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Snowboard - Level 3 > Start > Flashcards

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1
Q

Learning Connection Model

  • what are the 3 skills
A
  • People Skills
  • Technical Skills
  • Teaching Skills
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2
Q

Pressure - along the length - definition

A

Control the relationship of the COM to the Base of Support to direct pressure along the length of the board

  • can be done by moving the body above the board, or moving the board under the body
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3
Q

Pressure - along the width - definition

A

Control the relationship of the COM to the Base of Support to direct pressure along the width of the board

  • move the pressure, without tilting the SB
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4
Q

Pressure - on the board - definition

A

Control the magnitude of pressure created through board/surface interaction-

  • down unweighting movements, retractions movements, pump a roller
  • look for vertical f/e to see how the rider is controlling pressure (if not present, they’re likely not!)
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5
Q

Pivot - definition

A

Control the board’s pivot through flexion/extension and rotation of the body

  • lower level is mainly upper body
  • higher level can do through flexing/extending
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6
Q

Tilt - definition

A

Control the board’s tilt through a combination of inclination and angulation

  • angulation is flexing joints
  • inclination is tipping the body without f/e
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7
Q

Torsional Flex (aka - twist) - definition

A

Control the board’s torsional flex through flexion/extension and rotation of the body

  • unique to SB (not in skiing fundamentals)
  • SB’er can actively twist
  • if executed well, should be sequential (one, two)
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8
Q

SB Fundamentals

A
  • Riders are always doing all of these
  • think of dials, turning up and down
  • truths
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9
Q

Ollie - main SB Fundamentals

A

1) moving pressure along the length
2) moving pressure on the board via vertical f/e

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10
Q

flatland 360 - main SB funds

A

1) pivot - upper/lower body separation (rotary movements)
2) twist - creates faster, smoother rotation

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11
Q

Tail Press - main SB funds

A

1) pressure along the length
2) vertical pressure

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12
Q

weight on tail of board - challenges?

A

will make it hard to pivot over the front leg

Prescription: address body position (more weight on the front leg) - this will allow them to create pivot along the length of the board

fundamental of managing pressure along the length of the board

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13
Q

limited vertical movement - challenges?

A
  • magnitude
  • up/down unweighting
  • higher level twist
  • knee steering (lack of leverage)
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14
Q

MA Fundamentals

A
  • not a single right answer
  • does the story make sense
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15
Q

Reference Alignments

A
  • stacked on the board - CoM over the working edge
  • shoulders perpendicular to the front foot (slightly open)
  • shoulder and hips aligned to the terrain
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16
Q

Fundamentals that go together

A
  • pivot and pressure along the length
  • Tilt and pressure along the width
  • Twist and pressure song the width

nots sure on these

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17
Q

retraction fundamental

A
  • magnitude of board surface interaction (maxes at the finish (weight over the rear leg), releases as the board decambers (pops), then reengage with the weight over the front foot (initiation))
  • pressure along the length (progressive and quick movement)
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18
Q

What is a Level 1 Turn?

A

most extended or up unweighted

  • created through an “up and over” movement (COM moves up and then over the board)

can quickly shift the weight forward, creating a pivot point on the front of the board

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19
Q

Tilt -combo

A

Of inclination (lean) and Angulation (degree of f/e)

  • need both to get board on edge
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20
Q

Which joint changes the most from heel side to toe side?

A

Hip
- extends on toe
- flexes on heel

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21
Q

Spine

A

Flexes and extends and rotates

Don’t forget about in observing rider (ankles, knees, hips)

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22
Q

What body part is initialing the turn, and how does this impact the turn?

A

Shoulders - slow, but powerful - can create z-shaped turns with little initiation or control phases

Ankles - quick, but not as powerful - creates twist

Knee- rotation of femur - twist, but also contributes to lateral movement (pressure) along the length

Hip- can blend with shoulders - can be same challenges

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23
Q

Tilt - day 1

A

Super critical for the heel slip, really need the combo of inclination and Angulation- one or the other won’t work

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24
Q

AASI Values?

A

Safety + Fun = Learning

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25
Q

Park Smart

A

S - Start Small
M - Make a Plan
A - Always Look
R - Respect get respect
T - Take it Easy

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26
Q

AASI - Snowboard Teaching System (STS)

A

1) Riding Concepts
2) Teaching Concepts
3) Service Concepts

= Learning Pathway

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27
Q

Why does a snowboard slide?

A

Creates friction with snow, snow melts, board “slides” on water

if too cold, water isn’t created and board sticks

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28
Q

Average turn radius based on side-cut?

Pressing into a cambered board causes?

A
  • around 20 feet
  • a shorter turn radius
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29
Q

Rebound

A

energy that come from the board ‘unbending’ (e.g., de-camber0

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30
Q

Narrow vs. Wide board - performance?

A

Wide boards are slower to turn, but provide more float

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31
Q

Inclination come for which joint…mostly?

A

Ankles

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32
Q

Retraction Thoughts

A
  • extend through the control phase of the turn and flex/have “soft” legs at the finish and initiation (to quickly get to the new edge)
  • actively flex the ankles (first) and knees (second) towards the CM when moving edge to edge
  • move diagonally in a flexed position across the board
  • don’t forget to steer!

Teaching Ideas:
- dolphin turns
- front-leg pulls
- back-leg kicks (rebound)
- blend together (pull and kick)
- retract frontside of a mogul, extend down the side and back of the mogul…repeat

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33
Q

Board Slide

A

Front or Nose of board going over the feature

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34
Q

Lip Slide

A

Back or tail of the board going over the feature

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35
Q

Indy

A

backhand & toe-slide

guy was riding for Independent trucks

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36
Q

Mute - now called Weddle

A

front-hand & toe-side

Weddle was deaf

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37
Q

Melon

A

Front-hand & Heel-side

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38
Q

Stalefish

A

back-hand & heel-side

Tony Hawk got canned fish after a competition and called it stalefish…the name stuck

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39
Q

Jump - take-off

A
  • can pop off of both feet (for beginners)
  • can ollie and use the tail to flick/snap off the lip of the jump (usually better riders use)

try sliding the board forward (quickly) and snapping off the lip of the jump

need to have great control over the tail of your board to do this

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40
Q

How do develop ankle flexibility?

A
  • drop down as low as you can by flexing ankles
  • lean against a wall/squat and bring up toes
  • pick-up toes in boots - do while snowboarding
  • use the rocker board
  • ride your snowboard, like a skateboard
41
Q

Tail - where the magic happens

A
  • build pressure on the tail, then release and dive into the next turn (retraction/dolphin)
  • pop off jumps/rollers through the tail
  • all 180’s off the tail

When the riders starts to get performance from the board

42
Q

Pop vs. Ollie

A

both leave towards the rear of the board

change in intensity

Pop - less intensity in pulling up the front knee, combo of decambering the middle of the board and loading the tail

Ollie - primarily loading the tail

43
Q

Retraction - Part 2

A

Pulling lower body towards center of mass; 2 ways

• Edge spikes – increasing tilt at the finish of the turn, to help initiate next turn with retraction
• Rebound – build energy in the tail of the board, then use rebound to help snap board back towards center of mass

44
Q

180’s

A
  • leave on toes, and land on toes (play with the edges)
    • Shoulders need to lead the hips -super fundamental!
    • Creates leading tension in the mid-spine
    • Power comes from legs …mainly (some hips and core tension)
  • leave from the tail
45
Q

Ollie

A

• Think - Load and release
• Start low; tip shoulder forward (leave tipped forward the whole time), slide board forward, load tail, extend rear leg, and then release tail energy
• Try to take any twist out of the body and board

46
Q

Spin Sequence

A
  1. Pre-wind – with really bent keys
  2. Rotate shoulders - keep them level! - start looking over shoulder (this is separation and need to hold for a split second, otherwise will scub take off)
  3. Pop – extend legs (leave from back leg aka ollie)
  4. Then allow hips to come through (this keeps the hips centered – KEY!!!) – do not rotate hips first – hips chasing shoulders (maintain countered position)
  5. under rotate shoulders, then scissor the legs, finally, lock in the toes
47
Q

Street feature - drills to get on

A

• Jumping from toe to heel & back – Pop and Ollie
• ollie over the rail – project out and across (then going over a lower point)
• baby ollie’s with catch/angle to

48
Q

Jumping Thoughts

A

• Need “trajectory” control – arch of the jump (helps rider be in control, vs. just speed jump) – done through longitudinal pressure (tip to tail)
• Should teach “Tail-check” – balancing on the tail (shoulder down, straight legs)
o Then try it over rollers and other places
• POP – “extending of both legs” – yes, but really, most of the pop is coming from the tail of the board
o Need to play with “popping” from nose, from middle, from rear of board
• Ollies – every variation – off toes, land heels; off toes, land toes – long hold…delay the release of the tail
• Terminal velocity – ollie, pop at full speed – tells you….they can move while moving at high speed

49
Q

Jump - intentional edge

A
  • need to create an intentional edge
50
Q

Learning Connection Model

A
  • People Skills (can be taught - new!)
  • Teaching Skills
  • Technical Skills (where we’ve spent most of our time)
51
Q

Learning Connection model - Technical Skills

A
  • The 6 Snowboarding Fundamentals
  • MA - OEP

where we have historically spent most of our time

52
Q

LCM - Teaching Skills

A
  • Collaborate on long- and short-term goals
  • Manage pace, terrain, activities, and information
  • Promote exploration, experimentation and play
  • Facilitate the learner’s ability to reflect on experiences and sensations
  • Adapt to changing needs
  • Manage emotion and physical risk

4-stage learning cycle

53
Q

Teach and Learning Cycle (part of LCM - Teaching Skills)

A

1) - Welcome and Introduction

2) Assess Students
3) Determine goals and plan experiences
4) Create experiences for learning

5) Review and Preview

Steps 2 to 4 loop throughout the day

54
Q

LCM - People Skills

A
  • Develop relationships built on trust
  • Engage in meaningful, two-way communication
  • Identify, understand, and manage your emotions and actions
  • Recognize and influence the behaviors, motivations, and emotions of others

remember: Trust, Communication - Me & You

55
Q

Level 3 Process

A

Access/Plan - identify a theme, plan and adapt learning experiences with individualized, realistic learning outcomes in the advanced zone.

Implement - individualize learning environments that maximize stuents’ engagement in their learning process and guides them towards agreed upon outcomes.

??? - Foster students’ abilities to recognize, reflect upon, and access experiences to develop new understanding and apply what they’ve learned.

56
Q

MA - Observe Methods

A
  • top down
  • board up
  • core down
  • look for turn symmetry
  • ## find out what’s causing the lack of symmetry
57
Q

CAP Model

A

C - cognitive
A - affective (social/emotional)
P - physical

58
Q

Learning styles and preferences

A

VAK -visual, auditory, kinesthetic

WTFD - watcher, thinker, feeler, doer

59
Q

Motivations

A
  • intrinsic or extrinsic
60
Q

Teaching Cycle

A

1) intro lesson and develops trust
2) assess students and motivations
3) determine goals and plans
4) presents and shares information
5) guides practice
6) checks for understanding
7) debriefs and invites

61
Q

Teaching Styles - Basic

A

Command - take control, set boundaries, tell them exactly what to do

Task - instructor provides focus or task, “ride to the sign doing skidded turns” - drills in a known skill

62
Q

Teaching styles - Advanced

A

Reciprocal
- pairs up students
- provide a task
- students give each other feedback

Guided-Discovery
- instructors leads students through a series of tasks to make an observation/learning
- there is only one right answer

Problem Solving
- students work through a problem and come up with an answer
- no single answer is correct

63
Q

Lateral Learning

A

taking a single task - and doing it a number of different ways

e.g., ollie….but off heels, middle of board, toes…slow, fast - different body positions

this creates true ownership!

64
Q

Edge change drills

A

Leapers - jump from edge to edge

Dolphin turns

65
Q

Pressure along the length drills

A

Tail and nose turns (putting all weight on tail throughout the turn)

High speed garlands

66
Q

Tilt drills

A

Freestyle carves - grabs (Indy, Melon) while carving

Single joint test- Get super extended, then turn with just ankles, just knees, just hips…

67
Q

Games

A

Jacob’s Ladder

68
Q

Edge change drills

A

Leapers - jump from edge to edge

Change - rider behind yells “change”; student changes edges

69
Q

Stance drills

A

Jump - rider behind yells “jump”’; student needs to jump from anywhere in the turn

70
Q

Piaget’s Stages

A

sensory-motor - (birth to 2-years) - experience world through senses

pre-operational (2 to 7 years) - egocentric view of world, good vs. bad

concrete operational (7 to 11 years) - multi-faceted view of world

formal operational (11+) - abstract thinking

71
Q

Multiple Intelligences (8 of them!)

A

word smart - enjoy reading, writing, telling stories

Number smart - logical reasoning

music smart - rhythmic patterns

picture smart - draw in the snow

body smart - enjoy movement - doers & feelers

People smart - process info by talking, reciprocal teaching style

self smart - strong awareness of own feelings, can be introverted

nature smart - like trees

72
Q

Kohlberg - morality development

A

good is good, bad is bad

clever as a fox - 7 to 11

all in favor say “aye” - tween years

Listen to your conscience

73
Q

Maslow’s Hierarchy

A

Self Actualization

Self-Esteem

Belonging

Safety and Security (physical and mental)

Physiological needs (warm, fed, sleep, bathroom)

74
Q

Which is it, tilt or pressure across the width…twist or pressure along the length?

A

right answer - the one that best suits the situation and provides the coach and rider the best lens to see the movement

75
Q

Tilt and Pressure Across the Width throughout the turn

A

o Finish to initiate – managing pressure across the width
o Initiation to finish – managing tilt through inclination and angulation

76
Q

Steeps and bumps - hips!

A

o Try using ankle-only twist to initiate turn (because need to be on top of board to do vs. larger body twist - from hips and shoulders)
o Try rotating femur inside hips to steer (leaves the hips stationary) – especially important on toe to heel, don’t lead with hips!
o Try moving hips over board (heel to toe) – aka extending hips
o Think about the board being flat – downhill edge touching in the transition

77
Q

Difference between pivot and steering

A

o Pivot – rotate around a point (can be away from snowboard)
o Steering – blend of edging, pressure, pivot to create a performance in the board

78
Q

Twist - micro

A
  • Twist is a “micro” adjustment that’s always happening
  • Play with tiny twisting movements on a cat track
  • Can be hard to generate twist, if binding are too close together or too far apart
79
Q

Finesse vs. Gross Fundamentals

A

Finesse (harder to see)
- Twist
- pressure across the width

Gross (easy to see, of course, can also be micro adjustments)
- Tilt
- Pivot
- Magnitude
- Pressure along the length

80
Q

Pressure along the Width

A
  • Can be setup for some great moves – e.g., setting an edge for a spin,
  • Often done with single joint – vs. Tilt which requires angulation of multiple joints and inclination
  • Good boot and binding put your CoM in the middle of the board (so shouldn’t need a lot of forward lean)
  • Lower level uses larger muscle groups/movement (e.g., hip break, bending knees)to try and control pressure – as rider get better, try to manage through ankles
81
Q

Tilt Drills

A

o Make skidded turn with the lowest amount of tilt (uses largest surface area) – requires subtle ankle movements
o Balancing on an edge when doing a trainer group-up (on the toe-side and heel-side (bring up under-neath you and create a shelf))
o Think about pressure on your feet – ball of foot, to line on the outside of foot, to heel
o Throw the board and jump on it - need to quickly make subtle adjustments to find balance!

82
Q

Fundamentals that go together

A
  • ## Pressure along the length and pivot
83
Q

Pressure along the length

A
  • This is huge, really opens up opportunities and allows the rider to play
  • Does not need too be the full length, can be just in the nose area, between the binding…etc.
  • Lots of TID implications (can be done slowly/progressively, can be done quickly/explosively – think about slowly from nose to tail throughout initiation, control, finish – then very quickly (retraction) tail to nose to engage new edge) – then try the other way!
  • When first discover, many folks overdo it, then dial back to just what’s needed
84
Q

Grip

A
  • moving pressure along the length changes the “grip point” also becomes the pivot point – contact point to contact point
85
Q

3 Types of Retraction

A

o Rebound: Powerful rebound off the tail
o Skimming: More fluid movement with more active/muscle-based retraction
o High edging – passive

86
Q

Retraction Ideas

A
  • Retraction turns – be careful about extending the back leg down the hill; instead – momentum should be taking you across the mountain
  • Retraction – at end of the turn, rear leg should short (if you can see your top-sheet, you’re probably extending the rear leg) – try seeing if I can do the retraction turns with as little rear leg extension as possible (i.e., don’t overdo the finish!)
  • Retraction image – running the board through a table saw
87
Q

Pressure along the length Drills

A

o Highspeed carvey garlands – feel movement along the length
o Binding/boot grabs – front – both – rear
o Nose-press/tail-press through turn – where do you feel most stable
o Static – move along the length 1) very tall 2) very small 3) middle
o Tail-press competition 1) longest 2) highest
o Get the board moving underneath vs. moving the body:
 traverse – start with shuffle along length, (no pivot – if it does, need to get more stacked)
 then take it to a turn

88
Q

Retraction vs. Most Flexed

A

o Retraction – moving board towards CoM
o Most flexed, move body down to the board

89
Q

Retraction Turns

A
  • Steeps and bumps – need to get on edge early, high in the turn, allows you to manage pressure throughout turn, so doesn’t all build up at the end (then get chatter)
  • Retraction allows for more steering at the top of turn, creates smaller radius
  • Level 3/retraction turns – fast and most effective (but can get tiring!) – may need to do some most extended or down unweighted
90
Q

Dynamic!!!

A
  • Super tall, or super short isn’t best….it’s about constant movement and dynamic balance over the edge
  • Flow baby!
91
Q

3 types of pressure

A

o Add – getting heavier – usually through extension (eccentric)
o Subtract – lessening the pressure – usually through flexion (concentric)
o Maintain – combination of f/e (isometric)

92
Q

Turning Phases - Speed

A

Initiation - setups the turn - e.g., direction, shape, beginning to edge

Control - speeds up, in the fall line! really need to control speed here and continue to shape

Finish - forces are pulling you down the mountain, you have speed, need to forcefully direct board across the mountain if trying to make closed turns, take all the energy you built up in the fall line, and direct across the mountain

93
Q

Bend my knees!!!

A
  • give more room to extend
  • puts rider in a stable position (can f/e as needed, also passively absorb)
  • acts as a lever to create force for turns!!! (knee steering! meaning won’t work if tall)
94
Q

Angulation

A

progressive flex/extension that helps to shape the turn

95
Q

Types of Separation

A
  • Countered - a static position, with upper and lower body separated
  • Counter Rotation - the act of moving the upper and lower body against each other
  • pre-wind - prepatory move of separating the upper and lower body
  • Anticipatory - moving the upper body into the fall line, before the turn is initiated
  • rotation - upper and lower body moving in the same direction, but at different speeds
96
Q

Cab 3

A
  • ## ollie off nose (get it dialed)
97
Q

Jump approach

A
  • even if doing straight air or a 50/50….should be slightly on toes
98
Q

Flow vs. Power

A

Power - pushing really hard into the board getting a lot of performance

Flow - smooth, nuanced moves

Snowboard - Level 3 (1 decks)

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