From an Adaptive Point of View

BY TRUDY PARCHER

ALPINE II, ADAPTIVE II, ADAPTIVE COMMITTEE MEMBER

I’m not certain anyone likes taking tests. I certainly don’t. But this past winter I committed to taking the Level II Adaptive certification and I’m so glad I did.

Of course taking a test isn’t so bad - once it’s over and you pass. And I can happily say, it’s over and I passed. But the outcome isn’t about the pin, the recognition of your peers or the increase in pay. It’s about what you gain through the process.

After 30 years of teaching, a person can easily get stale. One tends to rely on the same old things to say and do and teaching can become rote. That’s not the case in the adaptive world. Sometimes we fly by the seats of our britches - adapting to the moment, the disability, the person, the weather. Everything! Creativity is key. Studying for the exam opened up my mind to so many new possibilities for adapting!

Through the process I discovered that there is a lot of literature available and there are some wonderful technicians who love to share their knowledge and expertise. But there are so few local adaptive instructors that someone seeking certification can feel quite alone. The advice, techniques and encouragement I received were invaluable, but when it came right down to it, so much of the study meant just getting out there and doing it.

That of course leads to the students. I couldn’t have done it without them! The on-snow interaction each weekend with folks who came to me in wheelchairs, on crutches or with a guide were priceless in my learning. I owe them so much. They were patient students who gave me their trust as we worked together to learn new and better ways to adapt to their individual needs in order to facilitate progress. Whether standing up or sitting down to ski, they were my inspiration and motivation. We based all of our lessons on PSIA alpine standards and tweaked from there. We followed the progression. We were student centered. We set reasonable goals and worked together to attain them. The season was a success for the students and me. I came away from the exam and the winter so hungry for more. I want to know all I can about different disabilities and conditions, as well as new and old techniques for teaching people with disabilities and able-bodied students. Although preparing for the exam helped to broaden my knowledge base it also encouraged me to continue to learn. I want to be the best I can be, not that instructor who relies on the same old thing, week after week.

If you’ve reached a point in your teaching career where you feel you could use a kick in the behind, then commit to the exam process. Take clinics, talk to other instructors who work in your area of interest and be a sponge. Then get out on the hill and go to work. By the end of the season and the exam, you’ll be more knowledgeable, more interesting and more fun for your students. And isn’t that what it’s all about?