Prioritising Inefficiencies

There is no single way to develop the skill of prioritising inefficiencies; however, there are specific tools that can help. Be aware that this skill set within analysis is one that is more open to subjective, or individual opinion as the instructor. It’s important to recognise that whilst there is often no right or wrong answer for deciding on a priority, there are still more and less effective priorities which will affect the overall experience in a lesson.

Stance Inefficiencies

More often than not, there is a stance inefficiency that appears consistently in their riding. As discussed previously from analysing stance, an efficient stance is the foundation of efficient riding. Look at stance in more detail to determine if the student would benefit from a basic stance, an active stance or a high performance stance. Stance should be the priority within any lesson, especially if they are standing in a way that will hinder their progression or influence inefficient movements.

Falls & Moments of Imbalance

One of the most obvious clues that will lead to prioritising a specific inefficiency is the evidence of falls, the use of hands touching the snow to keep balance, abrupt interruptions to riding flow or any combination of the above. The same issue may occur repeatedly at the same point in a turn or on similar terrain, for example cat tracks or bumpy, variable snow conditions. In spite of this, be realistic with any decisions here, it might be that the student is riding their first slope since last year and needs some time to get warmed up.

Prioritising Toe or Heel Turns

Prioritising which turn to focus on first can be a tricky decision. Begin by asking: are they using relatively even shaped heel and toe turns? Then consider where the rider looks more tentative; is it initiating the toe turn possibly? Look for movements that are more forced than others; are they pushing the back leg around on the heelside?

Inefficient Movement Patterns

With riders that have a reasonably efficient stance, it can help to look for an inefficient movement pattern that is occurring consistently, or more times than other inefficiencies. To help break this down, choose two inefficiencies that could both be focused on and count how many times they appear within one run or a set number of turns.

Board Performances

Another useful tool is to recognise how the student is trying to get their snowboard to perform. Level Two instructors should be able to identify how their snowboard needs to perform in a more efficient way within edging, pressuring or steering. From there, focus more on analysing their movements relative to the way the board is performing.

Terrain Changes & Riding Speed

Finally, look at their riding speed and consider changing the terrain or situation. Is their speed under control ensuring that they are able to use efficient movements, or is it continually increasing without intending to? This can quickly highlight whether the student is choosing their riding speed through deliberate turn sizes and shapes, or not. Another approach to this would be to closely watch the students when they are riding on flatter terrain at slower speeds. When travelling slowly a rider needs to be more patient and precise within their movements to keep riding smoothly. However, be careful not to bore students with terrain or riding that is too easy.

The best way to develop the skill of prioritising requires teaching experience to trial the above tools and others discovered along the way. Through teaching, an instructor can begin to link their prioritising eye with tangible benefits in their student’s riding.