Ski Training Manual

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AGIPUF

Jan 13, 2024, 4 min read

As a new instructor your focus should be on clear communication. The Teaching Cycle is another tool that will help your lesson flow smoothly. It is also a great fallback if you’re standing in front of your class and you suddenly draw a blank. Following the Teaching Cycle every time you teach will help make your lessons successful. The Steps for the teaching cycle can be remembered by the initialism AGIPUF.

AGIPUF Stands for

  • Assess
  • Goals
  • Information
  • Practice
  • Understanding
  • Feedback

Assess

The first stage of any lesson is to gauge what skills your students have.

  • Ask the student about their previous experiences with the subject.
  • Observe the student to look for any clues about their current skill level.
  • You can’t know where the student is going without knowing where they are coming from.

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  • Identify past experiences that could impact learning and skill development.
  • Discover your students’ learning preferences.
  • Evaluate physical conditioning and physical capacity.
  • Notice your students’ motivational and emotional states.
  • Determine ability level by evaluating movement patterns and outcomes.
  • Prioritize movement needs.

Goals

Keep in mind CAP and Developmental Stages when planning lessons. Make sure it can be achieved in the time you have. Be sure to incorporate your students’ opinions.

  • Work with students to select appropriate goals, based on student makeup and skiing assessment.
  • Partner with students in designing a lesson plan.
  • Formulate a meaningful progression of movements and skills.
  • Suggest general goals and objectives for the group, and specific goals for individuals.

Information

Teach

  • What are you going to be teaching and why should the student care?
  • Bridge the gap between where the student is now and where they want to be. Be sure to use visual and auditory teaching (see VAK) and good Demonstrations to convey information
  • Choose terrain and snow conditions appropriate for the level of your students.
  • Pace your information flow and practice time based on the performance and engagement of each individual and the group.
  • Clearly communicate and accurately demonstrate specific ski performance actions, connecting movements to those outcomes.
  • Use a main concept to introduce new ideas.
  • Direct student focus on the sensations of well-executed movements and ski actions. What, Why, How
  • Explain what skill you will be working on and what body part will be their focus.
  • Explain why this skill will help them reach their goal.
  • Explain how to perform the skill.
  • Demonstrate the maneuver statically and dynamically.
  • Clear instructions, Exaggerated Demos

Practice

Make the students do it themselves. Kinesthetic

  • Use creativity and games to turn “practice” into an adventure, especially for kids.
  • Use the majority of your time to practice, so the student develops muscle memory.
  • Set practice at levels appropriate to students’ abilities, energy, and desires.
  • Provide specific, timely feedback relevant to each student’s movements and ski performance.
  • Catch students doing things well and connect your feedback and positive reinforcement to sensations and ski actions.
  • Guide initial practice and create the ability for self-practice and self-feedback.
  • Mix technical and tactical information with appropriate methodology.
  • Create an environment of focused play and experimentation.

Understanding

  • When analyzing movements, start with the skis/board and work your way up.
  • Verify your students’ levels of physical understanding based on their ability to make the movements required to accomplish outcomes introduced in the lesson.
  • Verify your students’ levels of cognitive understanding based on their ability to verbally state an understanding of the concepts, movements, or tasks.
  • Clarify your students’ understanding by asking questions and fostering dialog about the movements, sensations, and concepts addressed in the lesson.
  • Be willing to re-assess your students’ needs, present new information (or re-package existing information), and provide additional practice time and feedback as necessary to solidify their understanding.

Feedback

Tell the student what they can work on. Make sure to be constructive or use something like a Poop sandwich. Think if you are meeting the students goals and inform the student if they are.

  • Engage students in discussion to draw out insights about their performance.
  • Review the established goals and objectives and compare with performance.
  • Have students verbalize what they’ve accomplished, and how their performance or understanding changed.
  • Establish independent practice by providing tasks for further refinement of movements and outcomes.
  • Invite students to explore further experiences and growth opportunities. This is an important element of closure.

In establishing a learning partnership with students, your goal is to create a lesson that:

  • Is creative, individualized, and student-centered
  • Is interactive, experiential, and FUN!
  • Contributes to the student’s success
  • Produces positive results
  • Provides ownership of skills
  • Creates lasting memories Encourages future learning Culminates in guest satisfaction

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