Last Updated7 November 2022

First-Time Snowboarders introduces an example progression for teaching first-timers. All first-time lessons should begin on flat terrain, with as much space as possible and minimal traffic. The general goals for any first-timer lesson should include staying safe whilst becoming familiar with the snowboard, learning how to move around on flat ground with one foot strapped in, as well as learning how to stop and change direction on both the heel and toe edge.

The order of the following exercises or activities may change relative to the available terrain and snow conditions, and your students’ physical ability, age and fitness. All of these activities may not be needed in every lesson so make sensible decisions to maximise the student’s learning time.

Skating, Gliding, Climbing

What, Why, How

To get used to skating around, sliding on the snowboard in a basic stance and to climb up or down a slope all with one foot strapped in.

This is to get around on-snow with one foot strapped in and to get to and from the different types of lifts.

Skating

Place the back foot on the snow to the heelside of the snowboard, no further forward than the front binding. Look towards the nose of the board.

Gently push forwards with the back foot, feeling the front foot and board slide underneath.

Keep the back foot in between the two bindings when pushing. Take small, slow steps forward, keeping the nose pointing in the direction of travel.

Repeat this action with the back foot on the toeside then choose which one is preferred.

Gliding

When comfortable skating, push a little harder so the board glides faster and place the back foot on the stomp pad or next to the back binding, standing in the basic stance.

Glide until the snowboard comes to a natural stop. If there is a need to stop earlier, drag the toe of the back foot slightly over the toe edge, or the heel of the back foot slightly over the heel edge as a foot brake.

Example

A useful analogy: “Skating and gliding is just like riding a bike, we need to keep our heads up so we can see where we are going. We also need to know how to use our brakes in case we need to stop.”

Climbing

Face up the slope with the back foot on the toeside of the board. Ensure the board is across the slope, tilt the snowboard so the toe edge is gripping the snow and not slipping. It will help to bend the lead ankle and knee and feel the shin resting on your boot.

Take a small step with the back foot, then lift the entire snowboard up and grip it in the snow again behind the front foot. Continue to climb for a few steps.

To go downhill simply reverse the sequence, lift the board and place it a little further down the hill. Make sure the edge is tilted and the board is gripping the snow, then step the back leg down.

Movements & Board Performance

Lateral & Vertical with Edging

Small amounts of vertical and lateral movement will be required to keep your COM centred and in balance. This comes in the form of constant adjustments in and out of balance, as the student develops the skills to remain upright. These movements keep the board flat when skating and gliding and allow the edge angle to increase to grip the snow when climbing.

Longitudinal

Longitudinal movement in these tasks is minimal. The COM will move no further fore than the front binding and no further aft than the back binding; however, some weight will change from foot-to-foot as your student skates.

Rotational

Rotation is only necessary when the students pick their snowboards up to turn around. Movement will revolve around the vertical axis of the front leg.

Terrain & Group Management

Begin on the same flat terrain used for the previous steps. Ensure that the students’ speed remains at walking pace, as awkward falls can occur with only one foot strapped in. As your students explore, be aware of the space you and your students are taking up so as not to get in the way of other mountain users. Setting up tasks that keep students together will help control the space used in the lesson. When setting up a climbing exercise a good option is to stack students one in front of the other. A very gentle slope can be explored for this skill.

Example

Set up an activity where they can skate for two or three steps then change direction to get around a series of snowballs. Or compare it to crossing a busy street where they need to make it from one side to the other. They will need to check if it's safe to cross first.

Corrective Teaching

Student’s snowboard not sliding in intended direction when skating:

Focus on pushing the nose of the board in the desired direction with the outside of the leading foot.

Have students explore skating with the unstrapped foot on both toeside and heelside to discover their preferred method of skating.

Student makes erratic and jerky movements:

Reinforce the fact that smooth, gradual movements will aid their balance.

Get students to focus on breathing or counting for relaxation.

Have students take their time and make smaller and/or slower movements.

Self Reflection

“Did I challenge more athletic students to keep them interested and develop their movement and balance?”

“Have I spent too long trying to perfect these steps when I could have moved on?”

“Was my terrain suitable and clear of possible obstacles or distractions?”

Tags: