Last Updated1 June 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.

Intro to Equipment & Movements

What, Why, How

Getting to know the equipment (board, boots and bindings etc.), strapping the board on with one foot to get used to how it feels, and introducing the basic stance to use when snowboarding.

To understand how to use equipment safely, to get comfortable balancing and moving around with the snowboard attached to the leading foot, and to build a stable position to move from when snowboarding.

Equipment

Start by checking everyone's boots are tight enough.

Hold the snowboard nose up so that the bindings are facing the group and introduce the nose and tail, toe and heel edges, then turn the snowboard over, base out, and explain the side-cut and edges.

Introduce regular/goofy, and allow the opportunity to try both if unsure during board mobility.

Basic Stance & Movement

Stand with the feet about shoulder width apart, take a deep breath in and as you slowly exhale, gently relax and slightly flex the ankles, knees and hips. Feel for even pressure over both feet. Keep the hips and shoulders aligned with the feet, the back upright and arms relaxed by the side looking in the intended direction of travel. This position is the basic stance and gives us a stable position to balance and move from.

There are four main ways that snowboarders can move. Up and down by flexing and extending the ankles, knees and hips. Side to side, shifting the body to the toeside by flexing ankles and knees, and to the heelside by flexing knees and hips. Fore and aft, shifting weight to the nose or tail, by flexing one leg more than the other. Round and round, turning the body (knees, hips and shoulders) clockwise and anticlockwise.

Board Mobility

Stand or kneel behind the snowboard and place the front foot in the binding. Ensure the heel is pushed back into the heel cup and there is no gap between the boot and binding. For bindings with two straps, tighten the ankle strap first, then the toe strap.

Stand on the snowboard with the back foot on the stomp pad or up against the back binding to find the basic stance. Feel for even pressure over both feet and relax through the ankles, knees and hips.

Stand with the back foot on the snow (either toeside or heelside) and slide the board backwards and forwards to see how easily it glides.

Step across the board from heel to toe and back a few times. Tip the board up onto its toe edge by stepping across the board to the toeside bending the lead ankle and knee. Notice how the toe edge grips the snow. Now tip the board up onto its heel edge by stepping across the other side of the board and bending the lead knee and hip. Notice how the heel edge grips the snow.

Lift the board to get used to its weight on the toe and heelside.

Step the board around in a full circle while standing on the heel edge then the toe edge. (On the heelside goofys will turn clockwise and regulars turn anticlockwise. On the toeside the directions are reversed.) Create lines, shapes and patterns in the snow using their edges, to help develop more precise movements with one foot strapped in.

Example

A way to adapt this information is to have students focus on how the pressure changes under the front foot as you step across the board from toe to heel and back, ball of the foot, whole foot, heel. This feeling of gently rolling across the foot will be useful to remember when we start to turn the board later in the lesson. For example: “Standing on the heelside, from a flat base try gently pushing the board away while slowly lifting the edge. Feel how the board starts to grip on the snow as the edge gets higher, similar to using a knife to spread butter on a piece of toast.”

Movements & Board Performance

Lateral

Movements made laterally with one foot strapped in should be done with the COM over the grounded leg to ensure stability is not lost. Care should be taken when stepping across the snowboard to ensure that the lateral movement is smooth and purposeful as the grounded leg will have to lift. The edge can be gently engaged to help with grip and stability.

Vertical

Continual use of slightly flexed ankles, knees and hips will help with stability. Encouragement of a larger range of vertical movement through the ankles, knees and hips through board mobility will be beneficial for all students, provided they are able to do so.

Longitudinal

The focus throughout these early stages is to keep the COM longitudinally centred to promote balance. The only time this will be further explored is within board mobility when the COM moves along the length of the snowboard.

Rotational

The focus throughout these early stages is to maintain whole body alignment when rotating. Slow and steady use of rotational movements to pivot the board around should be encouraged to maintain balance with the grounded leg.

Terrain & Group Management

Make sure the area for these early stages is flat and groomed so students can comfortably stand while they are introduced to the equipment, basic stance and movement, and board mobility. This stage of the lesson will help the students to warm up and stretch as they explore stance and movement. Choose quieter areas on the available teaching terrain to reduce risk of interruptions from passing traffic. Consideration should be given to how the class is positioned so that everyone can see and hear. When space is available a circle is a nice inclusive option.

These early stages of snowboarding can be tiring at the best of times. Be aware that when there is fresh snow, or even if it’s a hot slushy day, this can make these early stages even more exhausting. Before helping your group get comfortable with their equipment, it can be useful to take a few minutes to smooth over or clear deeper snow in a small area for you to teach in. Be aware of increasing tendencies to fatigue in these conditions. Be sure not to let this early fatigue negatively affect your students’ opinion about snowboarding.

Hot Tip

Like anything new in life, it’s important to understand what a board is and how it works. This natural, curious approach with the new equipment should be encouraged and time should be given for your students to analyse and adapt to their own equipment, alongside your instruction. Merging some of the steps in this part of the progression can help achieve this. For example, introducing the parts of the board with the front foot strapped in will allow them to experience the purpose of the edges.

Corrective Teaching

Student struggles with balance during board mobility:

Encourage the student to keep their eye line up to help with balance.

Ensure that the terrain is as suitable as possible (flat and groomed) given the current snow conditions.

Encourage gentle, smooth and progressive movements.

Self Reflection

“Did I tailor my descriptions for the ages of my students and their ability to communicate in English?”

“Did I give too many details for these early steps and cause boredom?”

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