Last Updated25 October 2024

Advanced Freestyle takes a wider look at freestyle both in and out of the park, with a view to develop versatility and creative riding. This chapter shows a selection of tricks that are commonly performed at an advanced level and can be categorised into all-mountain, jumps, boxes/rails and halfpipe riding.

Boxes & Rails: Boardslides (Front and Back)

What, Why, How

The rider slides a box or rail sideways with the board at 90 degrees to the feature. For backside boardslides the body faces toward the end of the feature with the toe edge leading. Frontside boardslides utilise the opposite position, with the heel edge towards the end of the feature.

To slide a feature sideways and add some staple options to the trick bag.

VIDEO: Boardslides with Jamie Middleton

Backside Boardslides:

Use the movements from Intro to Boxes and Rails as a baseline to build from.

Outside the park, work on adjusting edge angle while in a heel edge sideslip but keeping the upper body perpendicular to the fall line. Focus students on the sensations received when the board is flatter.

Practise the takeoff and landing in the trick zone by riding down the fall line and hopping into the side heel edge speed check position. Gradually work on flattening the board to avoid unnecessary edge catches. Adjust this activity to develop awareness of lateral balance and core tension.

Practise transitioning from trick zone to landing by using counter-rotation to unwind and point the board down the fall line.

Inside the park, familiarise students with the chosen feature using safety tricks utilising counter-rotation.

Commit to the trick by counter-rotating in the air and landing in the backside boardslide on the feature. Use the stored core tension to help return the board straight again for the landing.

Frontside Boardslides:

Outside the park, use a similar progression to backside boardslides, focusing on the different body position required. Focus students on the new sensations received when the board is flatter.

Inside the park, familiarise students with the chosen feature using safety tricks and backside boardslides.

Commit to the trick when ready by hopping from takeoff, counter-rotating in the air and landing with the board flat in the front board position. Utilise sensations built outside of the park to help achieve this. Use the stored core tension to help return the board straight again for the landing.

Landing Switch:

The focus shifts from use of counter-rotation to whole body rotation during the trick zone.

Similar tasks as above can be used for a boardslide-out-switch. Simply, change the use of counter-rotation to the whole body rotating together, with the back hand pointing at the landing as they exit the feature. This will allow the board to continue to pivot smoothly so it exits the feature in the switch direction.

Hot Tip

The body position of the frontside boardslides can be likened to the follow through made when throwing a ten pin bowling ball. The rear leg sweeps behind the front leg, the arms and shoulders open towards the direction of the bowling alley and the hips naturally flex with a low, stable COM.

Movements & Board Performance

Vertical & Lateral

To boardslide a box or rail the snowboard must be flat. Learning to boardslide can often be harder for those with more riding experience as the edging movements are very ingrained. Flexing at the waist, and through the the ankles, whilst having the rider’s hands out will help to stay balanced over the centre of the feet while sliding. Frontside boardslides require more focus on soft ankles. Vertical movements are required to generate the airtime from takeoff through a quick extension of the legs. Flexing down while on the box lowers the rider’s COM and helps with balance over a flat base.

Rotational

To ride away forwards, the lower body rotates to face down the hill in order to have the snowboard slide sideways, then comes back to the original position to land. The upper body counter-rotates to store the energy to bring the lower body straight again. Scissoring the legs will help to rotate the board to the full 90 degrees. To ride away switch, the upper and lower body rotate together throughout the trick zone to pivot the board through 180 degrees.

Longitudinal

Longitudinal movements can be used during a boardslide to adjust balance over the feature, especially when the approach did not set the student up for the most efficient entry line. This is done by moving the board fore/aft under the COM in the air before landing on the feature, or even during the trick zone to maintain stability on the feature.

Terrain & Group Management

When a rider has explored movement on a variety of boxes with comfort and ease, teach boardslides on a smooth flat box. Ensure students are comfortable with the feature before attempting boardslides. Generally speaking, most people will learn a back board first, then progress onto front boards. That being said, if a student is more comfortable with the idea of a front board, do not hold them back. Gap-on boxes help to unweight the board at takeoff, allowing it to pivot easily through the air before landing in the boardslide.

Promote independent decision making within Park Smart as students gain more mileage within the park environment. As with the previous box and rail tricks, hiking features can be useful to gain quick mileage without having to spend lots of time lapping chairlifts.

Corrective Teaching

Student rides off the feature in the boardslide and lands in a sideslip:

Encourage either the front hand or back hand (depending whether they are planning to come out forwards or switch) to remain pointing down the landing during the trick.

Focus on a tightening of the core muscles during the trick to help create the rotation necessary when exiting the feature.

Student freezes up, unable to use their full range of counter-rotation to create the trick:

On flat ground, explain how the vertical height of the rider can influence the range of rotational movements and counter-rotational range that can be used.

Focus on an optimal vertical height during approach and takeoff as not to block any movements.

Use verbal cues to encourage students to stand taller as they approach the feature.

Student slips back over the heel edge in backside boardslides:

Encourage your student to feel pressure under the entire soles of their feet to ensure the base of the board is flat. Other sensations might include pressure from the boot evenly around the lower leg.

Encourage your student to use a larger range of flexion in the hips to bring the upper body and COM laterally more on top of the board to keep it flat.

If the park features and traffic allow, have the student stand on top of the box in a boardslide without forward momentum and focus on the sensations they are aware of when doing so.

Student slips back over the heel edge in backside boardslides:

Encourage weight centred laterally over a flat base with relaxed ankle joints as the main focus.

If the park features and traffic allow, have the student stand on top of the box in a front board position, without forward momentum, and focus on the sensations they are aware of when doing so.

Focus their attention on the sensation of keeping the heels down and the soles of the feet remaining flat. Increasing flexion through the hips slightly can help them to balance as long as the COM remains over the board.

Student catches the leading edge in boardslides:

Encourage the student to feel pressure under the entire soles of their feet to ensure the base of the board is flat.

Encourage the student to look for the end of the feature around the side of their body and over the nose of their board. This will promote a more laterally aligned position whilst spotting the end of the feature. Often students will become overly extended and look for the end of the feature over the lead shoulder, creating a slight lateral movement of the whole body (a large lever) towards the uphill edge.

Self Reflection

“Is my student making unnecessary adjustments in their approach line without realising?”

“Is my student able to create rotational separation over a flat base without edging?”

“Is my student approaching in a stance that will allow for the necessary range of movement to create the trick?”

“Are nerves holding my student back from performing or making them stiff in the body?”