One barrier I have confronted in my attempts to achieve a higher certification is a confusion over the discrepancies between national and divisional standards. I also have difficulty understanding how written standards translate into performance. The interpretation of these standards seems to be subjective, in spite of attempts to create a quantifiable objective standard for efficient skiing. Skiing may involve basic physical forces, but it is not a purely mechanical process. Efficient movement patterns do exist, but the personal interpretation of these movements is what creates the beautiful art form that we all enjoy.

Skiing, at its core, is defined by basic physical forces. Gravity pulls us toward the center of the earth. Friction between the snow and the skis or the air and our bodies creates resistance to motion. The snow compresses and pushes up on our skis. We strive to constantly balance these forces. We are always falling. We manage this descent using the four basic skills: rotary movements, balancing movements, edging movements and pressure control movements. We all lose control and fall, sometimes less gracefully than others. We must face the choice to get up and try again, or to quit.

At this point in time, I believe that I will continue to seek Level II Alpine certification. I also believe that the process needs some improvement. I believe the experience for test takers could be improved with a few simple changes to the post-exam debriefing.

I understand the need for critical comments on the examination forms, but they should also include a constructive element. When developing lesson plans for our students, we analyze the student’s movements with regards to what they want to accomplish and what they are capable of doing and then formulate a plan with exercise progressions and explorations to accomplish these goals. I feel the post-exam debriefing should contain an additional element. We are given information about which movements we are making inefficiently.

What we need is the addition of efficient movements we can use to replace our inefficient movements and exercises that will help us make the muscular movements subconsciously repeatable. It can be difficult to find a starting point to begin future development within this stressful environment. The creation of a training outline would result in a less emotionally charged and stressful encounter at the end of the exam process and provide future direction for both passing and failing examinees.

I would like to take this opportunity to thank the members of the PSIA Northwest board, the office staff of PSIA Northwest and the members of PSIA Northwest for providing me with the scholarship that enabled me to take the 2008 Crystal Mountain Alpine Level II Skiing Exam. I would also like to thank the employees and staff of Timberline Snowboard and Ski School, where I work, train and play, as well as the employees and staff of Crystal Mountain for their generosity and hospitality. I would also like to thank PSIA Northwest’s crew of examiners. They perform a difficult task in evaluating our skills. I hope that this article can provide consolation for those who have also failed an exam, inspiration for those who would attempt an exam, and a few ideas that will improve the examination process.