Blog - Pro

Welcome to the Snoworks Blog - Pro. Here you can keep updated on anything to do with professional ski teaching. The blog runs in date order most recent posts first. We have only just started this blog so keep coming back as we add new stuff.

When we are not Blogging a training course you will find other interesting stuff on technique, equipment or anything else to do with Professional ski teaching.

MARCH 24 – THE CENTRAL THEME - TIME FOR AN UPDATE?

Phil Smith, Snoworks Instructor

Recognised the skier. That's me straight out of the BASI manual demonstrating Plough Turning. You wont recognise the skis. They are my old Rossi's. I now ski on Salomon. Look long? 1.98m. That's how long ago this was. I believe the Central Theme has recently been updated. So some of this info that refers to BASI may be a little outdated.

I thought I would begin with the history of the Central Theme. Just the mention of it gives many instructors going for their exams the wobbles. Back in those days I was a Trainer for BASI and given the remit along with my colleagues to modernise the BASI technical syllabus. Now we are talking a long time ago. Myself, Hugh Money, Fred Foxen and John Arnold had all come out of the then English Ski Council as coaches. John Sheddon, if any of you know him, was at the time in charge of the ESC. He himself had once been a BASI Trainer but had unfortunately fallen out of favor and went of to set up the ESC.

John at the time in my eyes was the most forward thinking and most knowledgeable person in the world on developing ski performance. It was John that took many of the principles of 'developing skill' and applied it to ski teaching. Ski teaching was way behind other sports in this context. For some reason skiing was taught as though it was some kind of demonstration not a sport. John's book 'Skilful Skiing' is one of the best books ever written about skiing and still this day is one of the best reference books you could have on skiing and it's 20years old!

At the time we all thought we were pretty good. John had knocked out of us all the old 'ski instructor' stuff and filled us with great ideas about the development of skill. Probably all the other BASI trainers thought we were up our own .........! But Bob Kinnaird who was running BASI at the time saw an opportunity and asked us to modernise the BASI technical syllabus. So along with some other stuff we came up with the Central Theme.

The Central Theme. You may think it was a scientific result of looking at the most effective way of taking skiers through to parallel skiing. Unfortunately it wasn't. At the time BASI had a technical syllabus that was built around manoeuvres from the Austrian ski teaching syllabus. A Snowpough Turn was initiated with an 'upstand' a drift to the fall line, followed by a 'downsink', push into the front of the ski boot and angulate over the outside ski. As Fred Foxen so eloquently put it "I thought an 'upstand' was something you hang your coat on and a 'downsink' was what happened to the water when you took the plug out". There were about 40 BASI Trainers at the time all with their own ides about taking skiers through to parallel skiing. So we had to develop a system that would keep all 40 Trainers happy. Their ideas about Plough Turning could roughly be slotted into three groups 'uppers and downers' (so we called it), 'twisters' and 'pushers'. So there you have it - we built a camel to keep everyone happy. So the Central Theme begun with a pit of 'twisting' added a bit of 'upping and downing' then added a bit of 'pushing. For those that are not familiar with the term camel. A camel is a horse designed by a committee. So that's what The Central Theme was, a horse designed by a committee. Everyone seemed reasonably happy. We new we had not designed the best system so I added at the start of the Central Theme this paragraph.

The Central Theme is one of the many possible routes from first steps up to parallel skiing. It's whole purpose is to give less experienced teachers a clear and effective framework from which to work. As teachers gain knowledge and experience they can move outside the boundaries of the Central Theme to cope with a wider variety of client needs and teaching environments.

If we had been left completely to our own devices and not had to keep 40 Trainers happy we would have designed a different 'Central Theme'. However it was ok and sort of did it's job but we did cover ourselves pretty well with the statement above.

Unfortunately the Central Theme seem to take on mythical proportions of importance. It needed to be demonstrated almost perfectly and recited word for word. It was never intended to have this importance just be a simple guideline for those that had no other guidelines. Since the days of my 1.98m skis things have changed quite considerably. Her's a photo of me then demonstrating 'Parallel Turning' straight out of the Central Theme. 'Nice demo!'

and her's a photo of me more recently demonstrating 'All Mountain Skiing'. Quite some difference.

So where does the Central Them need to go today to bring it up to date, if it hasn't already done so?

We have in BASI I believe, the best technical syllabus in the world. Or I should say it is the basis for the best technical syllabus in the world. It all depends on the deliverer, their understanding and their philosophy. The Fundamental Elements and the Components of the Fundamental Elements allow for infinite variability in how they are used,. That's the beauty of our system. Lets take for example the three fundamentals of steering:
• Rotary Control (Twisting)
• Pressure Control (Pushing)
• Edge Control (Edging)
and the components of these fundamentals:
• Range
• Rate
• Distribution
• Duration
These in themselves allow for infinite flexibility ideal for a sport which takes place in an open environment (see open environment blog). However at Snoworks we have found that our clients need something a bit more 'tangible'. So we use a simple but incredibly effective model linking the steering elements to speed. All three Steering Elements are used all the time so it's a question of which Steering Element is predominant.

Predominantly using Rotary Control (Twisty) - SLOW SPEED
Predominantly using Pressure Control (Pushy) - MEDIUM SPEED
Predominantly using Edge Control (Edgy) - HIGH SPEED

Of course with skiing being an 'Open Sport' (see blog on open environments) the balance between the three steering elements is always changing. So it's always a question of the predominant element.

From the above example linking the steering elements to speed you can also see the balance of the steering elements when traveling at slow to medium speed (twisty/pushy) or medium to high speed (pushy/edgy). We're look at this in more detail in another blog. This simple but effective model of linking Steering to Speed is an incredibly useful tool. Lets look at three photos of skiers using a different emphasis on the steering elements.

The three Steering Elements in use in their environment and at the appropriate speed.
Top - James in Gressoney on the Malfatta Couloir - steep, slow speed.
Middle - Bruce on the 7 Volcanoes, Chile - Off Piste, medium steepness, medium speed.
Bottom - Liz, Eurotest training in Tignes - High speed.

So if when we get 'good' at skiing we learn to use the steering elements with infinite variability it would make sense that we should do the same whilst learning - traveling through the Central Theme. It would simply be a case of 'steering using a plough' 'steering using a mixture of the skis in a plough and the skis parallel' 'steering with the skis parallel'.

The description here is very important. Notice I say 'steering using a plough' not 'a Snowplough Turn'. 'steering using a mixture of the skis in a plough and the skis parallel' not 'Plough Parallel' and 'steering with the skis parallel' nor 'Parallel Turns'. This fits into out philosophy of 'skiing - an open environment' (see blog). Where the skills are being adjusted on the move in relation to external factors such as speed, line, terrain and snow texture. We are teaching the development of 'skill' right from the beginning and not 'set movement patterns'.

With this simple explanation of The Central Theme we can then just use the three steering elements at any point of the Central Theme with great flexibility depending on the speed that the skier wishes to travel and the environment they are in. For example lets take steering with the skis in a plough.
• Steering at slower speeds - emphasise rotary control (twisting)
• Steering at medium speeds - emphasise pressure control (pushing).
• Steering at high speeds - emphasise edge control (edging).

Then use the components; Rate, Range, Distribution, Duration to adjust the steering for; adjustments to speed, line, terrain and snow texture.

To prove this point have an experiment yourself. Practice steering with the skis in a plough at different speeds. Slow, medium and fast. Then use a 'Self Check' (Mosstons teaching styles) to observe how you steer the skis at the different speeds. You can do the same steering the skis in a mixture of plough and parallel and with the skis parallel.

Now head off into some varied terrain such as a soft snow off to the side of the piste. Again practice steering your skis in a plough and see how you use the steering elements and their components.

This is the best way to learn. Experiment for yourselves using a model that we use in BASI. Mosstons teaching styles. The style we use for experimentation is the 'Divergent Style. It's a style that we constantly use at Snoworks and allows us to always be experimenting with our teaching and working out new ways of doing things.

So that's it in a nutshell. A small insight into how the Central Theme was developed, my role in it and our thoughts at Snoworks on how the Central Theme should be used. We have in BASI the best system in the world. As long as it is used in a versatile manner for developing skill in an open environment then it will remain the best system in the world.

MARCH 24 – SKIING - AN OPEN ENVIRONMENT

Phil Smith, Snoworks Instructor

There are some sports that take place on a similar surface with similar equipment but are almost completely different sports. Such a figure skating and ice hockey. Horse dressage and eventing. I have come to the conclusion that there are two sports of skiing. 'Demonstration skiing' and 'All Mountain Skiing'.

At Snoworks we are definitely in the business of All Mountain Skiing. However I get the feeling that the way skiing is often taught it's more about 'Demonstration Skiing' then 'All Mountain Skiing'. To begin to understand the difference it can be useful to see where we would classify skiing in relation to other sports and to do this we can use a spectrum between CLOSED and OPEN environments.

a 'CLOSED ENVIRONMENT' is where the environment does not change. When we talk about the environment we are describing everything that can effect the performance (not just the weather). So some examples of sports that take place in fairly CLOSED environments are - running in lanes, swimming in lanes, javelin throwing, discuss, hammer, shot put, target shooting, figure skating, gymnastics, weight lifting. There are some external factors that affect the performance but they are pretty limited so these sports are towards one end of the spectrum towards a CLOSED ENVIRONMENT.

An 'OPEN ENVIRONMENT' is where the environment is constantly changing. Football, rugby, tennis, sailing, surfing, white water canoeing, ice hockey etc. We are not just talking about the weather but all external factors such as other players. So you could have the sport taking place indoors but it can still be massively open.

The question is - where does skiing fit in - OPEN or CLOSED. For everyone they will immediately say OPEN which is good news. But what about skiing on a perfectly groomed blue run with no other skiers and blue sky? This could be said to be more towards the CLOSED end of the spectrum or skiing perfect powder of constant texture on a slope of the same angle with no obstacles and no other tracks or skiers. Again this could be said to be towards the CLOSED end of the spectrum. Or what about taking your BASI exams. Short radius turns on a groomed run with constant gradient. The Central Theme on a Blue run. etc etc

To begin to understand your own perception of skiing and 'ski technique' it can be useful to clarify the differences between learning skills for CLOSED environments and learning skills for OPEN environments.

When learning skills for a sport in a CLOSED environment the movements tend to be very repetitive. There's a start and finish to the movement pattern. Like throwing a javelin or dependng on your perception and how you teach and ski 'The Central Theme' in BASI. Repetitive movement patterns that have a start and finish.

When taking part in a sport in an OPEN environment the movements have to be continually adapted, the movements are 'externally paced' meaning the movements are dictated by a constantly changing environment. There's no real start of finish to the movement pattern. It's difficult or impossible to describe the movement pattern as it's always changing. Try describing the movement pattern when running through a crowded bar carrying a tray of drinks!

You begin to get the idea. In a sport in a CLOSED environment you may be able to describe the movement pattern. If skiing has been taught as though it takes place in a CLOSED environment you may have been taught a set movement pattern. Face your shoulders in a particular direction. Extend your leg at the start of the turn. Apply forward pressure to begin a turn. etc etc

Basically in simple terms if you can describe the movement pattern then its a CLOSED skill. If you can't then it's an OPEN skill.

To teach skills that will be used in an OPEN environment we do not teach set movement patterns. We teach skills that can be constantly adjusted and modified for the terrain, the conditions, our speed and line.
Such as steering your skis using:
• Pressure Control
• Edge Control
• Rotary Control

By learning to use the steering 'SKILLS' accurately and learning how to VARY and ADJUST them you can begin to get confident at skiing in an OPEN environment.

In BASI we have what we call THE COMPONENTS OF THE FUNDAMENTAL ELEMENTS. The COMPONENTS of the STEERING elements are:
• Rate
• Range
• Distribution
• Duration

These components are infinitely variable but they are often looked at in a CLOSED environment such as in THE CENTRAL THEME. It would be useful to take THE CENTRAL THEME into an OPEN environment and see the difference in the movement patterns. Try using and teaching ploughing in soft snow or slush. Plough Parallel through bumps etc.

For many skiers the concept of OPEN environments and OPEN skills can take a bit of getting used to. It's not so 'tangible'. You teach skills as opposed to set movements. These skills are then adjusted and adapted to the terrain, snow conditions, our speed and line.

There appears to be some confusion with some skiers coming away from 'Ski Instructor Courses' with the notion that they have to ski a 'particular way' rather than improve 'particular skills'. We often hear the comment 'last year I was told to do ........' Our response would always be: what slope were you on, what were the conditions, what speed were you traveling at, what was the terrain like, what skis were you using and what was your objective?

When you encourage the development of skills that can be constantly adjusted and varied in relation to the environment you get inspirational skiing. You also get a sense of 'individuality' as each individuals perception of the 'OUTSIDE WORLD' is different and hence how we choose to react with the outside world is different. Take all the great sport stars that appear to defy the 'TEXT BOOK'. Bodie Miller, Franz Klammer, Michael Johnson, Michael Shumacher etc etc.

If we all worked on developing set movement patterns as though were were operating in a CLOSED environment we would resemble something like a robot. I always like to imagine how our children would walk if the moment they started to walk we sent them to a 'walking instructor' for lessons. It's a scary thought!

Hopefully looking at skiing in this way OPEN and CLOSED environments and skills will help you to look at the way you have been taught or the way you teach skiing.

Skiing - An Open Environment - Try describing how you would run through a crowded bar carrying a tray of drinks!

Photo: Phil Smith Salomon Skis, boots and clothing.