CAP
We use the CAP model as a general model to describe each student’s unique learning needs. When you tailor your lesson to meet the needs of each individual student, we can be more successful at poking their stoke for shredding!
CAP stands for
- Cognitive:
- How the students think
- When working in the domain of knowledge and mental skills, it’s important to know the student’s stage of development. These developmental stages are ever-changing, especially in growing children.
- Affective:
- How the students feel
- The affective domain relates to the emotions and motivations students display during the lessons. With fear and excitement taking center stage as the main influences on physical performance, emotions play a role in almost every aspect of learning.
- Physical:
- How the student moves
- Physical characteristics and stages of physical development greatly affect a student’s movement capabilities. Recognize that students of the same age can be in different stages of development and, therefore, may perform differently. Remember that, regardless of physical ability, students are trying to do their best.
This applies to everyone, not just kids. How does your own C, A, & P change after a cabin night or long week of work?
Developmental Stages
PRESCHOOLERS AGES 2-6
Cognitive: Preschoolers are the center of their own worlds. They cannot think in reverse so make sure all of the instructions are simple and immediate. They can be very imaginative and love to play through fantasy. Be extra silly and creative!
— Affective: Kindergarteners have trouble understanding the feelings and needs of others and are just now learning to share. Non-competitive play is best and having fun is the most important part of the lesson. Lessons should be playful and less results oriented.
— Physical: Preschoolers’ gross motor skills are developed (hopping and skipping), but fine motor skills are still developing (coloring with a marker). Little shredders who know how to control the big muscles in their legs might still have trouble buckling their boots and bindings. Help them out! They also tend to move their body as a unit with no bilateral control. If your groms have trouble skiing parallel or their arms make a triangle at the same time their skis do, this is all age appropriate. Let them be power-wedgers and turbo side slippers for now… They will learn to control their limbs independently in a few years. Explain this to parents. Small kids also have proportionally larger heads and torsos than adults, so their center of mass is higher. A top-heavy body combined with weaker legs makes them have a harder time balancing than adults do. Due to this they ski with straight legs and their upper bodies bent forward. This is all okay; let it be until they are older.
SCHOOL AGERS AGES 6-10
Cognitive: By this age kids are used to being in a classroom, can follow directions, and think in terms of right versus wrong. Use rule-based play to your advantage (ex: Red Light Green Light). However, be careful not to contradict your own rules – they’ll call you out! Some fantasy games might seem too childish for this crowd but still spiderweb and be creative.
— Affective: At this age kids hold much social value. These kids are beginning to take others’ feelings into account. Competitive games will work well for this age group (ex: “Let’s see who can make the most turns down this run). However, make sure to watch the line between competitive and singling kids out; make sure everyone feels included.
— Physical: These kids now have developed fine motor skills and are able to move their upper and lower body independently. Parallel skiing will be more successful now. They have a lower center of mass now and will move their bodies more like adults do. They also have the ability to mimic those around them, so your best bet is to ski more and talk less. You’ll be amazed at how much they’ll pick up just watching you.
ADOLESCENTS/TEENS AGES 10+
Cognitive: Teenagers are gaining confidence, strength, coordination, and experience. They are beginning to think abstractly and can consider concepts like “fairness” and “responsibility.”
— Affective: Teenagers tend to be self-conscious and want to fit in with the group. It is important to not single them out. Do not use competitive activities and try to ride as a group instead.
— Physical: Teenagers’ bodies look adult-like, but they are changing rapidly. They may move more awkwardly than they did a few years ago.