Last Updated2 May 2023

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.

The Stance Scale

What, Why, How

Exploring stance options and the subtle difference from basic through to high performance.

Rather than three different fixed positions, this provides us with a scale in which to adjust our stance along, according to the amount of performance we require in our riding at any given time.

Begin by exploring the differences between basic stance and active stance, focusing on how the individual joints can adjust progressively between the two positions. Discuss when and why each of the stances are most beneficial. Switch riding is useful here to highlight subtle adjustments.

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.

Introduce a scaling system from basic through to high performance, for example basic is number 1, active number 5, and high performance is number 10. Experiment with different numbers on the scale making subtle adjustments between each number. When moving between the lower numbers on the stance scale, focus more on flex in ankles, knees and hips. When moving between the higher numbers on the scale, particular attention should be paid to moving the hips longitudinally without straightening the front leg and maintaining doriflexion in the back ankle.

Experiment with using different numbers on the stance scale for different riding tasks and terrain, to help highlight where each position is most useful. For example, try carving on steep banks using a more basic stance, then a more high performance stance, and note the differences. Or perform some slow speed ollies and nollies with an active, then high performance stance, and note how much more effort is required.

VIDEO: The Stance Scale with Keith Stubbs

Movements & Board Performance

Vertical, Rotational, Longitudinal & Lateral

The blending of all four movements is key when exploring the stance scale. Vertical range increases dramatically when moving towards a high performance stance. This begins with flex in the lower body but includes the hips as a larger lever when continuing further up the stance scale. Rotation of the hips and upper body is required to aid this vertical range, ensuring the COM remains as close to the board as possible. Moving the hips slowly towards the back foot will help maximise vertical range; however, when doing so, attention should be paid to maintaining flex in the front knee (to help absorption and steering) and dorsiflexion in the back ankle (to maintain edge grip on the heelside). Further lateral movement should be utilised as per the performance required for the terrain and activity.

Terrain & Group Management

As with all high performance riding, ensure students are very aware of their blind spots on the heelside. Exploring the stance scale often requires large carved turns, spending time travelling across the fall line, so ensure a wide, clear run is utilised as much as possible. Flat-ish spots with very slight gradients are useful when using stationary tasks.

Corrective Teaching

Student’s stance is over-flexed at the waist:

Reinforce the blending of rotational and vertical movement through stationary exercises.

Try adjusting the pelvic tilt created in the student’s hips when flexing on the heelside.

Student has difficulty blending rotational and longitudinal movement to find an effective high performance stance:

Experiment with each movement independently to increase bodily awareness.

Have the student follow your track and copy your movements, whilst moving slowly through the stance scale as you progress down the run.

Self Reflection

“Did my students have the riding experience and body awareness to explore the upper levels of the stance scale?”

“How much independant ride time do my students need to explore the stance scale by themselves before applying the technique to other high performance riding tasks?”

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