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.

Lift Riding

What, Why, How

Introduce or discuss the types of lifts students will use.

To understand the different types of lifts and what it’s like to ride on them.

Static practice is important before attempting to get on a lift. Some resorts will have a practice platter lift, T-bar or chair, to try in a safe controlled environment prior to using the real thing. Pay attention to the way students are standing while practising and alter any inefficient stances. When riding a platter lift or T-bar, be careful not to rotate the hips so that the nose of the snowboard turns out or away from the lift line. Encourage students to practise an action-ready stance as they ride surface lifts. With all lifts, adhere to the correct procedure and take instructions from the lift operator. At the direction of the lift operator, move out into the lift line and point the nose of the board forward ready to load the lift.

Handle Tows

Look back as the handle approaches. Reach behind for the handle and slowly grip it as it moves past, this will help avoid a jolt by grabbing it at the last minute. Place the back foot in front of the back binding and let the lift pull forward along the track. Stand in an action-ready position to travel up the slope. Move away from the exit point to a safe meeting place once off the lift. Snowboarders will face either towards or away from the lift depending on if they are goofy or regular.

Magic Carpets

Magic carpets can be ridden either carrying the snowboard, or with it attached to the front foot. When stepping onto the lift, be careful as the lift is moving at a constant momentum. If the board is attached to the foot, place the back foot onto the stomp pad and ensure the weight is centred over both feet, then gently shuffle the board onto the carpet. When ready to exit, walk/glide off the carpet and clear the unloading area.

Platter Lifts (e.g. poma, button)

Look behind as the lift approaches. Take hold of it and place it in front of the body, moving it quickly either between the legs or under the back armpit. Stand upright in the basic stance with the back foot pressed against the back binding and look forward. It may help to brace back a little to avoid being pulled over at the start. Move well away from the unloading zone once at the top.

Chairlifts

With direction from the lift attendant, move out onto the loading area, keeping the back foot on the toeside of the snowboard. Look behind as the chair approaches and sit down as it reaches you. It can help if you reach for the chair with your hands as it approaches. Keep the nose of the snowboard pointing forwards. Pull the safety bar down once snowboards are clear of the snow and enjoy the ride up. As the top approaches, lift the safety bar and point the nose of the snowboard forwards. Turning the lead hip around a little will help. Once the board touches down, place the back foot in front of the back binding, place the hands on the chair and slowly stand up in the basic stance. Look ahead and glide down the exit ramp. Move clear, so as not to be in the way of other riders exiting the chair. Remember that leaning or turning in any direction on the exit ramp could lead to falls.

Movements & Board Performance

Lateral, Vertical, Longitudinal & Rotational

No matter what type of lift being used, there will be a strong reliance on the basic stance. This will highlight the need for neutral alignment within all directions of movement to keep the COM over the top of the board. This is a comfortable position that can be moved to and from in the lift lines, when riding on stand-up lifts and even when exiting.

Terrain & Group Management

Set a specific and easily visible meeting area for students to wait at the top of the lift. With surface lifts, it works well to help all students load the lift first, then follow them up. Alternatively ask the lift operator to help load students, this allows for a demonstration and to be at the top to help gather them together.

Generally, it is preferable for the instructor to head up a chairlift first, letting the lift operator know you have beginners coming on the left behind you. You will then be at the top to give guidance and help students exit the lift. As a general rule, adhere to the resort/school’s lift policy. Ride with the more nervous students so you can talk them through the experience and even offer hands-on assistance.

On chairlifts, even in a busy resort, do not be afraid to ask lift attendants to keep a spare seat on your chair to allow space to move when exiting the lift. Group regular and goofy riders together to avoid equipment getting tangled during the load or exit of a chair.

Corrective Teaching

Rider falls when getting off lift:

Reinforce techniques and ask the operator to slow the lift if possible.

Offer hands-on assistance and ride with students on chairlifts to offer help.

Exercise thoughtful class management and group regular riders together and goofy riders together when possible on chairlifts.

If possible, do not fill the chairs completely to allow room for students to move when exiting a chairlift.

Review the exit procedure and provide expectations for exit speed, exit ramp pitch, space to ride into and clear visual cues students can look for. Apprehension of the unexpected can cause a lack of confidence here.

Self Reflection

“Are my students clear on what to expect when exiting the lift?”

“Do my students know what to do if they fall off a surface lift?”

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