AbilityPLUS Mount Snow TRAINING HANDBOOK

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Ability

PLUS

– Mount Snow

2014-2015

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TABLE OF CONTENTS

(This is intended to serve as a season planning guide; it is subject to change.)

Volunteer Instructor Training Guidelines 4

General Information about Training 6

Core Curriculum 15

Clinic Topics- Developmental Disabilities 32

Intro to DD / Autism

Working with DD Challenges / Behavior Clinic Topics- General Teaching & Skiing Skills

Intro to Kids Games

Kids Teaching Practice

Beginning Progressions: Skiers + Riders Intermediate Progressions: Skiers + Riders Movement Analysis

On-Snow Teaching Practice: Skiers + Riders On-Snow Skills for Tethering

Clinic Topics- Stand-Up Student Topics

Indoor Intro to Stand-Up Skier Set-Up Intro to Stand-Up Tethering / Practice: Skiers Intro to Stand-Up Outriggers / Practice: Skiers Intro to working With Visually Impaired Guiding VI Practice

Bamboo Pole Assist Practice

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3 Indoor: Intro to Bi-Skis & Set-Up Indoor: Intro to Mono-Skis & Set-Up Bi-Ski Seat Assist & Tether Practice Bi-Ski Fixed Outrigger Tethering Practice Mono-Ski Practice

Clinic Topics- Snowboarding

Intro to Adaptive Snowboarding & Set-Up Adaptive Snowboarding Tethering Practice

Clinic Topics- Special Programs

Working with Disabled Veterans Kids of Courage Primer

Sample Clinic Outlines (For Reference Only) 43

Appendix

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VOLUNTEER INSTRUCTOR TRAINING GUIDELINES

New Volunteer Instructor (Lead or Assistant)

In addition to Orientation Weekend and Lift Evacuation training, four (4) training clinics (0.5 day) are required for new instructors. The required training clinics are outlined below and must be completed before December 21 and before you may work with students. (See Volunteer Manual for additional information.)

Core Curriculum:

Pre-Season Training

Orientation + Policies / Procedures (0.25 day) Developmental Disabilities (0.25)

Adaptive Disciplines (0.25) Teaching Youth (0.25) Coaching Models (0.25) Learning Topics (0.25) Lift Use Evacuation (0.25)

On-Snow Training

Intro to Alpine Ski Teaching OR Intro to Snowboard Teaching (1.0) Beginning Progressions: Skiers + Riders (0.5)

Instructor Teaching Skills: Skiers + Riders (0.5) On-Hill Orientation + Health & Safety (0.25)

Additional training is available and encouraged for new instructors during the season. These training clinics can be scheduled during non-busy days when there are usually extra instructors available.

New instructors are also welcome to join other instructors for early morning personal skiing and riding sessions before lessons begin. A short on-hill session will be scheduled every Sunday morning with a trainer beginning in January focusing on personal skiing and riding tips.

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Returning Volunteer Instructor (Lead or Assistant)

In addition to Orientation Weekend and Lift Evacuation training, four (4) training clinics (0.5 day) are required for returning instructors. The required training clinics are outlined below and should be completed before December 21. (See Volunteer Manual for additional information.)

Core Curriculum: Pre-Season Training Developmental Disabilities (0.25) Teaching Youth (0.25) Coaching Models (0.25) Lift Evacuation (0.25) Learning Topics (0.25) Behavioral Challenges (0.25) On-Snow Training

Choose additional training from list of “Introductory Clinics” or “Review & Skills Development Clinics” depending on your interests and developmental pursuits. Additional training is available and encouraged for returning instructors during the season. These training clinics can be

scheduled during non-busy days when there are usually extra instructors available.

Returning instructors are also encouraged to join other instructors for early morning personal skiing and riding sessions before lessons begin. A short on-hill session will be scheduled every Sunday morning with a trainer beginning in January focusing on personal skiing and riding tips.

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GENERAL INFORMATION ABOUT TRAINING

Goals

This manual is intended to be the primary source of training information for instructors at AbilityPLUS – Mount Snow (A+MS). As a community of service-oriented people, we inherently seek ways to improve our combined abilities and cumulative strengths to create unique,

life-changing experiences for all of the A+MS family: guests, students, volunteers and co-workers alike. The goals of this training manual are:

 Provide a personal development roadmap for all A+MS instructors, including both well-experienced and less-experienced alike;

 Continue to improve A+MS programs and our ability to consistently provide educational experiences for our guests that satisfy our mission and values;

 To efficiently and expeditiously increase the number of instructors who are highly capable, engaged, and versatile, and who qualify to be lead instructors for a wide range of different adaptive specialties; and

 Provide a self-improvement resource for all of the A+MS family; a resource that not only provides information for teaching outdoor adaptive sports and for providing exceptional outdoor educational experiences, but also a resource that helps foster our organization’s culture- for use in our interpersonal interactions and relationships and to help each of us satisfy our own personal goals, ambitions, and sense of service.

In common terminology, training refers to the development of skills that are repeatable and can be improved with coaching and practice. This training manual is the primary reference of A+MS’s

educational-based training program, an indoor and on-snow training program that not only helps

develop instructor skills that are repeatable and improvement-oriented, but also a training program that inspires self-directed learning and personal value.

A+MS has a common set of values that guide us and strengthen us; hopefully, this manual inspires a learning culture that continues to attract talented, like-minded instructors that find personal satisfaction and rewarding experiences in their work here. In this way, A+MS hopes to provide educational, life-changing, outdoor experiences to a broader base of students and athletes with disabilities and other special needs.

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Instructor Development

Learning to be a more effective instructor happens through a combination of training, experience, and participation in discussions with other instructors. We strive to create a program environment that encourages and inspires instructor professional development. We strive to inspire both

experienced and new instructors to share experiences with each other in a manner that is

respectful of the talents of each individual and welcoming of different perspectives and personal attributes.

Typical phases of ski and snowboard instructor development include:

 Becoming familiar with being a teacher through observation, discussion, reflection, and participation.

 Assisting other instructors and starting to teach students based on personal experience, while becoming more and more familiar with the various tendencies of students of various abilities or specific disabilities.

 Starting to understand movements on snow and physical, mental and emotional attributes of students in a manner that links cause and effect.

 Using a more thorough understanding of teaching snow sports students of various abilities to solve unique challenges and circumstances and apply effective teaching practices and skiing/riding movements.

 Becoming a versatile teacher that has a thorough understanding of skiing and riding movements and can coach students of most levels and most terrain, or a teacher with specialized experience and expertise.

 Becoming a “master” teacher, one who has developed abilities to lead and inspire others, either in many areas of adaptive sports or within specific specialties.

Many of our training clinics will be conducted in a manner that allows more experienced teachers to guide, mentor, and coach less experienced instructors, while at the same time taking advantage of the special skills of instructors of all levels of teaching experience. It is our goal that all

training clinics and indoor presentations be experiential, hands-on, and engaging for all involved… and that everyone (trainers included) participates with the intention to learn.

For continued professional development, PSIA/AASI has an extensive calendar of events available to you: http://www.psia-e.org/ev/schedule/. There are several events that are available to non-members. Membership and certification is encouraged for professional experience and personal development.

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Schedule

Pre-Season Training Daily Schedule: Location: Discovery Center

Daily Schedule (Arrive 9:00 – 9:15 am to check-in): 9:15 – 10:30 am (0.25 day); 10:45 – 12:00 am (0.50 day) 10:45 – 12:00 (0.25 day)

1:00 – 2:15 pm (0.25 day); 1:00 – 3:45 pm (0.50 day) 2:30 – 3:45 pm (0.25 day)

In-Season Training Daily Schedule: Location: Discovery Center

Daily Schedule:

(Sundays – January and February) 8:00 – 8:45 am (0.25 day)

(Selected Fridays – January and February) 4:00 – 5:00 pm (0.25 day) 9:45 – 11:45 am (0.50 day)

1:15 – 3:15 pm (0.50 day)

Lift Tickets

Day lift tickets will be provided for volunteer on the day of your scheduled training (if you do not have a seasons pass).

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Pre-Season Training Calendar Outline

(Actual times & clinics will be updated after Orientation Weekend and posted online)

Date

Training Clinics Offered

Portion of

Day

October 25, 2014 (Orientation)

New Instructors: Core Curriculum

Returning Instructors: Core Curriculum 1.0 day October 26, 2014

(Orientation)

New Instructors: Core Curriculum

Returning Instructors: Core Curriculum 1.0 day November 22 LIFT EVACUATION (10:00 am) _{Trainers / Coaches Meeting} 0.5 day each

November 22

Indoor Introductory Clinics: DD and Stand-Up Students;

Sit-Down Equipment Set-Up Topics 0.25 / 0.5 day each November 23

Core Curriculum Topics: Teaching; DD and Stand-Up Students; Indoor Intro Topics:

Sit-Down Equipment Set-Up Topics 0.25 / 0.5 day each November 29

Sit-Down Equipment Set-Up Topics 1.0 day November 30

Sit-Down Equipment Set-Up Topics 1.0 day December 6-7,

13-14

Intro to Alpine Ski Teaching OR Intro to Snowboard Teaching

Beginning Progressions: Skiers+Riders Instructor Teaching Skills: Skiers + Riders; On-Hill Orientation + Health and Safety

New Instructors: Sign-up for either weekend (2.0 days total)

December 6 On-Snow Skills Development Clinics: DD;

Stand-Up Students; Sit-Down Students 0.5 day each December 7

LIFT EVACUATION (10:00 am)

On-Snow Skills Development Clinics: DD;

Stand-Up Students; Sit-Down Students 0.5 day each December 13 On-Snow Skills Development Clinics: DD; _{Stand-Up Students; Sit-Down Students} 0.5 day each December 14

On-Snow Skills Development Clinics: DD; Stand-Up Students; Sit-Down Students;

Race Coach Training 0.5 day each

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Training Clinic Format

Each clinic will have a content description and stated goal or list of desired outcomes. A consistent goal will always be that clinics emphasize safety, fun and learning.

Each clinic will have a designated clinic leader or facilitator. Their role will be to facilitate a

learning environment wherein subject material is learned in an experiential format. We hope that instructors with experience and expertise in various disciplines will facilitate clinics, but we expect clinics to be largely sharing of experience and ideas from all participants.

The role of each clinic participant is to participate and learn! Through interactive discussion and hands-on experience, clinics are engaging, relevant, and fun. Through reflective de-briefing of each activity or each experience, we all learn.

For now, the procedure for attending a clinic will be to just show-up and sign-in. In the future, we hope to have a sign-up procedure to allow for better planning and preparation. ALL ON-SNOW CLINIC TIMES AND DATES ARE SUBJECT TO CHANGE BASED ON SNOW CONDITIONS, SPECIAL EVENTS, and BUSINESS LEVELS. EXACT CLINIC CONTENT WILL VARY BASED ON PARTICIPANTS.

For on-snow training, appropriate learning terrain is a top priority. All participants are expected to remain on terrain appropriate for their own learning.

An experiential learning format is generally as follows:  Introduction-

o Clinic Overview o Build Trust

 Get to know one another: Names; Ice-Breaker; Team-Building  Foreshadow Clinic Goals: What? Why? How?

 Repeating cycle of experiential learning-

o Briefing- Preview Learning Activity

o Shared Experience- Perform Learning Activity or Activities o De-Briefing- Discuss what was learned and how it is relevant

We expect all participants, younger and older, less experienced and more experienced, to interact in a manner that is respectful of one another, recognizing that each clinic participant has

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Sample Training Clinic Template

(For facilitator’s use in planning interactive and experiential clinics; see clinic topics for further information and clinic content ideas.)

CLINIC TITLE:

CLINIC LEADER / FACILITATOR: DESIRED OUTCOMES: (1) (2) (3) (4) CLINIC OUTLINE:

(__ min) Introduction; Overview (Review Desired Outcomes); Foreshadow Format (__ min) Warm-Up; Group Activity

(__ min) Learning Activity:

(Brief – Activity or Engaging Discussion or Small Group – Debrief) (__ min) Learning Activity:

(Brief – Activity or Engaging Discussion or Small Group – Debrief) (__ min) Summary; Large Group Debrief; What’s Next?

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Orientation Weekend: October 26-26

Attendance Required Both Days (Schedules subject to change) Saturday, October 25

TIME NEW VOLUNTEERS RETURNING VOLUNTEERS 9:00 – 9:15 am Check-In & Get Paperwork _{Discovery Center} Check-in & Get Paperwork _{Discovery Center} 9:15 – 9:45 am Welcome & Introductions Welcome & Introductions 9:45 – 10:30 am Group Warm-Up Group Warm-Up

10:30 – 12:00 noon Policies / Procedures Policies / Procedures

12:00 – 1:00 pm LUNCH LUNCH 1:00 – 2:00 pm Orientation: A Day in the Life Coaching Models

2:00 – 3:30 pm Mount Snow Welcome Mount Snow Welcome 3:30 – 4:00 pm Summary & What’s Next; _{Hand in paperwork; Questions} Summary & What’s Next; _{Hand in paperwork; Questions}

Sunday, October 26

TIME SUNDAY ONLY ATTENDEES SECOND-DAY ATTENDEES 9:00 – 9:15 am Check-in & Review Pre-Season Training _{Schedule & Questions} Check-in & Review Pre-Season Training _{Schedule & Questions} 9:15 – 10:30 am Policies / Procedures Teaching Youth

10:30 – 12:00 am Policies / Procedures; _{Orientation: A Day in the Life} Learning Topics 12:00 – 1:00 pm LUNCH LUNCH

1:00 – 2:15 pm Developmental Disabilities Developmental Disabilities 2:15 – 3:30 pm Adaptive Disciplines Adaptive Disciplines

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Seasonal Training Overview: Graphic Outline

October Orientation Paperwork Indoor Core and Refresher Clinics

November 22-23 & 29-30

Indoor Introductory and Refresher Clinics Core Topics:

DD Topics

Stand-Up Skier Topics (Set-Up) Sit-Down Skier Topics (Set-Up)

December 6-7

New Instructors: 2-Day On-Snow ATS Training Returning Instructors:

On-Snow Introductory and Refresher Clinics: DD Topics

Stand-Up Skier Topics (Practice) Sit-Down Skier Topics (Practice) December 13-14 (Programs Begin)

New Instructors: On-Snow Assisting & Intro Topics Returning Instructors (As available)

On-Snow Refresher Clinics Intro Adaptive Snowboarding Stand-Up Skier Topics (Practice) Sit-Down Skier Topics (Practice) Sundays January 10 – March 1 (As available) On-Snow Introductory and Refresher Clinics:

Personal Skiing / Riding / Teaching DD Topics (Practice)

Stand-Up Skier Topics (Practice) Sit-Down Skier Topics (Practice)

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CORE CURRICULUM

Adaptive Skiing & Snowboarding Overview

Introduction to Ski & Snowboard Instruction

Desired Outcomes:



Understand common disabilities and adaptive equipment used most

often in our program



Understand principles of teaching snow sports



Learn where to find additional resources

Information is presented in written format to be read as a means of

introduction to common disabilities and adaptive equipment.

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CORE CURRICULUM

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CORE CURRICULUM

Introduction to Ski & Snowboard Instruction

PSIA & AASI

What is PSIA-AASI? The Professional Instructors of America (PSIA) was created in

1961 "...out of a need to unify the various teaching and skiing organizations that

previously existed in the United States. The goal was to create a consistent

experience for guests regardless of where they were travelling and at what area they

skied. The popularity and success of snowboarding gave rise to the American

Association of Snowboard Instructors (AASI), which was formed in 1997." There are

9 regional divisions of PSIA-AASI across the country.

Over the years, PSIA shaped the American Teaching System (ATS) which

incorporates the Snowboard Teaching System (STS.) Education and certification are

at the heart of the system. There are disciplines in PSIA-AASI: alpine, nordic,

adaptive, and snowboarding. At AbilityPLUS, our training and teaching practices are

based on PSIA-AASI methods.

The key to good teaching is learning. "The more you learn, the better you get." The

charm of snowsports is that they are a fluid, dynamic activity, where the participant

is always balancing a changing environment. Education for professionals is available

through instructional manuals for each discipline, digital /internet formats, and a

tremendous number of educational workshops.

PSIA and AASI have developed national certification standards to examine and

credit instructor's skills. There are four primary categories of membership:

Registered, Level I, Level II, and Level III.

A+ encourages its staff and volunteers to participate in PSIA-AASI education and

certification events. A number of A+ instructors participate in educational events on

an ongoing basis, either as attendees or as PSIA-AASI educational staff. For further

information, visit:

http://www.psia-e.org/

To review the schedule of events for the current season in the Eastern Division, visit:

http://www.psia-e.org/ev/schedule/EventSchedule.pdf.

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Each resort is in the business of creating memorable experiences. Those experiences are shaped by interactions with resort staff members. From the moment a hopeful resort

enthusiast picks up a phone or logs onto the web to make a reservation, and until the gear is packed and the trip home has begun, hundreds of interactions with staff members

contribute to the overall impression of the resort. Snowsports teachers, through the relationships they build with students, have the power to enhance the resort experience exponentially. Important qualities for instructors in the modern world of ski teaching include:

 Understanding and responding to guest expectations;

 Providing value to the guest through skill development;

 Having an understanding of their responsibilities to the ski industry, their home

resort and their guest;

 Utilizing the elements listed below that, when artfully combined, create the magical

environment where a connection is made between the teacher, the guest, and the mountain environment.

The effective use of the following elements is the basis for complete and satisfying learning experiences:

Developing Trust-

Trust is the cornerstone of the new guest’s successful experience. If at any time the instructor/student relationship is compromised the guest may leave the sport never to return. To build trust, a competent instructor is skilled at:

 Developing a plan, sharing it with the student, getting student buy-in, and

following-through;

 Understanding their students and how they learn;

 Questioning and listening effectively;

 Creating an environment that puts guests at ease;

 Observing student behaviors to determine underlying emotions and assessing

obstacles to performance.

Assessing Movements:

Because the teaching/learning environment is fluid by nature, and circumstances change as learning proceeds, teachers must be able to accurately assess student performance, adjust goals as the lesson progresses, and communicate the adjustments. A competent instructor is skilled at

 Understanding efficient and effective movements of skiers and riders;

 Understanding how movements at all levels are inter-related and how they are

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Working the Learning Environment:

An artful instructor is able to work the learning environment effectively so that the student/teacher bond of trust remains intact. A competent instructor is skilled at:

 Using available terrain effectively;

 Using a variety of activities with new participants that will help establish a

comfortable, fun and safe environment;

 Developing and using fun skiing formats;

 Providing information and suggestions for the use of alternative snow tools;

 BUILDING RELATIONSHIPS.

Closing the Loop:

Effective communication is the final element in the learning loop. As with the other three elements, the ability to communicate well can make or break a learning experience. It can provide direction, reinforce a positive change, and redirect unproductive movements or actions. An effective communicator also understands information on teaching and learning styles. A competent instructor is skilled at:

 Providing effective feedback.

 Effectively debriefing a student at the end of a lesson.

Ski Instructor Roles and Responsibilities (Partial List!): Teacher- Help student develop and learn skills and movements; Guide- Show the student around the mountain environment;

Facilitator- Create experiences that help students discover new perspectives; Observer- Be able to watch and interpret movements and behavior;

Motivator- Encourage student to discover own strengths and abilities; Therapist- Help student overcome fears and resistance to change;

Risk Manager- Assess risks of various movements on various terrain at various speeds; Student- Learn from teaching process to improve future practices;

Communicator- Understand and practice various styles of communication;

Education Expert- Utilize various styles of teaching to adapt to unique learning styles of student;

Health Practitioner- Understand fitness and wellness and the benefits of physical activity on human mental and physical health;

Biomechanics Expert- Understand the physics of movement of the human body under the influence of gravity….

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Introduction to Learning Topics

Skiing and snowboarding are active sports; learning happens when students are actively engaged. Skills aren’t learned when information is poured into learners; skills are learned as students actively explore movements and find things out themselves in the process. The role of a teacher is to guide the learning process, to be a facilitative coach, engaging the students in a sensory-rich and relevant learning environment. The greater the level of

involvement, stimulation, and immersion of the student in the learning process, the greater the retention, recollection, and application of the information or movement being learned. Experiential Learning Process- Students’ skills progress through their experiences, or the experiences we create for them. Simply experiencing an educational moment, however, is an incomplete way of learning. Not until the learner has reflected and applied this

learning can they be said to have truly learned the material or movement presented.

Simply said: SEE → DO → REFLECT → TEACH BACK;

Experiential learning is a series of cycles wherein learner reflects and applies learning: BRIEF → DO → DEBRIEF.

By doing, reflecting, analyzing and doing again, learner directly goes through the stages of learning:

KNOWLEDGE → COMPREHENSION → APPLICATION → ANALYSIS →

SYNTHESIS → EVALUATION.

Visual, Auditory, Kinesthetic- Three Primary Forms of Learning- These

traditional learning methods endure because of their value and effectiveness. Depending on the abilities of your students, learning usually happens most effectively when all forms of learning are incorporated. Visual techniques include demonstration, video, watching others. Auditory techniques include voice instruction and feedback, music, or other sound cues. Kinesthetic learning includes movements of all kinds.

Learning Styles- Learners are often categorized according to their learning preferences or predominant tendencies. Those that tend to need intellectual understanding first are called THINKERS. Those that tend to learn best when they can focus on a feeling, emotion, or muscular sensation are called FEELERS. Those that learn best by watching first or following others are called WATCHERS. Students who need to be actively moving and engaged physically and generally learn by trial and error are called DOERS. It is important to remember that most students have all tendencies, but usually one or two are predominant.

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Other studies on learning styles have focused on how students take in, or perceive,

information, and how they then process that information as they learn. On the perception side, students tend to either take things in either seeing details first or the big picture first. When the information is taken in, it is then processed either actively or in a more reflective manner. When you overlay these tendencies on two opposing axes, the combination of how a student perceives and the processes information can be divided into four combinations, yielding four “learning styles” similar to the four listed above, though from a different research background. Again, students tend to have abilities along a range of these tendencies, but it important to provide a learning environment that includes all of them.

Multiple Intelligences- There are currently eight accepted styles of multiple

intelligences, another way to categorize learning styles. They are listed below. There are a few other potential styles being considered, like existentialism, mechanical aptitude, and humor. Active learning techniques can be used to explore all of these intelligences in outdoor education.

Logic – Math (Problem solving, analysis, planning)

Body - Kinesthetic (Physical activity, movement, hands-on learning) Visual - Spatial (Visualizing multiple solutions)

Linguistic (Clear expression, reading instructions, debriefing) Musical (Rhythm, timing, sounds of nature)

Interpersonal (Understanding others, empathy, coaching, teamwork) Intrapersonal (Understanding self, relating, journaling, self-reflection) Nature - Environment (Connection to outdoor setting, exploring)

Building Effective Teams-

With your team members, agree on:

GOALS- What’s the purpose of your lesson; what are you trying to accomplish… ROLES- Who’s doing what; who’s responsible for what…

PROCEDURES- How are you going to do things… and when

INTERACTIONS- How are you going to interact and communicate… what are your accepted modes of behavior…

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CORE CURRICULUM

Orientation + Office Procedures

Dates Offered (9:00 am, unless noted otherwise):

October 25

October 26

Desired Outcomes:



Complete seasonal paperwork



Learn basic indoor procedures for being a volunteer instructor



Be ready to begin volunteering or to continue additional training



Learn “A Day in the Life” of being a volunteer

Focus on the daily procedures of being a volunteer for A+MS. We will go

through instructor expectations, paperwork, equipment storage,

equipment rental for your student, scheduling and uniforms.

Location: INDOORS

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CORE CURRICULUM

Introduction to Developmental Disabilities

Dates Offered:

October 26

November 30

Desired Outcomes:



Gain more familiarity with developmental disabilities



Understand the majority of our clientele better



Understand common challenges and safety concerns and how to deal

with them



Understand common medications and terminology

For new instructors and returning instructors looking for a refresher, this

clinic offers insight to the unique clientele we work with at A+MS.

Through both lecture and experiential learning we explore and discuss the

common disability categories, safety concerns, medications and possible

complications that can arise when working with many specific disabilities.

Location: INDOORS

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CORE CURRICULUM

Lift Evacuation

Dates Offered:

November 22 (10:00 am)

December 7 (10:00 am)

Desired Outcomes:



Know how to work with group of other volunteers or Mount Snow

staff to evacuate a chairlift



Know Mount Snow procedures for lift evacuation

Lift evacuation training is required by Mount Snow for all volunteer

instructors. It is scheduled and conducted by Mount Snow Ski Patrol.

Location: On-hill (no equipment necessary, dress appropriately)

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CORE CURRICULUM

Introduction to Alpine Ski Teaching

Dates Offered:

December 6-7

Desired Outcomes:



Understand and apply basic movements of American Teaching

System (ATS)



Understand basic progressions for developing effective beginner

movements



Understand common movements of effective skiing for all levels

This clinic offers new ski instructors the theory and technique of current

ski teaching. This is our on-snow introduction to effective ski instruction

that follows the industry standard format (PSIA) of a “beginner lesson”.

We will also explore what applications and assists are available to

stand-up skiers which enable them to ski and succeed, as well as gaining

understanding of personal skiing movements (and how they relate to

beginner lessons).

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CORE CURRICULUM

Introduction to Snowboard Teaching

Dates Offered:

December 13-14

Desired Outcomes:



Understand and apply basic movements of American Teaching

System (ATS)



Understand basic progressions for developing effective beginner

movements



Understand common movements of effective skiing for all levels

This clinic offers new snowboard instructors the theory and technique of

current snowboard teaching. This is our on-snow introduction to effective

snowboarding instruction that follows the industry standard format

(AASI) of a “beginner lesson”. We will also explore what applications and

assists are available to stand-up snowboarders which enable them to

succeed, as well as gaining an understanding of personal riding

movements (and how they relate to beginner lessons).

Location: ON-SNOW

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CORE CURRICULUM

On-Hill Orientation + Health & Safety

Dates Offered:

December 6-7

December 13-14

Desired Outcomes:



Understand sequence of terrain at Mount Snow appropriate for

effective development of skiing and riding movements



Understand what to do and who to contact if something goes wrong

or if you require assistance



Understand how to take care of yourself on the slopes, both on your

own and while with students.



Learn ways to be better prepared for your work outside as a

volunteer instructor

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CORE CURRICULUM

Teaching Youth

Dates Offered:

October 26

November 30

Desired Outcomes:



Understand the CAP model; typical cognitive, affective and physical

stages of development for children



Learn ways to engage children in skiing and riding lessons



Learn group handling skills and terrain selection which promote

safety, fun and learning



Become more aware of the visual image you portray, the energy you

bring, to your students and how it affects their behavior.

This interactive clinic explores the development of mind and body for

individuals 18 years of age or younger. Effective learning terrain, teaching

strategies, and years of professional seasoned experience will be shared in

this clinic.

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CORE CURRICULUM

Coaching Models

Dates Offered:

October 26

November 23

Desired Outcomes:



Understand various models of coaching that you can utilize as a

teacher to take advantage of the learning styles of your students



Understand the concept of strengths-based teaching and practice

identifying skier and rider “strengths” in your teaching



Practice communications skills that help you to understand your

students more quickly, including questions you might ask parents or

caregivers.

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INTRODUCTORY CLINICS

Understanding Autism

Dates Offered:

November 22 (1:00 pm)

December 6 (1:00 pm)

Desired Outcomes:



Learn about autism and the types of behavior you might expect as an

instructor



Learn about various behavior management techniques you might

utilize when working with students on the Autism Spectrum



Understand various teaching tactics and styles to motivate and

communicate with students on the Autism Spectrum

Specialists in the forefront of working with individuals on the Autism

Spectrum will present this indoor session focused on defining ASD as well

as tactics to motivate, communicate and redirect behavior in a ski lesson

at A+MS.

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Intro to Kids Games

Dates Offered:

November 22

December 6

Desired Outcomes:



Share interactive and fun games for teaching kids



Learn benefits of games as they relate to learning, behavior

management, and social interaction



Expand your “bag-of-tricks” for developing effective skiing and

riding movements

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34

Working with Developmental Disabilities & Challenges

Dates Offered:

December 7

Desired Outcomes:



Share experiences of working with developmental disabilities relating

situations and solutions



Gain more familiarity with developmental disabilities as a lead

instructor



Understand common medications and terminology

For returning instructors looking for more experience and understanding

of students with developmental disabilities, this clinic offers insight to the

unique clientele we work with at A+MS. Through both lecture and

experiential learning we explore and discuss the common disability

categories, safety concerns, medications and possible complications that

can arise when working with many specific disabilities.

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35

Review Beginning Progressions: Skiers + Riders

Dates Offered: As requested and scheduled

Desired Outcomes: Learn learning progressions for beginner able-bodied

skiers and riders.

Instructor Teaching Skills: Skiers + Riders

Desired Outcomes: Practice and improve teaching skills and movement

analysis capabilities with your peers.

Stand-Up Skier Set-Up

Desired Outcomes: Review and practice set-up for stand-up skiers; review

pros and cons of various pieces of adaptive skiing equipment.

Stand-Up Skier Set-Up

Desired Outcomes: Review and practice set up equipment for stand-up

riders; review pros and cons of adding various types of adaptive

equipment.

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36

Working with Visually-Impaired Students

Desired Outcomes: Learn about teaching visually-impaired students.

Introduction to Stand-Up Tethering: Skiers + Riders

Desired Outcomes: Learn about teaching stand-up students with tethers.

Introduction to Stand-Up Outriggers: Skiers

Desired Outcomes: Learn about teaching stand-up students with

outriggers.

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37

Introduction to Bi-Skis

Desired Outcomes: Learn about setting-up, teaching and assisting bi-ski

students.

Introduction to Mono-Skis

Desired Outcomes: Learn about setting-up, teaching and assisting

mono-ski students.

Working with Disabled Veterans

Desired Outcomes: Learn about Post-Traumatic Stress Disorder as it

relates to combat veterans; be prepared to teach or assist programs for

disabled veterans.

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38

REVIEW & SKILLS DEVELOPMENT

Experiential Learning Topics

Dates Offered:

October 25

November 29

Desired Outcomes:



Understand the concept of experiential learning and learn to apply

the format in various teaching situations



Practice teaching as an effective team in an experiential learning

culture



Learn about the importance of establishing lesson goals, roles,

procedures, and interactions in your team-teaching experiences



Discuss opportunities you have to communicate your observations

with your team-teaching partners, other instructors, and others, and

how to communicate effectively to enhance a learning environment

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39

Practicing Behavioral Challenges

Dates Offered:

TBD

Desired Outcomes:



Discuss student-teacher experiences that have been challenging,

review various options to deal with these situations, and determine

concrete steps to take when you’re faced with behavioral challenges



Be able to list steps to take when you are faced with a behavioral

“meltdown” in a building or on the slopes



Understand possible causes of meltdowns and how you might avoid

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40

Instructor Skills: Skiers + Riders

Dates Offered:

TBD (Sunday mornings, 8:00 to 8:45 am, January – March)

Desired Outcomes: Enhance personal skiing and riding skills. Develop

camaraderie amongst volunteer staff. Share ideas on hill for improved

understanding of skiing and riding movements

Intermediate Progressions: Skiers + Riders

Desired Outcomes: Learn learning progressions for novice and

intermediate able-bodied skiers and riders.

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41

Stand-Up Stuent: Bamboo Pole Assist Practice

Desired Outcomes: Practice the ins and outs of assisting stand-up skiers

with bamboo poles and other hand-held props.

Guiding VI Practice

Desired Outcomes: Practice various methods for guiding VI students.

Tethering Stand-Up Skiers + Riders Practice

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42

Bi-Ski Seat Assist & Tether Practice

Desired Outcomes: Practice assisting and tethering bi-skiers.

Bi-Ski Fixed Outrigger Tether Practice

Desired Outcomes: Practice tethering bi-skiers with fixed outriggers.

Mono-Ski Practice

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43

Sample Clinic Outlines: Assessing Students with Cognitive Disabilities / Behavior

Submitted By: Bob Speck Last Updated: 11/2014

Goals: For new instructors to be able to assess the needs of a student with developmental delays or other cognitive disabilities.

Desired Clinic Outcomes: After completing this clinic, the instructor should be able to:  Have an awareness of medical conditions and side effects of this student populations

 Select appropriate use of teaching aids, hold, or assist for a student with a development delay Suggested Clinic Outline:

Developmentally Delayed

A. Review the disabilities generally found in people with various developmental delays 1. Down Syndrome 2. Fragile “X” Syndrome 3. ADDHA 4. CP 5. TBI 6. Tourettes Syndrome 7. Learning Disabled 8. Emotional Disorder 9. Autism 10 Mentally Retarded 11. Epilepsy 12. Seizure Disorder 13. Cognitive Impairment 14. Stroke

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44

Note: Some disabilities in this category will have normal intelligence and/or normal physical abilities.

B. Discuss possible medications and side effects of each. 1. Analgesics: Pain Relief

2. Antibiotics: Treat or prevent infections (commonly in preventing UTI’s) 3. Anticholinergics: Relieve Bladder Spasms

4. Anticonvulsives: Prevent / Treat Seizures & convulsive disorders 5. Antiemetics: Prevent nausea / vomiting

6. Anti-inflammatory: Reduce inflammation / pain control 7. Antispasmodics: Relieve Muscle Spasms

8. Antihypertensives: Treat High Blood Pressure 9. Tranquilizers: Treat Anxiety / Agitation

10.Antidepressants: Treat / Elevate Mood

11. Antipsychotics: Treat various psychiatric symptoms

C. Discuss associated and hidden secondary complications

1. Down Syndrome: Heart Disease (Vascular insufficiencies predispose to frostbite) 2. Cerebral Palsy (CP) :Speech/ Language (dyspraxia, articulation)

3. Traumatic Brain Syndrome (TBI): Seizures, Anger management 4. Autism (PDD/NOS/Autism Spectrum): Frustration, various behaviors 5. ADD/ADHD (Attention Disorders): Frustration, various behaviors D. Conduct indoor skier evaluation. Some concerns are noted below.

1. With developmentally delayed students: discuss behavior modification, contracts, how to deal with inappropriate behavior; how to get student to focus; and how to make it fun. 2. Discuss with student (and parents if applicable):

Behavioral modifications / contracts Communication style preferred Dealing with inappropriate behavior Facilitate focus

Reward system “Make it fun”

3. Review secondary physical limitations and adaptive equipment Assess: Gait; Muscular strength; Hand grasps; Range of Motion E. Review program policies

• It is recommended that students with a TBI wear helmet.

• It is recommended that students with a seizure disorder wear seizure strap while riding chair lift.

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45 BEHAVIOR MANAGEMENT

Behavior management is used frequently in special education, particularly with some adaptive students. It is essential that the adaptive ski instructor be familiar with some of the common procedures. The first step is to discuss with the parent/guardian which techniques they use with the student. When possible, the instructor should utilize the same technique.

DEFINITIONS: Behavior:

The manner in which one acts; the actions or reactions of individuals under specific circumstances. Behaviorism:

A theory of conduct that regards normal and abnormal behavior as the result of learned responses (conditioned reflexes) For example, behaviors learned as a response can be re-learned to respond in another, more effective/or acceptable way.

Behavior Management:

The use of behavioral teaching techniques in order to decrease instances of inappropriate behavior and to replace them with appropriate behavior.

Behavior management is based on the concept of cues & consequences.

1) Cue is the term for a signal, condition, command or instruction that elicits the desired response. The following are three recommended rules to follow when giving cues:

 Make the cue as clear/brief as possible.

 Use the same cue each time. (i.e. come, go, stay, or "ready, ski").

 Do not repeat the cue until the student makes some kind of response. If correct response is made reinforce. If no response or incorrect action is demonstrated use a correction procedure (i.e. No, do it this way - demonstrate again).

2) Consequence is immediate feedback or information relative to a behavior that increases or decreases that behavior or response.

 Aggressive behavior (i.e. hitting, scratching kicking, etc.) may require negative feedback followed immediately by positive feedback relative to desired outcomes. It may also require removing the student from the environment and activity.

 Noncompliant behavior (i.e. I can't, I won't, I'm scared etc.) ignoring, diverting their attention, or engaging in an activity that is comfortable for them.

3) The following are recommendations to be followed when enacting consequences:  Give immediate feedback for the student’s actions.

 Accompany nonverbal (food, tokens, hugs, etc.) with words.  Ignore noncompliant behavior.

 Address/punish aggressive behavior by emphasizing positive behavior and desired result (nonphysical).

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46 Behavior Management Steps:

1. Determine/specify desired behavior. 2. Establish baseline.

3. Apply intervention (intervention can be as simple as praising desired behavior and ignoring other types or as complex as punishment).

4. Evaluate if intervention is effective (i.e. desired behavior increases). Behavior Modification and Teaching Strategies:

Behavior modification teaching strategies are numerous and vary in their applied techniques. Some commonly used in teaching, they are: Operant Conditioning, Reinforcement, Punishment, Contracts and Token Economy.

 Operant Conditioning: Producing desired responses identified by the results rather than the stimuli. Key element in this theory is reinforcement.

 Reinforcement: Anything that reinforces the desired behavior or response is called

reinforcement. Reinforcements come in the form of physical, verbal, visual, edible, rewards, positive, negative, immediate, delayed, group, and individual.

o Physical: A pat on the back, hi-five etc. o Verbal: "That was a great demo-excellent!" o Visual: Giving the "thumbs-up" sign. o Edible: A piece of candy.

o Rewards: "You have done so well, now let's take a free run".

o Positive: All the above and more that reinforces the positive desired response.

o Negative: The removal of non-desired action. Outlining unmet goals ("you did not do xxx) or unacceptable behavior.

o Immediate: Spotlighting movements, actions while they happen, most likely verbally. o Delayed: Noting movement or desired behavior after it happens.

o Group: Including the entire group for combined efforts or team work. o Individual: Working with individual to reinforce desired reaction.

 Punishment: A consequence that is not pleasing given in response to undesirable behavior. Anything (nonphysical) that decreases the frequency of an undesired behavior. Punishment can include but not limited to the removal of a desired event or removal for desired or present environment (time out) Potential problems with punishment:

o Punishment demands the instructor's constant attention. o There are ethical (and legal) constraints on its use. o The instructor may be viewed as a negative reinforcer.

o The student may experience behavioral paralysis or may react emotionally or aggressively.

o The student may attempt to avoid the instructor or program. o Punishment may lead to learned helplessness.

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 Contracts: An understanding/agreement between student and teacher clearly stating what is to be learned (behavior required) and consequences of both learning (behavior required), or not learning.

 Reward: A token/point system where the student is rewarded tokens/points for appropriate behavior. The tokens/points should be meaningful to the student and should be traded in at the end of the day for a reward or privilege (i.e. hot chocolate, play instructor for the last run etc.).  Token Economy: Secondary reinforcers that are earned, collected and then redeemed for other

reinforcer such as trinkets, pins, food etc.

 Timeout: Removal from activity to a predetermined quite place if activity becomes so stimulating that a student cannot control negative behavior.

Concluding comments about behavior management: 1) Reinforce desired behavior.

2) Praise student when student attempts or does a task correctly (Catch them being good).

3) Aggressive behavior needs firm action followed by information and positive reinforcement of desired behavior/outcomes.

4) Discuss techniques with parent/guardian that other instructors have used with student. 5) If a system that works well, tell the parent/guardian so they can tell the instructor next time.

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Sample Clinic Outlines: Teaching Students with Developmental Delays

Submitted By: Bob Speck Last Updated: 11/2014

Goal: For instructors to be able to adapt the ATS beginner progression to the needs of a student with developmental delays.

Desired Outcomes:

 Describe a typical ATS beginner progression.

 Explain how to select a different teaching style for a student with a developmental delay and demonstrate how that would be taught.

 Demonstrate how to adjust pacing of information for a student with a developmental delay.  Show how the instructor might demonstrate a movement differently for a DD student.

 Explain how to use VAK and learning styles to convey information more effectively to a student. Suggested Clinic Outline:

Note- the focus in this clinic should be on the teaching and not the disability issues. Show how different exercises might be altered or the communication or pacing might be adjusted to allow the student to learn optimally. Review the disability information, but focus on the teaching…….

A. Review the disabilities generally found in people with developmental delays a. Down Syndrome b. Fragile “X” Syndrome c. ADD/ ADHD d. C-P e. TBI f. Tourette’s Syndrome g. Learning Disabled h. Emotional Disorder i. Autism j. Mentally Retarded k. Epilepsy l. Seizure Disorder m. Cognitive Impairment n. Stroke

Note: Some disabilities in this category will have normal intelligence. B. Conduct indoor skier evaluation. Some concerns are noted below.

a. With D/D student: Discuss behavior modification, contracts, how to deal with inappropriate - behavior, how to get student to focus and how to make it fun. b. 2. Discuss with student (and parents as applicable):

1. Behavioral modifications / contracts 2. Communication style preferred 3. Dealing with inappropriate behavior 4. Facilitate focus

5. Reward system 6. “Make it fun”

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C. Review & Ski the two track progression. (Straight ATS Progression) (see ATS Teaching Beginners for more info!)

1. Indoor exercises (if appropriate) 2. Flat land exercises- boot games etc 3. 1 ski exercises 4. Straight Run 5. Gliding Wedge 6. Wedge Turn 7. Mileage 8. Wedge Christie 9. Lots of Mileage

D. If necessary review VAK and how to adjust teaching for each learning mode a. Visual

b. Auditory c. Kinesthetic

E. If necessary, review learning styles and how to use them to target information to students a. Thinker

b. Feeler c. Doer d. Watcher

e. Big Picture person f. Parts person

F. Create sample students (real or fictitious) and have participants demonstrate how they would adjust the standard teaching progression to fit the needs of the student

a. Communication- language, pacing, repetition

b. VAK- Student may need lots of demos (V), they might need cue words or explanations (A), or they might need their body moved into the appropriate position so they can feel it (K).

c. Teaching style may need to be altered to fit the student

d. Consider different learning styles and how to alter teaching to their needs. e. Fears may be very important to address

f. Pacing of information and new movements needs to be appropriate for the student profile

g. Terrain selection needs to be carefully considered. G. Summary

a. Review why the teaching adjustments in teaching were appropriate for that student b. Respond to questions from participant

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APPENDIX

This is a working document. Relevant material will be added as it is

developed. General information will be added to this Appendix.

We invite your review and comments. Many of you have much experience

in certain areas of adaptive sports and/or with students of particular

disabilities. We invite your involvement, participation, and leadership.

THANKS!

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1

Childhood Development and

Adaptive Students



Ages and Stages for normal development



Applying this knowledge to students with

cognitive and/or physical disabilities

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2

PIAGET’S STAGES OF

CONGNITIVE DEVELOPMENT



0-2 years: Sensorimotor



2-7 years: Pre-Operations



7-11 years: Concrete Operations



11 and older: Formal Operations

CAP MODEL AGE GROUPS



Young Children (3-6)



Older Children (7-12)



Teens (13 and up)

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3



Cognitive

:

Characteristics: Language Use Beginning Egocentric (“me”)

Can only process one thing at a time Can’t reverse directions

Fantasy

Copy others well Literal

Spatial Awareness

Young Children (3-6)



Affective

:

Humor & Play: Parallel Play Slapstick Humor

Acceptance by adults is important Reassurance & Praise

Social Play with few rules

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4



Physical

:

Large Head in Proportion to body High Center of Mass

Similar Strength in Boys & Girls Whole Body Moves as a Unit Large Muscles Develop First Limited Fine Motor Movement

Older Children (7-12)

 Cognitive:

Characteristics: Sees world from more than one point of view Can process more than one task at a time Appearance vs. Reality

Starting to judge space, distance & time Directionality & Reversibility

Over-estimates abilities

Ask questions /want to know why Imagery, but not pretend

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5

Older Children (7-12)



Affective:

Humor & Play: Developing awareness of other’s feelings

“Knock-Knock” Toilet Talk

Social Play with Rules Competition

Moral: “Clever as a fox” (Cognitive conceit) Testing Authority

Older Children (7-12)



Physical

: Fine muscle coordination developing

Center of Mass lowering

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6

TEENS



Cognitive:

Characteristics: Abstract thinking developing Visualization

Peer Acceptance

Process multiple directions Sequence events Problem Solving

TEENS



Affective

: Self-esteem vulnerable Can be emotional

Worried about extrinsic & intrinsic outcomes Can laugh at themselves (at some point!) Want to fit in

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7

TEENS

 Physical:

Rapid growth/body changes- may affect coordination

Maybe a completely different body from one season to the next- have to relearn how to do things

Strength & coordination may not match bone growth

Center of mass & balance changing rapidly

Boys feet grow first

Girls develop younger than boys

Boys develop muscle mass in upper body

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10

THE END

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11

The Teaching Cycle



Introduction



Assess Student



Determine Goals



Present & Share Information



Practice



Check for Understanding



Summarize Learning Segment

The Teaching Cycle for Children

PDAS

Objectives How?

oWhat are kids goals

oPresent & share info

oImplement action plan

oPractice using “drills, skills & hills” model

oFrequently check for understanding

oAdd challenges when appropriate

oReview Goals

oSummarize experiences & objectives Play Drill Adventure Summary oIntroduce Lesson Segment oAssess Student

oDetermining Goals & Planning Objectives

oPresent & Share Info

oPractice oCheck for

Understanding oSummarize

Learning Segment

oDiscover Kids Desires

oCreate positive group dynamics

oNon-judgementally assess movements & review skills

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