Created 12/2015
Causes & risk factors Surgical amputation to treat malignancy or to remove tissue that no
longer has an adequate blood supply (especially due to diabetes)
Accident
Treatment & prognosis Prosthetics
Physical therapy
Blood thinners
Pain killers
Special considerations If student wears prosthesis, be sure it is secured properly to the limb to
avoid friction injuries or unwanted movement
If student’s prosthesis includes a hook, make sure it is covered to
prevent injury
May be hyper-sensitive to cold. Protect stump and watch for frostbite.
Falls can cause internal or external bleeding for those using a blood
thinner
Instructor evaluation
Each instructor is evaluated based on the following criteria:
Functional Ski/Ride Meet Improve Comments
Hockey Stop: L/R
Turning: L/R
Holding a Traverse/Side Slip
Backward Ski/Switch Ride
Technical Application Meet Improve Comments
Equipment Set Up & Fit
ATS: Drills & Progression
Movement Analysis
Tethering
Holds
Equipment
Teaching & Learning
Safety Meet Improve Comments
Responsibility Code
Client/Instructor Safety
Emergency Stop
Chair Lift Load/Unload
Falling/Getting Up
Safety Policy Understanding
Communication
DISCIPLINE: BI MONO
STAND SNOWBOARD
INSTRUCTOR LEVEL: LEAD ASSIST BUDDY
TRAINER: CURRENT RECOMMEND NO
PRIVLEGE: BUCKET SLIDER
BOOT GUIDE
TETHER RIDER
WEIGHT LIMIT:
Copyright © 2010 Ann M. Papenfuss. All rights reserved.
Created 12/2015
Causes & risk factors Surgical amputation to treat malignancy or to remove tissue that no
longer has an adequate blood supply (especially due to diabetes)
Accident
Treatment & prognosis Prosthetics
Physical therapy
Blood thinners
Pain killers
Special considerations If student wears prosthesis, be sure it is secured properly to the limb to
avoid friction injuries or unwanted movement
If student’s prosthesis includes a hook, make sure it is covered to
prevent injury
May be hyper-sensitive to cold. Protect stump and watch for frostbite.
Falls can cause internal or external bleeding for those using a blood
thinner
Instructor evaluation
Each instructor is evaluated based on the following criteria:
Functional Ski/Ride Meet Improve Comments
Hockey Stop: L/R
Turning: L/R
Holding a Traverse/Side Slip
Backward Ski/Switch Ride
Technical Application Meet Improve Comments
Equipment Set Up & Fit
ATS: Drills & Progression
Movement Analysis
Tethering
Holds
Equipment
Teaching & Learning
Safety Meet Improve Comments
Responsibility Code
Client/Instructor Safety
Emergency Stop
Chair Lift Load/Unload
Falling/Getting Up
Safety Policy Understanding
Communication
DISCIPLINE: BI MONO
STAND SNOWBOARD
INSTRUCTOR LEVEL: LEAD ASSIST BUDDY
TRAINER: CURRENT RECOMMEND NO
PRIVLEGE: BUCKET SLIDER
BOOT GUIDE
TETHER RIDER
WEIGHT LIMIT:
Copyright © 2010 Ann M. Papenfuss. All rights reserved.
Created 12/2015
Created 12/2015
Movement analysis filter The Movement Analysis Filter was originally developed by PSIA-RM. Modified with permission.
Ski/Board Performance Effect
Body Performance Cause
Description Where, What, How
Bend
Flexion/Extension
(Pressure Control) Movements
Tran
siti
on
/In
itia
tio
n
Shap
ing
Fin
ish
ing
Fore/Aft Ski/Ski or Nose/Tail Maintenance/Change
Front/Back Foot/Foot CM closer to/farther from
skis/board
Ski: Twist
Board: Pivot
Turning (Rotary) Movements Rotation, Counter Rotation, Feet & Leg Turning, Outside Force
Ski: Edge Board: Tilt
Tipping (Edging) Movements Ski: CM moves laterally relative to base Board: CM moves fore/aft relative to base
Torsional Twist (Snowboard only)
Down on one toe Up on the other
Skiing stance: stacked Boarding stance: within reference alignment
DIRT = “How” Duration – the length of time a body movement or ski/board position exists (e.g., “full
body rotation through all three phases of the turn”).
Intensity – magnitude of a body movement or ski/board position (e.g., “highest edge
angle at the finishing phase of the turn”).
Rate – degree of speed at which a body movement or ski/board position occurs (e.g.,
“outside ski twists faster than inside ski to create a wedge”).
Timing – the sequential relation that one event has to another (e.g., “outside ski rotates
faster than inside ski”). Step 1: Describe the ski/board’s performance in a specific location of the turn. Step 2: Describe the body parts and their specific movements in that location of the turn that creates the ski/board’s performance. Step 3: Construct Cause & Effect Relationships and describe how they affect your guest’s balance/stance throughout turn.
Developing a lesson plan
The lesson plan should Be guest-centered Be realistic Be flexible Identify the single most important movement that will make your guest a more
effective skier/snowboarder Develop a progression that moves from static to simple to complex Focus on one skill pool at a time.
Edging examples Edge ride Traverse to diagonal side slip to traverse Hockey stop Sideslip Railroad track turns
Rotary examples Bow ties (with or without equipment) J-turns C-turns Fan progression Hourglass turns Garlands Synchronized turning Pivot slips
Pressure Control examples Shift weight fore/aft & side-to-side 1000 step turns (foot to foot) Get super tall & super small Long & short leg/arm Falling leaf Shock absorbers
Created 12/2015
Created 12/2015
Movement analysis filter The Movement Analysis Filter was originally developed by PSIA-RM. Modified with permission.
Ski/Board Performance Effect
Body Performance Cause
Description Where, What, How
Bend
Flexion/Extension
(Pressure Control) Movements
Transitio
n/In
itiation
Shap
ing
Finish
ing
Fore/Aft Ski/Ski or Nose/Tail Maintenance/Change
Front/Back Foot/Foot CM closer to/farther from
skis/board
Ski: Twist
Board: Pivot
Turning (Rotary) Movements Rotation, Counter Rotation, Feet & Leg Turning, Outside Force
Ski: Edge Board: Tilt
Tipping (Edging) Movements Ski: CM moves laterally relative to base Board: CM moves fore/aft relative to base
Torsional Twist (Snowboard only)
Down on one toe Up on the other
Skiing stance: stacked Boarding stance: within reference alignment
DIRT = “How” Duration – the length of time a body movement or ski/board position exists (e.g., “full
body rotation through all three phases of the turn”).
Intensity – magnitude of a body movement or ski/board position (e.g., “highest edge
angle at the finishing phase of the turn”).
Rate – degree of speed at which a body movement or ski/board position occurs (e.g.,
“outside ski twists faster than inside ski to create a wedge”).
Timing – the sequential relation that one event has to another (e.g., “outside ski rotates
faster than inside ski”). Step 1: Describe the ski/board’s performance in a specific location of the turn. Step 2: Describe the body parts and their specific movements in that location of the turn that creates the ski/board’s performance. Step 3: Construct Cause & Effect Relationships and describe how they affect your guest’s balance/stance throughout turn.
Developing a lesson plan
The lesson plan should Be guest-centered Be realistic Be flexible Identify the single most important movement that will make your guest a more
effective skier/snowboarder Develop a progression that moves from static to simple to complex Focus on one skill pool at a time.
Edging examples Edge ride Traverse to diagonal side slip to traverse Hockey stop Sideslip Railroad track turns
Rotary examples Bow ties (with or without equipment) J-turns C-turns Fan progression Hourglass turns Garlands Synchronized turning Pivot slips
Pressure Control examples Shift weight fore/aft & side-to-side 1000 step turns (foot to foot) Get super tall & super small Long & short leg/arm Falling leaf Shock absorbers
Created 12/2015
Created 12/2015
Your responsibility code
1. Always stay in control.
2. People ahead of you have the right of way.
3. Stop in a safe place for you and others.
4. Whenever starting downhill or merging, look uphill and yield.
5. Use devices to prevent runaway equipment.
6. Observe signs and warnings and keep off closed trails.
7. Know how to use the lifts safely.
Smart style
1. Start small – Work your way up. Build your skills
2. Make a plan – Every feature. Every time.
3. Always look – Before you drop.
4. Respect – The features and other users.
5. Take it easy – Know your limits. Land on your feet.
In case of emergency Ski patrol number:
Site coordinator name & number:
Program coordinator name & number:
1. After an accident, ask, “Are you okay?”
2. If there is an injury, IMMEDIATELY call Ski Patrol.
3. Keep the guest comfortable. Do NOT move the guest!
4. Notify the Site Coordinator ASAP. The Site Coordinator will notify the Program Coordinator
Chair lift procedures
Before you get to the lift Review load & unload procedures. Practice as needed outside of the lift line. Remove any equipment that may impede your lifting abilities or safety (e.g., fixed
riggers, or sometimes tethers) Know the lift sign language: keep it moving (finger moving in a circular motion);
slow down (thumb down); stop (cut sign across the throat) Know and be able to explain the evacuation procedure Know your lift and be sure your co-instructor and guest know:
Can it be slowed at the bottom and/or the top? Where do you wait in line? Where do you position yourself to get on the lift?
If a problem occurs Don’t panic Do not load or unload if you are not totally prepared Alert lift operator with any means possible (whistle, clap hands, yell, etc.)
Evacuation procedure Ski Patrol has the ultimate responsibility for evacuation; offer suggestions as needed.
Loading procedure 1. Ask lift operator for a slow down if your student needs it (and if the lift can
accommodate it). 2. Move to the load line and watch chair approach. 3. Count down and then sit or pull equipment up & back. 4. Make sure guest is seated as far back as possible. 5. Clip retention strap, if applicable. Co-instructor continues to hold on to guest or
equipment. 6. Lower bar.
Unloading procedure 1. During the lift ride, review what will happen during unload. Remind co-instructor to
hold onto guest or equipment while you unclip retention strap. 2. At appropriate distance (1-2 lift towers from top), unclip retention strap and hold
it in your hand or clip it to the equipment. 3. Lift bar as you near the unloading load zone. 4. Count down and then stand up or lift equipment off the chair. 5. Assist student as necessary to make a straight run off the chair and
then turn safely to a stop. 6. Adjust equipment as necessary so you may safely ski or
snowboard.
Created 12/2015
Created 12/2015
Your responsibility code
1. Always stay in control.
2. People ahead of you have the right of way.
3. Stop in a safe place for you and others.
4. Whenever starting downhill or merging, look uphill and yield.
5. Use devices to prevent runaway equipment.
6. Observe signs and warnings and keep off closed trails.
7. Know how to use the lifts safely.
Smart style
1. Start small – Work your way up. Build your skills
2. Make a plan – Every feature. Every time.
3. Always look – Before you drop.
4. Respect – The features and other users.
5. Take it easy – Know your limits. Land on your feet.
In case of emergency Ski patrol number:
Site coordinator name & number:
Program coordinator name & number:
1. After an accident, ask, “Are you okay?”
2. If there is an injury, IMMEDIATELY call Ski Patrol.
3. Keep the guest comfortable. Do NOT move the guest!
4. Notify the Site Coordinator ASAP. The Site Coordinator will notify the Program Coordinator
Chair lift procedures
Before you get to the lift Review load & unload procedures. Practice as needed outside of the lift line. Remove any equipment that may impede your lifting abilities or safety (e.g., fixed
riggers, or sometimes tethers) Know the lift sign language: keep it moving (finger moving in a circular motion);
slow down (thumb down); stop (cut sign across the throat) Know and be able to explain the evacuation procedure Know your lift and be sure your co-instructor and guest know:
Can it be slowed at the bottom and/or the top? Where do you wait in line? Where do you position yourself to get on the lift?
If a problem occurs Don’t panic Do not load or unload if you are not totally prepared Alert lift operator with any means possible (whistle, clap hands, yell, etc.)
Evacuation procedure Ski Patrol has the ultimate responsibility for evacuation; offer suggestions as needed.
Loading procedure 1. Ask lift operator for a slow down if your student needs it (and if the lift can
accommodate it). 2. Move to the load line and watch chair approach. 3. Count down and then sit or pull equipment up & back. 4. Make sure guest is seated as far back as possible. 5. Clip retention strap, if applicable. Co-instructor continues to hold on to guest or
equipment. 6. Lower bar.
Unloading procedure 1. During the lift ride, review what will happen during unload. Remind co-instructor to
hold onto guest or equipment while you unclip retention strap. 2. At appropriate distance (1-2 lift towers from top), unclip retention strap and hold
it in your hand or clip it to the equipment. 3. Lift bar as you near the unloading load zone. 4. Count down and then stand up or lift equipment off the chair. 5. Assist student as necessary to make a straight run off the chair and
then turn safely to a stop. 6. Adjust equipment as necessary so you may safely ski or
snowboard.