SPECIAL ELECTION ISSUE FOR MEMBERS IN REGION 3, 4 & 7
Early Winter 2004 The Official Publication of the Professional Ski Instructors of America Eastern/Education Foundation
A “Look” Before and After the Skiing Exams of 2003-04 by Peter Howard PSIA-E Chair, Alpine Education & Certification Committee Over the years, progressions have been used for teaching skiing and testing the competence of instructors. In the seventies, PSIA brought the world the wonderful ski teaching concept of being “Student- Centered”. The practice of sticking with a narrow linear approach to learn to traverse, to snow plow, to stem, and to Christie was replaced by this new concept. The bold and liberating idea of student-centered teaching encouraged teachers to do whatever it took to help a student develop skills and move along a general path of improvement. PSIA and other countries continue to refine their teaching progressions. Here, they have been called “Milestones”, “Centerline”, “Stepping Stones”, etc… In most cases, the committees and individuals who created these concepts never intended they become testing figures. However, these concepts and their named maneuvers became just that. Why this happened, and why it is still part of our ski teaching culture probably goes something like this: Simply speaking, if you can do it, then you should be able to teach it, so let’s see you do it. This was probably the underlying logic for the first testing of ski teachers. Progressions and methodology were developed, years passed, and Final Forms become exacting testing figures. The free thinking sixties and seventies softened regimented thinking, but the idea that there is one exactly right way to make a wedge turn, a wedge Christie, etc., remains with us to this day. Chances are that the exam process and those who design it and conduct it are as much to blame as the history from which we’ve evolved. Right up until last season we probably gave the impression that the demos done at exams had to have one correct look. I think for many years - in fact, probably since the beginning of testing - testers have known in their hearts that there
was a quality of performance that supersedes the ability to get close in look to a certain maneuver. But, perhaps because we couldn’t quite figure out how to articulate the quality of performance we were looking for, we continued in many cases to test for “one way to do a wedge turn”. Sadly, the exam process was still somewhat maneuver-centered in an evolving Student-Centered era. So, what are the implications of these new thoughts? What is the description of the quality of performance that works on the job and at the exam? Will tasks be part of the skiing exams? Is there one way to do a wedge turn? THE ANSWER: What works on the job for our students and at exams is skiing that is efficient, modern, and mechanically consistent, with the capability for tactical variation. Yes, this is quite a mouthful, but it’s really very sensible and why it took so long to articulate it is anybody’s guess. Mechanical Consistency refers to the qualities of effective skiing as described by PSIA in the Alpine Concepts Manual (statements like, “Engage and release the edges in one smooth motion with forward and diagonal movement of the legs; Balance over the whole foot; Flex evenly in the joints; etc”). These statements are also contained in the white paper, “The Unofficial Guide to Good Skiing”, and in the laminated pocket guide on “Effective and Ineffective Movements”. If we exhibit these aforementioned qualities in all our free skiing, teaching activities, and skill level representations, we will be providing good service for our students, our personal enjoyment, our personal safety, and our exam scores. The Capability for Tactical Variation refers to the developed skill of being able to select at-will variations of turn radius, speed, stance
width, amount of wedge, when matching occurs, width of wedge, and the timing, duration and intensity of movements. It is important that teachers can choose from, and demonstrate with, these tactical variations in order to provide an image that is tailored to the learning needs of the students. When all of these tactical variations are supported by efficient, modern, and mechanically consistent movements, the marriage is complete. The performance is “spot on”, and the versatility to be an effective “Student Centered Teacher” is present. Will there still be wedge turns and Christies at exams? Yes, but they will not be a celluloid idealistic attempt at the “perfect”. They will be the same ones we show our guests when we are helping them develop skills. Will there still be tasks that test balancing, adaptability and agility? Yes, because our jobs require these physical qualities. Is there one “look”, or “one way” to do things? If performance and versatility have a “look”, I suppose the answer is still yes, but not in the traditional sense or percepcontinued on page 5
on the inside Guest Editorial President’s Message Around the Regions Candidate Profiles “15 Below” section Election Ballot for Regions 3, 4 & 7
◆ Early Winter 2004 ◆ Page 1 CANDIDATE PROFILES STARTSnowPro ON PAGE 12; ELECTION BALLOT IS ON PAGE 35.
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