Lvl 2: Riding/Learning/Teaching Concepts Flashcards
What is the goal of most 1st-day snowboarders?
Explain the difference between the performance concept and the movement concept.
What does the Y model represent? Relate its purpose and value to students.
Find 7 synonyms for the word “rotate”.
Collect and list information explaining the movement concept.
Collect and list information explaining the performance concept.
Explain the concept of torsional flex. Apply the concept to a turn.
Construct a chart relating movement to performance.
Relate the AASI riding levels to the levels used at your resort.
What is timing? How does timing apply to movement and performance? Give examples.
What is intensity? How does intensity apply to movement and performance? Give examples.
What is duration? How does duration apply to movement and performance? Give examples.
Using both nouns and verbs, list 5 synonyms for the term “edge angle”.
What is pressure distribution and how is it managed?
What causes movement in the body?
What is flexion/extension? What role does it play in snowboarding?
What is the governing rule of the performance concept?
Draw the Y model. Depict the different features of the model on the diagram.
Collect information and describe different factors influencing how the brain works.
Summarize how physical and social factors influence learning.
How is information stored in the brain?
What is the result of strengthened connection between brain cells?
What is a learning preference?
Describe 3 situations in which your ability to learn would be enhanced.
Describe 3 situations in which your ability to learn would be reduced.
How does the amount of structure affect the learning environment?
What does connection have to do with learning?
Apply similarities and differences between students who receive information best via visual, auditory, and kinesthetic avenues to learning situations.
Illustrate how matchers and mismatchers respond to new information.
Differentiate between an internal and external reference point.
Describe the differences between someone who is reflective vs impulsive.
What is the significance of the “multiple intelligences”? How many are there?
Distinguish between memory, learning, and intelligence.
Define each type of “intelligence” and give examples of each.
Describe teaching tactics for appealing to each type of “intelligence”.
At what age do we stop the development of intelligence?
How do we offer our clients “variety” when learning?
How do we offer our clients “choice” when learning?
Expand on the 3 core values and fundamental assumptions of snowboard instruction.
What are the 5 ingredients essential for learning?
What are the 3 major parts of a lesson? Determine the significance of each part.
Describe the 4 elements of an introduction. Give 5 situations requiring introductions of different lengths.
In your own words, describe the importance and development of rapport.
What is movement analysis?
What are we challenged to do when watching a student move?
What are Reference Alignments? How do we use reference alignments in movement analysis?
What is range of motion? How does range of motion impact movement analysis?
Explain the concept of scale. Describe or draw your favorite scale.
What is the goal of the body of a lesson?
In order for goals to be effective, they must be… Explain each component of an effective goal.
What is an “action plan”?
Draw the pattern of teaching. Describe each step.
Why is the pattern of teaching not a linear progression? Which step comes first?
What is the purpose of an explanation?
Illustrate the advantages and disadvantages of the different ways of structuring practice.
What is feedback? Why is it important?
What are the purposes of open and closed questions? List 4 situations when you would use each.
What is the purpose of a conclusion?
What is direct instruction, who uses it, and what details need to be considered?
Illustrate examples of teaching using guided discovery. What makes this different from direct instruction?
Compare and contrast the 2 types of guided discovery. List advantages for each type.
What are metaphors? Provide examples as used in snowboard teaching.
What is the difference between a habitual and perceptual skill? How is each learned?
Describe ways to obtain student input used to form goals for the lesson.
What are the advantages of working with one or two clear, concise goals rather than a larger number?
What are the elements that produce good demonstrations?
Cite several things an instructor can do to help students see demonstrations clearly.
Describe the effects snow conditions can have on an action plan.
Mental rehearsal, imagery, visualization; how can these concepts help performance?
Why is individual feedback during the learning process so important?
Specify the advantages of using the following organizational approaches with a group of students: follow me, class leads, call down, and student pairs.
Give several ways to pleasantly end a discussion with a talkative student so you can keep the class moving.
What are the advantages and disadvantages of competition within the context of a snowboard class?
What are the advantages of holistic and part/whole teaching? What situations dictate the use of one over or before the other?
When using the part/whole approach, why is teaching the end phase of a maneuver advantageous?
Describe 2 tasks or exercises that improve riding in bumps.
Describe 2 tasks or exercises that improve riding in deep snow.
Describe 2 tasks or exercises that improve riding on ice.
In order of importance, arrange 4 factors you consider in terrain selection.
Describe several potential disasters resulting from improper terrain selection.
Give some examples of how terrain can aid an exercise or maneuver.
What symptoms may become apparent when a student is pushed too fast?
How may waiting time (lift lines, before total class gathers, waiting for students) be used as learning time?
