To keep centered while sideslipping, your Level 5 students should focus on feeling the whole bottomof the foot inside the ski boot.

21. Diagonally forward. If your weight is forward during a sideslip, you can expect your skis to move diagonally forward.

22. Extend, flex. Tie flexion and extension movements into sideslipping by having them extend as they rolltheir knees and ankles down the hill, and flex as they re-engage their edges.



23. A. Skating, B. Sideslipping, C. Skating. As these students begin to explore a broader spectrum of runs on the mountain, skating will makethem more mobile, and can be used to help develop a more active weight transfer and independentmovements of the legs. Sideslipping will develop the simultaneous (same time, same direction) use ofboth feet, ankles, and legs. These simultaneous movements are an important building block forworking toward parallel turns.

24. Edged. In order to push off from a ski when skating, it must be edged. Be sure to actively extend whilepushing off from that ski.

25. Inward. For skating, emphasize tipping the leg inward to edge the ski while flexing in the ankle.

26. In guided discovery you lead your students through a series of steps or exercises so that they discoveroutcomes on their own.

The study guide utilizes this technique when it suggests having your students narrow their wedges andincrease their speed to force them to commit themselves to the outside ski higher in the turn to maintainbalance and control. (Early weight transfer)

27. True. In making a smaller wedge, the inside leg is in a better position to be steered to a matching relationship.

28. C. As your students extend and steer into a small wedge when they make a wedge–christie turn, bothknees will be inside the platform of the skis. By rotating the inside foot and knee further toward the cen-ter of the turn, the inside ski will pivot easily on the snow. This is especially true if the inside ski is fairlylight (due to a shift of most of the weight to the outside ski).

29. Outside. In order to steer the inside ski sooner, the weight has to be committed to the outside ski higherin the turn.

30. More. As students steer their skis more across the hill more edge angle will develop.

31. A series of wedge–christie turns.The exercise described in the study guide for enhancing inside legsteering and edging movements begins with garlands and ends with a series of wedge–christie turns.

32. Downhill. To demonstrate the garland exercise, begin in a shallow traverse (toward the group) and thenactively roll the inside knee and ankle into the hill while maintaining pressure and balancing on the out-side or downhill ski.

33. C. Each time you extend in the garland exercise described in the study guide, your ski tips will startdown the hill. Each time you flex and tip your inside leg, your tips will stop drifting down the hill andwill begin to carry you back across the hill.

34. B. When you flex your ankles and knees slightly forward and inward to tip the skis onto their edges inan uphill christie, the design of the ski will cause the skis to climb back up into the hill in a shallow turn.The hips should remain over the feet and the hands should be comfortably up and in front of the body.


35. A. During an uphill christie, tipping your ankles and knees very slightly into the turn will cause the turnto become somewhat elongated. (Tipping the knees and ankles more aggressively toward the inside ofthe turn will cause the finish of an uphill christie to become significantly shorter and tighter).

36. Active edging. When active edging is combined with continued steering of the feet and skis, the designof the skis helps to finish the turn back across the fall line, which controls speed.

37. That they are carrying a tray with cups of water on it. To help your students position their hands properly for a pole plant, it may be helpful to ask them to imagine that they are carrying a tray with cups of water on it. Tipping the tray to either side or downward will spill the water.

38. A & C. Dropping the inside hand can lead to over-rotating your body during a turn. Even if over–rota-tion is not a result, dropping the hand after the pole plant will require an extra, less efficient movementto prepare the pole for the next turn. The study guide suggests emphasizing the idea of using only the wrist to swing the pole, and also re-minding your students of the tray with water glasses on it: they should try to hold their hands quiet toavoid spilling the water.

39. Heels. To help students learn how to position their hands (in preparation for learning how to plant theirpoles), the study guide suggests having them traverse the hill while continuously pressing with the heelsof the hands to get the pole points to leave two distinct lines in the snow.

40. A & D & F. For pole plants at this level (at normal speeds), the point of the pole should be planted infront and somewhat to the side of the student’s boots (somewhere in the front third of the ski).If students plant the pole too close to their skis, they will be forced to ski past the pole point before start-ing to turn. Therefore, there should be at least a couple of feet between the pole point and the skis.The student should swing the pole forward by moving the wrist without changing the relationship of thehand or arm. They should move the wrist so that the thumb moves toward them, and the heel of thehand moves away from them.

41. Before. When teaching your students a more dynamic pole plant, have them plant the point just beforethey match their skis so that it becomes a cue to match. The poles should be planted in conjunction withthe edge change because it is the least stable part of the turn. In this case, matching the skis representsthe edge change.

42. It gives them time to concentrate on their poles without having to rush into the next turn. Students whoare learning to plant poles should probably make medium–radius turns because this type of turn givesthem time to concentrate on their poles without having to rush into the next turn.

43. That each pole is a turn signal. One possible way to help students who plant the wrong pole is to havethem think of each pole as being a turn signal, with the right pole signaling a right turn, and the left,a left turn.



44. To touch the frog. In the frog–hunting progression, students use the ski pole in their downhill hand tocatch the frog. They swing the downhill pole forward so that they are ready to touch the frog with itwhile shining the light on it (with the uphill hand). As soon as they touch the frog, they make a turn.They then have to imagine that the light has switched hands. As they approach the next turn (“frog”),they should touch the frog with the new downhill pole and turn again.

45. As they enter the fall line. In medium–radius turns, students should begin to swing their pole as theyenter the fall line, letting the movement last until the end of the turn, so that the insertion of the tip ofthe pole corresponds with the initiation of the next turn.

46. There are many benefits to a good pole plant. A few mentioned in the study guide are:• Better rhythm & timing• Can be an effective cue for directing extension movements more down the hill and toward

the center of the next turn• Can be a cue to match the skis• Better stability (when changing edges)• An aid to balance in all situations, but especially on steeper terrain, bumps, and powder

47. The movement of the student’s body from one turn to the next is commonly referred to as a flow of the center of mass.

48. A. To teach a more lateral movement in turns, ask your group to imagine that there is a small ropebetween the point of each pole and the adjacent hip. The rope is long enough for them to swing the polewithout interference, but short enough that as they swing the pole, the rope pulls their hip in the samedirection. As they swing the pole, they should extend up, forward, and across the skis. Their hip shouldmove enough for their skis to flatten and begin to slip. Because they have moved forward as well, theirski tips should begin down the hill and toward the top of a new turn.

49. A. It important to extend slowly when performing the static exercise for directing your extension andreleasing the edges because you want the skis to begin moving due to the edge release, not because ofthe momentum generated by a quick extension, followed by a sudden halting of that movement.

50. A. Having your students try to ski runs that vary from flatter to steeper at the same pace is one way toforce them to change the shape of their turns

51. C. The study guide suggests having students plant their poles on the flat spot at the top of small mogulsto help them identify the correct place to initiate their turn. (This will aid their balance, also.) Beginningtheir turn on that spot will also make it easier to steer into the new turn.

52. Being pushed out of balance. Skiing with the legs too stiff in bumps, particularly, can lead to beingpushed out of balance.

53. To reduce the chance of losing ski-snow contact. Students should extend fairly slowly in small mogulsto reduce the chance of losing ski-snow contact as they ski over the top of the bump. They should alsoflex fairly gradually and progressively. This will promote good balance during the finish of the turn.


54. 1, 2, 2.Column A-1. Although a straighter turn shape (one that is closer to the fall line) is an accelerating turnon groomed terrain, in powder, it is the turn shape that will provide enough glide to make it easier to ini-tiate the new turn.

Column B-2. Deeper snow creates more resistance than packed snow, which means you will go moreslowly in powder than on groomed snow. (A round, finished turn will cause you to slow down too muchand make it difficult to start the new turn.)

Column C-2. Because of the increased resistance your students will need to put more effort into theirsteering movements. Explain that the steering movements will require more power, but should still bepatiently executed.

55. Reduce. In powder, good flexion and extension movements will help reduce the resistance between theskis and the snow, and will help provide the necessary increase in muscular power necessary to steeryour skis in powder.

56. B. Students often mistake quick steering for powerful steering. Steering quickly will cause the skis toget caught in the powder, and will interrupt balance. Emphasize progressive flexion and extension move-ments, and steering during the range of motion (the flexion and extension movements).

57. Less, less. In very firm snow or ice, the hard surface of the snow provides much less resistance to rotarymovements, so you should expend less effort on steering to keep from over-turning the skis. Over turn-ing will cause excessive skidding, and will make it difficult to control the shape of the turn.

58. A. Less actively, B. More actively, C. More actively. You should use edge and pressure-control movements more actively on very firm snow or ice to compensate for the reduced rotary movement. Because the surface is slicker, increasing the edge angles will help provide better ski–snow interaction and utilization of ski design.

Focusing on an earlier and stronger commitment to the new outside ski and using active edging move-ments will lead to success on hard snow and ice.

59. C. Learning to change the rate of the flexion and extension will help students learn to make both shorterand longer turns.

60. A. Balance. Students develop their balance further when they learn to start their turns with a smallerwedge. As they narrow their wedge, lateral stability is reduced; with the smaller wedge, students learn torefine their ability to maintain balance over this narrower platform. B. Pressure–control movements: Matching the skis earlier requires that the student transfer pressure tothe new outside ski higher in the turn, thereby making the inside ski lighter sooner. C. Rotary movements: Executing a shorter turn requires quicker, more active steering movements of thefoot and leg. These turns are executed from a taller stance, which makes the skis easier to steer becausethere is less resistance from the edges.D. Edge–control movements: Engage the edges to keep the skis from slipping or skidding excessively andover-turning. In deeper snow or powder, blending edging movements with rotary movements will allow theski to bend into more of an arc (because it is tipped over) and the ski itself will help make the turn.



E. Edge–control movements: Students are learning to refine their edging skills with more subtle adjust-ments. Some of these adjustments are related simply to a taller stance, which reduces the amount ofedge engagement. F. Balance. Introducing the pole plant aids in balance and stability because it adds a third point of con-tact during the edge change. By planting the pole, even with a narrow wedge opening, students increasethe size of the platform. G. Pressure–control movements: Continued and progressive flexion helps keep the outside ski frombeing overloaded because as the center of mass is lowered over the outside ski, some of the pressure isabsorbed (as the body is lowered toward the pull of gravity).


Notes:



Skier Level 6

Parallel Turns

View this information not as alesson plan for one day of lessons,but a collection of information thatyou can use to customize lessonsfor your students. If you need morehelp designing individual lessonplans, consult your ski schooltrainer—and be creative.

Lesson Outcome

Students learn to initiate their turnswith their skis parallel.

Note: The difference in mechanicsbetween a wedge (or stem) christieand a parallel turn is described tohelp give a better understanding ofhow to teach parallel turn entries.

Introduction to ParallelTurn Initiation

Most students find this lessonexciting because they are anxiousto learn parallel skiing. How doyou know when they’re ready?When they can successfully linkwedge (or stem) christie turns oneasier blue runs in most snowconditions, they are ready. Many ofthese students will already be ableto make rudimentary parallel turnson green slopes, as well asadvanced wedge christies on blueslopes. Students often feel comfort-able with their wedge–christieturns because these turns providethem with the security of beingable to keep their weight over theold outside ski when they start anew turn. In contrast, in a parallel

turn, they are asked to transferweight to the new outside skibefore they start the turn. While itis possible to make parallel turnswithout an active and relativelyearly weight transfer, such a weighttransfer will actually help themlearn to make parallel turns and isfundamental to good skiing. Photo10 depicts a parallel turn.

Terrain

Select moderate terrain (green orvery easy blue) that is comfortablefor every member of your class andis not too crowded. The slopeshould be well groomed and gentleenough for them to try new and un-familiar movements without fear oflosing control.

Class Arrangementand Handling

The best format is probably a hud-dle or small circular formation asopposed to a lineup. This formatwill allow everyone to see demon-strations clearly in a non–intimida-ting atmosphere.

Foot–to–Foot Move-ments That EstablishEarly Weight Transfer

Start with your group at the edgeof the trail.

1. Describe the movements andsensations of actively movingyour weight from one ski to theother while you demonstratemovements statically.Encourage the students to makeone ski heavy while they make

Photo 10. Parallel Turn

A

B

C



the other ski light—then makethe light ski heavy and theheavy one light. You accomplishthis by pressing down on thefoot you wish to weight. It maybe helpful to actually lift thelight ski off the snow during thestatic exercise.

2. Watch each member of thegroup to be sure that theyunderstand the movements. Ifthey are not executing theweight shift, try to explain theidea in different words. Also,watch to make sure that theyare not moving their hips andshoulders from side to side aswhile shifting weight from footto foot. The transfer shouldcome from movements of thelegs and feet underneath aquiet upper body.

3. When the students show thatthey can shift weight from footto foot statically, have them putthe same movements into actionwhile sliding on the snow. If therun is very flat, you can skimore or less in the fall line; ifnot, traverse across the hillwhile making your skis alter-nately heavy and light. Again, itmay be helpful to actually liftthe light ski slightly during theexercise, but explain that thegoal is to have both skis on thesnow while turning even thoughthey are not equally weighted.

4. Have students repeat this exer-cise in both directions, and thenpractice it enough to developcomfort with the requiredmovements. Be careful, though,not to ask them to practice solong that they become boredwith the exercise. Two traverses

while practicing will probablybe sufficient.

Incorporating Flexionand Extension

During the exercise, encourageyour group to extend off of thenewly weighted ski as they lift theother foot and ski slightly. Whenthey transfer back to the downhillski, suggest that they flex in theankles and knees a bit. Flexion andextension movements facilitateweight transfer and help anchor theidea that flexion and extension arean integral part of skiing!

Note: While having your studentspractice the weight transfer in atraverse, you must be especiallyaware of the flow of traffic on theslope. Ideally, find a trail in a lowtraffic area. However, if the trail isbusier, wait for a break in the flowof traffic and then call your groupacross the slope in pairs, with onestudent higher up the hill than theother. The students can then prac-tice the weight transfer simultane-ously without interfering with eachother. You may continue using thisform of class handling throughoutthis segment of the lesson.

Skating

If your group seems skilled, or ifthe terrain is quite flat, you canintroduce and/or develop skating.Skating helps develop more activeweight transfer, independent legmovement, and edge–controlmovements, and it helps to anchorflexion and extension. If the terrainis flat, teach the following progres-

sion in or near the fall line. If theterrain has a bit more pitch, teachthe progression primarily acrossthe hill.

Start from a static position at theside of the trail.

1. Flex over the downhill ski. 2. Describe and demonstrate

extension that is directed for-ward and across that ski whiletransferring weight to the uphillski. Execute this movement bypushing off of the downhill skiwhile propelling your body for-ward. In order to push from theski, it must be edged.

3. As weight is transferred to theuphill ski, begin to flex in thatankle and knee while rollingthat ski onto its edge.

Emphasize light pressure onthe tongue of the boot to staycentered.

4. Repeat the movements as youpush back to the downhill ski.

5. Demonstrate the same move-ments while skiing toward thegroup.

6. Repeat the demonstration, thistime moving away from thegroup.

7. Skate from foot to foot at leasttwo or three times withoutstopping.

8. Give your students the opportu-nity to try skating on their own,then have them practice together.The most common difficultiesfor students result from a lack ofedge engagement, or from stand-ing too tall, without sufficientflex in the ankle. Emphasize tip-ping the leg to edge the ski dur-ing ankle flexion.


Combining Pole Usewith Weight Transfer

Your demonstration should includea pole plant if at least some mem-bers of your group are using a poleplant when they turn. For now, trynot to emphasize pole use toomuch because it may detract fromstudents’ ability to focus on thenewer elements you are teaching.Each time you transfer weight tothe uphill ski, swing the pole tip;plant the downhill pole as you ex-tend.

If your students need to learn toplant their poles, you must decidewhether to change the focus ofyour lesson or to proceed for nowwithout the pole plant. To intro-duce both the pole plant and theparallel initiation concurrentlywould surely overwhelm students!(For more information on introduc-ing pole usage, see the Level 5section of this study guide).

Improving OutsideLeg Steering

The next step is to review or teachindependent steering of the newoutside leg, foot, and ski. Again,group your students at the edge ofa trail.

1. Show them how easy it is tosteer the foot and ski when theylift them off the snow.

2. Describe how the movement oftwisting the foot from side toside can be accomplished sim-ply by pointing the toes down-hill and then back toward thetop of the trail.

3. Explain that when standing with

your foot off the snow at theside of a run, there is no resis-tance to turning the ski. Whenskiing, though, steering the skirequires a stronger twistingmovement including the foot,ankle, and knee, to activelyguide the ski.

4. Repeat this movement with theother foot, ankle, and knee.

5. Demonstrate a turn in whichyou emphasize first the weighttransfer with extension and thenactive steering of the new skiinvolving the foot, ankle, andultimately the whole leg .

To give your students the bestview, consider hiking up the hillso that you can demonstrate aturn going toward them. Use apole plant, if appropriate. Youshould ski this turn to a stop.

6. Answer any questions your stu-dents may have.

7. Show them another turn goingaway from them. Multipleviews and perspectives helpthem see the maneuver.

Note: The students in your groupwill quickly get a feeling for start-ing to turn their skis from their feetfirst, then involving the rest of theleg for more power. This is impor-tant because they begin to learnfine motor control: the ability torefine and control movements withdifferent parts of their bodies.

One–at–a–Timeversus Task Style

Now that your students are readyto try a turn with earlier weighttransfer and active steering of thenew ski, you must decide how you

will orchestrate their movementson the hill. Consider using eitherthe one–at–a–time or the taskteaching styles (See Table 2).

How you move the group is upto you; experiment with differentways of moving the group, andwith a variety of teaching styles todetermine what seems to work bestfor you and your students.

Adding Active InsideLeg Steering

With practice, feedback, andencouragement, most studentsquickly succeed in transferringweight to the new ski before usingthe foot and leg to guide that skiinto the new turn. Emphasizingflexion and extension aids inbalance and make steering the newski easier. Even when they accu-rately execute those movements,some students may still experiencea slight wedge opening at turn ini-tiation. This is usually a result ofinside leg inactivity. Now is thetime to focus on steering the insideleg more actively.

Describe the sensation of twist-ing or steering with the outsidefoot: there is a sensation of pres-sure on the inner (big toe) side ofthe ball of the foot where it touchesthe inside of the ski boot. To steerthe inside ski, create similar pres-sure on the outer (little toe) side ofthe ball of the foot inside the skiboot. Active inside leg steering isevident in photo 11. With carefulinvolvement of the inside leg, theinside ski turns the same amountand at the same time as the outsideski, even though the outside skicarries almost all of the weight.



If that is too refined for yourstudents, have them twist the insidefoot while pointing the inside kneein the desired direction. Theincreased power of using the wholeleg makes the inside ski turn evenmore easily.

Demonstrate and then have yourstudents try this exercise to helpanchor the sensation of inside footsteering.

1. While standing statically on rel-atively flat terrain with your skisperpendicular to the fall line,place the tip of the downhill skipole in the snow next to thedownhill ski (just in front of thetoe piece).

2. Place the tip of the uphill polein the snow so that both polescan be used for balance.

3. Lift the downhill ski a fewinches off the snow.

4. Twist the downhill foot bypressing the inner (little toe)side of the ball of the downhillfoot against the shell of the skiboot. Because the pole is in theway, you will feel added resis-tance to twisting the ski. Thisresistance highlights the sensa-tion of actively turning the in-side foot.

5. To increase power for thisinside leg and foot steering, tipthe downhill knee down the hillas well. When you tip yourknee and twist your foot at the

same time, you can exert morepower against your ski pole.

6. If you want even more resis-tance, you can place your uphillpole between the tails of yourskis.

7. Repeat the same process on theother side. After your studentsare familiar with the sensationsof inside leg steering, have themlink a series of turns togetherwhile practicing steering the in-side ski the same amount and atthe same time as the outside ski.

For this part of the lesson, shortskiing segments (8–15 turns) areprobably best. The reasons for thisare twofold: 1) you can keep thegroup moving, and 2) you can

One-at-a-time versus Task Style

Teaching Style Description Pros Cons

One–at–a–time (Command)

Task

Table 2

You tell each studentwhen to come downthe hill.

You choose a designat-ed point somewherefarther down the trailwhere everyone willregroup.

Enables you to checkeach individual’sunderstanding.

Gives you a chance toprovide feedback foreach student.

Gives everyone thechance to try combin-ing the movements.

The group has to standlonger in one place onthe hill

Can place unnecessarypressure on some peo-ple because they(correctly) feel thateveryone is watchingthem.

You have to watcheveryone for a fewturns each andremember how welleach person executedthe task so that youcan provide feedbackwhen you regroup.


provide feedback while helpingstudents anchor the appropriatemovements. If the skiing segmentsare too long, incorrect movementsmay be reinforced. If the segmentsare too short, though, there is notenough repetition of the newmovements.

Checking for understandingduring this part of the lesson isprobably most effectively done bywatching the students’ perform-ance. Asking questions of yourstudents is another means of check-ing for understanding, but may bemore appropriate as a follow–upafter you have provided feedbackand/or corrections. Asking whateach student will concentrate onduring the next segment helpsfocus their efforts after your feed-back. By watching them ski, youcan assess their performance andefforts. When learning somethingnew, mistakes are inevitable—encourage and reward both theirefforts and their success.

Once individual members ofyour group can ski the correctmovements in the right combina-tion, it is time for practice. Allowlonger skiing segments with lessfeedback. Although you don’t pro-vide as much feedback, it does notmean you are inattentive. Keep aneye on each individual so that youcan provide corrections, as needed.This is a good time to remind themof flexion and extension move-ments and have them practice thosemovements in conjunction withweight transfer and steering bothskis. Students may forget aboutvertical motion when focusing onthe relatively new movements pre-sented in the lesson, so don’t hesi-

tate to reinforce it. Each personlearns at his or her own rate—tryto avoid overload.

Note: You may also want to varythe terrain by skiing different runs,but be careful not to increase thechallenge too much. It is moreimportant to anchor the movementsduring this lesson than it is to try toapply these new movements tosteeper runs or different snow con-ditions. Those challenges are pre-sented in subsequent lessons.

Small Group versusTask Style

In this part of the lesson, experi-ment with different styles of classhandling. You may want to use thesmall group style to allow your stu-dents to interact and ski in a struc-tured, yet relaxed setting. This styleallows you to work with a few peo-ple at a time while keeping every-one moving and focused. If youchoose to use this style, be aware

of the entire class even though youare only working with two or threestudents at the moment. Afterpart of a run, rotate to anothergroup so that after one or two runsyou have worked with each of thesmall groups.

Task style teaching is also veryeffective at this stage of the lesson.Give each individual a personalfocus (relative to their personalneeds), then choose and identify aplace to regroup (such as a bend ora flat spot in a trail). Set up theclass so that after the first personhas skied one or two turns, thenext member of the group startsskiing, and so on. Mix up theorder on each subsequent segmentso that the same person is notalways first or last.

Introducing LateralMovements DuringExtension

After you have provided a coupleof runs to anchor what you have

Photo 11. Inside Leg Steering



taught, introduce the idea of ex-tending to make the body movedown the hill and toward the newturn (so–called “lateral extension”),rather than vertically and awayfrom the new turn. Extension atturn initiation can be seen in photo12. Moving the body more downthe hill may be intimidating. Tohelp reduce anxiety, introduce lat-eral movements after your groupcan already make parallel turns.Since these students know thattheir skis will turn when they trans-fer weight and steer both feet, theyrealize—after only a few turns topractice and experience the move-ment—that it becomes even easierto initiate a turn using a lateral ex-tension (i.e., extending by movingtheir hips slightly forward andacross the skis).

Extending toward aBull’s Eye

With your group again arranged ina relatively small circle out of themain flow of traffic, describe andstatically demonstrate the move-ment you wish them to achieve.

1. Draw a bull’s eye in the snow.This represents the center ofthe turn.

2. Place the downhill ski pole inthe snow to support the bodyand aid in balance: roughly inline with the toe piece, butfar enough downhill to useas a brace.

3. While leaning on that pole, liftthe downhill foot and ski a fewinches off the snow, withoutbeginning to extend.

4. With the pole in the snow and

legs flexed, lift the downhill ski.Now, extend your uphill leg.More than likely, the extensionwill direct your center of masstoward the center of the turn.This early change of supportfoot helps re–direct your exten-sion toward an imaginary targetjust down the hill.

5. Extend toward the bull’s eye. Asyou begin to extend, use thewhole leg to push your hips

toward the bull’s eye whilegradually twisting the new out-side ski. The edge releases andthe ski starts down the hill. Extending in this new directionhelps release the edges from theprevious turn as the skis flatten.When the edges are released,steering becomes quite easy.

6. Once the outside ski begins toturn and slide, simply step backonto the other ski to stop.

Photo 12. Extension at Turn Initiation

A

B


As you can imagine, this willrequire a fair degree of faithfrom your group. Explain tothem that if they can get the skito start turning from a standstill,if will even easier to get it turn-ing while they are moving.

Now let them practice a few turnswith this focus. More than likely,each member of your group willagree that using a lateral movementto release the skis’ edges helpsthem to start a parallel turn. Usingthe pole swing as a cue to start ex-tending toward the new turn is alsohelpful. Then, practice skatingon relatively flat terrain to refineand anchor the sensations oflateral movement.

Note: As stated before, an activeand early weight transfer, althoughnot absolutely necessary, helpswith parallel turn initiation. If thepreceding progression does notwork well for a particular group,introduce a parallel turn with equalweight on both feet. Using the ter-rain and/or very active flexion andextension movements will facilitatethe unweighting and edge releaseof the skis and will make it possi-ble to initiate a parallel turn. Themain focus of this progression ison actively steering the inside leg.

Simultaneous Steering:Hockey Slides

1. Review the use of hockey slidesstarting from a shallow traverseand gradually working deeperinto the fall line. Hockey slideswill help develop both theunderstanding of and ability to

use simultaneous leg rotation(steering).

2. Repeat the hockey slides in bothdirections. Emphasize how theinside leg must mirror the activ-ity of the outside leg to get bothskis to pivot and turn at thesame time. Also, be sure todemonstrate and encourageactive flexion and extension.

3. Slow the rate of twisting the feetso that it lasts longer and coin-cides with progressive flexion.

Simultaneous Steering:Cowboy Turns

Now use the simultaneous steeringfrom the hockey slides to introducecowboy turns.

1. Describe the bowlegged appear-ance of a cowboy’s legs.Explain that the goal is to makeyour legs look bowlegged asyou start the turn by activelytipping your inside knee downthe hill.

2. Ski toward your group, slidingacross the hill with your weightdistributed equally over bothfeet.

2. Ask the group to focus on whatyou do with the inside kneeduring the turn.

3. As you extend, aggressively tipyour inside knee toward theintended turn while twistingboth feet. This will steer bothskis toward the next turn with-out needing a wedge. The verti-cal extension helps flatten theskis and release the edges, mak-ing them easier to steer.

4. Repeat the demonstration in oneturn going away from the group.

5. Have your group try the exer-cise one at a time, first in onedirection, then the other.

6. When everyone has successfullymade a cowboy turn, have themlink a series of these turns to-gether in a practice segment.Continue to emphasize activeflexion and extension.

Sometimes, even after you’ve in-troduced your students to hockeyslides and cowboy turns, they stillhave difficulty with simultaneoussteering—resulting in a persistentwedge during turn initiation(although it may be fairly small).The root of the problem may bethe shape of the turn. If the initia-tion is rushed, or the turn itself toosmall, students may feel that theonly way they can make this turn isto make a wedge as they start theturn. Develop more open, medium–sized turns by teaching patienceturns.

Patience Turns

1. Describe the sensation of“relaxing tall” (extending) onboth feet after the precedingturn. Instead of an active move-ment to start the next turn, de-scribe a slow, passive turn entrywhere the ski tips graduallyseek the fall line. In otherwords, the tips of the skis startto go down the hill and towardthe new turn.

2. Demonstrate this while skiingtoward your group. Chooseterrain that is not intimidatingfor them.

3. Have the students practice thisexercise. At first, ask them only



to start one turn; after the skishave begun to glide toward thefall line, they can either continueto turn while adding activeflexion, tipping their ankles andknees back into the hill andsteering across the slope to stop.

4. If they are comfortable makinga complete turn, you can havethem begin to link turns using apatience turn initiation. If not,you can work the exercise into agarland format.

If you choose to use gar-lands, select terrain carefully(ideally, on a less busy trail).Gradually work the garlandsdeeper and deeper into the fallline until it is easier to continuethe turn than to ski back acrossthe hill.

5. Once the group can linkpatience turns, begin to developmore active steering movementsas suggested above.

Note: If some students continue toopen their skis into a slight wedgeto start the turn after trying both ofthese options, give them moremileage and encouragement. Theywill probably eliminate the wedgewith more practice. If not, theproblem is probably either that theterrain is a little too steep, or thatthey need more development andpractice with inside leg steering.Watch them execution carefully todetermine the root of the problem.

Teaching Parallel Turnsin Bumpy Conditions

Sometimes, teaching on perfectlygroomed snow is impossible. Evenif the weather has not changed the

snow, skier traffic can—often with-in the course of the same day.Trying to teach an exercise that re-quires a run that is groomed to thepoint of being flat and withoutbumps or ripples of any kind willfrustrate both you and your guestsif you cannot find such a run.

Modifying the same exercisesthat you taught in the previousprogression to make them a littleeasier (i.e., introducing the exercis-es on terrain that is flatter than youmight otherwise use) can be quitebeneficial. Your students’ balancewill improve as they learn aboutterrain variation, and their visualskills will also improve by learningwhat to look for (i.e., snow texture).Anything you can do to help stu-dents learn to comfortably dealwith a variety of snow conditionswill enhance their enjoyment of thesport.

Pivoting Staticallywhile on a Bump

When small bumps or clumps ofsnow are the norm, use them to anadvantage by teaching studentshow to initiate a parallel turn ontop of them.

Find a bump (or series of bumps)near the edge of a run.

1. Stand on top of the bump sothat only the part of your skisthat is right under your feet is incontact with the snow.

2. Demonstrating flexed knees andankles and placing poles out tothe sides for balance, twist yourfeet from side to side. Allow theupper body to twist opposite the

feet as you twist the feet backand forth.

3. Explain that because so little ofthe ski is in contact with thesnow, it is easy to get the skis topivot on top of the bump.

4. Have each student stand on topof a small bump so that they,too, can experience this ease ofsteering. The hips and upperbody should remain alignedover the feet to help keep theskis relatively flat on the snow.Encourage students to pivottheir skis by creating pressureagainst the inside of their skiboots with the balls of their feet.Have them concentrate on pres-sure on the inner side of the ballof the uphill foot and the outerside of the ball of the downhillfoot. This helps ski tips travel inthe same direction.

5. Have students repeat this move-ment in the opposite direction,pivoting their skis back andforth to ground the sensation ofthese movements.

If you describe bumps as opportu-nities for turns, you can point outhow many places there are to turnas you survey the slope as a group.When everyone can pivot on thetop of a bump while standing still,you’re ready to make a turn.

Hockey Slides in theBumps

Use hockey slides at this point tohelp your students become morecomfortable with pivoting andskidding in the bumps.

1. From a static position on top of


a bump, demonstrate how totwist your feet down the hill asyou push forward with yourarms and poles. As your skisbegin to slide and turn, you slipforward and down the back sideof the small mogul.

2. Describe how to continue totwist both feet and skis whilesliding, and point out that thestarting point (the top of abump) makes it fairly easy tostart a parallel turn.

3. Encourage students to maintainsome forward pressure on theboot tongue to help keep thestudents centered as they slideoff the bump (the skis will tendto accelerate slightly as theyslide down the back of thebump).

4. Ask your students (by name),one at a time, to try what youhave just shown them for oneturn. This will help avoid thechance of interference from oneanother.

5. You may need to have your stu-dents repeat this a couple oftimes so that everyone begins tofeel more comfortable with it. The advantage of having yourstudents start each turn from astand-still—or at least a veryslow speed—is that you cancontrol where they start the nextturn. (This will help themunderstand where and when tostart turning.) This portion ofthe presentation will probablyonly take about five minutes.

6. Once students can execute ahockey slide from the top of abump, have them link a series ofhockey slides together into turns.Students should start each turn

with a pivot from the top of abump, then skid their skis downthe back of the bump. After theyhave practiced more and havebecome comfortable, they areable to reduce the amount ofskidding in each turn.

Using Poles in theBumps

Good pole use is helpful to stu-dents learning to ski in moguls forthe first time. If your students don’talready plant their poles, refer tothe Level 5 pole plant progressionsin this study guide. If your studentsalready know how to plant theirpoles, you will only need to helpthem with the timing. Emphasizegood hand position during skiing.

1. Show them how to begin toswing the new pole as they ini-tiate a turn on the top of abump. Swinging the pole fairlyearly helps draw their bodiesforward and down the hill asthey begin to turn, and leavesthe pole in a ready position sothat they can plant it as they skiup on top of the next mogul.Although the reduced ski-snowcontact (on top of the bump)makes the skis easy to steer, italso reduces the platform.Adding the pole plant at thatpoint improves balance andgives a sense of security byadding another point of contactduring an otherwise unstableperiod of turn initiation.

2. As they steer their skis to startthe new turn, show them how toleave the pole tip in place untilthey have skied past it.

3. Once past the pole tip, simplyhave them hinge at the wrist,rather than dropping the insidehand.

Improving Turn Shapein the Bumps

Have your students put what theyhave learned into action by follow-ing you through a few turns, initiat-ing each one on top of a smallbump. For now, it is probably bestto have them follow you in a lineso that you are choosing where toski. Demonstrate a round, openturn shape. This allows plenty oftime and room for individuals tofocus on the turn initiation withouthaving to worry immediately aboutthe next turn. Traverse a couple ofbumps, if necessary, so that yourstudents can recover balance.

Timing exactly where to starttwisting or pivoting on the bumpmay be challenging for students atfirst. Help them overcome thishurdle by allowing them to watchtheir feet and skis as they come tothe top of the bump. As a visualcue, tell them to start steering theirskis down the hill as soon as theysee the toe piece of the bindingreach the crest of the bump. Asthey get a sense for this timing,encourage them to rely less onwatching the skis, and to substitutefeeling the bump with the soles oftheir feet instead. Reinforce theconcept of pressing slightly intothe boot tongues to help keepcentered.

A practice segment is now inorder. Specify a point down thetrail to regroup and let thempractice on their own.



Shortening the Radius ofthe Turn and EnhancingRhythm in the Bumps

As your students become morecomfortable, gradually reduce thespace between turns to create a bet-ter sense of rhythm. For the timebeing, keep the lesson on terrainthat is well within the students’comfort range to avoid intimida-tion. An easy blue run is perfect forthis, even if your students are capa-ble of skiing more difficult blueruns in smoother snow. Begin toexplore turn shapes and sizes byvarying the amount of effort usedto start the turn.

Up to this point, the turn entryhas been somewhat passive, allow-ing students to learn and practicebasic mechanics. Reinforce thesemechanics by increasing the levelof effort (or “twist”) used to startthe turn. Simply ask your group tomake a series of turns where theysteer their feet and skis moreaggressively while cresting thebump. This activity leads to ashorter turn, especially if the samelevel of effort is applied through-out. A shorter turn will be helpfulbecause the students are ready tostart the next turn sooner. Allowplenty of practice time at this stagebecause quicker turns may createsome challenges to balance.

Hockey SlideProgression in Bumps

To further develop the timing andmovements of shorter turns, havethe group practice some hockeyslides in the small bumps.

1. Lead your group through aseries of turns where they twistor pivot their skis quickly andpowerfully on the top of abump, then allow the skis to slipsideways down the back side ofthe same bump.

Active extension in the kneesand ankles helps start the turn;progressive flexion enhancesbalance while the skis are skid-ding or slipping sideways. Thebumps on suitable terrain willprobably be so spread out thatthe students have to slide for-ward and/or diagonally to get tothe next bump.

2. Once they have maneuveredthemselves to the next bump(by pushing with their poles ifnecessary), have them repeat thepivoting and slipping in the op-posite direction.

3. Have them link these quick,short turns together into a seriesof 8-12 turns.

Depending on the group, morepractice may be necessary:gauge the amount of practicetime by how quickly the mem-bers of the group become com-fortable with the task.

4. To anchor their ability to varyturn shapes and sizes, lead thegroup through a series of turnswhere you go progressivelyfrom open, passive turns toaggressive, quicker turns andback again.

Progression forIncreased Edging

So far, you and your group have

been focusing on skidded turns onreasonably flat skis. Now it’s timeto incorporate more active edgingskills. The goal is to shape the sec-ond half of the turn with a blend ofrotary and edge control skills, rely-ing on ski design to create the turn.

1. From a static position, facingacross the hill, review how touse the ankles, knees, and upperleg to tip the skis on edge.

2. Show the group how rolling theankles and knees into the hillbrings the skis up onto theiredges, while rolling them theother way reduces the edgeangles, making the skis easierto steer.

3. Have the students practicerolling their legs into the hillwhile flexing at the knees andankles, then slightly away fromthe hill while extending.

4. Have them repeat the exercisein the opposite direction, vary-ing the speed with which theyroll their feet and legs to edgethe skis (quickly at first andthen more gradually).

5. Demonstrate how to aggressive-ly pivot skis, and then, whileskidding down the back side ofa bump, how to progressivelytip the feet, ankles, and kneesinto the hill while flexing.

Describe the sensation ofcontrol as the skis grip the snowand quickly slow or stop skid-ding sideways. Swinging thepole during the pivoting helpskeep the students moving withtheir skis; planting the pole asthey engage the edges aids inbalance as the skis slow down.

6. Allow each member of the


group to try this activity a cou-ple of times, then integrate itinto a series of short, pivotedturns through the bumps.

Uphill Christie Garlands

You can have your students usegarlands to practice edging, if nec-essary. Uphill christies which arelinked together provide ampleopportunity to roll the feet and legsinto the hill (engaging the edges)and to rise to release the edges tostart down the hill again. If youhave terrain available that hassmall bumps not too close together,you can teach the exercise there. Ifnot, use a groomed section of ter-rain, then apply the movements tobump skiing.

Demonstrate the following maneu-ver and then have your studentspractice it.

1. From the side of the trail, startdown and across the hill (at ap-proximately a 45˚ angle).

2. While flexing at the ankles,knees, and hips, roll your legsinto the hill to engage the edges.The skis tips will “pull” you andyour skis in an arc back uphill.

3. Before your skis have come to astop, begin to extend in the an-kles, knees, and hips to releasethe edges. The tips of the skiswill start back down the hill.

4. Perform the exercise two orthree times before stopping onthe far side of the trail.

5. Repeat in the opposite direction.6. Initiate a full turn with steering.

The extension and steeringshould last approximately to the

fall line. From the fall line to thefinish of the turn, try to stopsteering and use the uphill chris-tie movement to let the skisfinish the turn. Before coming toa stop, extend and steer again sothat the process can be repeatedduring the second half of thenext turn.

7. Link these turns together. Whenhaving your students try this,keep the practice segmentfairly short.

More Exercises forIncorporating Edge- andPressure-control Skills

Now that the students have learnedto apply their skills in the bumps,focus again on expanding their un-derstanding and versatility by play-ing with different skill blends ongroomed terrain.

So far, students have learned tomake turns with one sequence ofskills—beginning the turn usingrotary motion, then adding edgeangle as pressure builds and as theturn develops. To expand both theirknowledge and their ability tomake turns with different skillcombinations, explore the idea oflateral learning. Show the studentshow to make turns using moreactive edging and pressure–controlskills with less emphasis on steer-ing. The size of these turns willbecome slightly larger whileremaining consistently round, andthe timing of the movements willbe slightly different.

Using Wedge Pedal Turnsto Develop Edge- andPressure-control Skills

Lead your students into consolidat-ing their understanding of skillblending with an exercise calledwedge pedals. (This exercise willonly take 5 to 10 minutes). You canteach this exercise with or withoutpoles, based on the skills of yourgroup. If your group exhibitsgood pole use, then allow them touse poles. If not, they can performthis exercise without poles.

1. On gentle terrain, ask your stu-dents to put their skis into awedge. Some students whohave already learned to makeparallel turns may be reluctantto ski in a wedge again, so ex-plain that it’s only an exercisedesigned to help them learnmore about how to use theirskis.

2. Describe the action of pedalinga bicycle—a smooth transitionof pressure from one foot to theother as the pedals comearound. Using your hands toshow what you mean whiletalking will help emphasize andclarify the idea.

3. Describe how to pedal from oneski to the other while maintain-ing the wedge. Tell your studentsnot to steer their skis, but to lettheir skis do the work. Since theskis are already pointing towarda turn (because of the wedge),simply applying pressure—firstto one ski and then the other—causes them to turn. Each timethey pedal onto a new ski, itturns, making a small, crescent-



shaped turn in the snow.4. Demonstrate what you just

described while skiing towardthe group. Highlight the factthat as you pedal onto the ski,you do not try to steer it.Instead, you let the sidecut ofthe ski make the turn for you!Also, draw attention to yourflexion: ankle forward with theleg tipped slightly inward.

5. Repeat the demonstrationmoving away from the group.

6. Ask your students to try whatyou’ve just shown them. Thisexercise may take a few triesbefore students can perform it.Be patient with them, becausethe benefits will be worth theeffort. It enables them to makea slicing wedge turn.

Working the Movementsinto a Parallel Turn

When your group can competentlyperform wedge pedals, have themwork the same movements into aparallel turn. Use fairly flat terrainto help control speed and increasecomfort level.

1. In a static position, review themovements of tipping theankles and knees into the hillwhile balancing on the downhillski. This should be a progres-sive movement during flexion.

2. Make your students aware thatthey should feel pressure on thebig toe and inner side of the ballof the downhill foot as they tipthat knee and ankle inward.Explain that this pressure trans-lates into pressure on the edgeof the ski. Skating can be used

at this point to help developthese sensations.

Suggest that students pressslightly on the front of the bootwhile flexing to stay centered.This helps them apply consis-tent pressure throughout thelength of the ski.

As the students apply thisedging movement to the ski, itbegins to turn. They havealready experienced this whenlearning uphill christies.

3. On flat terrain, demonstrate aturn that you initiate with pres-sure on the big toe and againstthe edge of the ski. As long asthe students remain centered(with pressure on the front ofthe boot), the design of the skiwill pull them into the turn.They should apply pressureduring the extension to initiatethe turn, and should flex to man-age the pressure throughout therest of the turn (see photo 13).

If the students actively twistor steer their feet and skis, theywill be unable to accomplishthe task. Instead, they must

focus on creating pressure onthe big toe and therefore theedge of the turning ski.Successful performance of thisexercise requires solid, well-developed weight transfer.

4. Have your students link a seriesof these turns together, makingsure to keep the group on rea-sonably flat terrain. Explain tothem that when they should useless steering and more activeedge and pressure control intheir turns.

Since this blend of skills ina turn creates less frictionbetween the skis and the snow,which in turn creates an acceler-ation, students should use itwhen they want to maintaintheir speed on flat, well-groomed terrain. As mentionedpreviously, they could also useshort turns that stay close to thefall line to maintain their speed.

Skiers have to steer moreactively on steeper terrain orfresh powder to help controltheir turn shape. If they try touse this type of turn on steeper

Photo 13. Maintaining Pressure in the Front of the Boot


terrain, they may have difficultycontrolling their speed

Edge- and Pressure–con-trol Awareness throughDifferent Turn Shapes

To help your students more thor-oughly understand about usingmore edging and pressure—andless steering—to turn, have themexperiment with different turnshapes. They should continue toflex and tip inward after initiating aturn. Progressive flexion and con-tinued pressure increases edgeangle throughout the second half ofthe turn. This rounds out thebottom of the turn and bring theskis back across the fall line.

Make a game of varying therate of flexion, applying edgingand pressure to make the skis con-tinue to turn. How far can the stu-dents turn across the hill beforethey have slowed down too muchto start another turn? How fast canthey go while still continuing toturn? Of course, if you play thespeed game, be sure that the groupis comfortable with going faster, onterrain that deters them from goingtoo fast. These types of games an-chor the execution of different skillblends and help students learn howto choose which mechanics to useon a given run or specific type ofterrain.

Allow your students enoughtime during this part of your lessonto apply the concepts of skillblends and turn shapes. The goal isto help students learn to make theirown decisions relative to mechan-ics and turn shapes depending onthe terrain and snow conditions.

Lead your group to runs that havetransitions between steep and flatterrain. Rather than telling themhow to ski specific parts of the run,let them choose for themselves.Make yourself available to answerquestions and provide suggestionsand feedback, if necessary. Thisportion of any lesson can be espe-cially fun and rewarding for bothyou and your students.

Powder: Progression forTurn Shape and SkillBlend

Skiing in a few inches of newsnow will be great fun for studentsat this level. Explain to them thatthe added resistance of deepersnow makes it necessary to applyactive steering movements in aconsistent, progressive manner.Students at this level may begin toopen their skis into a wedge againwhen they encounter powder snow.Encourage them to stand a littlemore on both feet and to activelytwist both skis toward the newturn. This two-footed stance makesit easier for them to turn both skissimultaneously and enhances theirbalance at the same time.

If your students experiencedifficulty initiating the turn, teachthem to unweight more aggressive-ly to help get their skis up out ofthe deeper snow and make themeasier to turn. Show the grouphow to bounce on their skis in atraverse and then give them achance to practice what you’veshown them.1. Start by dropping or quickly

flexing in the ankles and knees.

2. Next, extend quickly and pow-erfully. As the extension move-ment slows and you stop mov-ing up, you will feel as thoughyour body hangs momentarilyat the top of the extension.

3. Repeat this movement two orthree times during a traverse tocreate a “bouncing” sensation.Each time you bounce back up,the skis are closer to the surfaceof the snow.

4. On the third bounce, twist bothfeet toward the next turn.Getting the turn started is thehardest part for students. Onceinitiated, is reasonably easy tokeep the skis turning. If yourstudents still find it difficult toinitiate turns in powder, use thewedge pedal exercise (from ear-lier in this section) to teachthem to blend steering withedge and pressure control.

Emphasize active weighttransfer through pedaling. Morepatience at the top of the turn ishelpful as well. Have yourstudents powerfully twist thefoot and tip the leg slightlymore while flexing during thesecond half of the turn (tippingcontributes to leg rotation). Asyour students gain confidence,have them reduce the size ofthe wedge during the pedalingportion of the turn until they areonce again linking parallelturns. Be sure they keep theturns close to the fall line andencourage them to pedal ontothe new ski as soon as they haveleft the fall line.



Ice: Progression for TurnShape and Skill Blend

As hard snow and ice offer lessresistance to turning, it is not nec-essary to steer the skis as activelyduring turn initiation. The reducedresistance also makes it more diffi-cult to control speed. A round,well-finished turn shape is the bestchoice for icy conditions.

If terrain is moderate, a mediumturn will works to control speed,although the skis tend to stay in thefall line for a relatively long periodof time. On steeper slopes, for stu-dents who are capable of finishingtheir turns, you should probablyteach shorter turns to controlspeed, since this type of turninvolves less time in the fall line.Whichever type of turn you haveyour students make, be sure theyfocus less on steering and more onedge and pressure control. Toomuch steering at the top of the turncauses excessive skidding. Shorterturns require more active steeringto initiate, but be sure that yourstudents do not continue to steer asactively throughout the turn.Instead, have them add pressure tothe edge (big toe) side of thedownhill foot and tip their legsinward to increase the edge angle.

At the top of the turn, pressingon the big toe while maintainingcontact with the boot tongue notonly engages the edge of the ski,but it also contributes to a passivesteering movement because edgingmovements involve some leg rota-tion. Because of the reduced fric-tion between the ski and the snow,this passive steering movementwill probably be enough to get the

skis turning, especially in a medi-um turn. Edging the ski increasespressure, which can be controlledby flexing throughout the rest ofthe turn. By using edge engage-ment and pressure–control tocarefully control the shape of theturn, the skis skid less, resultingin better control.

Consider using hockey slides tohelp students find the appropriateblend of steering and skiddingon ice.

1. Demonstrate a quick, pivotedinitiation to get the skis turn-ing—the friction resulting fromthe skidding will help controlspeed. After the speed ischecked, progressively tip thelegs inward to engage the edgesand add shape to the bottom ofthe turn. Finish the turn with amore aggressive edgingmovement.

2. Have the students practicepivoting and drifting whileprogressively engaging the skis’edges. Show them how to flexand tip their legs inward quicklyand more aggressively. Thisquick edging results in a power-ful edge–set, creating a solidplatform.

3. Have the students create pres-sure under the ball of the footby steering and extending to-ward the fall line.

Icy conditions will no doubt bea challenge for students at thislevel. Helping them learn tochoose the correct tactics (turnshapes and skill blends) will goa long way toward helping

them enjoy the mountain inall conditions.

Technical Aspects ofSkill Development

Balancing Movements

Students continue to refine anddevelop their balance while learn-ing to make parallel turns.Previously, they experiencedweighting one foot at a time. Now,for the first time, they are usingearly weight transfer in the turnand learning to balance on one skifrom the top of the turn. Theyrefine their balance even more atturn initiation because skis that areparallel offer slightly less lateralstability than skis that are openedinto a wedge.

Skating also develops betterbalance on one foot. Practicinggliding on one foot further refinesthis ability. Continued use of anactive pole plant aids balancebecause it offers a third point ofcontact, which increases the size ofthe platform. As students learnbetter pole action while skiing inmoguls, the pole remains anchoredfor a fairly long period of time,resulting in a larger platformthrough the upper half of the turn.Students enhance their balance byusing their poles for static exercis-es. Skiing in moguls further devel-ops your students’ balance as theylearn to ski in more varied terrain.Flexion enhances balance in thebumps by lowering the center ofmass of the body, making itmore stable.


Rotary Movements

Students learn to begin usingsimultaneous steering movementsat the top of the turn. Prior to thislevel, students still primarily usedsequential rotary movements to ini-tiate turns, but were beginning toexplore simultaneous movements.

As students at this level im-prove their flexion and extensionmovements, they also improvetheir turning movements becauseany turning movement they makeover a range of motion is morepowerful (and therefore easier toexecute) than it would be with norange of motion (when the legs arelocked in a static position, neitherflexing or extending). This conceptbecomes very important when ski-ing in ungroomed snow conditions.Students also learn more finemotor control as they learn toguide the ski first from the foot,and then to involve the ankle, knee,and ultimately, the hip. Studentsalso refine inside leg steering asthey become familiar with the sen-sations associated with the insideleg. Skating is especially helpfulfor developing better inside legactivity because the inside leg isturned more than the outside leg.

Edge–control Movements

The initial work on weight transfer(combined with extension) anchorsthe idea of using extension torelease the edges. As students learnto extend more laterally, they findthat the mechanism of edge releasebecomes easier to use. The blend-ing of rotary and edging skillsbecomes more integrated at this

level of skiing. The act of flexingallows the legs to be tipped inward(which in itself produces somerotary motion), actively engagingthe edges during the second halfof the turn.

Students refine these tippingmovements when they continue towork on hockey stops and uphillchristies, and in so doing learn tolet the design of the skis create theshape of the turn more. In the caseof hockey slides, engaging theedges does not so much add shapeto the bottom of the turn as itincreases the friction between theskis and the snow. This frictionslows the skier down. Wedgepedals help students learn that acombination of edging and theapplication of pressure will create aturn, which allows them to reducesteering movements in some situa-tions. This concept is anchored asstudents practice parallel pedals.


The foot-to-foot movements taughtin the first part of the parallel turnprogression represent pressurecontrol movements. Early weighttransfer is an important fundamen-tal of advanced skiing. Increasededge angles create more pressureon the skis because as the skis aretipped up on edge, and the surfacearea in contact with the snow isreduced.

Flexion plays an important rolein controlling pressure by absorb-ing some of that increase. As thebody moves with the pull of gravity(in flexion), some pressure can berelieved from the skis. Pressureincreases as edge angles increase

and flexion serves to keep the pres-sure somewhat constant during thesecond half of the turn.

The vertical motion producedby extension certainly helps to flat-ten the ski (making it easier tosteer), and when the student appliesthat motion quickly and powerful-ly, it results in up-unweighting.Students use up-unweighting tomake parallel turns in powderwhen they learn to bounce whiletraversing. On groomed snow,especially with modern ski equip-ment, students usually use exten-sion to release the edges ratherthan to unweight the skis. In skat-ing, however, instead of extendingto release the edges, the student ac-tually holds the ski on edge andextends (pushes) off the ski.



Questions: Parallel Turns

Note: Unless otherwise noted, the following questions concern skills, exercises or progressions appropriate for students at Level 6.

1. Choose one or more of the following:If transferring weight to the new outside ski does not help your students initiate a parallel turn,you might want to suggest they:A. Keep their weight over the old outside ski for this phase of the turnB. Distribute their weight evenly between both skisC. Actively extend

2. Choose one or more of the following:The study guide describes a static exercise for establishing early weight transfer which consists of having your students shift their weight from foot to foot. Which of the following should they avoid?A. Moving their legs and feet but keeping their upper body quietB. Moving their hips and shoulders from side to side as they shift their weight from foot to footC. Pressing down on the foot they wish to weightD. Actually lifting the light ski off the snow

3. What reason does the study guide give for having your students flex and extend in the dynamic version of the above weight transfer exercise?

______________________________________________________________________________________

______________________________________________________________________________________

4. Choose one or more of the following:At this level, you might want to teach students to skate to help:A. Develop a more active weight transfer B. Develop independent movements of the legsC. Develop edge control movementsD. Anchor flexion and extension movements

5. Choose one or more of the following:Commonly, students have difficulty learning to skate because:A. They over–edge their skisB. They do not edge the ski from which they are pushing off enoughC. They do not flex their ankles enoughD. They flex their ankles too muchE. None of the above

6. Under what conditions does the study guide suggest using poles in a Level 6 skating lesson?

______________________________________________________________________________________


7. Why is it easier to turn your foot and ski when you lift them off of the snow?

______________________________________________________________________________________

8. Choose the best answer:When turning, you should:A. Start to turn from the foot, then involve the legB. Start to turn from the leg, then involve the footC. Start to turn from the hip, then involve the leg

9. Define fine motor control.

______________________________________________________________________________________

10. After each of the following statements, write “one–at– a–time” or “task.”

A. Easier to provide feedback for each student. ______________________________

B. Easier to check each individual’s understanding. ______________________________

C. Requires you to watch everyone for a few turns each, and to remember how well each person

executed the task so that you can provide feedback when you regroup. _______________________

D. You give each individual a personal focus (relative to their personal needs),

then choose and identify a place to regroup (such as a bend or a flat spot in a trail). _______________

E. The group has to stand longer in one place on the hill. _______________________

F. Gives everyone the chance to try combining the movements you have taught them. _______________

G. Can place unnecessary pressure on some people because they feel everyone is watching them!

______________________________

11. Circle the best choice:At this level, you should teach your students to transfer their weight to their new ski (before) / (after) they have used their foot and leg to steer into the turn.

12. Choose the best answer.During a parallel turn, on what part of their outside foot should students at this level feel pressure?A. Inner side (big toe side) of the ball of the footB. Outer side (little toe side) of the ball of the footC. Middle of the ball of the foot



13. Choose the best answer:During a parallel turn, on what part of their inside foot should students at this level feel pressure?A. Inner side (big toe side) of the ball of the footB. Outer side (little toe side) of the ball of the footC. Middle of the ball of the foot

14. The study guide contains a static exercise for teaching how it feels to actively steer the inside foot in a parallel turn. The first two steps are included below. Describe the rest of the exercise in the space provided.1) Stand statically with your skis perpendicular to the fall line on relatively flat terrain.2) Place the tips of your poles in the snow on either side of you for balance

(The downhill pole should be next to the downhill ski, just in front of the toe piece).

3) ____________________________________________________________________

4) ____________________________________________________________________

15. The study guide describes an alternative way to place one of the ski poles in the above inside foot steering exercise. What is this alternative and why might you use it?

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

16. What is the small group style of teaching?

______________________________________________________________________________________

______________________________________________________________________________________

17. Define lateral extension:

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

18. True or false:On groomed snow with modern ski equipment, extension is usually used to release the edges instead of to unweight the skis.


19. The study guide suggests introducing lateral movements after your group can already make parallel turns. Why?

______________________________________________________________________________________

20. Circle the best choice for each of the questions below:The first few steps of the bull’s eye progression are:Step 1: Draw a bull’s eye in the snow.Step 2: Place your downhill ski pole in the snow to support your body and help you to balance.

The point of the pole should be in line with the (heel piece) / (toe piece) of your binding and far enough downhill so you can use it as a brace of sorts.

Step 3: Lean on the pole and lift the (downhill) / (uphill) foot a few inches off the ground without beginning to extend.

Step 4: Extend towards the bull’s eye. As you begin to extend, use the whole leg to push your hip toward the bull’s eye while gradually twisting the new (inside) / (outside) ski.The edge will release, and the ski will start down the hill.

21. Circle the best choice:To begin a cowboy turn, actively tip your (inside) / (outside) knee down the hill.

22. Choose one or more of the following:Which of the following is/are most appropriate for teaching simultaneous steering:A. Cowboy turnsB. Hockey slidesC. Patience turnsD. SkatingE. Thousand steps

23. Choose one or more of the following:Before actually having your students ski on bumps for the first time, you might want to have them try to pivot (statically) on a bump. To help keep the skis relatively flat:A. The hips should be angulated into the hill and the upper body should be angulated down the hillB. The hips should be angulated into the hill and the upper body should be aligned over the feetC. The hips and upper body should be angulated into the hillD. The hips and upper body should be aligned over the feet

24. Choose the best answer:When learning to ski in moguls, which of the following can help keep you centered as you slide off the bump:A. Pressuring the back cuff of the bootB. Pressuring the front tongue of the bootC. Neither of the above

25. The study guide mentions several advantages for having your Level 6 students plant their poles fairly early.

Name one of these. _____________________________________________________________________



26. Circle the best choice:In a beginning pole planting lesson in the bumps, students should remove the pole they have planted (prior to skiing past the insertion point) / (after they have skied past the insertion point).

27. Circle the best choice:After planting their pole, students should hinge at the (elbow) / (wrist) to keep from dropping the inside hand.

28. Initially, to help your beginning bump students learn when to start to steer their skis down the hill, you could tell them to start steering as soon as they see what piece of their equipment reach the crest of the bump?

_______________________________________________________________________________________

29. Choose one or more of the following:Steering your feet and skis more aggressively as you come over the top of a bump:A. Should be avoidedB. Will lengthen the turnC. Will shorten the turnD. Will not affect the size of the turn

30. Choose one or more of the following:The pedal wedge turns described in the study guide are primarily designed to help develop which of the following movements:A. Edge coontrolB. Pressure controlC. Rotary

31. Choose one or more of the following:When students tip the outside knee and ankle inward in a parallel pedal turn:A. They should feel pressure on the big toe and inner side of the ball of the foot B. They should feel pressure on the little toe and outer side of the ball of the footC. This will pressure the edge of the ski

32. Circle the best choice:Turns with more active edge and pressure control and less steering and will create (less) / (more) friction between the skis and the snow, thus creating an acceleration.

33. Circle the best choice:All else being equal, will you have to steer (less actively) or (more actively) in powder than in hard packed snow?

34. Circle the best choice:All else being equal, will you have to steer (less actively) or (more actively) on a steep slope than on a less steep slope?


35. Circle the best choice:Continuing to flex down and inward after initiating a turn will (decrease) / (increase) edge angles through the second half of a turn.

36. Circle the best choice:Because deeper snow offers (less) / (more) resistance, you should apply active steering movements in a consistent, progressive manner.

37. Choose one or more of the following:Some Level 6 students tend to open their skis into a wedge when they encounter powder snow. To make it easier for them to turn both skis simultaneously in powder, you might want to have them:A. Practice pedal wedge turnsB. Begin their turns by actively shifting their weight to the new outside turning skiC. Stand a little more on both feet and actively twist both skis toward the new turn

38. Choose one or more of the following:To help students who are having difficulty initiating turns in powder, have them try:A. Unweighting more graduallyB. Unweighting more aggressivelyC. Powder bouncesD. Pedal wedge exercises

39. Circle the best choice:In powder, you should use more patience at the (top) / (bottom) of the turn.

40. Circle the best choice:Ice offers (less) / (more) resistance to turning.

41. Choose the best answer:Which type of turn does the study guide recommend having your students use to control their speed on steeper, icy slopes? (Assume that your students are capable of finishing all three of the following turn types equally well)A. ShortB. MediumC. Long

42. Circle the best choice:A medium–radius turn involves (less) / (more) time in the fall line than a shorter turn.

43. Circle the best choice:Medium–radius turns require you to steer (more) / (less) actively during turn initiation than shorter radius turns do.

44. Circle the best choice:On ice, too much steering at the top of the turn will cause (edge lock) / (excessive skidding).



45. Which exercise/activity described in the study guide is an exception to the idea that extending is used to release the edges?

_______________________________________________________________________________________

46. Read the following descriptions of movements and skills that were introduced or refined during the Level 6 lesson and then write the name of the fundamental skill primarily involved. (Fundamental skills: Balance,Rotary, Edge Control, Pressure Control)Note: If part of the description has been bolded, write the name of the fundamental skill which primarily applies to that portion of the description.A. Flexion enhances this skill in the bumps by lowering

the center of mass of the body, making it more stable. ___________________________B. Skating is especially helpful for developing better inside leg

activity because the inside leg is turned more than the outside leg. ________________________C. As students at this level become better at flexion and extension movements, they improve their

turning movements because any turning movement they make over a range of motion is more powerful (and therefore easier to execute) than the same movement made when there is no range of motion (when the legs are locked in a static position, neither flexing further nor extending more). __________________________

D. The foot-to-foot movements taught in the first part of the parallel turn progression represent this skill. Early weight transfer is an important fundamental of advanced skiing. __________________________

E. Students refine this skill even more at turn initiation because skis that are parallel offer slightly less lateral stability than skis that are opened into a wedge. _________________

F. As students learn to extend more laterally, they find that the mechanism of edge release becomes easier to use. ___________________________

G. Students also refine inside leg steering as they become familiar with the sensations associated with the inside leg, and thus learn to control the degree to they steer the inside leg.____________________________

H. Continued use of an active pole plant offers a third point of contact, which increases the size of the platform. As students learn better pole action while skiing in moguls, the pole remains anchored for a fairly long period of time, resulting in a larger platform through the upper half of the turn. Students enhance this fundamental skill by using their poles for static exercises.

____________________________I. Students learn to use simultaneous steering movements beginning at the top of the turn.

Prior to this level, students still used sequential movements to initiate turns,but were beginning to explore simultaneous movements later in the turn. _______________________

J. Increasing the edge angle creates more pressure on the skis because as the skis are tipped up on edge, the surface area in contact with the snow is reduced. _____________________

K. Students use up–unweighting to make parallel turns in powder when they learn to bounce while traversing. ________________________




Level 6 Answers: Parallel Turns

1. B & C. If transferring the weight to the new outside ski does not work very well for a particular group, youcould try introducing a parallel turn with equal weight on both feet. Using the terrain and/or very active flex-ion and extension movements will facilitate the unweighting and edge release of the skis and will make itpossible to initiate a parallel turn.

2. B. To perform the static exercise described in the study guide for establishing early weight transfer, studentsshould press down on the foot they wish to weight. It may be helpful to have them actually lift the light skioff the snow during this exercise. If they are having difficulty with this exercise, watch to make sure thatthey are not moving their hips and shoulders from side to side as they shift their weight from foot to foot.(The transfer of weight should come from movements of the legs and feet underneath a quiet upper body.)

3. Facilitates the weight transfer. Flexing and extending in the dynamic version of the weight transfer exercisefacilitates the weight transfer and also helps anchor the idea that flexion and extension are an integral andfundamental part of skiing!

4. A, B, C, & D.

5. B & C. Commonly, students have difficulty learning to skate because:• of a lack of edge engagement• they are standing too tall and without sufficient flex in the ankle

6. If at least some members of the group already use pole plants in their turns. You might want to include apole plant in a Level 6 skating lesson if at least some members of your group are using a pole plant whenthey turn. Try not to emphasize pole use too much because it may detract from students’ ability to focus onthe newer elements you are teaching.

7. Because there’s no resistance from the snow. When turning a lifted ski, there is no resistance from the snow.

8. A. Starting to turn skis from the feet first, then involving the rest of the leg for more power is important forbeginning to learn fine motor control—the ability to refine and control movements with different parts oftheir bodies.

9. Fine motor control is the ability to refine and control movements with different parts of your body.

10. A. One–at–a–time. Easier to provide feedback for each student.B. One–at–a–time. Easier to check each individual’s understanding.C. Task. Requires you to watch everyone for a few turns each, and to remember how well each person executed the task so that you can provide feedback when you regroup.D. Task. You give each individual a personal focus (relative to their personal needs), then choose and identify a place to regroup (such as a bend or a flat spot in a trail).E. One–at–a–time. The group has to stand longer in one place on the hill.F. Task. Gives everyone the chance to try combining the movements you have taught them.G. One–at–a–time. Can place unnecessary pressure on some people because they feel everyone is watching them!


11. Before. In Level 6, your students learn to transfer weight to their new ski before using the foot and leg toguide that ski into the new turn. Flexion and extension movements will aid in balance and make steeringthe new ski easier.

12. A. While steering the feet in a Level 6 parallel turn, a student at this level should feel a sensation of pressureon the inner (big toe) side of the ball of the foot where it touches the inside of the ski boot.

13. B. To steer the inside ski, create similar pressure on the outer (little toe) side of the ball of the foot inside the ski boot.

14. 3) Lift the downhill ski off the snow.4) Twist the foot by pressing the little toe side of the ball of the downhill foot against the pole.

You will feel added resistance to twisting the ski. This resistance will highlight the sensation of actively turning the inside foot. If you tip your downhill knee down the hill as well while twisting your foot at the same time,you will feel you can exert more power against your ski pole.This exercise will give your students an idea of how it feels to steer their inside foot in a parallel turn.

15. Inserting the uphill pole in the snow between the tails of your skis. An alternative way to use your uphill skipole in the above exercise is to put it in the snow between the tails of your skis to provide even moreresistance.

16. Working with a few people at a time. The small group style involves working with a few people at a timewhile keeping everyone moving and focused. After part of a run, you should rotate to another group so thatafter one or two runs you will have worked with each of the small groups. This style allows your students tointeract and ski in a structured, yet more relaxed setting.

17. Extending down the hill and toward the new turn. Lateral extension is using the extension to make the bodymove more down the hill and toward the new turn (lateral extension), rather than vertically and away fromthe new turn.

18. True. On groomed snow, especially with modern ski equipment, extension is used to release the edges moreoften than to unweight the skis.

19. Can reduce the intimidation factor. Moving the body more down the hill than upward can be intimidating.To minimize the intimidation factor, introduce lateral movements after your group can already make parallelturns. Students who can already make parallel turns will know that their skis will turn when they transfertheir weight and steer both feet. They will quickly realize that extending by moving their hips slightlyforward and across their skis makes it even easier to initiate the turn.

20. In line with the toe piece, downhill, hip, outside.The bull’s eye extension progression:Step 1: Draw a bull’s eye in the snow.Step 2: Place your downhill ski pole in the snow to support your body and help you to balance.

The point of the pole should be in line with the toe piece and far enough downhill so you can use it as a brace of sorts.



Step 3: Lean on the pole and lift the downhill foot a few inches off the ground without beginning to extend.

Step 4: Extend towards the bull’s eye. As you begin to extend, use the whole leg to push your hip toward the bull’s eye while gradually twisting the new outside ski.The edge will release, and the ski will start down the hill.

21. Inside. In a cowboy turn, you are to imagine the bowlegged appearance of a cowboy’s legs: there is morespace between his knees than his feet. The goal is to make your legs look bowlegged as you start the turn by actively tipping your inside knee down the hill.

22. A, B, & C. Cowboy Turns, hockey slides, and patience turns can help your students learn to steer their skis simultaneously.

23. D. Because so little of the ski is in contact with the snow, it is easy to get the skis to pivot on top of a bump.The hips and upper body should remain aligned over the feet to help keep the skis relatively flat on thesnow. Try to pivot your skis by creating pressure against the inside of your ski boots with the balls of yourfeet. The inner side of the uphill foot and the outer side of the downhill foot should press against the insideof the boot so that both ski tips travel in the same direction.

24. B. A little bit of forward pressure on the boot tongue can help keep you centered as you slide off the bump(the skis will tend to accelerate slightly as they slide down the back of the bump).

25. Draws the body into the turn and provides another point of contact, which improves balance and provides asense of security.

Having your students swing the pole as they initiate a turn will help draw their bodies forward anddown the hill as they begin to turn, and will leave the pole in a ready position so that it can be planted asthey ski up on top of the next mogul.

Although the reduced ski–snow contact (on top of the bump) makes the skis easy to steer, it alsoreduces the platform. Adding the pole plant at that point will improve balance and the sense of security byadding another point of contact during an otherwise unstable period of turn initiation.

26. After they have skied past the insertion point. In a beginning pole planting lesson in the bumps, studentsshould remove the pole they have planted after they have skied past the insertion point.

27. Wrist. Once your students have skied past the spot where they have planted the pole, they should hinge atthe wrist to keep from dropping the inside hand.

28. The toe piece of the binding. As a visual cue about where on the bump to start twisting or pivoting, tell yourstudents to start steering their skis down the hill as soon as they see the toe piece of the binding reach thecrest of the bump.

As they get a sense for this timing, encourage them to begin to rely on watching the skis less and lessand to substitute feeling the bump with the soles of their feet instead.

29. C. Simply having your group make a series of turns where they steer their feet and skis more aggressively asthey come over the top of the bump will lead to a shorter turn.


30. A & B. Pedal wedge turns are primarily designed to develop edge and pressure control skills.

31. A & C. Make your students aware that in a parallel turn they should feel pressure on both their big toe andon the inner side (of the ball of the outside or turning) foot as they tip that knee and ankle inward. Explainthat this pressure will translate into pressure on the edge of the ski.

32. Less. Since turns with less steering and more active edge and pressure control will create less friction be-tween the skis and the snow, thus creating an acceleration, students will find this type of turn appropriatewhen they want to maintain their speed on flat, well-groomed terrain. They could also use short turns thatstay close to the fall line to maintain their speed.

33. More actively. All else being equal, you will have to steer more actively in powder than in hard packed snow.

34. More actively. All else being equal, you will have to steer more actively on steeper slopes.

35. Increase. Having your students continue to flex both down and inward after initiating a turn will increase theedge angle through the second half of the turn. Progressive flexion and continued pressure will round outthe bottom of the turn and bring the skis back across the fall line.

36. More. Because of the added resistance of the deeper snow, it is necessary to apply active steering movements in a consistent, progressive manner.

37. C. To help your Level 6 students turn both skis simultaneously in powder snow, have them stand a littlemore on both feet and actively twist both skis toward the new turn. The more two–footed stance will makeit easier for them to turn both skis simultaneously, and will enhance their balance at the same time.

38. B, C, & D. If Level 6 students are experiencing difficulty initiating a turn in powder, you might want to teachthem to unweight more aggressively to help them get their skis up out of the deeper snow and make the skiseasier to turn. The powder bounce progression outlined in the study guide teaches this. If powder bounces don’thelp, the study guide suggests using the wedge pedal exercise (described prior to the powder section in Level 6)to help your students blend steering with edge and pressure in powder snow. For powder, try emphasizing anactive weight transfer through pedaling. Have them twist the foot more powerfully and tip the leg a little morewhile flexing during the second half of the turn (tipping will contribute to the rotation of the leg).

39. Top. In powder, use more patience at the top of the turn.

40. Less. Since hard snow and ice offer less resistance to turning, it is not necessary to steer the skis as activelyduring turn initiation. Also, the reduced resistance makes it more difficult to control speed.

41. A. The study guide suggests that, for students who are capable of finishing their shorter–radius turns, ashorter turn may be a better choice for steeper, icy slopes because this type of turn involves less time in the fall line.

42. More. You are in the fall line for a longer period of time during a medium–radius turn than you are for ashort–radius turn, which is why the study guide recommends having your students use a shorter turn forsteep, icy slopes—provided that they can finish their turns.



43. Less. Medium–radius turns don’t require you to steer as actively during turn initiation as shorter radius turns do.

44. Excessive skidding. On ice, too much steering at the top of the turn will cause the skis to skid excessively.The study guide suggests that for shorter turns, you have your students follow the active steering movementnecessary to initiate the turn with pressuring the edge (big toe) and tipping the legs inward to increase theedge angle.

45. Skating is an exception to the idea that extending is used to release the edges. In skating, pressure increasesduring extension because the ski is held on edge as the skier pushes off of it.

46. A. Balance. Flexion enhances balance in the bumps by lowering the center of mass of the body,making it more stable.

B. Rotary movement: Skating is especially helpful for developing better inside leg activity because the inside leg is turned more than the outside leg.

C. Rotary movement: As students at this level become better at flexion and extension movements, they improve their turning movements because any turning movement they make over a range of motion is more powerful (and therefore easier to execute) than the same movement made when there is no range of motion (when the legs are locked in a static position, neither flexing further nor extending more).

D. Pressure–control movement: The foot–to–foot movements taught in the first part of the parallel turn progression represent this skill. Early weight transfer is an important fundamental of advanced skiing.

E. Balance: Students refine their balance even more at turn initiation because skis that are parallel offer slightly less lateral stability than skis that are opened into a wedge.

F. Edge–control movement: As students learn to extend more laterally, they find that the mechanism of edge release becomes easier to use.

G. Rotary movement: Students also refine inside leg steering as they become familiar with the sensations associated with the inside leg, and thus learn to control the degree to they steer the inside leg.

H. Balance: Continued use of an active pole plant aids balance because it offers a third point of contact,which increases the size of the platform. As students learn better pole action while skiing in moguls,the pole remains anchored for a fairly long period of time, resulting in a larger platform through the upper half of the turn. Students enhance their balance by using their poles for static exercises.

I. Rotary movement: Students learn to use simultaneous steering movements beginning at the top of the turn. Prior to this level, students still used sequential rotary movements to initiate turns, but were beginning to explore simultaneous movements later in the turn.

J. Pressure–control movement: Increasing the edge angle creates more pressure on the skis because as the skis are tipped up on edge, the surface area in contact with the snow is reduced.

K. Pressure–control movement: Students use up unweighting to make parallel turns in powder when they learn to bounce while traversing.


Notes:

Documents

PSIA-LEVEL.2 Study Guide