Secrets to Passing the Alpine Level II Technical Knowledge Module

Randy Malikowski  PSIA-NW Examiner

If you plan on taking the level II technical knowledge module then I can share with you some failsafe answers for movement analysis.  Shhh…don’t tell anyone I told you!!  To pass the level II exam you are responsible for technical knowledge and movement analysis of the skiing public up through level 7. If we watch the majority of the skiing public, they have three common movement issues that we could improve so they could ski more efficiently.  1.  They sit back.  2.  They follow their skis and tip inside.  3.  They make “Z” shape turns.  That is it!  Please send me money now for the secrets! 

Now, you will need to develop logical lesson plans to improve each of these movements in skiers up to level 7.  I did not say I was going to do all the work for you.  You could focus on many other movement issues, but the three above are the major balance issues.

Next is the teaching component of the technical knowledge module.  In the Alpine Certification Guide (page 32), which you can download from the PSIA-NW.org website you will find a list of teaching topics for the level II exam.  You typically will either select or be given one or two of these teaching topics to teach to your group.  The Fifteen topics are only a small selection of the 100’s of possible topics that could be taught to the skiing pubic up through level 7, kids to adults.  Are you ready for another secret to establishing a logical teaching sequence?  I’ll give you this one for free.  If you are still reading and have not sent in your money for the first secret, then stop reading, send in your money and then continue reading.  Look at each of the 15 teaching topics and consider a starting point and ending point.  For example: Introduce basic parallel turns on gentle terrain to level 6 skiers.  The starting point is “What can the skier do currently?”  The answer is “Wedge Christies.”  The ending point is “Basic Parallel Turns.”  If we ask ourselves “What is the movement or skill difference between a wedge Christie and a parallel turn?” then we should get an easy answer.  Answer: the skis are parallel at the beginning of the turn.  The skis used to be in a wedge position and we need to teach the student to be able to enter the turn in a parallel fashion.  Next, we ask ourselves “What part of the turn are we working on?”  (Possible answers: beginning, middle or end). Answer: The beginning of the turn.

Turn initiations seems to be a stumping point for many ski instructors.  Remember this phrase:  “Move the center-of-mass to flatten the skis.”  This is a golden answer to all turn initiations from linked wedge turns to dynamic parallel turns. The center of mass must move to flatten the skis, so the skis can be edged, steered or pressured forward for the new turn. How much and what direction to move the center-of-mass will determine on speed, slope, and skill level.

The following schematic, simplistically, breaks down the focus of teaching from one skill level to another from sliding/gliding to level 7. The bold phrases describe the basic levels of skills.  The italicized phrases describe the part of the turn your lesson should focus on to match the skills being taught to get the goal of your lesson. The lesson progressions you teach should match the new skills being taught and should focus on the part of the turn where the new skill is needed.  You can match this schematic to the teaching topics in the Certification Guide.  The schematic should give you a reference on the areas to focus on for developing logical lesson progressions for students.  Yes, again the really hard work needs to come from you to have a strong understanding and application of the Stepping Stones, Efficient Movement Patterns, and skill development (physical, mental and emotional skill development). 

Read the schematic top to bottom

Sliding/Gliding Movements

New movement is turning: work on end of turn

First “J” Turn

New movement is turn initiations: work on beginning of turn

Linked Wedge Turns

New movement is closing at end of turn: work on end of turn

Wedge Christie

New movement is remaining closed at beginning of turn: work on beginning of turn

Basic Parallel Turns

The lesson progressions you create for each of the above will include: edging skills, rotary skills, pressure control skills, and balancing.  Any or all of the three big common mistakes made by the skiing public could be prevalent at any of these levels and also determine the path of your lesson progression.

As always, have strong group movement skills:  find safe stopping places, describe safe stopping order, find a logical place to stand to see all of your students to get a good view for movement analysis, be able to give accurate feedback, give demonstrations to and away from your students, have a variety of ways of moving your students down the hill and have fun.

If you have not understood the point of this article then here it is!  Teaching skiing is not rocket science.  It can be as complicated and technical as you desire, which keeps many of us still progressing in our own understanding.  The suggestions for movement analysis and the structure for developing lesson progressions should give you a framework to keeps things simple.  The content you teach to move from one skill level to the next will exhibit your own hard work and passion for learning.  The ultimate winner of your learning will be your students.  As you move closer to becoming a master ski teacher you will say less and ski more, and your students will learn more, ski more and have more fun.