Last Updated25 November 2024

In this chapter we will explore how to assess the student’s disability and how we can decide on which equipment might be needed and/or teaching style will be best to reach the students goals.

When making these decisions we need to refer back to the “adapting principles” to guide us to maximise the students’ safety, fun and achievement.

Physical Assessment

When a student is displaying a physical impairment we need to work out how this is going to affect their ability to move on snow. We need to aim to assess the student’s range of movement, which muscle groups they use, their strength and coordination, how they balance, and their stamina.

What we learn from this assessment will allow us to understand what equipment we will be using and we can get an idea of how the student will apply movements used for their skiing/riding.

Our first step is to Observe the student. This can be done from the moment we first meet them and will continue throughout our time with the student. Observing will allow us to learn a lot about the student without the need for asking too many questions and tests.

Do they use a wheelchair or crutches?
Is walking difficult?
Do they have a swing-through or scissor gait?
Do they have good core and upper body strength?
Are both sides of the body the same?

The use of a wheelchair does not necessarily preclude standup riding/skiing. If the student can stand, the defining factor is the student’s stamina and any risks associated with the stress of standup riding, such as weak bones or pressure sores. Standing up will allow the student to access most equipment at regular rental shops without major extra expenditure for equipment that isn’t available to rent.

The next stage is to ask the student about their disability and how it affects their movement. We also need to find out how the student moves in a way that relates to the movements of skiing and riding.

Find out more about which muscle groups they use and how much strength they have in these muscle groups to refine equipment choices and to gain an understanding of how they can make the movements needed to improve their skiing or riding.

A sample question: “In order to balance better there are some movements we need to make when riding. Can you show me how you move forwards and backwards, can you do that from…” [ a joint that uses a muscle group as close as possible for the student as you would normally teach].

The next step is to test the student’s range and strength of movements applicable to skiing/riding.

First, observe their range of movement, then apply resistance to assess strength. Explain how they will use each movement on snow. For example: “We use outriggers held in our hands. Can you squeeze my hand to check your strength and see if these will work for you?”

Knowing a student’s strength will guide your teaching of movement patterns. Assess specific balancing, rotational, edging, and pressure control movements. Test each side independently and together, first freely, then with resistance. Allow the student to use minimal support, such as crutches, if necessary.

Balance

Ask the student to balance on one leg then the other.
Have the student move in and out of balance in different directions.

Use this as a guide to know how much initial supportive equipment they might need. If they have a dominant leg this should be the front foot on a snowboard.

Rotational

Have the student turn their feet in both directions.
Ask the student to turn their knee in and out.
Ask the student to turn their hips.

If skiing, check whether the student can turn out their heel to make a wedge. If a student uses the hip to turn on one side or both, a ski link must be used.

Edging

Ask the student to press down and then lift the balls of their feet and then their heels.
Have the student push their knees forward and pull them back.
Have the student move their hips forward and back and side to side.

If they have limited ankle strength, this may be indicated by an Ankle Foot Orthotic (AFO). The AFO can be worn inside a snowboard boot for extra support. A ski boot will generally offer enough support if the AFO doesn’t fit in the boot.

Pressuring

Have the student flex down and up on one leg and both.
Observe where the student flexes and extends from.
Have the student maintain a centred position throughout.

Reassess throughout the students learning and ask the student for feedback on how they are making the movements and how it feels for them to incorporate that feedback in your teaching.