TPS Archives

Reprints From The Professional Skier

Fall 1999 - "Movement Assessment Made Easy" by Katie Fry and Megan Harvey

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

Do you remember going through your first hiring interview to become an instructor? I (Katie) do. I was 18 and my twin sister Megan was racing for the University of Wyoming. I tried out to become a ski instructor for the Ski/Snowboard Schools of Aspen, Colorado. Part of the five-day process entailed a teaching portion and my task was to teach the snowplow (now referred to as the wedge).

My first thought was, Doesn't everybody know how to snowplow?, but then it became How am I going to pull this one off? I could recognize a snowplow and I knew what it felt like, but I didn't know how to explain the movements. I was stuck! I realized that just because you can do a certain maneuver doesn't mean you can explain it to a student-much less correct what the person is already doing. For that I needed the ability to assess movements related to skiing. Megan and I have since been teaching for 15 seasons and we have come to recognize the value of being able to assess movement as a way to help our guests become better skiers.

Movement assessment (or movement analysis) is the aspect of teaching in which we watch our student's actions as they ski and decide what movements they can add next to make skiing easier and more fun. We use movement assessment from the moment students walk toward us in their boots until we bid them adieu as they ski away (hopefully as more accomplished skiers). Having a solid grasp of how people move--on and off of skis--allows us to explain and demonstrate concepts to students without confusing them.

When we become teachers, knowing exactly what to assess first in a student's skiing and where to go next can be a challenge. There are many different skills to look at and even more moving body parts. The student is expecting a world of knowledge and an experienced eye whether we have been teaching for 10 years or only two days. Even though the very thought of performing accurate, productive movement assessment can seem overwhelming, it's important to understand that any instructor can do it--and even excel at it--if he or she knows what to look for.

As with anything we are just learning, it is better to begin with an overview and then move to the specifics. An example is watching children learn to use building blocks. At first they just grab at them and hold onto certain blocks, then after they have become accustomed to the feel of grabbing and letting go they begin to set them in various places. It's much the same with movement assessment. We can begin by looking at the entire picture of the skier moving down the hill (balance/stance), then we can look at the more specific skills (rotary movement, edging, and pressure control) to recognize how the skier is getting the ski to turn and how he or she deals with the terrain.

One of the first things instructors learn is that the four skiing skills--as defined by the skills concept in PSIA's Skiing Model--are balance, rotary movement, edging, and pressure control. Yet this doesn't always give a very clear picture of what to look for in a student's skiing, particularly for new instructors who lack significant experience in movement assessment. Serving as a frame of reference in this respect, this article lists some movements that are universal in all good skiing, be it recreational skiing, instructing, racing, bump skiing, and even extreme free skiing. Included are some of the movements that form a strong foundation for effective, efficient skiing. Realize, however, that these are basics. Not all of the movements a skier passes through to reach an advanced level of skiing are included here.

Following the cues for effective skiing are cues for ineffective skiing. When teaching someone to ski, we have to be able to identify this area too so we can help our students eliminate these barriers to skill improvement.

Use these cues as a starting point in learning to recognize the movements that make up solid, proficient skiing-as well as those that frustrate the student's efforts. Once you've gained experience in identifying these movements, you can work more freely toward creating teaching scenarios that benefit your students.

The question now is, how do we use these cues? As instructors, it is our job to recognize the area in which our students need improvement, then share with them how to apply those skills in an efficient way. Recognition is the focal point. Until we can determine what the student is doing, we cannot help them become better skiers.

Here are some additional thoughts on the categories of balance, rotary movements, edging, and pressure-control movements. We've added the directional movement category--which is not part of the PSIA skills concept--to remind us that skiing is a dynamic sport with constant movement in the direction of the new turn.

The PSIA Alpine Manual describes a skill as "the ability to bring about results with maximum certainty while expending as little energy as possible." The skills concept empowers instructors to pick out important movement patterns that may be grossly over- or underused. If these situations can be recognized, we can redirect the student to apply the skills in a more efficient and timely manner. When we are looking at a skier and trying to analyze his or her movements, it is helpful to understand why each skill area is so important to the overall picture.

Following is a quick synopsis of each skill to help us associate the significance of the category with the student's skiing experience.

Balance/Stance Movements

We spend our lives balancing. Every day that we walk, sit, play, exercise, etc. we are using our bones and muscles to maintain a state of equilibrium. Our arms, legs, torso, and head are all levers that can throw our balance off or help keep us poised when we move them. We continually use balancing movements to remain standing and moving in the chosen direction.

Balance in skiing refers to the movements a skier makes to control the forces created during the turn. When accomplished skiers are in motion, they are staying within a range of balance that allows them to access all the other fundamental skills effectively. Because we are constantly moving in this sport, balance and proper stance is a continuous and dynamic effort.

Rotary Movement

All skiers use some kind of rotary movement to help them change direction when skiing, especially if there is some obstacle in the way. Rotary movements can be described as a part or parts of the body moving in a circular motion around a particular axis. An example would be holding the arm out straight to the side of the body, then turning it so the palm faces forward, then backward--the arm is turning around an axis.

There are several types of rotary movements that occur as we ski down the hill, but probably the most highlighted should be leg rotation, where the femur turns in the hip socket. Turning the legs underneath the torso helps us guide the skis in the intended direction, and aids our ability to control the size and shape of the turn. As well, the use of rotary movement allows us to explore different types of terrain and conditions.

Edging Movements

The edge of the ski is our connection to the turn. Without edging, we have a more difficult time changing direction, slowing down, or stopping once gravity has taken effect. The Alpine Manual describes edge-control movements as "those movements that either increase, decrease, or maintain edge angles." Watching the way a student tips the ski on edge can tell us a fair amount about where the person's balance is, and how it can be improved. For example, if a skier pulls him- or herself onto edge by using the upper body, the balance will fall to the inside and the ski will not obtain a strong enough angle to keep from skidding. When skiers apply edge control accurately, they are able to turn, control speed, and stop smoothly and efficiently.

Pressure-Control Movements

Pressure control is a nebulous topic to address when we first begin teaching. It is that quality of skiing that is sometimes labeled as "touch," where the skier demonstrates control and finesse in any conditions or terrain. When we can feel smooth and in control we are lured back to the slopes time and time again.

Pressure-control movements can be performed in many ways, such as changing the edge angle of the ski, flexing or extending within the turn, or shifting weight fore and aft or laterally. Control of these movements permits us to flow smoothly with the terrain and to fly over the ground beneath us.

Directional Movements

While not part of PSIA's skills concept, the category of directional movements is included here as a friendly reminder that skiing is like walking--we are always trying to move in an intended direction. Skiing is a sport that relies upon gravity, and if we go with it, the ride can be heaps of fun. Our students need to be put in comfortable situations that encourage them to always move in the direction of the new turn. A skier's movements will best serve the person if he or she is focused and moving in the direction of travel.

Movement assessment is an art that takes practice, practice, and more practice. It is also very personal and unique to each and every ski professional. Some instructors look at the whole body first, then move to the feet and the track being left in the snow. Others believe that everything can be told by the track that is left in the snow by the ski. So do we deal with tactics first, then technique? Or do we look at the feet first and move up the body?

Our suggestion is to research the topic. Talk to your peers to find out what they recommend. Try several techniques and figure out which one works best for you and what works best for your student. You may find that you have to change your movement assessment styles to match the learning styles of your students.

Hopefully these cues offer a more organized outlook of things to watch in the student's skiing movements. The list does not include all movements in every possible situation, but it does encourage us to ask why a certain ineffective action occurs and how can we best change the behavior in our guest's skiing. Try to avoid "instant teaching." As teachers we feel we must do something to change the guest's behavior right away, but remember we can take our time observing the skier and figuring out what is causing difficulties. It can be a world of new fun when we have new puzzles to play with and new pawns to move in that big game we call skiing.

Authors' note: The concepts presented in this article were developed by the PSIA Alpine Demonstration Team.

Katie Fry is a member of PSIA's Alpine Team and coordinator/ trainer for the Ski and Snowboard Schools of Aspen, Colorado.

Megan Harvey is a member of PSIA's Alpine Team and trainer/ pro for the Ski and Snowboard Schools of Aspen.