PSIA/AASI Intermountain Children's Specialist 1 Indoor Presentation - Updated November 2018
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PSIA/AASI Intermountain
Children’s Specialist 1
Indoor Presentation
Updated November 2018
CS1 Indoor Powerpoint PSIA/AASI Intermountain - Page 1 of 54
Last Updated: November 2018
CS1 Indoor Presentation: Objectives
• Clarify various models and tools so you can better
understand how children learn
• Provide additional resources so you can help
children progress toward desired outcomes
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Last Updated: November 2018
Program Foundations:
The Learning Connection
CS Rubric
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Last Updated: November 2018
Program Foundation: The Learning Connection
(+ PARENT)
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Last Updated: November 2018
Program Foundation: CS Rubric > Learning Outcomes
CS1 CS2
Evolving Rubric… All Ages / Thru the Intermediate Zone All Ages / All Zones
A Candidate Is Able To: A Candidate Is Able To:
Describe the elements of the CAP model, develop a Assess relevant information, and create a new
CAP Model teaching plan based on a student’s age and stage, teaching plan based on student behavior,
and apply the plan based on student behavior performance and goals
Assess and adjust the multiple components of the
Describe and apply the PDAS teaching cycle to a
Teaching Cycle Teaching Cycle to create a successful,
student’s age and stage
individualized learning experience
Teaching Skills
(The Learning Utilize different teaching styles for a safe group Employ a combination of teaching styles for a safe
Class Handling
Partnership) learning experience group learning experience
Teaching with Engage students in age appropriate activities that Facilitate a variety of age appropriate collaborative
Creativity result in skill enhancement activities that result in skill enhancement
Understand stance, alignment and basic body Distinguish between efficient and inefficient body
Biomechanics movements, and is able to apply these principles to movements relative to tool/snow interaction as they
the ages and stages of development relate to a student’s age and stage
Compare and contrast movement patterns, and
Real and Ideal Identify, describe and demonstrate movements as
Technical Skills develop activities that enhance performance as they
Movements they relate to a student’s age & stage
(Movement relate to a student’s age and stage
Analysis) Identify and explain cause and effect relationships as
Prioritize and provide relevant feedback related to
Cause and Effect observed cause and effect relationships as they apply
they relate to a student’s age & stage
to a student’s age and stage
Explain how and why equipment positively or Recommend equipment solutions to improve a
Equipment
negatively affects a student’s experience student’s experience
Behavior Recognize behavioral challenges and be aware of the Implement strategies and tactics to modify recognized
People Skills Management steps available for successful behavior management behavioral challenges
(Opportunities & Understand the importance of parental involvement
Challenges) The Parent Employ a variety of tactics to effectively collaborate
and employ communication tactics for a successful
Partnership with parents about the student experience
student experience
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Last Updated: November 2018
The CAP Model
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The CAP Model
Cognitive Affective
How we
How we think behave &
socialize
Physical
How we move
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The CAP Model: Piaget’s Stages of Development
Stage Approximate Age
Sensorimotor
0-2
(5 Senses)
Pre-Operational
2-6
(The Word)
Concrete Operational
6-10+
(The Mind)
Formal Operational
10+
(Consequences)
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The CAP Model: 0-10 Years
Cognitive Affective Physical
Age
Stages What’s Humor Moral What’s
Characteristics
(Piaget) Going On & Play (Kohlberg) Happening
Peek-a-boo
Sensorimotor
0-2 Sensory stimuli Eats snow Play alone See below
(5 Senses) Play beside
Large head in
Play beside proportion to body
Language use beginning ”Welcome to My (not with each (High Center of Mass)
World” other) “Good Is
Egocentric (“Me”) Similar strength In
Good,
Can only process one “Concrete is Slapstick Boys & Girls
Pre-Operations Bad Is Bad"
2-6 thing at a time Hard”
(The Word) Acceptance by Body moves as a unit
Pretend adults Important Pleasing
Can’t reverse directions Large muscles develop
others
“What Is” Social play with first
Fantasy World Limited fine motor
few rules
movement
Sees world from more
than one point-of-view “Many Is too “Knock-Knock”
Can process more than many”
“Toilet" talk “Clever as Fine muscle
one task at a time
“I can do a Fox” coordination
Developing
Concrete Appearance vs. Reality anything” (Cognitive developing
awareness of
6-10 Operations other’s feelings Conceit)
(The Mind) Starting to judge space, “Imagine this” Strength &
distance & time Social play with Testing Coordination may not
“What if” rules authority match growth
Directionality &
Reversibility “Why?” Competition
Over-estimates abilities
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The CAP Model: 10+ Years
Cognitive Affective Physical
Age
Stages What’s Humor Moral What’s
Characteristics
(Piaget) Going On & Play (Kohlberg) Happening
Rapid growth &
Imaginary Self-esteem body changes
Abstract audience All in favor,
vulnerable say ‘Aye’ >
thinking Strength &
developing “Welcome to Parody & sarcasm Listen to your
10-13 coordination may
your world” conscience
Visualization not match growth
Worried about
Personal fable extrinsic & Fitting in >
Center of Mass &
Peer acceptance Independence
Formal “What might be” intrinsic outcomes balance changing
Operations rapidly
(Consequences)
Identify self
(separately from
Abstract “I am like “How do I look
others)
thinking others” to the opposite
Growing Into an
14-17 developing sex”
“Discovering the Can laugh at adult body
Problem solving questions” themselves
Conscience
Couples
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Last Updated: November 2018To Summarize…
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Last Updated: November 2018Summary: The CAP Model
C-A-P Younger (3-6 years) Older (7-12 years)
Look at ME Look at US
Your Space is MY Space Your Space is YOUR Space
Point of View
Cognitive
S%$@ happens S%$@ happens because…
Photos/Slides Video
Giving & One thing at a time, please Feed me, Seymour
Following I can get there, but not back Round trip ticket
Directions Monkey see, Monkey do Monkey gets it
Humor Basic Silliness Parody & Sarcasm
Affective
Play &
Parallel Play Cooperative Play Competition
Competition
Identify & Social Testing
Pleasing Others Fitting in Independence
Interaction Authority
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Last Updated: November 2018Summary: The CAP Model
C-A-P Younger (3-6 years) Older (7-12 years)
Muscles &
Skeletal support Muscles & skeleton
Skeleton
Head Tail
Muscle Control
Center Periphery
Coordination Initial Elementary Mature
Physical
Motor Skills Gross (Locomotor) Fine (Manipulative)
Sidedness Same on a side Both sides same Opposite sides
Center of Mass Higher Lower
Planes of Motion Fore/Aft Lateral/Diagonal
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Last Updated: November 2018Development Concepts
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Last Updated: November 2018Physical Development: Things To Remember
• Center of Mass: Head > Abdomen
Balance • The wider the base of support, the
more stable the body becomes
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Last Updated: November 2018V-A-K: Things to Remember
Sensory Input Development Characteristics
Acuity Sharpness; Clarity
Organized in a NEAR to
Discrimination Perceiving details
FAR sequence
Constancy Brightness; Color; Shape
Visual Complete visual
development Is attained Perceiving figures separate
Figure-Ground
somewhere between of background
8-14 years old Orientation of people
Localization
& objects in space
Maturity of auditory
functioning doesn't
Auditory Direction & Distance
occur until nearly
7 years old
Tactile Touch
Kinesthetic Primary source of
Vestibular Inner Ear
(Feeling) information
Proprioceptive Stimuli Senses
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Last Updated: November 2018Perceptual Motor System: Things To Remember
Brain: Processes information
• Brain draws on previous experiences &
memories to identify stimulus/result
• Selects response (with help from
memory)
• Tells body to give it a go
Senses: Receive information
Sensory input through our senses:
Sight, Hearing, Taste, Touch
& Smell (VAK)
Body: Produces a motor response
• Body produces a motor response
• Sends feedback back to the brain
through the senses
Motor Responses: Orderly & Predictable
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Last Updated: November 2018Coordination Development: Things To Remember
• Student shows total unfamiliarity with the
Movement
Initial Stage
• Student relies on sensory feedback & coaching
to learn the Movement
• Student can perform the Movement without
Coordination Elementary looking at the involved parts of the body, but
Development Stage still needs to think/concentrate on parts of the
Movement
• Student can perform the Movement fluidly &
automatically without conscious thought
Mature Stage
• Reaching this stage usually requires more time
& practice than students or coaches expect
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Last Updated: November 2018Real and Ideal Movements
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Last Updated: November 2018Real and Ideal Movements
Ideal - Skiing Real - Skiing Why?
• Kids flex more in the hips & knees and
• Ankles, knees & hips flex and extend to tend to work the back of the boot & tail of
maintain balance & pressure control over the ski more
the skis • Large muscle groups develop
• Kids tend to move their whole body & first
• Directional movements of the feet, legs & legs in a more gross way
hips release & engage the edges at the • Strength & coordination of upper
turn transition • Edging movements tend to be more body develops first
harsh & bracey • Ability to move body parts in
• Balance is directed to the outside ski in the
turn • Balance may or may not be well directed opposition not yet developed in
to the outside ski in the turn young children
• Legs & feet turn under the upper body to
guide the skis • Kids generally lack upper/lower body • Ability to coordinate oppositional
separation & tend to turn their whole movements of the left & right side
• Movements of the upper body, arms, bodies of the body not yet developed
hands & pole usage are disciplined &
directed to flow with the skis through turns • Kids under 7 usually don’t use poles &
generally lack upper body discipline
Ideal – Riding Real - Riding Why?
• Ankles, knees & hips flex and extend to • Kids tend to flex more in the hip than • Muscle control develops first in
maintain balance & pressure over the lower in the body, levering off the binding head & torso, then moves along
board backs extremities
• Legs & feet work independently or • It is difficult for kids to work the legs in • Ability to move body sideways
oppositionally to torsionally flex or twist the opposition; they tend to use the legs more develops later than ability to
board as a unit move forward & backward
• Movements of the upper body, arms & • Kids have an easier time controlling the • Children use hips & knees to
hands are disciplined & compliment the trunk & try to use the upper body before align center of mass
action of the legs the legs • Movements initially tend to be
• Movements to toe & heel sides are used • Turn initiation is often slow & the board exaggerated & uncontrolled;
equally and toe/heel symmetry results tends to slide sideways at end of turn becoming more refined & efficient
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Last Updated: November 2018Maslow’s
Hierarchy of Needs
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Last Updated: November 2018Maslow’s Hierarchy of Needs
Self-
Actualization
(To excel & explore)
Self-Esteem
(Things that increase
our self worth)
Belonging
(Feeling welcome within the community)
Safety & Security
(Within current environment)
Physiological Needs
(Can’t live without: Food, Water, Shelter)
“Once needs at one level are satisfied we move on to the next level of needs in our journey
toward a state of self-actualization” – Maslow
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Last Updated: November 2018Teaching/Learning Cycles
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Last Updated: November 2018PSIA/AASI Children’s Teaching Cycle: PDAS
SUMMARY PLAY
Introduce
Lesson
Develop
Trust Assess
Summarize
Student &
The
Their
Learning
Movements
Experience
Determine
Check For Goals
Understanding Plan
Provide Experiences
Feedback
Guide Practice Present & Share
(Drills, Skills & Hills) Information
(Experiential)
Add Challenges
(when appropriate) Provide
Feedback
ADVENTURE DRILL
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Last Updated: November 2018PSIA/AASI Teaching/Learning Cycle (2018)
Welcome
and Introduction
Assess
Students
Determine Goals
Review Guide
and Plan
and Preview Practice
Experiences
Create
Experiences
For Learning
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Last Updated: November 2018Teaching With Creativity
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Last Updated: November 2018Teaching With Creativity - Spider Webbing
• Spider Webbing: A word or series of words that can serve as a place of
departure for a “problem solving” adventure
• A “spider web” of word associations, analogies & stepping-stones can help
you explore a situation & generate solutions by using “trigger” words to make
a connection to a problem
• You, the instructor, have the fundamental skill knowledge of skiing/riding.
“Spider Webbing” can be a word from you or an idea from your student.
• What your student (or students) comes up with can begin a brainstorming
session for the student or group
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Last Updated: November 2018Teaching With Creativity - Spider Webbing
If you have poles, cross Where are you
looking when you do
them in front of your
upper body to make an X
Safety these turns - down
the freeway or to the
Match your “X” to the sides?
sign below as you Let’s make some
slide towards it turns by spraying
Move the X towards the snow towards the
sign to keep your upper
bottom of the freeway
body quiet
Cross your arms in front The hill is our
of your upper body to freeway & we want to
make an “X” turn to exit
Target “Freeway”
Pick an object down
the hill - like a sign Spider Web
Challenge: Move Let’s make some
turns by spraying
Down The Hill snow to the side of
Look at it as you Without Over-Turning What type of “snow
the freeway
slide towards it spray” turn made you
The Upper Body look down the hill
without turning your
Now, match the zipper upper body?
on your jacket to the sign Where are you
looking when you do
as you slide towards it
these turns - down
the freeway or to the
Fun!! sides?
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Last Updated: November 2018Gardner’s Multiple Intelligences
Intelligence Description Tactic
Verbal-Linguistic Loves words & language, reading & talking, Have kids tell stories about their skiing/riding
(Word smart) telling & hearing stories experiences; use words to relate to movements
Logical-Mathematical Asks “why” & “how,” recognizes patterns easily, Use numbers to relate to movements (i.e., numbers 1-
(Number/logic smart) follows logical steps, works to solve problems 5 = different size wedges or slips)
Has an active imagination, thinks through pictures
Spatial Draw turn shapes or track shapes in the snow;
& images, enjoys designing, drawing &
(Picture smart) Have kids map where they skied/rode
visualizing
Relate skiing/riding movements to those common to
Bodily-Kinesthetic
Thinks through sensations, desires to move other activities; Have kids slide around slalom poles,
(Body smart) cones or other visual aids
Use rhythm or music as a cadence for movement;
Musical-Rhythmical Thinks through sounds, rhythm & musical
Have kids identify the sounds that their skis/board
(Music smart) melodies
make on the snow
Adept in social situations, aware of others
Interpersonal Emphasize group interaction; Assign each kid a
feelings & able to respond appropriately, use
(People smart) input of others to base responses
special duty to perform within the group
Intrapersonal Thinks a lot, likes to work alone, processes info Create problem solving situations (i.e., let kid select
(Self smart) within themselves, easily sets personal goals their own path or turn shapes down a run)
“Naturalist intelligence enables human beings to
recognize, categorize & draw upon certain Learning is experienced through interactions &
Nature Smart
features of the environment when processing observations with nature/environment
information”
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Last Updated: November 2018Behavior Management:
Tough Kids
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Last Updated: November 2018What is a “Tough Kid”?
• Non-Compliant
o Does not do what is requested
o Breaks rules, argues & makes excuses
• Aggressive
o Tantrums, fights, teases, verbally abusive & cruel to others
• Poor Self-Management Skills
o Cannot delay rewards & acts before thinking
o Shows little remorse or guilt & will not follow rules
• Poor Social Skills
o Has few friends & doesn't know how to reward others
o Lacks affection & has few problem-solving skills
o Constantly seeks attention
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Last Updated: November 2018Behavior Management:
Understanding
Learning Differences
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Last Updated: November 2018Learning Differences: Learning Disability vs. Learning Disorder
Learning Disability
• A classification where a person has difficulty learning in a typical manner – caused by
factors that affect the brain's ability to receive & process information
• People with learning disabilities may have trouble with reading, writing, doing math or
understanding directions
Learning Disorder
• An official clinical diagnosis whereby the individual meets certain criteria, as determined
by a professional. The difference is in degree, frequency & intensity of reported symptoms
and problems.
While learning disability, learning disorder & learning difficulty are often used
interchangeably, they differ in many ways. Disability refers to significant learning
problems in an academic area, but not enough to warrant an official diagnosis (disorder)
http://www.webmd.com/children/guide/detecting-learning-disabilities#1
http://en.wikipedia.org/wiki/Learning_disability
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Last Updated: November 2018Learning Differences: ADHD
ADHD: Attention Deficit Hyperactivity Disorder
“One of the most common neurodevelopmental childhood disorders, children with ADHD may
have trouble paying attention, may act without thinking, or be overly active”
Signs & Symptoms
- Daydreams, forgets or loses things a lot - Squirms or fidgets; talks too much
- Makes careless mistakes; takes unnecessary risks - Has a hard time resisting temptation
- Has trouble taking turns - Has difficulty getting along with others
Types
• Predominantly Inattentive: Hard for a person to organize or finish a task, to pay attention to details, or
to follow instructions or conversations. Person is easily distracted or forgets daily routine details.
• Predominantly Hyperactive-Impulsive: Person fidgets, talks a lot & finds it hard to sit still for long.
Person feels restless & has trouble waiting for their turn or listening to directions. A person with
impulsiveness may have more accidents & injuries than others.
• Combined: Symptoms of the above 2 types are equally present. Because symptoms can change over
time, the presentation may also change over time.
• FYI - Attention Deficit Disorder (ADD) is a type of ADHD
http://www.cdc.gov/ncbddd/adhd/facts.html
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Last Updated: November 2018Learning Differences: Autism Spectrum Disorder
• Autism spectrum disorder (ASD) & autism are both general terms for a group of
complex disorders of brain development
• The disorders are characterized, in varying degrees, by difficulties in social interaction,
verbal & nonverbal communication, and (repetitive) behavioral patterns
• Symptoms tend to emerge between 2 & 3 years of age
• Some persons with ASD excel in visual skills, music, math & art
(i.e., Sundance doc: “Life Animated” about Owen Suskind)
https://www.autismspeaks.org/what-autism
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Last Updated: November 2018Learning Differences: ODD
Oppositional Defiant Disorder (ODD)
• Condition in which a child displays an ongoing pattern of an angry or irritable mood,
defiant or argumentative behavior, and vindictiveness toward people in authority
• Behavior often disrupts child's normal daily activities, including activities within the
family & at school
• May be clinically diagnosed as ODD, if behavior lasts longer than 6 months, and is
excessive compared to what is usual for the child's age
• ODD is more common in boys. In older children, it occurs about equally in boys &
girls, and typically begins by age 8
http://www.webmd.com/mental-health/oppositional-defiant-disorder#1
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Last Updated: November 2018Behavior Management:
Strategies
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Last Updated: November 2018Strategies: Analytic & Global Learners
People That Exhibit ADHD Characteristics Tend To Be
Global/Holistic Learners vs. Analytical/Logical Learners
ANALYTICAL LEARNERS GLOBAL LEARNERS
Starts with the Pieces first Sees the Whole Picture first
Thinks by manipulating Words & Numbers Thinks with Pictures & Feelings
Organizes & evaluates info in reference to
Has no awareness of time
time sequences & an inner clock
Analytical: Reasons way(s) to conclusions Intuitive: Feels way(s) to conclusions
using facts by hunches and trial & error
Planned: Uses step-by-step logic Spontaneous
Notices Differences Notices Similarities
Interested in Technique Interested In Flow: Rhythm & Movement
Solutions: Set Goals Use Gardner’s Multiple Intelligences
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Last Updated: November 2018Learning Styles: Watcher, Doer, Feeler, Thinker (Kolb)
Feeler
(Concrete Experience)
Doer: Accommodating (Do & Feel) Feeler: Diverging (Feel & Watch)
Likes to be actively involved in the learning process, People-oriented, expressive, focuses on
wants to know how he/she will feelings & emotions, thrives in open,
apply learning in the real world, likes info unstructured learning environment
presented clearly & concisely
Training Methods: Personal experience,
Training Methods: Practice, apply role plays, group exercises
concepts, simulations
Doer Watcher
Strive For (Reflective
(Active Variety
Experimentation) Observation)
Thinker: Converging (Think & Do) Watcher: Assimilating (Watch & Think)
Relies on logic & reason, likes to share Likes to watch and listen, tends to be
ideas & concepts, analyzes & evaluates, reserved, will take his or her time before
enjoys independent work participating, thrives on learning
through discovery
Training Methods: Reading, questioning,
Independent activities Training Methods: Lectures, discussion
problem solving
Thinker
(Abstract Conceptualization)
Adapted from Lawson, K., The Trainer’s Handbook, 1998, San Francisco, CA: Jossey-Bass
and http://www.simplypsychology.org/learning-kolb.html
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Last Updated: November 2018Behavior Management:
Tactics
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Last Updated: November 2018Situational: Separation Anxiety
“Separation anxiety disorder occurs because a child feels unsafe in some way”
Who? Typically 3-6 Years Old
• Caused by a change in environment, stress, or over-protective parent
• Child becomes afraid (i.e., in being separated from their parents)
• Results in extensive crying
• Child is reluctant to participate in a lesson
Solutions
• Acknowledge the child’s feeling
• Show understanding & recognition
• Don’t impose our (adult) perceptions
• Pattern Break!
https://www.helpguide.org/articles/anxiety/separation-anxiety-in-children.htm
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Last Updated: November 2018Situational: Coercive Pain Control
TEACHER/PARENT STUDENT’S RESPONSE
“Wouldn’t You Like…" …Ignores
“Come On, Please…” …Delays
“You’d Better (or Else)…” …Makes Excuses; Argues
“Now, You’ve Had It…” …Tantrums; Aggressive
SOLUTION: YOU NEED RULES!
• Keep the number of rules to a minimum (5 or less) AND include a compliance rule
• Have the rules represent basic expectations
• Keep the wording positive
• Make the rules specific
• Make rules that describe behaviors that are
observable & measurable
• Tie "Following The Rules" to Consequences
Source: Templeman, T.L. (2018). The Parent Child Coercive Cycle. Retrieved from URL:
https://www.pendletonpsych.com/therapy-helpers/parent-child-coercive-cycle
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Last Updated: November 2018Tactics To Increase Compliance
• Create your own group culture AND Establish Rules
• Use Statements rather than Questions
• Get up close > Look Them in the Eyes!
• Use a quiet voice & be non-emotional
• Give them time
• Requests:
✓ Describe it
✓ Make the request only twice (Don’t give multiple requests)
• Give more START than STOP requests
• Verbally reinforce compliance
• Use Antecedent Tactics
✓ Natural positive reinforcement
✓ Mystery motivators (What’s in my backpack?)
✓ Social reinforcement
✓ Edible reinforcement (depends)
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Last Updated: November 2018Tactics To Increase Compliance: IFEED-AV
IFEED-AV: A way to give positive reinforcement
• Reinforce IMMEDIATELY
• Reinforce FREQUENTLY
• Reinforce ENTHUSIASTICALLY
• Reinforce With EYE CONTACT
• DESCRIBE The Behavior
• Use ANTICIPATION
• Use VARIETY
Source: Rhode, G., Jenson, W.R. & Reavis, H.K, (1993). The Tough Kid Book:
Practical classroom management strategies. Slopris West. Longmont, CO
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Last Updated: November 2018Tactics To Increase Compliance: A Checklist
• The Power of Beliefs & Expectations (Yours, the Child’s & the
Parent's) can greatly influence a child’s success or failure
• Expand your understanding of “Learning Differences”
• Medications – Ask the Parents!
• Ask For Help (Get a Supervisor involved)!
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Last Updated: November 2018The Parent Partnership
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Last Updated: November 2018The Parent Partnership
• It is critical to make a good impression
o They are trusting you with their “pride & joy”
o Let them know that you have their child’s best interest in mind
o You can learn a lot by observing the parent’s actions & interactions with
their kids!
• Use “I” statements
o “I feel your child needs…”
• Progress reports
o Be respectful of the parents’ concerns for their child
o Parents will be more satisfied with you
• Give parents coaching tips to assist them when they take their
children skiing/riding
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Last Updated: November 2018The Parent Partnership: Use CAP!
At the Beginning of the Day…
Pre-Flight Checklist
• Where & when can the parents meet their kids? Who will be meeting them?
• Does the child have any special medical or dietary needs? Will the parents be seeing the kids at lunch?
• Where will the parents be if you need to contact them?
• Equipment: Do the boots fit? Are the skis/board appropriate for the child’s age, weight & height?
• Clothing: Is the child’s outfit warm & water-repellant? Goggles, glasses, hat, mittens & sunscreen?
Always Ask
Cognitive Affective Physical
• What do you like to do? • What Is your ski/ride background?
• What is your favorite subject in school? • How do you react in a group? • What other sports do you do?
• What is your least favorite subject? • Any brothers, sisters or cousins? • What skills are you working on?
• What would you like to work on? • What kind of terrain do you ski/ride?
At the End-of-the-Day…
Cognitive Affective Physical
• Ski/Ride Skill Development:
o Terrain skied/ridden
• Listening (Skill) Development: • Social Interaction (Skill) Development:
o Terrain that should be avoided
Did they follow directions; Did they How did they handle themselves in a
o "What will you be doing tomorrow?”
understand explanations? group?
o What is the child’s level the next time
they take a lesson?
Key Sales Points
ü Thank the parents (for the opportunity to spend time with their child)
ü “What could be improved & what went right”
ü Invite them back
ü Give them your business card!
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Last Updated: November 2018Equipment
SMART Style
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Last Updated: November 2018Equipment
• A Few Things To Remember:
✓ Age, weight & height
✓ Skiing/riding ability
✓ Skier’s/rider’s fitness level & athletic aptitude
• Skis & Boards: Chest-to-Chin Height (For Beginners)
✓ Depends on age & developmental level
✓ Shaped skis can be shorter
• Boots: Fit Them As Closely To The Correct Size As Possible
✓ Buying boots? Should not expect to get more than 2 years
✓ If boot is too BIG - Child will be more prone to twisting injuries & skill progress will
be inhibited
• Ski Bindings: Use “Kids” Bindings Unless Over 100 Pounds
✓ Many kids’ bindings will accommodate a 120-pound child & an adult boot sole
• Snowsports Helmets: Check For Proper Fit
✓ Check with your Snowsports School for your resort’s guidelines
• Snowsports Clothing
✓ Does it fit? Warm & dry? Gloves or mittens? Glasses or goggles?
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Last Updated: November 2018SMART Style / Terrain Park Safety Program
• START SMALL - Work your way up. Build your skills.
• MAKE A PLAN - Every feature. Every time.
• ALWAYS LOOK - Before you drop.
• RESPECT - The features and other users.
• TAKE IT EASY - Know your limits. Land on your feet.
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Last Updated: November 2018To Summarize…
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Last Updated: November 2018Summary: CS Rubric > Learning Outcomes
CS1 CS2
Evolving Rubric… All Ages / Thru the Intermediate Zone All Ages / All Zones
A Candidate Is Able To: A Candidate Is Able To:
Describe the elements of the CAP model, develop a Assess relevant information, and create a new
CAP Model teaching plan based on a student’s age and stage, teaching plan based on student behavior,
and apply the plan based on student behavior performance and goals
Assess and adjust the multiple components of the
Describe and apply the PDAS teaching cycle to a
Teaching Cycle Teaching Cycle to create a successful,
student’s age and stage
individualized learning experience
Teaching Skills
(The Learning Utilize different teaching styles for a safe group Employ a combination of teaching styles for a safe
Class Handling
Partnership) learning experience group learning experience
Teaching with Engage students in age appropriate activities that Facilitate a variety of age appropriate collaborative
Creativity result in skill enhancement activities that result in skill enhancement
Understand stance, alignment and basic body Distinguish between efficient and inefficient body
Biomechanics movements, and is able to apply these principles to movements relative to tool/snow interaction as they
the ages and stages of development relate to a student’s age and stage
Compare and contrast movement patterns, and
Real and Ideal Identify, describe and demonstrate movements as
Technical Skills develop activities that enhance performance as they
Movements they relate to a student’s age & stage
(Movement relate to a student’s age and stage
Analysis) Identify and explain cause and effect relationships as
Prioritize and provide relevant feedback related to
Cause and Effect observed cause and effect relationships as they apply
they relate to a student’s age & stage
to a student’s age and stage
Explain how and why equipment positively or Recommend equipment solutions to improve a
Equipment
negatively affects a student’s experience student’s experience
Behavior Recognize behavioral challenges and be aware of the Implement strategies and tactics to modify recognized
People Skills Management steps available for successful behavior management behavioral challenges
(Opportunities & Understand the importance of parental involvement
Challenges) The Parent Employ a variety of tactics to effectively collaborate
and employ communication tactics for a successful
Partnership with parents about the student experience
student experience
CS1 Indoor Powerpoint PSIA/AASI Intermountain - Page 53 of 54
Last Updated: November 2018Thanks For Your Time!
CS1 Indoor Powerpoint PSIA/AASI Intermountain - Page 54 of 54
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