TPS Archives

Reprints From The Professional Skier

Fall 1998 - "Pass or Fail, Make the Most of Your Exam Experience"
by Kris T. Kruse-Elliott

This article is reprinted from The Professional Skier. All copyrights apply. Please see our copyright and disclaimer notice page.

Whether your status within PSIA is as a registered, Level I, or Level II instructor, you've probably thought about going for the next rung on the certification ladder. But unless you chart your course carefully and truly learn from the exam experience-pass or fail-you might find it slow going. It's like that game where you create "Jacob's ladder" from a simple loop of string. The ladder can fall into a frustrating tangle of knots if you don't make the right moves and take stock of what you learn along the way.

Obviously, passing the exam and getting the accompanying pin is the goal for any certification exam. However, if you don't set other more definable goals at the start of the season, it can be a struggle to assess your progress and performance as a skier and instructor. Knowing where you've been and what you've accomplished allows you to better determine the next step.

Goals are really a set of personal standards that encourage improvement, inspire you to set a personal best, and ignite the desire to strive for excellence. Rather than represent the ultimate standard, the PSIA pin should exist as a benchmark. With each year's goals in mind, physical and mental preparation and training can occur in a logical manner and performance will improve through the season. Then the exam simply becomes a forum to demonstrate to yourself how much you've learned during the past season of skiing and teaching. Success is guaranteed.

Before The Exam

Exam preparation for most ski instructors includes a lot of on- and off-snow training that focuses on the physical and technical aspects of skiing and teaching. Available resources include various books, articles in The Professional Skier and other journals, division clinic leaders and examiners, and local ski school trainers, mentors, and coaches.

Ski instructors are generally advised to study the American Teaching System materials and various facets of the Service, Teaching, and Skiing Models during exam preparation. They usually spend long hours practicing Center Line maneuvers, perfecting skiing skills, and reading up on technical aspects of ski instruction.

However, discussion of exam preparation rarely includes the recommendation to develop and set goals, work on mental preparation, or hone imagery, visualization, and focusing skills. Furthermore, exam candidates and trainers also tend to overlook the benefits of learning how to interact positively with fellow candidates and examiners during the exam. These skills are not intuitive, and personal goal-setting at the beginning of the season, mental training, and a plan for how to take the exam should be an integral part of preparation.

What follows are some thoughts on how I approached the exam during three attempts to attain Level III certification. This past spring I finally made it to the third rung on the ladder. My success was rooted in the commitment I made to exam preparation the year before, during a 1996-97 season that saw Level III elude me for a second straight year.

This article also touches upon training techniques I used both before and during the exam as well as afterwards in preparing for the next season. I've included lessons learned from personal experience, coaches, examiners, fellow exam candidates, and others. The various lessons taught me several things: how to make the most of an opportunity to achieve the best personal performance, how to optimize the chance for others in the examination group to excel, and how to maximize learning during the exam.

When you first set your sights on the next level of certification, it's important to consider and establish specific personal goals before training for the season even starts. For example, in the 1995-96 season I took the Level III exam for the first time. Being many years and another division away from my Level II exam, I had the rather poorly defined goal of wanting to "learn from the experience" (and, of course, I hoped to pass the exam). Consequently, my preparation was scattered and haphazard, as was my performance during the exam.

Fortunately, I did learn a great deal from that experience, and by the fall of 1996 had defined and set general as well as specific goals for the 1996-97 season. These were simple goals of passing the exam and improving my performance in skiing, technical knowledge, and teaching. I based specific goals for improvement on the previous season's teaching and exam experience. As a skier, I wanted to be more versatile with turn shape rather than rely on only one size and shape of turn in my comfort zone. This required that I improve my balance and other skiing skills, as well as my physical conditioning and athletic ability.

As a teacher, I wanted to improve my performance at the exam so that I could effect a visible, positive change in my students' skiing. This included similar goals for my overall performance within my ski school as an instructor and trainer. My specific teaching goals were to better understand movement analysis and use that analysis more creatively when teaching. Technically, I sought to further my knowledge of the biomechanical and physical aspects of skiing and to apply this information and understanding to my movement analysis, skiing, and teaching.

Having set these goals, and with the help of some great coaching and clinics (locally and via PSIA division examiners), I was able to focus my training in the 1996-97 season and make real progress as a skier and ski instructor. In the fall, in addition to doing routine reading about skiing I attended the National Teaching Seminar to explore options for improving my teaching and put in a lot of hours on in-line skates to develop better balance and edge-control skills.

Once ski season started, I read more, trained on skis, and took every opportunity to ski with different examiners to get feedback on my skiing and technical knowledge. As training and the ski season progressed, I adjusted my original goals, based on changes in my skiing and a change of equipment (i.e., a switch to shaped skis). As I gained a better understanding of movements and skills, I fine-tuned my goals even more.

By the time the exam rolled around, my goals were focused and strong. Consequently, I was better prepared for the exam, performed at a much higher level, and learned much more from the experience--although I didn't pass. Having again learned a great deal from the experience, I increased the intensity even more for this past season's preparation.

In preparing for my third try this past year, I applied what I learned from my second exam experience. After setting my goals for the season, I approached my preparation at two levels:

1. physical preparation and improved technical knowledge and understanding; and
2. mental preparation.

Again I worked on my athletic ability and physical skills in the off season, in a regimen that included at least 90 days spent doing hill work on in-line skates with my coach. The skating focused on understanding basic skiing skills and led into a winter of intense on-snow training.

It's very important to say at this point that I spent as much time discussing and thinking about the technical aspects of skiing as I did actually skiing. During every free moment with my coach and training partner, whether on the chairlift or in the car, I made a conscious effort to verbalize, in understandable terms, what we were exploring. I worked to understand how what I "perceived" related to what I "felt." I remember the first time I told my coach, "This movement really feels good." His comment was, "Does it? Well then, let's explore that." Once we explored what I was feeling, I understood what I was actually doing on the snow.

By engaging in these sorts of discussions and exploring the topics presented at four multiday lessons, I came to a good understanding of balance and stance, how alignment affects skier-to-ski-to-snow interaction, how each foot/leg affects the other, and how fore/aft and lateral movements interact to affect balance. Consequently I was able to further develop versatility in turn shape and feel and understand basic movements while skiing.

In addition to physical preparation, what also made a real difference for me this past season was the time I spent learning to become better prepared mentally. I can't overemphasize the role mental training and preparation played in my success at the exam this season. The day of the exam, I was not only well prepared physically, but I was mentally able to spend three days consistently putting in my best performance.

In readying myself for the exam, I found that instructors or trainers seldom discuss how to train and prepare mentally, yet such training and preparation is essential for maintaining a relaxed, calm, and focused state.

Conversations with coaches, examiners, and members of the PSIA Demonstration Team, echoed what I'd read in numerous articles and books: (1,2,3) Learning how to train and prepare mentally, and to retain a sharp mental focus during the exam, requires significant commitment but is of great benefit. For example, during the exam it's important to avoid negative emotions and self-defeating thoughts. By improving your ability to focus mentally, you can keep anxiety at a more manageable level.

For me, focusing requires that I tune out other distractions, focus on the person who's leading the exercise, and consider only the task at hand, i.e., what it's going to feel like and what it does feel like as I ski it. Also, it's important to remain focused on each turn individually in the here and now. In the past I had too often found myself focusing on the previous "not so good" turn, to the detriment of the next turn. Several exercises useful for developing focus skills are described in Terry Orlick's book, In Pursuit of Excellence.(1)

The ability to use imagery and visualization is also essential to enhancing performance at higher levels of skiing. This skill isn't just something you can do for the exam; it requires practice and training throughout the season. I found that combining two imagery techniques--watching flawless skiing and imagining myself making the same turns--worked best for me. I wore out my copy of the PSIA Alpine References video (4), as well as some personal video I have of several other good skiers. My routine was to watch these videos almost daily, with several "breaks" to close my eyes and visualize myself making the same perfect turns. For me, visualization then involves putting myself into that image so that I embody the movement by seeing and feeling it. In addition, I learned from one examiner the art of "choreographing" my runs. Thus I would stand at the top of the run with the task in mind and plan each turn from top to bottom.

Besides improving physical performance, better mental preparation and focus allow you to make presentations that are more personalized and relaxed. In contrast, poor mental preparation and lack of focus leads to an inability to relax and a rather dry, stilted, and unexciting format during presentations and skiing. A knack for creative expression can be a valuable teaching aid, and we see it in some of our best clinicians and examiners.

During The Exam

I found that once you determine your goals and complete your physical and mental training, it's time to focus on what to do the day of the exam. Rather than view the exam as a personal proving ground for your teaching and skiing abilities, give some thought to how the exam can be an active and constructive experience for everyone involved.

A wonderful element of my second and third exam experiences was the tight-knit group of people who became friends during two to three days of testing together friends during two to three days of testing together. Everyone in the group gained from the strength of the team as a whole. Individual performances were enhanced by the efforts of the group.

Team-building begins with the first meeting among candidates and examiners. When the group meets in the morning for the first time, try to be relaxed, but listen closely to the examiner's plans for the day. Pay attention to examiner introductions, since each examiner has a slightly different presentation style. Each will outline his or her expectations and try to reduce the group's anxiety level.

It's also wise to get to know people in the group, as the examiner does. You should not, at this time, mentally review progressions, technical trivia, or Your Responsibility Code. Nor should you try to size up group members or examiners. Instead, try to listen to and learn about the people with whom you will be skiing. In short, try to apply some of the same skills the examiners use to facilitate group interaction and stay mentally prepared for the exam. Positive interactions within the group will minimize distractions, helping everyone stay focused and on task.

Once on the snow, took at the group both as individual members and as a unit. Try to identify the common elements in movement patterns that will provide direction for teaching assignments and reveal opportunities to improve the group's skiing. Frequently, a common theme will emerge, and each candidate will be asked to approach the same concept from a different angle to achieve the new or improved movement.

To help the group members maximize their performances, try to get a read on their learning styles and anxiety levels. As much as possible teach to all learning styles, individualizing your approach as needed. Some of the best advice I received came from a PSIA-C examiner via my coach: Think of these people as a group of your closest friends with whom you are skiing and teaching. How would you treat them? Usually in a group of friends you have the comfort and confidence to interact and share information openly. Also, how would you expect them to treat you? What would you want them to say about you during the day and at the end of the exam?

Listen carefully to the examiner's comments, technical questions, and teaching assignments as the day progresses. Being versatile and adaptable in thinking and skiing are often necessary to stay on task, maintain focus, and improve performance. At times you may be taken out of your comfort zone. However, trying, experiencing, and adjusting to new movements and situations are part of the exam process. Keep your pre-exam preparation in mind and trust yourself and your abilities, both physical and mental. This is where your mental preparation will pay big dividends.

Your ability to mentally prepare and use visualization or other mental skills will help you maintain focus and energy. It also enables you to adapt to changing conditions and group dynamics, thus keeping overall performance consistent. This was where I found that visualization and choreography really paid off. Often the tasks were not quite what I had expected, but I was able to visualize myself doing the task (i.e., see it and feel it) and rehearse mentally before the performance.

This is often a good time to revisit previously set goals and reaffirm positive aspects of the exam process. As the days progress, it is especially important to keep a positive, upbeat attitude and maintain an atmosphere of fun and learning. Regardless of the situation, negative talk about the examiners or the exam process will not promote a positive learning environment. Moreover, creating a negative environment will not foster optimal performance for anyone. The most difficult teaching assignment is usually the last one on the last day, because the group is physically and mentally drained. Try to maintain a helpful learning environment up to the very end.

When an opportunity arises, talk with members of the group to find out what they are seeing in each other. During teaching assignments or task skiing, constructive feedback can be helpful, as long as the person wants it. Be honest, and report what looked good or give one simple hint to help next time around. Again, it is important to keep the conversation positive and upbeat, with constructive comments. This is not a competition. Teamwork will improve the performance of the group as a whole.

Although group interaction is important, also learn to recognize when someone needs time to think or refocus and may not want a lot of discussion going on around them. Be sensitive to how individuals mentally prepare for their performance. For example, during the past two seasons I spent significant time trying to develop my visualization skills and focusing techniques to enhance the consistency of my skiing performance. During the second exam I found it very distracting to have someone talking to me while I was preparing to ski an assigned task. This did not mean I wished to withdraw from the group, but focused visualization requires total concentration. As I improved my abilities to focus and use imagery and visualization this past year, the less such distractions concerned me. However, it is important during the exam to be aware that there are times when some individuals need quiet to prepare for the task ahead.

When you consider the time and money spent to take the exam, it makes sense to maximize the learning opportunity provided by the exam experience. Take every advantage to talk with examiners and gain some of their knowledge. Ask questions frequently, and don't be afraid of any questions that might come your way. Use the examiners' expertise to help meet goals, set new goals, and learn more from the exam experience. However, it is also important to recognize that it is unfair to ask for specific feedback about personal performance during the exam.

Be sensitive to group safety and comfort. Don't ask people to go far beyond their comfort zone. Keep it simple, clear, and understandable. Each teaching segment should be a positive learning experience, not a demonstration of others' deficiencies. Again, keep in mind the idea that this is really a team effort, and continue to work together to insure everyone can optimize their learning and performance.

After The Exam

When it's all over, regardless of the outcome, reexamine the goals you set at the beginning. Having specific goals is particularly important after the exam because it allows you to evaluate personal successes and failures and determine future goals and preparation.

When I didn't pass in 1997, I admit to subjecting family and friends to several days of my misery and depression. When I finally reflected on my performance in the exam and over the season, I realized I did improve my skiing in the areas I wanted to and became a better ski school trainer and instructor. So while I did not pass the Level III exam and get the gold pin that year, I did not fail either.

Immediately after the exam I sought out the advice of examiners, ski school trainers, and my coach. I shared my exam score sheets with them, read the comments carefully, and seriously considered the areas suggested for improvement. My peers, of course, were more objective than I was and were able to help me to refocus and determine goals for the next season. Consequently I established specific goals, which included becoming more fit overall, further improved my technical knowledge, and honed my mental preparation and visualization skills. The result was that I improved my ability to be adaptable and dynamic as a skier and a teacher. And, oh yes, I reached that Level III rung on the certification ladder.

While getting the gold pin is rewarding, it isn't the highlight. The process of working toward Level III over the past three years and the personal development that resulted are worth far more to me than the pin. In fact, the most important thing I learned from my three attempts to reach Level III is that the gold pin belongs to a lot of other individuals who helped me climb that ladder and achieve my goals.

By learning how to determine, work toward, and attain goals for personal improvement, I've set the stage for even more success for myself and my students. Indeed, I've already spent countless hours this past summer doing in-line skating and other training in preparation for the next step. In the end, passing the exam is just the beginning of what I hope is a very long journey.

Kris T. Kruse-Elliott is an assistant professor at the University of Wisconsin-Madison School of Veterinary Medicine. She is a part-time instructor, instructor trainer, and race coach at Wisconsin's Tyrol Basin Ski School.

Acknowledgments

The author wishes to thank her coach and training partner, Brent Larsen, for immeasurable patience and assistance in preparing this article and Rick Rauch and Anne Wall for their editorial comments.

References

1. Orlick, T. 1990. In Pursuit of Excellence, second edition, Chicago: Leisure Press.
2. Millman, D. 1994. The Inner Athlete, Walpole, New Hampshire: Stillpoint Publishing.
3. Ungerleider, S. 1996. Mental Training for Peak Performance, Emmaus, Penn.: Rodale Press.
4. 1996. Alpine References Video, Lakewood, Colo.: Professional Ski Instructors of America Education Foundation.