Table of Contents
How People Learn covers some of the core elements of how and why people learn. Creating an environment where people are able to learn is more important than the technical aspects of skiing (or any activity). Understand and discover more about how people process information and develop skills.
Clarity of Outcome
At any point in the lesson, students need to be clear on what the intended outcome is, and why it is important. For learning to happen, students require knowledge of what is to be learned, and what is being learned.
The process of discovering new skills is not accidental; it is a deliberate and conscious process that both student and instructor are clear and transparent about. By regularly asking questions to ensure understanding, referring to agreed-upon goals and relating them to current activities, instructors can aid in creating clarity for students.
Example
When defining a performance outcome, first we create clarity around the external factors and ski performance. We do this because we believe the learner must understand firstly what the ski needs to do in order for them to be successful and to progress. Having a clear understanding of this assists the learner when we begin to use our feedback loop, keeping them invested in their progress and working hard to achieve their goals.
Create clarity around any desired performance outcome from a straight run to a dynamic medium radius turn and anything in between.
The ski performance and external factors that create clarity of outcome when setting up a task are things like turn shape, speed, corridor width and grip.
The body performance and what specific parts of the body are being used can create clarity around how the student achieves the ski performance.
Example
Building clarity around the ski performance and the external factors in medium radius turn: Talk about the ideal corridor width being three to four groomer widths or 12-16m (this could change depending on the radius of the ski sidecut). Highlight that the intention is to leave two clean lines in the snow throughout the turn and that it needs to be performed with enough speed to enable the ski to bend and grip when the ski is edged so the ski design is utilised to create a round turn shape.
Example
Creating clarity around the body performance in a wedge turn: Talk, show and feel that it is the legs that are creating the rotational effort to turn the skis.
Once the student has clarity about what it is they are trying to achieve, then they can have a go. The students will be able to experiment, use some trial and error, and receive feedback (intrinsic, extrinsic and augmented) that lets them know if they are being successful, or if they need to keep adjusting to achieve the outcome.
If you don’t know where you are going, how will you know when you get there?” or “If you don’t know what you are trying to do, how will you know if you are doing it?”