Last Updated7 June 2022

Mastering Advanced Turns explores progressions and methods for teaching a variety of advanced turn types used within advanced freeriding, carving and freestyle. We will also look at where and when to use these types of turns on the varying terrain that advanced riders will encounter as they begin or continue to challenge themselves.

Flexed-Edge-Change Turns

What, Why, How

Explore range of movement in all four directions, focusing on how extreme range in one direction can affect other body parts. For example, opening the upper body rotationally to the fullest extent can also create a straight front knee. This can be achieved through both stationary tasks and general riding. Toeside and heelside positions will be slightly different.

Begin by showing and discussing the difference between the extended and flexed-edge-change turns.

Replicating the sequence of movements throughout both turn types with the back foot unstrapped is a useful way for students to learn the change in sequence. Have the students step across the board at the edge change, while focusing on the timing changes.

Pivot slips can be used to focus on the timing change of vertical movement. This exercise involves moving from toeside to heelside sideslip and back again with a skidded turn being the link in between. Like sideslipping, it is often easier to perform on steeper pitches. Setting up the task with the more familiar movement pattern of extending at the edge change will help establish clarity. When developing the timing for flexed-edge-changes, start with the snowboard across the fall line with legs extended. Begin to flex and guide the nose of the snowboard into the fall line, changing edges with the legs flexed. Progressively extend as the board pivots back to a sideslip. Repeat this in the other direction.

Adapt this task by replacing the sideslip with a shallow traverse. Ensure that flexion movements start before the turn is initiated to focus on the timing change.

Use two-footed J-turns as a way to develop progressive extension movements to build pressure. Have the student begin a straight run in a fully flexed position and allow momentum to develop. Encourage the student to tilt the snowboard on edge and extend laterally away from the snowboard to build pressure. The snowboard should perform an edged J-turn. Practise this exercise on both edges. Try it whilst flexing through the completion of the J-turn also to continue highlighting the difference.

Try linking the flexed-edge-change turns together, by carrying speed through the completion of the J-turn, flex the legs and allow the snowboard to pass underneath the COM to change edges. After the edge change, the legs extend to build pressure on the new edge.

Once the student’s understanding and ownership of the flexed-edge-change movement pattern is moving from cognitive to associative, experiment with different sizes and shapes of turns. Also explore with changing between extended and flexed-edge-changes from one turn to another.

VIDEO: Advanced Turns with Greg Samson

Movements & Board Performance

Vertical & Pressuring

The timing of vertical movement is the key to changing between these two types of turns. In flexed-edge-change turns, the rider is at their smallest point at the edge change. This is followed with an extension of the legs to help increase edge grip and pressure on the snowboard throughout control and completion. The rider then flexes again to allow the body to move down towards the snowboard, to help flatten it and initiate the next turn. In extended-edge-change turns, the rider is at their tallest point for the edge change. This is followed by flexing throughout control and completion of the turn, which can help to manage pressure and blend with lower body steering. The rider then extends to release the uphill edge, flatten the snowboard and initiate the next turn.

Lateral & Edging

The change in sequence means that with flexed-edge-change turns, the rider moves their COM away from the base of support laterally to increase the edge angle. With extended-edge-change turns the rider is able to keep their COM closer to the base of support when increasing edge angle.

Rotational & Steering

Rotational movement from the lower body is easier to achieve when flexing, as the knee creates a lever, thus steering can be more efficient. Note that a separated relationship between the upper and lower body may develop during flexed-edge-change turns.

Longitudinal

The rider should initially focus on a centred position throughout the turn when learning the difference in sequence here. Fore and aft movements can be introduced with either turn type to adapt turns to variable conditions such as bumps, steeps or powder.

Terrain & Group Management

Advanced turns should be taught on-piste at first. Blue runs with varying pitches are ideal for this. Ensure riding speed is kept slow enough to focus on early flexion, before the edge change. When first learning to adapt sequence to flexed-edge-changes, if speed increases too rapidly, the student is likely to revert to an extension movement at edge change.

When using pivot slips, setting an imaginary corridor can be very useful. Or even better, use a snowmobile track and ensure that every time they come back to the sideslip their board is across the track. As soon as they move out of the track, they must flex before the nose steers down the hill.

Hot Tip

Have your student focus on soft legs and a stable upper body when riding through these tasks. Letting the student follow you and mimic the timing of your flexion/extension will help develop their timing. Once the timing is established, look for terrain with gentle bumps or ridges and try to time the edge change over the bump, progressing towards terrain unweighting turns.

Corrective Teaching

Student has trouble with timing the sequence of flexed-edge-change turns:

Review and walk through the sequential use of flexion and extension relative to the edge change in a stationary environment.

Begin with slow exaggerated movements to show the timing of flexion and extension movements.

Ensure the student uses extension of the legs for turn control and completion phases to allow a larger range of flexion to be available for turn initiation. This is particularly useful when using more exaggerated movements to highlight the pattern.

Student is able to use a flexed edge change from toe to heel but not heel to toe:

Ensure the student uses flexion of the ankles and knees to move vertically closer to their board before they change edges.

Slow down the movement pattern, have them focus on moving down and rolling over the front foot at the same time.

Be creative with lower-level tasks and reversed vertical movement patterns. For example, make use of a heelside steered traverse whilst staying low to help with reducing tilt and achieving a flat base, whilst in a lower position vertically.

Ensure that the student’s extension for heelside completion does not create a large lateral movement of the hips away from the board. This will leave the hips too far over the heel edge making it more challenging to move the hips laterally back on top of the board to initiate the toe turn.

Self Reflection

“Do my students understand the timing change of vertical movements properly?”

“Are my students ready to learn this change in movement pattern, e.g. Do they have the ability to soften their ankles and knees when flexing from heel to toe?”

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