Last Updated2 May 2023

Learning Beginner Turns offers an example progression to help students make their first turns, building upon the skills in the First-Timer progression, and work towards linking turns. These activities should be carried out on a groomed beginner area or gentle green slope. Generic goals for any learn-to-turn lesson include safe stopping; moving across the slope on both edges; speed control; and turning.

Keeping the class safe is your responsibility, so stop them on the sides of the runs and in places that will not cause problems for other beginners. Keep referring back to previous exercises that you have already done with your class. There are only small changes from exercise to exercise, whether it be an added movement or a timing change.

C-Turns

What, Why, How

Individual C-shaped turns from toe to heel and heel to toe, starting on one edge and turning to the other.

To develop the skills and awareness of when to change edges for both toe and heelside turns, without having to think about preparing for the next turn.

Just like the steered traverses, begin by traversing across the slope, then use the same movements to flatten or lower the front foot and allow the nose of the snowboard to move downhill.

Once the snowboard is flat on its base and pointing downhill, complete the edge change by gently moving the hips to the new edge. The timing of the edge change is crucial and should be subtle.

To complete the turn, gently steer the snowboard across the hill by progressively turning the leading knee and hip, just like steered traverses. Flexing a little will help with balance.

Look across the slope in the direction of travel as the board comes around to a traverse and finishes with a stop or sideslip.

Hot Tip

Drawing both steered traverses in the snow, overlapping them in the middle is a great way to visually show and explain to students that the only new skill they are working on is changing edges. They can already make all the movements and have the skills to start and finish the turn. This allows students to analyse the activity of doing a garland and see how they will need to adjust to make a turn.

Example

A good activity here is to have students imagine they have a large rounded rubber stamp under the front foot and they need to progressively roll the stamp with their foot: “Feel the weight move smoothly from the heel to the middle of the foot and out to the ball of the foot for the heel to toe turn, and vice versa for the toe to heel turn.”

Movements & Board Performance

Lateral & Vertical with Edging

The new skill here is the gentle lateral shift of the COM from one edge to the other to flatten the board and engage the new edge. Smooth progressive movement in the ankles, knees and hips is necessary. Extending a little vertically will help to move the hips laterally over the board and flexing in the control and completion will help move the hips to the new edge and aid with balance. Twist is a key component for the initiation of the C-turn; however, this skill should have been developed with steered traverses.

Rotational with Steering

Rotational movement is used to steer the snowboard through the control and completion of the C-turn. Movement is initiated by the lower body and coordinated with the upper body to help maintain balance and rotational alignment similar to the steered traverse.

Longitudinal

Pressure can be shifted slightly fore to aid initiation if necessary, ensuring a movement back to centre in the control phase and flex evenly over both feet at completion.

Terrain & Group Management

The only new information when progressing from the steered traverses to the C-turn is the addition of an edge change. Students should be familiar with the initiation and completion of the turn, but not changing on to their new edge just yet. Have the student walk through a single turn without the board on or with one foot unstrapped on flat ground. This allows the student to think through the movements required and internally visualise them before committing to the turn with both feet in.

Start on flatter terrain if it is available, as this will help with student confidence in allowing the nose of the snowboard to travel into the fall line. It is important that the terrain is familiar to the student. A hands-on approach may be needed initially to aid the student through the first edge changes, helping their confidence and avoiding edge catches. It is usually best to stand on the inside of the turn to help guide the student through the turn. Holding their front hand for the heel to toe turn and the back hand for the toe to heel turn tends to work well. It is usually okay to let their hand go once they have made the edge change and the board is beginning to head across the hill. The first C-turn is often best done turning onto their stronger edge, typically the heelside.

The timing of the edge change is crucial. Be sure that the student is clear on when the edge change should happen. Encourage a gentle lateral movement and use verbal cues (“wait, wait, ok change now!”) to help them. Provide focal points in the turn. This may be a lift tower, fence or the instructor.

There are several options to set up the class to attempt and practie C-turns depending on traffic and space. This includes separating regular and goofy riders so that they can turn away from each other then meet back in the middle (needs more space). And having all students turn the same direction, starting on the side of a run and ending on the same side of the run, regulars on their toes and goofys on their heels, then vice versa for the other side of the run (needs less space and good for high traffic areas.) Another option can be to walk the student through both C-turns or a complete S-turn with a pause in the middle to recentre.

Hot Tip

The beginner slope you are using has a natural fall line that is slightly off-camber, leading to one side of the slope. You make your students aware of this and have them draw an imaginary line down the fall line: “Try to adjust your C-turn to account for the fall line and focus on changing edges when your board is pointing across this line.

Corrective Teaching

Student struggles to initiate the turn (typically the toeside turn):

Encourage a centred stance so students can create twist more efficiently.

Reinforce how to create twist with a stationary introduction/review of the movements necessary within the lower body. Revisit steered traverses if needed.

Offer hands-on assistance and walk students through a turn to aid further understanding and boost confidence.

Student washes the tail of the board out at the end of their heel turn:

Encourage a centred stance in the completion phase of their turn.

Give students some feelings to help them balance over the new edge, such as shins pressing into the tongues of the boots.

Encourage students to finish a turn using a traverse and look across the slope. Creating a target across the slope will promote this.

Self Reflection

“Can my students move their hips across the board to balance over their toe edge? If not, will vertical movement help them to achieve this?”

“Are they patient in their steering or rushing it to control speed? If so, have you chosen appropriate terrain for the snow conditions?”

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