BLACK PASSPORT SERIES

SNOWBOARD

• Retract That!- Blending of Board Performances and Fundamental Body Movements

Learning Outcome:

Enhance fundamental body movement control with a focus on retraction to effect board performance and snow interaction outcome with the opportunity to incorporate these into an afternoon teaching session.

Learning Objectives:

·         Understand and perform blending of fundamental body movements via body-part specific coaching and board performance concepts resulting in retraction for various carved and skidded turns

·         Understand how TID effects the blending of retraction movements and board performances in carved vs. skidded turns

·         Identify and apply helpful cues to create a guest-centered experience within a lesson focused on retraction movements

·         Understand how to use MA to create an accurate lesson plan

·         Understand the applications and mechanisms of retraction movements, including freestyle

·         Understand concept-building teaching to increase a skill set to coach  advanced snowboarders

Learning Experiences:

·         Apply the use of blending fundamental body movements to create retraction movement patterns in carved vs. skidded turns.

·         Explore how TID of fundamental body movements can effect board performance Explore different methods to create the desired blending of board performances via retraction movements

·         Explore a motor-learning cycle linking the blending of fundamental body movements and board performances, resulting in retraction movements

·         Discuss and use a variety of MA methods to help create accurate feedback related to retraction movements Participants will lead concept-based teaching scenarios based on the blending of fundamental body movements and board performances to create retraction movements resulting in a desired outcome for different terrain and task applications, including freestyle.

Assessment of Learning:

·        Shows proficiency  in blending fundamental body movements to create retraction at edge change movement pattern.

·        Can articulate the importance of retraction at edge movement patterns with advanced snowboarders.

·        Is able to perform a variety carved turns resulting from the blending of fundamental body movements while using retraction at edge change and blending board performances.

·         Understating is evident thorough application of concepts in  progression

·        Demonstrates the use of MA to accurately identify retraction skills.

• Intensify Your Rotation

Learning Outcome:

Enhance the ability to continuously steer the snowboard through various advanced drills and tasks and on variable terrain, with the opportunity to teach in the afternoon.

Learning Objectives:

·         Create ownership of rotary movements patterns

·         Create ownership of TID of rotation

·         Create a guest-centered experience within a lesson focused on using rotary to steer the snowboard

·         Apply advanced rotational movements and the mechanisms needed to steer the snowboard through various applications, including freestyle

Learning Experiences:

·         Explore a variety of options for body-part specific movements to create rotary while riding through a variety of advanced tasks and drills.

·         Present MA methodologies to create accurate cause and effect relationships between rotary movements and board performance and outcome focused on guest-experience- real vs. ideal, adults vs. kids, cues/ body parts associated with rotation, best point of view to observe.

·         Vary TID of rotary movement options while riding to effect board performance and therefore the desired outcome and steering options.

·         Present a motor-learning cycle linking rotary movements to board performances and desired outcomes for an advanced rider.

·         concept-based teaching scenarios for advanced riders based on rotary movements and board performances to create a desired outcome on different terrain and task applications, including freestyle.

Assessment of Learning:

·        Shows ownership over creating and controlling rotary movement options while snowboarding, including steering through a variety of turn styles and freestyle.

·        Understands the importance of a variety of rotary movement options with advanced snowboarders.

·        Displays ownership of creating a variety of desired outcomes resulting from rotational movements.

·        Can teach an advanced progression involving rotary movements resulting in a desired outcome. 

·        Displays ownership over the  MA process to help refine advanced rotary movement skills.

• Intensify Flexion and Extension

Learning Outcome:

Enhance the ability to continuously balance on and control the snowboard through various advanced flexion and extension drills and tasks, and on variable terrain, with the opportunity to teach in the afternoon.

Learning Objectives:                                      

·         Create ownership of flexion and extension movements through body-part specific drills- Most-flexed vs. most-flexed with retraction

·         Create ownership of flexion and extension- through vertical, lateral, longitudinal planes.

·         create a guest-centered experience for advanced riders focused on use of flexion and extension to balance on and control their snowboards

·         Understand the role of MA in creating a lesson plan

Learning Experiences:

·         Explore body-part specific movements to create flexion and extension through all planes while snowboarding through a variety of advanced tasks and drills.

·         Present MA methodologies to create accurate cause and effect relationships between flexion and extension movements and board performance and outcome focused on guest-experience-.

·         Vary TID of flexion and extension movement options while riding to effect board performance and therefore the desired outcome and balancing and control options.

·         Explore a motor-learning cycle linking flexion and extension movements to board performances and desired outcomes for an advanced rider.

·         Lead concept-based teaching scenarios for intermediate riders based on flexion and extension movements and board performances to create a desired outcome on different terrain and task applications, including freestyle

Assessment of Learning:

·        Has ownership over flexion and extension movement options through all planes while snowboarding, including balance and control through a variety of turn styles and freestyle.

·        Can discuss the importance of flexion and extension movement options with advanced snowboarders.

·        Is proficient in teaching an advanced progression involving flexion and extension movements resulting in a desired outcome. 

·        Has ownership over the use of MA to help refine advanced flexion and extension movement skills.

• Film Your Edit: Performance Snowboarding and Freestyle for Level 3 with Video and Movement Analysis

Learning Outcome:

Videoing of Snowboard Level 3 tasks and skill sets while riding on the associated terrain followed by indoor video analysis.

Learning Objectives:

·         Develop and refine body movements and skill sets for Cert. 3 riding tasks

·         Understand and apply Riding Concepts to Cert. 3

·         Apply body-part-specific feedback and skill sets to their own riding

·         Understand the Cert. 3 riding standards, including timing, intensity, and duration for most-flexed at edge change with retraction movement patterns

·         Understand how Cert. 3 skill sets and retraction movements tie to all levels of riding

·         Ability to create accurate MA cause and effect relationships with a relevant prescription for change while using video analysis

Learning Experiences:

·         Present and apply AASI Riding Concepts to the Cert. 3 standard.

·         Present movement options and TID for and allow practice of the most-flexed at edge change with retraction movement pattern.

·         Practice the TID for blending of fundamental body movements to effect board performance and create desired outcomes.

·         Practice riding through each skill set associated with each task,

·         Skidded turns- Forward, closed, small, retraction at edge change, using separation on groomed black

·         Carved turns- Forward, closed, large, retraction change, aligned on groomed black

·         Forward, open, small, retraction at edge change, using separation on groomed green

·         Switch- Skidded, closed, small, most-flexed at edge change, using separation on blue

·         Carved, open, small, retraction at edge change, using separation on green

·         Bumps- Forward, skidded, closed, small, retraction at edge change, using separation on off-piste black

·         Jumps- 360 over a small jump

·         Boxes- Pivot and Pressure on introductory box

·         Half Pipe- Air at lip

·         Versatility- Toe-to-toe and Heel-to-Heel, Most-flexed pivot slips, dolphin turns on green/ or blue

·         Video

·         Indoor MA discussion based on the video of the participants’ riding.

·         Create MA relationships based on the video

Assessment of Learning:

·        Demonstrates Cert. 3 riding tasks with clear and accurate movements while speaking to the skill set behind each task.

·        Can demonstrate most-flexed at edge change with retraction patterns and blending of fundamental body movements to effect board performance

·         Displays comfort in using the MA process with video analysis by vocalizing cause and effect relationships related to desired outcomes.

• Linking Movement Analysis to Teaching

Learning Outcome:

An indoor, interactive presentation about snowboarding fundamental body movements and board performances relating to the AASI movement analysis process, with the opportunity for guided practice outdoors.                            

Learning Objectives:

·         Create ownership of  application of the AASI Movement Analysis process (OEP)

·         Create ownership of the relationships conncting fundamental body movements and board performances, reference alignments, and phases of the turn

·         Apply Riding Concepts to advanced MA

·         Understand cause and effect chains resulting in accurate outcomes and prescriptions for change

·          Understand video analysis of advanced snowboarding

Learning Experiences:

·         Review AASI MA model

·         Practice MA with video of advanced riders

·         Explore several approaches to the MA process Practice guest-centered language around MA.

·         Practice on MA process on snow

·         Ride through and discuss common advanced movement patterns to better understand the body to board to outcome chains and useful prescriptions for change.

Assessment of Learning:

·        Can vocalize a clear, concise cause and effect chain with an accurate outcome and prescription for change for advanced riders.

·        Demonstrates the use of guest-centered language while verbalizing MA relationships.

·        Uses the AASI MA process for video analysis.

• Common Issues and How to Fix Them

Learning Outcome:

Explore common issues via cause and effect chains between the fundamental body movements and board performances which may occur in an advanced lesson, and learn to present guest-centered teaching solutions.

Learning Objectives:

·         Understand and apply reference alignments, fundamental body movements, and board performances associated with advanced riders

·         Understand and apply MA Model and teaching models to advanced riders

·         Identify common movement patterns and board performance chains for advanced riders

·         Ownership of how phases of the turn interrelate with one another

·         Understand how to creatively coach to more efficient and effective advanced riders

Learning Experiences:

·         Apply the MA Model (OEP) in relation to advanced riders, demonstrating how to identify a cause and effect chain between the board, board, and outcome.

·          Explore AASI Riding Concepts and relate these concepts to advanced riders.

·         Discuss common issues which may occur in the advanced lesson and ride through positions often seen.

·         Help participants to create multiple teaching solutions to these common issues, based on guest-centered teaching

·         Practice linking cause and effect chains and receive feedback on corrective demonstration tasks for advanced riders.

Assessment of Learning:

·        Displays comfort in the application of Movement Analysis and presenting cause and effect chains for the advanced rider.

·        Can identify and speak to common movement patterns and outcomes which may occur in the advanced lesson.

·         Can verbalize and apply coaching to fundamental body movements and board performances in a variety of ways for advanced riders.

·         Demonstrates understanding of how advanced movements tie to all levels of riding.

• Pro to Peer Leader

Learning Outcome:

Develop an understanding of how to positively influence on your peers via communication variation, supporting your peers, and understanding expectations.

Learning Objectives:

·         Create trust with your peers and leadership to help highlight wins and bring constructive suggestions for improvement

·         Understand your communication style and how to tailor your presentation to best suit your audience

·         Use metrics, goals, and expectations to create conversation with peers around contribution

·         Understand community offerings

Learning Experiences:

·         Discuss different roles individual contributors may have and how explore all potential spheres of influence.

·         Discuss and practice various communication styles to better connect with your peers, leadership, and guests.

·         Practice engaging peers in challenging conversations around work, focusing on individual influence.

·         Explore tactics for connecting the needs of peers to the appropriate leadership resource and community offerings.

Assessment of Learning:

·         Speaks to peers comfortably about sphere of influence as an individual contributor to a team.

·         Demonstrates a variety of communication styles based on audience from peers to leaders at different levels.

·         Seeks out peers and leaders to share constructive feedback.

·         Connects the needs of peers to the appropriate leadership resource and town/village/ community offerings.

• Spatial Performance 301

Learning Outcome:

Increase awareness of spatial cues and data gathering in order to expand decision-making parameters, as well as physical and mental performance.

Learning Objectives:

·         Increase peripheral awareness

·         Exposure to data gathering techniques used by pro athletes

·         Use multiple senses to detect traffic on-snow

Learning Experiences:

·         Can you sense me?- Player 1 stands behind part player 2 at various distances and makes noises at a variety of volumes. Player 2 guesses the distance from player 1.

·         Pairs will perform short radius skidded turns. The follower will stay a consistent distance back while synchronizing with the leader. The leader will focus on making rhythmic turns while staying aware if followers location and cadence, without looking back. For round 2, incorporate keeping visual track of the follower to synchronize movements. Swap positions while moving.

·         Group ride in a mild bump run with the mindset of gathering data, referencing conditions, changing terrain, obstacles, ect. Discuss the data gathered once the run is out of sight, trying to create a complete picture of the run.

·         From the data gathered and discussed, create a team plan as to how they will ride the run the next time. Highlight the why behind these changes to be made, focusing on the data gathered. Re-ride the same run with the discussed changes.

Assessment of Learning:

·         Has a higher awareness of others, even in blind spots, with increased sensory input Demonstrates decision-making based on spatial/ situational data which has been gathered.

·         Demonstrates the use of spatial/ environmental cues to predict near-future events and conditions.