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.

On-Snow Assessment

After you have completed the initial assessment you will then observe the student on snow to establish their ability level and their application of stance/balance, rotation, edging, and pressure skills.

Establishing the ability level will give you a starting point from which to build a progression. In general, you are assessing the terrain that the student can ride in control, the turn shape they are making, whether it is even on both turns, and the amount of skid in the turn.

Look at the track the student leaves in the snow. As a beginner the turn will be skidded throughout. Intermediate the turn will be skidded above the fall line with some skidding after the fall line, especially on Blue terrain. As an advanced skier there will only be slight skidding through the turn with some carving occurring through the second half of the turn on easier intermediate and beginner terrain.

Then observe the student’s movements in terms of the skills. Initially, this may be one skill at a time, but as you get more practised, you can observe all the skills at once. As a reference, have in your mind what a demonstration turn would look like at that level.

Things to look out for include:

Balance/Stance

The student wants to maintain a balanced stance through the turn and, if they lose balance, be able to recover. If there is limited flexion in lower joints, use heel lifts and have the student maintain a centred stance. Aim to have even flexion in the ankle, knee, and hip as much as possible.

Rotational Movements

Movements want to be transferred to the ski/board as directly and smoothly as possible. If the predominant force is applied through the hip, complement this with rotation below this point as much as possible. If in a mono ski, rotation occurs above the hip, ensure there is sufficient strapping to transfer it through the ski. Aim to have some counter-rotation above the part of the body that is creating the rotation.

Edging Movements

Edging movements should be small at the lower skill levels and should be progressive at all levels. Balance any edging movements with angulation, and at higher speeds, use the forces of the turn. Where active edging movements are difficult in the lower body, aim to have the lower body “fall” inside the turn under a stable upper body.

Pressuring Movements

Have the students move forward slightly at turn initiation and re-center through the turn to use the whole ski. Where possible, flexion and extension movements should be used to evenly control pressure.

Timing & Strength

Check the timing of the movement. Is it efficient, i.e., is the rotation being applied to a flat ski, is the rotation being held for the correct length of time? Is the edge being engaged at the appropriate phase of the turn for the ability level of the student?

Rhythm & Flow

Use rhythm and flow to smooth out and blend movements. It is a powerful tool.