Lvl 2: Riding/Learning/Teaching Concepts

Question 1

What is the goal of most 1st-day snowboarders?

Question 2

Explain the difference between the performance concept and the movement concept.

Question 3

What does the Y model represent? Relate its purpose and value to students.

Question 4

Find 7 synonyms for the word “rotate”.

Question 5

Collect and list information explaining the movement concept.

Question 6

Collect and list information explaining the performance concept.

Question 7

Explain the concept of torsional flex. Apply the concept to a turn.

Question 8

Construct a chart relating movement to performance.

Question 9

Relate the AASI riding levels to the levels used at your resort.

Question 10

What is timing? How does timing apply to movement and performance? Give examples.

Question 11

What is intensity? How does intensity apply to movement and performance? Give examples.

Question 12

What is duration? How does duration apply to movement and performance? Give examples.

Question 13

Using both nouns and verbs, list 5 synonyms for the term “edge angle”.

Question 14

What is pressure distribution and how is it managed?

Question 15

What causes movement in the body?

Question 16

What is flexion/extension? What role does it play in snowboarding?

Question 17

What is the governing rule of the performance concept?

Question 18

Draw the Y model. Depict the different features of the model on the diagram.

Question 19

Collect information and describe different factors influencing how the brain works.

Question 20

Summarize how physical and social factors influence learning.

Question 21

How is information stored in the brain?

Question 22

What is the result of strengthened connection between brain cells?

Question 23

What is a learning preference?

Question 24

Describe 3 situations in which your ability to learn would be enhanced.

Question 25

Describe 3 situations in which your ability to learn would be reduced.

Question 26

How does the amount of structure affect the learning environment?

Question 27

What does connection have to do with learning?

Question 28

Apply similarities and differences between students who receive information best via visual, auditory, and kinesthetic avenues to learning situations.

Question 29

Illustrate how matchers and mismatchers respond to new information.

Question 30

Differentiate between an internal and external reference point.

Question 31

Describe the differences between someone who is reflective vs impulsive.

Question 32

What is the significance of the “multiple intelligences”? How many are there?

Question 33

Distinguish between memory, learning, and intelligence.

Question 34

Define each type of “intelligence” and give examples of each.

Question 35

Describe teaching tactics for appealing to each type of “intelligence”.

Question 36

At what age do we stop the development of intelligence?

Question 37

How do we offer our clients “variety” when learning?

Question 38

How do we offer our clients “choice” when learning?

Question 39

Expand on the 3 core values and fundamental assumptions of snowboard instruction.

Question 40

What are the 5 ingredients essential for learning?

Question 41

What are the 3 major parts of a lesson? Determine the significance of each part.

Question 42

Describe the 4 elements of an introduction. Give 5 situations requiring introductions of different lengths.

Question 43

In your own words, describe the importance and development of rapport.

Question 44

What is movement analysis?

Question 45

What are we challenged to do when watching a student move?

Question 46

What are Reference Alignments? How do we use reference alignments in movement analysis?

Question 47

What is range of motion? How does range of motion impact movement analysis?

Question 48

Explain the concept of scale. Describe or draw your favorite scale.

Question 49

What is the goal of the body of a lesson?

Question 50

In order for goals to be effective, they must be… Explain each component of an effective goal.

Question 51

What is an “action plan”?

Question 52

Draw the pattern of teaching. Describe each step.

Question 53

Why is the pattern of teaching not a linear progression? Which step comes first?

Question 54

What is the purpose of an explanation?

Question 55

Illustrate the advantages and disadvantages of the different ways of structuring practice.

Question 56

What is feedback? Why is it important?

Question 57

What are the purposes of open and closed questions? List 4 situations when you would use each.

Question 58

What is the purpose of a conclusion?

Question 59

What is direct instruction, who uses it, and what details need to be considered?

Question 60

Illustrate examples of teaching using guided discovery. What makes this different from direct instruction?

Question 61

Compare and contrast the 2 types of guided discovery. List advantages for each type.

Question 62

What are metaphors? Provide examples as used in snowboard teaching.

Question 63

What is the difference between a habitual and perceptual skill? How is each learned?

Question 64

Describe ways to obtain student input used to form goals for the lesson.

Question 65

What are the advantages of working with one or two clear, concise goals rather than a larger number?

Question 66

What are the elements that produce good demonstrations?

Question 67

Cite several things an instructor can do to help students see demonstrations clearly.

Question 68

Describe the effects snow conditions can have on an action plan.

Question 69

Mental rehearsal, imagery, visualization; how can these concepts help performance?

Question 70

Why is individual feedback during the learning process so important?

Question 71

Specify the advantages of using the following organizational approaches with a group of students: follow me, class leads, call down, and student pairs.

Question 72

Give several ways to pleasantly end a discussion with a talkative student so you can keep the class moving.

Question 73

What are the advantages and disadvantages of competition within the context of a snowboard class?

Question 74

What are the advantages of holistic and part/whole teaching? What situations dictate the use of one over or before the other?

Question 75

When using the part/whole approach, why is teaching the end phase of a maneuver advantageous?

Question 76

Describe 2 tasks or exercises that improve riding in bumps.

Question 77

Describe 2 tasks or exercises that improve riding in deep snow.

Question 78

Describe 2 tasks or exercises that improve riding on ice.

Question 79

In order of importance, arrange 4 factors you consider in terrain selection.

Question 80

Describe several potential disasters resulting from improper terrain selection.

Question 81

Give some examples of how terrain can aid an exercise or maneuver.

Question 82

What symptoms may become apparent when a student is pushed too fast?

Question 83

How may waiting time (lift lines, before total class gathers, waiting for students) be used as learning time?