Level 3 Movement Analysis & Sample Teaching Assignments

Level 3 Movement Analysis:

At Level 3 a candidate should display a strong ability to answer a “How-do-I-get-there?” question regarding movement analysis. A candidate should also display an in-depth understanding of cause-and-effect relationships relative to skill references and specific movement issues. A candidate should be able to make technical lesson content decisions based upon specific movement analysis observations.

What does this mean in plain English? The candidate at Level 3 should be able to watch a skier and develop a lesson plan based on the observed outcomes of the skis and the observed body movements creating them. The level of analysis and understanding of movements must be great enough—and in depth enough— that the candidate can communicate with the skier, through focused feedback, how they need to change their movements to effect the changes they want in their skiing.

Level 3 Sample Teaching Assignments

Since Level 3 Teaching Assignments almost always will evolve based upon the performance of the group, sample teaching assignments are only given
here to stimulate your preparation process. Imagine a “clinic” with your peers, which you may be asked to lead. Your technical knowledge (biomechanics and physics) and movement analysis skills may be tested at any point: during the class, on a chairlift ride, indoors. Keep that perspective in mind as you work through these samples. At this level, candidates need to be especially cognizant of the Variables such as Environment: Terrain and Conditions, Speed, and the dual elements of Accuracy: Consistency and Adaptability.

Explore how we control the rotation of the skis (turning, pivoting,steering) with leg rotation separate from the upper body so that we can make short turns on steep pitches. (This assignment may evolve naturally from a Benchmark Activity such as Pivot Slips.)

Explore how we control edge angles through the use of inclination and angulation so we can carve short turns on steep pitches. (Your examiner may set a tactical goal of speed control in Performance Short Turns, with other candidates focusing on different fundamentals.)

Explore how we control pressure from ski to ski and direct pressure toward the outside ski so we can make a carved medium radius dynamic parallel turn. (Can you imagine the changes in ski performance that different body movements will create? Is speed a minor or major factor?)

Explore how we regulate the magnitude of pressure created through ski/snow interaction so we can ski smoothly through the bumps. (Talk about reality. This is where the rubber meets the road. A Movement Analysis goldmine!)

Compare and contrast the difference in pressure control between round “defensive” short radius turns and carved “offensive” short radius turns. (Here you cannot just stop at the “how” of performance—the “where” and “why” are critical!)

Compare and contrast how we control the relationship of the Center of Mass to the Base of Support to direct pressure along the length of the skis in a long radius, medium radius and short radius turn. (Your Examiner will likely set parameters of one or more Variables in order to keep this clinic from becoming too vague. Or he/she might ask you to do so! For example, you could set the performance requirement of maintaining consistent speed on a blue/black groomed run moving through all three turns.)

And here are a few open-ended sample assignments:

Your group just finished some rockin’ high speed medium radius GS-speed turns on the blue groomer. Your group leader says to you; “We’re going over to the real steep pitch, Dave. Keep it exciting, but keep us safe.”

Today is your lucky day. A foot of fresh Midwestern fluff fell last night. “Rob, we all want to win the Figure-8 contest. Whaddawe gotta do to win this thing?”

Today is your unlucky day. Yesterday’s dump has turned into a half-foot of cement. Nonetheless you got the first few runs of the day to set the tone for the group. “Hey Erika, any advice you wanna share before we get started?”

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