■ Section 4 The 5 Skills ■ 第四節 五大技能 ◻quad\square \quad Section 5 Guest Service And Client building ◻quad\square \quad 第五節 來賓服務與客戶建立 ◻quad\square \quad Section 6 Teaching Children ◻quad\square \quad 第六節 兒童教學 ◻quad\square \quad Section 7 Safety ◻quad\square \quad 第 7 節 安全
-Section 8 Getting Started -第 8 節 入門指南
-Section 9 How We Learn -第 9 節 我們如何學習
CSIA Certification Pathway CSIA 認證路徑
The CSIA has 4 levels of Instructor Certification and a Trainer Designation. As you go through these levels, you will build your skills and learn more about teaching. Working in a Snow School will give you hands-on experience to put what you’ve learned into practice with real-world teaching experience. CSIA 有四個等級的教練認證以及一個訓練師資格。隨著你通過這些等級,你將建立技能並學習更多教學知識。在滑雪學校工作將讓你獲得實務經驗,將所學應用於真實的教學環境中。
You can begin your journey with a 3-day Level 1 Certification Course. Some Snow Schools in Canada also offer a Snow Park Level 1 and or a Level 1 Apprentice Development Program offered over a longer term, in conjunction with on the-job experience. 你可以從為期三天的第一級認證課程開始你的旅程。加拿大的一些滑雪學校也提供雪地公園第一級課程,或是與實務經驗結合的第一級學徒發展計畫,課程時間較長。
Once you become a CSIA Level 3, you can aim for the Trainer Designation. This designation will help you develop the skills needed to train new Ski Instructors and is an important step towards becoming a Level 1 Course Conductor. 一旦你成為 CSIA 第三級教練,你可以朝訓練師資格邁進。此資格將幫助你培養訓練新滑雪教練所需的技能,並且是成為第一級課程主持人的重要一步。
As a Level 3 with the Trainer Designation, you will be close to achieving the highest level of CSIA Certification. Extensive teaching and skiing experience are recommended for those pursuing the Level 4 Certification. 作為擁有訓練師資格的第三級教練,你將接近達成 CSIA 認證的最高等級。建議有豐富教學與滑雪經驗者追求第四級認證。
CANADIAN TEACHINGAPPROACH 加拿大教學方法
INTRODUCTION簡介
The Canadian Teaching Approach, along with the 5 Skills Framework, define the teaching concepts of the CSIA. The technical concepts define WHAT we teach, the teaching concepts establish HOW we teach, while technical knowledge informs the content of a lesson. An instructor’s ability to collaborate with their students while guiding them through their experience in a safe, FUN and productive way often determines the quality of the lesson. 加拿大教學方法與五項技能架構共同定義了 CSIA 的教學理念。技術概念說明我們教什麼,教學理念則確立我們如何教學,而技術知識則提供課程內容。教練能否與學生合作,引導他們在安全、有趣且富有成效的環境中學習,往往決定了課程的品質。
PURPOSE目的
The CSIA teaching concepts provide a practical framework which an instructor can apply in the real world of ski teaching. These principles ensure the delivery of a consistent model and message across the country. Having a strong understanding of the learner’s skill level, along with the ability to identify and affect areas for improvement, ensure the delivery of a consistent message in each ski lesson. CSIA 的教學理念提供了一個實用的框架,教練可以在滑雪教學的實際情境中運用。這些原則確保全國範圍內傳遞一致的教學模式與訊息。對學員技能水平有深入了解,並能辨識及影響其改進的領域,能確保每堂滑雪課程傳達一致的訊息。
Canadian Ski Teaching加拿大滑雪教學
Know Your Learner了解你的學員
Getting to know your Learner and building a rapport is a vital step in creating a successful and enjoyable lesson; the Learner is the ‘hub’. The learner-centered approach guides all of the decisions we make as ski instructors, from the terrain we choose and the movements we teach them, to the communication style we adopt. 了解你的學員並建立良好關係,是創造成功且愉快課程的重要步驟;學員是「核心」。以學員為中心的方法指導我們作為滑雪教練所做的所有決策,從我們選擇的地形、教導的動作,到我們採用的溝通方式。
Create an Experience創造一個體驗
Understanding your learner and their needs will help determine the ‘experiences’ that they will benefit from the most. Designing and using concrete tasks can help a learner understand what they should try to do and the possible outcomes, making the tasks measurable for the learner and observable for the instructor. Awareness of the possible outcomes can help a learner recognize if they are successful or not when attempting a task (reflection). For some learners, describing what they might “feel” as they make movements can add clarity and specificity. A well-built task provides parameters for both the task itself and for the reflection. 了解你的學員及其需求,有助於判斷他們最能受益的「體驗」。設計並使用具體任務,可以幫助學員了解他們應該嘗試做什麼以及可能的結果,使任務對學員而言可衡量,對教練而言可觀察。對可能結果的認知,能幫助學員在嘗試任務時判斷自己是否成功(反思)。對某些學員而言,描述他們在做動作時可能「感覺」到的情況,可以增加清晰度和具體性。良好設計的任務,為任務本身及反思提供了參數。
Assess the Experience評估體驗
By watching your students as they try a task, you see both the results of their efforts and the effectiveness of your approach. Encouraging a learner to reflect on their experience is proven to promote longer term learning. It is important to keep this process positive. Recognizing negative or unintended results is valuable but should not become the focus. Just like checking a map to ensure you are on the right road, ongoing debriefs with your students can help calibrate the direction of the lesson throughout. Through this process, the instructor can reflect on their decisions and the guidance they have provided and adjust the approach if required. 透過觀察學生嘗試任務的過程,你可以看到他們努力的成果以及你教學方法的成效。鼓勵學習者反思他們的經驗,已被證明能促進長期學習。保持這個過程的正向性非常重要。認識到負面或意外的結果是有價值的,但不應成為焦點。就像查看地圖以確保你走在正確的道路上一樣,持續與學生進行回顧討論,可以幫助在整堂課中校準教學方向。透過這個過程,教師可以反思自己的決策和所提供的指導,並在必要時調整教學方法。
Explore the Possibilities 探索可能性
Skiing is exciting and learning anything new can be thrilling at any level. A balance of skill development and actual skiing is important for a learner to integrate the new skills they have developed and how to use those skills when outside of the ski lesson. The autonomy to explore the skiing environment is invigorating and empowering. Repetition of a successful task can help to consolidate the correct movements and provides an opportunity to practice the new skill. 滑雪令人興奮,學習任何新事物在任何階段都能帶來刺激感。技能發展與實際滑雪的平衡,對學習者整合新技能以及如何在滑雪課程之外運用這些技能非常重要。自主探索滑雪環境令人振奮且充滿力量感。重複成功完成任務有助於鞏固正確動作,並提供練習新技能的機會。
THE 5 SKILLS五大技能
Just as the CSIA promotes an approach that facilitates effective learning (the collaborative teaching approach) the CSIA also provides a system that enables the technical education and understanding of the sport of skiing (the 5 skills). 正如 CSIA 推廣一種促進有效學習的方法(協作教學法),CSIA 也提供一套系統,使滑雪技術教育與理解成為可能(五大技能)。
As you work your way through this manual you will find material on ‘how skiing works’ as well as within the other online documents found on snowpro.com. Controlling speed, direction and stability are the main objectives of most skiers. 當你閱讀本手冊時,會發現有關「滑雪運作原理」的內容,以及在 snowpro.com 上的其他線上文件。控制速度、方向和穩定性是大多數滑雪者的主要目標。
The CSIA uses the 5 skills system to help instructors understand the components of skiing and develop their ability to assess and develop their students. The CSIA defines the 5 skills as balance, rotary, edging, pressure and coordination movements. Skiers must use a combination of the skills to turn. Various combinations and applications of the skills give us control over the performance outcomes on the snow as you progress. CSIA 使用五大技能系統幫助教練理解滑雪的組成要素,並提升評估與培養學生的能力。CSIA 將五大技能定義為平衡、旋轉、刃邊、壓力與協調動作。滑雪者必須結合這些技能來轉彎。各種技能的組合與應用,隨著你的進步,將使你能掌控雪地上的表現結果。
BALANCE平衡
Balance is the relationship between the base of support (BOS) and centre of mass (COM) and is a fundamental skill in skiing. This dynamic skill encompasses body position (e.g., stance) and muscular activity to align with the forces. Teaching skiing often begins with helping students find a stable stance on their skis. A stable stance helps them avoid falling and control their equipment. Encouraging students to relax is also important, being relaxed makes moving, reacting, and adjusting to terrain and snow conditions easier. 平衡是支撐基底(BOS)與質心(COM)之間的關係,是滑雪的基本技能。這項動態技能涵蓋身體姿勢(例如站姿)和肌肉活動,以配合外力。滑雪教學通常從幫助學生找到穩定的滑雪姿勢開始。穩定的姿勢有助於他們避免跌倒並控制裝備。鼓勵學生放鬆也很重要,放鬆能讓移動、反應以及適應地形和雪況變得更容易。
Stability comes from the feet supporting the body; the body segments are adjusted to maintain balance when skiing. For the greatest range of mobility, the skier should bend and extend 穩定性來自雙腳支撐身體;滑雪時,身體各部位會調整以維持平衡。為了達到最大的活動範圍,滑雪者應該彎曲並伸展 the ankle, knee, hip and spine. The body must be aligned for the other skills, rotary, edging, pressure, and coordination movements to be effective. 腳踝、膝蓋、臀部和脊椎。身體必須保持對齊,才能使其他技能如旋轉、刃邊、壓力和協調動作有效。
ROTARY旋轉
Turning in skiing is achieved through leg rotation, by twisting the upper leg in the hip socket and or by turning the feet, both result in the lower body leading the turning effort and creating separation. 滑雪轉彎是透過腿部旋轉來達成的,方法是扭動髖關節中的大腿上部,或是轉動雙腳,兩者都會使下半身主導轉彎動作並產生分離。
Applying a turning or twisting force to the skis. 對滑雪板施加轉動或扭轉的力量。
THE 5 SKILLS五大技巧
Using a proper stance with separation in the hip joint allows us to balance against the outside ski. 採用正確的姿勢並在髖關節保持分離,讓我們能夠在外側滑雪板上保持平衡。
Leg rotation should not be confused with rotating the pelvis. 腿部旋轉不應與骨盆旋轉混淆。
Varying one part of a task at a time can help a learner deepen their understanding of a new movement and learn how much and when to apply the movement(s) in relation to their objectives. Task variations also allow the instructor to adjust the approach to be more effective, or in other words, they create a new experience. 一次變化任務中的一個部分,可以幫助學習者加深對新動作的理解,並學會在達成目標時該如何以及何時運用該動作。任務變化也讓教練能調整教學方式,使其更有效,換句話說,就是創造新的體驗。
EDGING邊緣處理
The edge of the ski also helps us turn and on an arc we can use the edge to grip the snow, the COM needs to be inside the BOS. 滑雪板的邊緣也幫助我們轉彎,在弧線上我們可以利用邊緣抓住雪面,重心(COM)需要位於支撐基底(BOS)內。
To change direction, the skier must decrease the edge angle by bending the outside leg to flatten the ski and decrease the amount of edge. 要改變方向,滑雪者必須透過彎曲外側腿來降低邊緣角度,使滑雪板變平,並減少邊緣的使用量。
Skiers use inclination to balance against the turning forces. 滑雪者利用傾斜來平衡轉彎時的力量。
As speed and performance increase, the amount of inclination increases. 隨著速度和性能的提升,傾斜度也會增加。
With the right amount of edging a skier can carve the turn, with less edge the ski begins to steer through the turn (blending rotary, edging, and pressure movements) and with very little edge the ski will side slip with little to no 藉由適當的刃角,滑雪者可以刻劃出轉彎;刃角較小時,滑雪板開始透過轉動、刃角和壓力動作的結合來引導轉彎;而刃角非常小時,滑雪板則會側滑,幾乎沒有任何控制 direction change.方向改變。
PRESSURE壓力
The skiers ability to manage the forces acting on the ski and skier fore-aft, from ski to ski, and vertically are pressure control movements. 滑雪者管理作用於滑雪板及滑雪者前後方向、從一隻滑雪板到另一隻滑雪板,以及垂直方向的力量,這些都是壓力控制動作。
A skier must use all of their joints to manage the forces or pressure. 滑雪者必須運用所有關節來管理這些力量或壓力。
The skier can change the pressure acting on their skis by bending, extending and or by resisting. 滑雪者可以透過彎曲、伸展或抵抗來改變作用於滑雪板上的壓力。
The skier can also change the pressure by adjusting the amount of edge angle or shifting from one ski to the other or a combination of these movements. 滑雪者也可以透過調整邊緣角度的大小,或從一隻滑雪板轉移到另一隻滑雪板,或結合這些動作來改變壓力。
Managing pressure is one of the most challenging skills to master and is required to demonstrate advanced levels of skiing and expert performance. 管理壓力是最具挑戰性的技能之一,且是展現高階滑雪技巧與專家級表現所必須具備的能力。
COORDINATION協調性
Moving the body segments in the correct order creates efficiency. Efficient movements help direct the COM from arc to arc with little interruption of momentum (motion). This is the flow we notice when we see a good skier, and the seamless blend of the skills can be seen with a smooth glide between turns. 以正確的順序移動身體各部位能創造效率。有效率的動作有助於將重心從一個弧線順利帶到下一個弧線,幾乎不會中斷動能(運動)。這就是我們看到優秀滑雪者時所感受到的流暢感,而技能的無縫結合則體現在轉彎間的平滑滑行。
Coordinated Movements refer to the skill of harmonizing movements so that the right things happen at the right time. In a sport like skiing, where the very essence of the sport is balancing while moving over changing terrain, coordination is crucial to progressing beyond the beginner stage. 協調動作指的是將動作和諧統一,使正確的動作在正確的時間發生的能力。在滑雪這項運動中,平衡與在變化地形上移動是其核心,協調性對於超越初學者階段至關重要。
Initially, the student learns to do such things as edge the skis at the right time, extend or flex at the right time, and later, do several of these actions simultaneously (coordinate the movements). In expert skiing, coordination is a magical element that makes skiing appear effortless and fluid. More experienced skiers utilize sensory input by looking ahead to anticipate terrain changes and feeling variations in snow conditions, adjusting their technique well before the fall line or terrain feature. 起初,學生學習在正確的時間將滑雪板刃入雪、在正確的時間伸展或屈曲,之後再同時執行多個動作(協調動作)。在專業滑雪中,協調是一個神奇的元素,使滑雪看起來輕鬆且流暢。經驗豐富的滑雪者會利用感官輸入,透過向前觀察來預測地形變化,並感受雪況的變化,提前在落線或地形特徵之前調整技巧。
Various combinations and proportional application of the skills give us incredible control over the performance outcome of our skiing. Timing and coordination are integral to achieving desired outcomes. Timing refers to when, for how long, and how intensely a movement is applied. Forces need to be managed smoothly to create effective skiing at all stages of learning. 各種技能的組合與比例運用,讓我們能對滑雪表現結果擁有驚人的控制力。時機與協調是達成理想結果的關鍵。時機指的是動作施加的時間點、持續時間及強度。力量需要被平順地管理,才能在學習的各個階段創造有效的滑雪表現。
As you move through the CSIA pathway you will become familiar with the skills and how the relationship between them affects the skiing objectives and outcomes. Your first exposure to the technical concepts will be during your Level 1 course. The novice lesson plans represent a prescriptive approach to aid you with the content of teaching your first lessons. As you practice the lesson plans and become more experienced you will have the opportunity to hone your skill apply your own personal style and approach to teaching each ski lesson. 當你進入 CSIA 的學習路徑時,你將會熟悉各項技能,以及它們之間的關係如何影響滑雪的目標與成果。你第一次接觸這些技術概念,將會是在你的第一級課程中。初學者的教學計畫採取處方式的方法,幫助你掌握教授第一堂課的內容。隨著你練習這些教學計畫並累積經驗,你將有機會磨練技巧,並運用你個人的風格與教學方法來進行每一堂滑雪課程。
Further technical and teaching development will come through actively teaching within a ski school and on hill training. 進一步的技術與教學發展,將透過在滑雪學校的實際教學以及場上訓練來達成。
GUEST SERVICE AND CLIENT BUILDING 顧客服務與客戶經營
Anyone who has spent money to take a lesson has expectations. A big part of your success is the ability to connect with your clients and deliver what they want. Don’t deliver all the information at once - focus on key ideas and take the time to develop understanding and results. 任何花錢上課的人都有期待。你成功的關鍵之一,就是能夠與客戶建立連結,並提供他們所需的內容。不要一次性傳達所有資訊——專注於關鍵概念,並花時間培養理解與成效。
Meet and greet見面與問候
First impressions are powerful. Greet your clients with a handshake and eye contact. Learn their names and use them through the lesson. Ask questions and discuss their expectations. Listen actively and repeat back what you heard to ensure you understand. Explain how you typically work and what they can expect from you. 第一印象非常重要。以握手和眼神交流來迎接您的客戶。記住他們的名字,並在課程中使用。提出問題並討論他們的期望。積極傾聽,並重述您聽到的內容以確保理解。說明您通常的工作方式以及他們可以期待的服務內容。
Wrapping up結束課程
Give a clear summary of what they worked on through the lesson and what their next steps should be. Finish with a handshake and goodbye. This is a good time to schedule another lesson, give a business card, and generate some return business. 清楚總結他們在課程中所學的內容以及接下來應該採取的步驟。以握手和道別作結。這是安排下一堂課、發放名片並促進回頭客的好時機。
\section*{INTRODUCTION}\section*{簡介}
Teaching children is a challenging, rewarding and satisfying experience. Children are complex in how they develop, both physically and cognitively. This requires a variety of teaching approaches to meet the needs of all students, all while keeping it safe and fun. A good instructor turns learning objectives into games or tasks that are appropriate to the age and skills of their students… it’s an art! 教導兒童是一項充滿挑戰、回報豐厚且令人滿足的經驗。兒童在身體和認知發展上都相當複雜。這需要多元的教學方法來滿足所有學生的需求,同時保持安全與趣味。一位優秀的教練會將學習目標轉化為適合學生年齡和技能的遊戲或任務……這是一門藝術!
DUTY OF CARE照顧責任
Courts in Canada have held that the Duty of Care owned by a person charged with the supervision of children is that of the “careful or prudent parent”. This duty increases as the age and experience of the child decreases. The instructor will not have discharged his or her duty of care until such time as the child has been safely released into the care of another responsible adult, in accordance with the snow school’s policies. 加拿大法院認為,負責監督兒童的人所擁有的照顧責任,是「謹慎或審慎的父母」的標準。隨著兒童年齡和經驗的減少,這項責任會增加。教練必須確保兒童已安全交付給另一位負責任的成年人照顧,並符合雪地學校的政策,才能解除其照顧責任。
TIPS - Beginning the lesson 小技巧 - 課程開始前準備
T
Take care to prepare - have pens, class cards, crayons, hand warmers, tissues, grooming report etc. 請務必準備妥當 - 準備好筆、課卡、蠟筆、暖手寶、衛生紙、整理報告等物品。
Introduce yourself - and the students to each other. Add things that may help students bond with each other (this is Joey’s first day too…he has a dog…). 自我介紹 - 並讓學生彼此認識。可以加入一些有助於學生建立連結的資訊(這是 Joey 的第一天……他有一隻狗……)。
Plan - share your plan for the day with students and parents: where you will be skiing, lunch, pick-up time and location etc. 計畫 - 與學生和家長分享當天的計畫:滑雪地點、午餐時間、接送時間和地點等。
Special considerations - is there anything you need to know (Allergies, concerns, special learning attributes?). 特別注意事項-有什麼你需要知道的嗎(過敏、顧慮、特殊學習特質?)。
TAIIS - End of the lesson TAIIS-課程結束
Tell the parents about the day (what runs you skied, lifts you took, when you had lunch etc.)… 告訴家長今天的情況(你滑了哪些路線、搭了哪些纜車、什麼時候吃午餐等等)…
Ask the child to describe their favorite part of the day. 請孩子描述他們今天最喜歡的部分。
Inform the parents of any Incidents (arguments, separated children, wet pants etc.). 告知家長任何事件(爭吵、走失的孩子、尿褲子等)。
Learned summarize what they learned today and what to keep working on. 學員總結今天學到了什麼,以及需要繼續努力的部分。
Smile and say thanks for a great day! Let them know how to book another lesson. 微笑並說謝謝,感謝美好的一天!告訴他們如何預約下一堂課。
6 6
GETTING TO KNOW YOUR LEARNER TEACHING CHILDREN 認識你的學員 教導兒童
UNDERSTANDING HOW TO COMMUNICATE WITH CHILDREN 了解如何與兒童溝通
Certain situations will amplify feelings and lead to unwanted behaviors, like angry fits or cries. It is important to notice and identify those feelings or behaviors and find ways to encourage cooperation or participation. This is what makes kids lessons challenging - it isn’t always what you say, but how you say it. So take the time to observe, ask questions and above all else stay positive. 某些情況會放大情緒,導致不良行為,如憤怒發作或哭泣。重要的是要注意並識別這些情緒或行為,並找到鼓勵合作或參與的方法。這就是教導兒童課程的挑戰所在——重點不僅在於你說什麼,而是你怎麼說。因此,請花時間觀察、提問,最重要的是保持正面態度。
ACKNOWIEDGE FEELINGS LISTEN TO UNDERSTAND! 承認情緒,傾聽以理解!
Look for non-verbal signs that children are uneasy - crying, looking away, hanging on to parents, stiff posture, and acting out. Use these cues to start the communication process right away! Be pro-active and you will gain the confidence of the children and parents. When acknowledging feelings, you are not necessarily trying to fix the problem - just listening and trying to understand. 留意兒童不安的非語言訊號——哭泣、移開視線、緊抓父母、僵硬的姿勢以及行為失控。利用這些線索立即開始溝通過程!積極主動,你將贏得兒童和家長的信任。承認情緒時,你不一定要解決問題——只是傾聽並試著理解。
Identify the child’s feelings. i.e. “You look frustrated.” Ask why with open-ended questions. “Can you tell me why?” 辨識孩子的情緒。例如:「你看起來很沮喪。」用開放式問題詢問原因。「你能告訴我為什麼嗎?」
Put the feeling into words. “Sounds like you’re frustrated…, that must make you feel angry…” 用語言表達情緒。「聽起來你很沮喪……那一定讓你感到生氣……」
Acknowledge the child’s feelings with a sound or a word. “Hmm,… yes…” Encourage them to continue, but you don’t always have to have something ready to say. Sometimes safe silence is the best. Remember to keep body language calm. 用聲音或語詞回應孩子的情緒。「嗯……是的……」鼓勵他們繼續說,但你不必每次都準備好回應。有時候安全的沉默是最好的。記得保持肢體語言的平靜。
Give the child in fantasy what you can’t give them in reality. Use humour! “Wouldn’t it be great if we could have hot chocolate on the chairlift…” or “I wish we could fly right up above us and see everyone on the mountain, including our moms …” 在幻想中給孩子你無法在現實中給予的東西。用幽默感!「如果我們能在纜車上喝熱巧克力,那該多好……」或「我希望我們能飛到上方,看到山上的每個人,包括我們的媽媽……」
Accept the child’s feelings even as you stop unacceptable behavior. “Frank, I can see you are very angry about Taylor stepping on your skis. However, hitting is not acceptable.” 接受孩子的情緒,同時制止不可接受的行為。「Frank,我知道你因為 Taylor 踩到你的滑雪板而感到非常生氣,但打人是不可以的。」
ANGER MANAGEMENT情緒管理
Some events can make children feel like they are threatened, frightened, frustrated, humiliated or hurt, and this can escalate to angry fits or crisis. When this happens, it is best to give space and let the child calm down. Then, approach them gently and use the above techniques to acknowledge feelings and listen to understand. Encourage cooperation within the group to minimize other similar situations. 有些事件會讓孩子感到受到威脅、害怕、挫折、羞辱或受傷,這可能會導致他們爆發憤怒或陷入危機。當這種情況發生時,最好給予空間讓孩子冷靜下來。然後,溫和地接近他們,使用上述技巧來確認他們的感受並傾聽以理解。鼓勵團體內的合作,以減少類似情況的發生。
BE A GOOD LISTENER 做一個好聆聽者
Open Body - arms and legs uncrossed, eye contact, kneeling or bending down to their level 身體開放-手腳不交叉,保持眼神接觸,跪下或彎腰與對方同一高度
Rephrasing - “So what you said was…” 重述-「所以你的意思是……」
Write it down寫下來
CLASS MANAGEMENT課堂管理
Count, count, count. Or better yet, have older children count themselves. 數數,數數,再數數。或者更好的是,讓年紀較大的孩子自己數數。
Stay in close verbal and/or visual contact to make sure that the class is together. 保持密切的語言和/或視覺聯繫,以確保全班同學都在一起。
Ask each child to pick a “buddy” and have them keep track of each other. 請每個孩子選一個「夥伴」,並讓他們互相照應。
Assign a student as assistant to act as “caboose”. 指派一名學生擔任助理,充當「最後一節車廂」。
Use verbal and visual signals. For example say “start your engines” and at the same time put your hands on your helmet or give the “thumbs up” sign. 使用口頭和視覺信號。例如說「啟動引擎」,同時將手放在頭盔上或比出「讚」的手勢。
You can lead in a single line, but avoid “snake” formations if you are skiing on congested slopes. 你可以單列領先,但在擁擠的滑雪坡道上避免「蛇形」隊形。
In controlled situations ski in pairs or threes to let skiers choose their own tracks but if safety is a concern move to the front to choose terrain and control the group’s speed. 在可控的情況下,兩人或三人一組滑行,讓滑雪者自行選擇路線,但若安全有疑慮,則移至前方選擇地形並控制隊伍速度。
Encourage reflection and participation in the decision making: “What should we do before we come to an intersection?” “How can we approach this jump safely in the park?” “Where should we stop next?” 鼓勵反思並參與決策:「我們在到達交叉口前應該做什麼?」「我們如何安全地接近公園裡的跳台?」「我們下一站應該在哪裡停?」
STOPPING A CLASS停止一堂課
Give the students a landmark where they should stop. 給學生一個明確的地點作為停止的標誌。
Use predetermined signals - raise a hand or pole combined with a key word. Get children involved with the use of signals. 使用預先設定的信號——舉手或舉桿,並配合關鍵字。讓孩子們參與使用這些信號。
Stop where students are visible to approaching skiers. 在學生能被接近的滑雪者看見的地方停下。
Allow sufficient space - children may have difficulty “stopping on a dime”. “Beyond/behind/below” - each child skis behind and just past (beyond) the person in front, and stops just below him. 留出足夠的空間——孩子們可能很難做到「立刻停下」。 「在……之外/後面/下面」——每個孩子滑雪時都在前面那個人的後面且稍微超過(超出)他,並且停在他正下方。
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MAKE A LESSON PLAN 制定教學計畫
Build your lesson plan around the physical and cognitive age characteristics of your students, the technical objectives, and the terrain and conditions. This will let you determine the right activity and approach. Details that help you form your plan. Age, strength, experience, comfort level, terrain. Your overall objective should be based around safety and control 根據學生的生理和認知年齡特徵、技術目標,以及地形和條件來制定你的教學計畫。這將幫助你決定合適的活動和教學方法。幫助你形成計畫的細節包括:年齡、體力、經驗、舒適度、地形。你的整體目標應該圍繞安全和控制。
AGE SPECIFIC PHYSICAL CHARACTERISTICS 年齡特定的身體特徵
MOTOR SKILL I TECHNICAL REFERENCE 動作技能 I 技術參考
AGE SPECIFIC COGNITIVE / MENTAL CHARACTERISTICS 年齡特定的認知/心理特徵
STORY / INTERESTS / CONTEXT 故事/興趣/背景
USE OF LIFTS WITH CHILDREN 搭乘纜車時與兒童的使用注意事項
(you have a responsability of safety when using it.) (使用時您有安全責任。)
Know and respect your area’s policy concerning lifts and children. Most injuries occur either getting on or off the lift, so good communication between the operator and the instructor is imperative. Before riding any lift, take the time with the child(ren) to observe and discuss how to get on the lift, what he/she should do while riding it, and how to be safe when getting off the lift. Before getting on, provide a meeting place for when they get off so that they can regroup clear of the exit area. Since most children are strong visual learners, provide simple directions and cues. Provide adult support when students are riding lifts for the first time and tell the adults how to help. 了解並遵守您所在地區關於兒童搭乘纜車的相關規定。大多數受傷事故發生在上下纜車時,因此操作員與教練之間良好的溝通至關重要。在搭乘任何纜車之前,花時間與兒童一起觀察並討論如何上纜車、搭乘時應該做什麼,以及如何安全地下纜車。上纜車前,請安排一個下纜車後的集合地點,讓他們能在出口區域外重新集合。由於大多數兒童是視覺學習者,請提供簡單的指示和提示。當學生第一次搭乘纜車時,請提供成人協助,並告知成人如何幫忙。
Conveyor lifts輸送帶式纜車
When getting on the lift, have students keep their skis parallel or like “french fries”. 當搭乘纜車時,讓學生保持雙腳滑雪板平行,像「薯條」一樣。
Remind them to keep their hands by their side and to stay still while riding the carpet. Some areas have fencing along the side of the lift that could be tempting to grab. 提醒他們雙手放在身旁,搭乘魔毯時保持不動。有些區域纜車旁邊有圍欄,可能會讓人想去抓。
At the top shuffle off and move out of the way as quickly as possible. If students are not mobile on their skis, it will be important to ride behind them. 到達頂端時,迅速滑離並讓出路線。如果學生滑雪板上不太靈活,騎在他們後面會很重要。
With very young students, ride directly behind them to help. 對於非常年幼的學生,直接騎在他們後面以便協助。
Chair Lifts吊椅纜車
Have the lift attendant slow down the lift to provide extra time for loading. 請纜車服務人員放慢纜車速度,以提供更多時間上下纜車。
Know your area’s age size restrictions for riding chairs. Younger and smaller children need to ride with an adult or responsible adolescent to ensure they can be lifted on and off the chair and have the safety bar lowered. 了解您所在地區對乘坐吊椅的年齡和身高限制。年幼和體型較小的兒童需與成人或負責任的青少年一同乘坐,以確保他們能安全上下吊椅並將安全桿放下。
Once children can ride on their own (know your area’s policies) the safety bar should be lowered as soon as it is clear of the loading area and lifted only where indicated at the top. 一旦兒童能自行乘坐(請遵守您所在地區的規定),安全桿應在離開上下車區後立即放下,並僅在頂端指定位置抬起。
Students should sit back in the seat till the back of the knee touches the seat with arms over the saftey bar. If you are carrying ski poles, run the poles across their laps to prevent small children from sliding under the bar. 學生應該坐到底座,直到膝蓋後方碰到座椅,雙手放在安全桿上。如果攜帶滑雪杖,請將滑雪杖橫放在膝蓋上,以防小孩滑落安全桿下方。
When getting off the lift, clear the unloading area and meet as a group at a specific safe location. 下纜車時,請迅速離開卸載區,並在指定的安全地點集合。
Problems in the loading and unloading areas require the quick attention of the lift operator. 載客和卸客區的問題需要纜車操作員迅速處理。
Gondolas纜車艙
Many areas require small skis to be brought inside the cabin. 許多區域要求將小型滑雪板帶入纜車車廂內。
Be watchful when loading and unloading. Even though the gondola slows down, there is still potential for trapped arms and legs. 裝載和卸載時請保持警覺。即使纜車速度放慢,仍有手臂和腿部被夾住的風險。
Once in the cabin, make sure students are sitting at all times. 進入車廂後,確保學生全程坐著。
Before leaving the gondola, check if they have all their clothing items. 離開纜車前,檢查他們是否攜帶齊全所有衣物。
THE SKILLS FRAMEWORK WITH CHILDREN 兒童技能架構
How to use the Skills framework to guide the development of younger skiers. Use the ski snow interaction to design a task that develops/promotes control and safety in the alpine skiing environment. 如何使用技能架構來指導年幼滑雪者的發展。利用滑雪與雪地的互動設計一個任務,以培養/促進高山滑雪環境中的控制力與安全性。
Safety should be the priority when develping skill with Children 在與兒童發展技能時,安全應該是首要考量。
What to look for: 觀察重點:
Balance: Is the skier mostly balanced in the middle of the outside ski and or downhill ski by a bending of the joints? Develop the use of ankles, knees and hips. Good alignment makes it easier to turn, and less tiring. 平衡:滑雪者是否主要透過關節彎曲,保持在外側滑雪板或下坡滑雪板的中間位置?要發展腳踝、膝蓋和臀部的運用。良好的對齊使轉彎更容易,也較不費力。
student should feel shin contact in both boots keep in mind some kids can’t physically do this 學生應該感覺到兩隻靴子都與脛骨接觸,但要記住有些孩子身體條件無法做到這點。
stance acts like the suspension in a car 站姿就像汽車的懸吊系統。
balance is active, not a result of position 平衡是主動的,而非姿勢的結果。
promote an agile and mobile stance that allows for adapation to terrain and pitch 推動一種靈活且機動的姿態,使其能適應地形和坡度
Rotary: Is the skier able to twist the skis in the direction they want to go, by using their entire body or parts of the lower body? 旋轉:滑雪者是否能利用全身或下半身的部分,將滑雪板扭轉至想要前進的方向?
Steering with the legs keeps the upper body stable and makes it easier to balance on the outside ski. 用雙腿轉向能保持上半身穩定,並使在外側滑雪板上的平衡更容易。
Skis can be turned and skidded on the surface of the snow 滑雪板可以在雪面上轉向和滑行
Ski design helps in direction change 滑雪板設計有助於改變方向
Edging: Can the skier develop enough grip to maintain their desired direction by rolling the ski on its edge and balancing on it? 刃邊控制:滑雪者能否透過將滑雪板傾斜至刃邊並保持平衡,產生足夠的抓地力以維持所需方向?
Angling the hips and knees into the hill to roll the ski onto its side. Reducing the length of the uphill leg while keeping the shoulders level will allow the skier to move inside and roll the ski onto its edge. Do the shoulders look level or are they tipped towards the hill? Is there more balance and thus pressure on the outside ski edge? Remember a shorter ski will make a shorter arc more by its design. Be aware of the turn shape you are using a turn shape that is round to promote speed control? Be aware of the turn shape you are using and encourage your students to experiment try different size turns. 將臀部和膝蓋朝向山坡傾斜,使滑雪板側傾。縮短上坡腳的長度,同時保持肩膀水平,將使滑雪者向內移動並將滑雪板傾斜至刃邊。肩膀看起來是水平的,還是傾向山坡?外側滑雪板刃邊是否承受更多的平衡和壓力?請記住,較短的滑雪板設計會使轉彎弧度更短。注意你所使用的轉彎形狀,是採用圓形轉彎以促進速度控制嗎?注意你所使用的轉彎形狀,並鼓勵你的學生嘗試不同大小的轉彎。
6
TOOLBOX BY AGE GROUP AND ABILITY 依年齡組別與能力的工具箱
CHARACTERISTICS OF 3-5 YEAR OLDS 3-5 歲兒童的特徵
Preserve their energy for skiing - assist them with climbing, carrying, standing up, etc. 保留他們的體力用於滑雪——協助他們爬坡、搬運、站立等。
Teach in short sequences to maintain their focus 以短時間的教學單元進行,以維持他們的專注力。
Use a wide track stance or wedge. So that they have stability (hands on knees can be used at times to promote stability and lower their COM.) 採用寬站姿或楔形姿勢,讓他們保持穩定(有時可用雙手扶膝以促進穩定並降低重心)。
Work one-on-one as much as possible, do not encourage competition amongst students. Give individual attention to each person in the group as much as possible. Give each students the opportunity to follow directly follow behind you. Talk directly to each individual. 盡可能一對一教學,不要鼓勵學生之間的競爭。盡量給予每位團體成員個別關注。給每位學生機會直接跟隨你。直接與每個人對話。
Use a warm, cheerful and gentle approach. 採用溫暖、愉快且溫柔的方式。
Create a bond with your student by being animated and fun. Use your imagination,play games. 透過活潑有趣的方式與學生建立連結。發揮你的想像力,玩遊戲。
Gage attention, provide quick change of pace and activities. 掌握注意力,提供快速變換節奏和活動。
One task at a time. 一次只做一件事。
Show and help them with what to do, play copy cat, Teach by showing not talking 示範並協助他們該怎麼做,模仿示範,以示範教學而非口頭說明。
Stand beside student for demos, not in front. 示範時站在學生旁邊,而非正前方。
Stickers to identify left and right skis, to focus where to press or push against their skis or inside their boots, etc. 使用貼紙標示左右滑雪板,幫助他們專注於該在哪裡施壓或推壓滑雪板或靴子內側等位置。
Walking, bouncing, sidestepping, forwards and backwards 走路、彈跳、側步,前進與後退
One ski sliding. Skateboarding/Scootering 單腳滑行。滑板/滑步車
Red light, green light. This is a tactic to teach them how to control their speed 紅燈、綠燈。這是一種教他們如何控制速度的策略
Hands on knees to aid balance and stability 雙手放在膝蓋上以幫助保持平衡與穩定
Bamboo pole or hula hoop to help support them and keep them standing. Gliding and Balance are the primary objective. 竹竿或呼拉圈用來幫助支撐並保持站立。滑行和平衡是主要目標。
Instructor holds tips together to help with snowplow. An “edgie-wedgie” or “ski bra” can also help. Each ski school will have their own policies regarding this 教練將滑雪板尖端合攏以協助犁式制動。使用「edgie-wedgie」或「ski bra」也有幫助。每個滑雪學校對此會有自己的規定。
Follow the leader.跟著領導者做。
Simon says西蒙說
Use hands to show what you want the feet to do. Hands and arms form a wedge,it is easier for the legs to follow. 用手示範你希望雙腳做的動作。手和手臂形成一個楔形,這樣腿部較容易跟隨。
Use themes and imagination. 運用主題和想像力。
Cones/cubes/poles for terrain assisted learning and for a controlled turning environment. 使用錐形桶/方塊/桿子來輔助地形學習,並營造受控的轉彎環境。
“Spread peanut butter” or “squish a strawberry” with outside ski. (Balance ski to ski) 用外側滑雪板做「抹花生醬」或「壓草莓」的動作。(保持滑雪板間的平衡)
Hops, jumps. (Balance for and aft) 跳躍。(前後平衡)
Airplane turns.(Balance ski to ski) 飛機轉彎。(左右滑雪板平衡)
Choose a turn shape that helps control speed. Too big a turn is challenging for small children. 選擇有助於控制速度的轉彎形狀。轉彎太大對小孩來說較具挑戰性。
INTERMEDIATE中級
Cat and mouse, “copy cat” games. 貓捉老鼠,「模仿貓」遊戲。
Powerplow.Powerplow(動力犁)。
Obstacle course.障礙賽道。
Terrain use - sidehills, gullies, rollers. 地形運用-側坡、溝谷、起伏地形。
“Bunny hops”.「兔子跳躍」。
Side slipping側滑
Hockey stops曲棍球式停車
Skiing soccer滑雪足球
Drawing marks in the snow to follow or jump over 在雪地上畫記號以供跟隨或跳躍
6
CHARACTERISTICS OF 6-8 YEAR OLDS 6 至 8 歲兒童的 6 大特徵
Increase challenge and precision of tasks. 增加任務的挑戰性和精確度。
Use longer sequences, but monitor energy levels for safety. 使用較長的動作序列,但需注意能量狀況以確保安全。
Rest periods may still be necessary. 仍可能需要休息時間。
Increase complexity of tasks. 增加任務的複雜度。
Focus on mobility of all the joints 專注於所有關節的活動度。
Will bond well with instructor and others in the group. 將與教練及團體中的其他人建立良好關係。
A cooperative group approach with no ‘losing’ is recommended. 建議採用合作小組方式,沒有「輸贏」之分。
Provide demos so they can watch and do. 提供示範,讓他們可以邊看邊做。
Combine concrete examples with some trial and error experimentation. 結合具體範例與一些嘗試錯誤的實驗。
Controlled environments to keep it safe. 在受控環境中進行,以確保安全。
Develop awareness of risks. 培養風險意識。
One ski sliding.一滑雪板滑行。
Straight running.直線滑行。
Stop and go.停與走。
Varying wedge size while gliding. 滑行時變換楔形大小。
Hopping while moving.移動時跳躍。
Exaggerated positions -tall and small. 誇張的姿勢——高大與矮小。
Simon says西蒙說
Drawing marks in the snow to follow or jump over 在雪地上畫記號以便跟隨或跳過
()
BEGINNER() 初學者
Vary size of snowplow. 改變犁雪姿勢的大小。
Leaning side-to-side while turning. 轉彎時身體左右傾斜。
Hands on outside knee. 手放在外側膝蓋上。
Picking flowers on the outside of the turn. 在轉彎外側採摘花朵。
Opposite lean airplane turns (arms to the side, leaning over outside ski). 相反傾斜的飛機轉彎(雙臂張開,身體向外側滑雪板傾斜)。
Follow the leader.跟隨領頭者。
“Roller coaster” on safe rollers. 「雲霄飛車」在安全的滾輪上。
-
INTERMEDIATE- 中級
Bouncing through the turn. 在轉彎時彈跳。
Hops - ‘pushing’ head away from the snow rather than jumping and lifting the feet. This uses the ankles, knees and hips and develops a centred and mobile stance. 跳躍——「推」頭部遠離雪面,而不是跳起並抬起雙腳。這動作運用腳踝、膝蓋和臀部,並培養一個居中且靈活的姿勢。
Appropriate speed is critical for safety and success. 適當的速度對安全與成功至關重要。
Pairing, cat and mouse, follow the leader. 配對、貓捉老鼠、跟隨領導者。
Safe amount of speed on minimum terrain should be mixed with time on reasonably challenging terrain; keep in mind that stance changes will not necessarily be consistent. 在最簡單的地形上保持安全的速度,並搭配在適度具挑戰性的地形上練習;請記住,姿勢的變換不一定會保持一致。
Use of shallow turns on easy terrain to work balancing skills. 在簡單地形上使用淺轉彎來訓練平衡技巧。
Lift inside ski while turning. 轉彎時抬起內側滑雪板。
Obstacle course.障礙賽道。
“Canoe game” - pretending to paddle over outside ski. 「獨木舟遊戲」— 假裝在外側滑雪板上划槳。
360 s on snow. 雪地 360 度旋轉。
More challenging terrain and turn radius mileage, experience and terrain adaptation - bumps, jumps, various snow conditions. 更具挑戰性的地形與轉彎半徑里程、經驗及地形適應——顛簸、跳躍、各種雪況。
Inside ski turns.內側滑雪轉彎。
Pole touch for older kids in this age group. 這個年齡層較大兒童的手杖觸地動作。
Hockey stops.曲棍球式停車。
Side slipping on steep terrain. 在陡峭地形上的側滑。
Exaggerated positions.誇張的姿勢。
Controlled skiing in easy moguls. 在簡單的波浪地形中控制滑行。
“Watch and do” - maximize experience and avoid talking. 「看著做」— 最大化經驗並避免多說話。
Terrain - bumps, jumps (stress responsibility and safety). 地形-顛簸、跳躍(強調責任感與安全性)。
6
CHARACTERISTICS OF 9-12 YEAR OLDS 9-12 歲兒童的 6 大特徵
-Consider individual coordination and strength when establishing tasks. -在設定任務時,考慮個別的協調能力與體力。
-Set precise objectives. -設定明確的目標。
-Longer sequences and varied mileage can be used. -可以使用較長的序列和多樣的里程數。
-Set clear expectations and boundaries for safety and learning. -為安全和學習設定明確的期望和界限。
-Teach to their'watch and do'learning style. -依照他們的「觀察與模仿」學習風格進行教學。
-Experimentation(within the bounds of safety). -在安全範圍內進行嘗試與實驗
-Encouraged to try things for themselves. -鼓勵他們自行嘗試。
-Act as a mentor to help them learn when they need direction. -在他們需要指導時,擔任導師幫助他們學習。
-Pairs and teams-Working as a group/team-taking turns choosing,leading. -兩人組與團隊合作-以小組/團隊形式工作-輪流選擇、領導。
袁言荒云古
ENTRY進入
-Hopping,mobility drills. -跳躍,移動訓練。
-Pushing on flats with poles. -用滑雪杖在平地推進。
-Relay games/team races. -接力賽/團隊競賽
()BEGINNER()初學者
INTERMEDIATE中級
Drag poles for stable upper body. 拖曳桿以穩定上半身。
Lift inside ski.抬起內側滑雪板。
Hopping, bouncing through turns. 跳躍,彈跳穿越轉彎。
Obstacle courses/pylons. 障礙賽道/錐桶。
Convex and concave terrain. 凸面與凹面地形。
Pole plant.桿子支撐。
Ski with rhythm and using different turn radius. 以節奏滑雪並使用不同的轉彎半徑。
Skiing to extremes - leaning against the front and back of the boots, very tall, very small, etc. 極限滑雪——前後傾斜靴子,非常高,非常矮,等等。
360s on snow.在雪地上做 360 度旋轉。
Air time - small, safe jumps. 空中時間——小型、安全的跳躍。
Skiing switch倒滑雪
Synchro skiing.同步滑雪。
Hockey stops.曲棍球停滑。
Alternate edge sets and sideslip. 交替換刃與側滑。
Mileage, experience and terrain adaptationbumps, jumps, various snow conditions. 里程數、經驗與地形適應:顛簸、跳躍、各種雪況。
Short radius turns.短半徑轉彎。
Pole plant.杖插。
Tuck turns on moderate terrain. 中等地形上的蹲伏轉彎。
Turning on side hills.開啟側坡模式。
6
CHARACTERISTICS OF 13-18 YEAR OLDS 13 至 18 歲青少年的 6 大特徵
Precise definition of tasks. 明確定義任務。
Increase challenge and complexity. 增加挑戰性與複雜度。
Adjust tasks to individual coordination. 調整任務以符合個別協調需求。
Can largely be approached as adults in terms of skiïng goals. 在滑雪目標方面,大致可視為成人來處理。
Emphasize strengths, accept mistakes and failures matter-of-factly. 強調優點,平淡接受錯誤和失敗。
Ask their feedback in how they learn best. 詢問他們對最佳學習方式的反饋。
Teach using the “whole-part-whole” approach. 採用「整體-部分-整體」的教學法。
Precise feedback as much as possible. 盡可能給予精確的回饋。
Can use questioning.可以使用提問方式。
Be respectful and inclusive - encourage input, give them responsibilities when possible. 保持尊重與包容——鼓勵發言,並在可能時給予他們責任。
Let them be with their friends whenever possible. 盡可能讓他們與朋友在一起。
Encourage team work.鼓勵團隊合作。
rarr\rightarrow
BEGINNER rarr\rightarrow 初學者
◻\square
INTERMEDIATE ◻\square 中階
Drag poles for stable upper body. 拖曳桿以穩定上半身。
Increase speed on flat terrain. 在平坦地形上加速。
Lift inside ski.抬起內側滑雪板。
Hopping, bouncing through turns. 跳躍,彈跳穿越轉彎。
Obstacle courses/pylons. 障礙賽道/錐桶。
Convex and concave terrain. 凸面與凹面地形。
Faster speed on flat terrain. 平坦地形上的較快速度。
One ski turns.單板滑雪轉彎。
Pole plant.立桿滑雪。
Ski with rhythm and using different turn radius. 有節奏地滑雪並使用不同的轉彎半徑。
Skiing extremes - leaning against front / back of the boots, very tall, very small, etc. 極限滑雪——前腳掌或後腳跟用力傾斜,非常高姿勢,非常低姿勢,等等。
Your primary concern is for the safety of your clients. Appropriate challenge, common sense and mountain awareness reduces risk. Know the safety rules and accident reporting policies of your area. The following are safety points that should be part of all ski lessons: 您最關心的是客戶的安全。適當的挑戰、常識與山區意識能降低風險。了解您所在地區的安全規則及事故通報政策。以下是所有滑雪課程中應包含的安全要點:
Know and respect the Alpine Responsibility Code 了解並遵守高山責任守則
Warm up for physical and mental readiness. 進行暖身以達到身心準備狀態。
Ensure that students are ready to learn. 確保學員已準備好學習。
Set appropriate challenges for their skill level. 設定適合其技能水平的挑戰。
Make sure students are familiar with the use of lifts; use lift operator’s assistance when necessary. 確保學生熟悉使用纜車;必要時請纜車操作員協助。
Choose terrain that allows students to stay in control. 選擇能讓學生保持控制的地形。
Use safe stopping areas away from traffic. Keep moving and keep contact with your students in high traffic areas. Keep moving in blind spots - below knolls, narrow trails or trail merges. 使用遠離車流的安全停車區。在車流量大的區域保持移動並與學生保持聯繫。在視線死角保持移動——如小丘下方、狹窄小徑或小徑交匯處。
Have students stop below the class to avoid collisions. 請學生在班級下方停下以避免碰撞。
Create awareness of other traffic and potential hazards. 提高對其他交通和潛在危險的警覺。
Alert students to changes in weather and conditions. 提醒學生注意天氣和環境條件的變化。
Advise on appropriate clothing and skin protection. 建議穿著適當的衣物並做好皮膚防護。
Consider equipment type and condition. 考慮設備類型和狀況。
Create awareness of area signage. 提高對區域標示的認識。
In difficult situations, have students follow closely to develop confidence. 在困難情況下,讓學生緊跟前方以建立信心。
Alpine Responsibility Code 高山責任守則
Know the Alpine Responsibility Code. The instructor should be a model of responsible behavior on the slopes. As well as paying close attention to the group’s well-being, a good instructor includes safety awareness in every lesson. You will find suggestions throughout this manual for conducting your lessons safely. 了解高山滑雪責任守則。教練應該成為坡道上負責任行為的典範。除了密切關注團隊的安全與福祉外,一位優秀的教練會在每堂課中融入安全意識。您會在本手冊中發現許多建議,幫助您安全地進行教學。
ALPINE RESPONSIBILITY CODE 高山滑雪責任守則
THERE ARE ELEMENTS OF RISK THAT COMMON SENSE AND PERSONAL AWARENESS CAN HELP REDUCE. ALWAYS SHOW COURTESY TO OTHERS. PLEASE ADHERE TO THE CODE LISTED BELOW AND SHARE WITH OTHERS THE RESPONSIBILITY FOR A SAFE OUTDOOR EXPERIENCE. 滑雪存在一定風險,但常識與個人警覺性可以幫助降低風險。請始終對他人保持禮貌。請遵守以下守則,並與他人共同承擔安全戶外活動的責任。
1 Always stay in control. You must be able to stop or avoid people or objects. 1. 始終保持控制。您必須能夠停下或避開他人或物體。
2 People ahead or downhill of you have the right-of-way. You must avoid them. 2 在你前方或下坡方向的人擁有優先通行權。你必須避讓他們。
3 Stop only where you are visible from above and do not restrict traffic. 3 只在上方可見且不妨礙交通的地方停下。
4 Look uphill and avoid others before starting downhill or entering a trail. 4 在開始下坡或進入步道前,先向上坡方向觀察並避開他人。
5 You must prevent runaway equipment. 5 你必須防止裝備失控。
6 Read and obey all signs, warnings and hazard markings. 6 請閱讀並遵守所有標誌、警告及危險標示。
7 Keep off closed trails and out of closed areas. 7 請勿進入封閉的步道及禁止區域。
8 You must know how and be able to load, ride and unload lifts safely. If you need assistance, ask the lift attendant. 8 您必須知道如何安全地裝載、搭乘及卸載纜車。如需協助,請向纜車服務人員求助。
9 Do not use lifts or terrain when impaired by alcohol or drugs. 9 請勿在酒精或藥物影響下使用纜車或滑雪場地。
10 If you are involved in a collision or incident, share your contact information with each other and a ski area employee. 10 如果您捲入碰撞或事故,請與對方及滑雪場工作人員交換聯絡資訊。
Know the Code - It is Your Responsibility 了解守則 — 這是您的責任
Lesson Planning課程規劃
Organizing lessons goes beyond background knowledge of teaching and ski technique and into the practical realm of organizing specific activities within a fixed time frame. To satisfy paying clients, instructors must be organized, skilled in dealing with people, and provide tools and solutions. The following pages contain some ideas to help you get started with beginner to intermediate skiers. 組織課程不僅需要教學和滑雪技巧的背景知識,還需進入在固定時間內安排特定活動的實務領域。為了滿足付費客戶,教練必須具備組織能力、善於與人相處,並提供工具與解決方案。以下頁面包含一些幫助您開始教導初學者到中級滑雪者的想法。
Gliding to a stop 滑行停止
With sliding comes the need to stop and good terrain helps naturally. The snowplow provides friction and stability. Encourage a comfortable width of stance and focus on gliding on the inside edges. Use a hands-on approach if necessary - ski backwards while holding the tips and push the skier’s feet and knees apart to develop the feeling. Develop a stance that is slightly bent and relaxed over the middle of the ski. 滑行時需要學會停止,而良好的地形會自然地幫助你。犁式滑行提供摩擦力和穩定性。鼓勵採取舒適的站姿寬度,並專注於用內側刃滑行。如有需要,可採用實際操作法——向後滑行時握住滑雪板前端,並將滑雪者的腳和膝蓋向外推,以培養感覺。養成稍微彎曲且放鬆,重心位於滑雪板中段的站姿。
Falling and getting up 跌倒與起身
Falls are inevitable, so show how to fall safely to the side and slightly back. To get back up, take off one or both skis, or show how to put the skis across the hill and stand using the poles to help. 跌倒是無法避免的,因此要示範如何安全地向側邊及稍微向後跌倒。要起身時,可以脫下一隻或兩隻滑雪板,或示範如何將滑雪板橫放在坡上,並利用滑雪杖幫助站起來。
A safe setting安全的環境
The learning area should be flat with a gentle run out. Avoid obstacles like fences, ski racks and other skiers. This avoids distraction and lets students concentrate on learning to ski. 學習區域應該是平坦且有緩坡的。避免有柵欄、滑雪架和其他滑雪者等障礙物。這樣可以避免分心,讓學生專注於學習滑雪。
THE FIRST GREEN RUNS 第一條綠色滑道
1
Taking skiers up the mountain for their first green run is a big step. Know your terrain and timeframe so you don’t run out of time. The first step is lift access - tell them what to expect and how to get on and off. Accompany them on the lift and use that time to put them at ease and prepare for their adventure. 帶滑雪者上山進行他們的第一條綠色滑道是重要的一步。了解你的地形和時間安排,避免時間不夠。第一步是搭乘纜車——告訴他們會遇到什麼,以及如何上下纜車。陪同他們搭乘纜車,利用這段時間讓他們放鬆並準備好迎接冒險。
4
Provide guided mileage and put them at ease. Show them where to look and where to turn to make it easier. Be directive and attentive in tougher situations. Take the time to connect with people - it goes a long way towards creating a positive and memorable experience. 提供明確的指引,讓他們感到安心。告訴他們該看哪裡、該轉向哪裡,讓過程更簡單。在較困難的情況下,要有指導性並保持專注。花時間與人建立連結,這對創造正面且難忘的體驗非常重要。
At the top of the lift find a good place to get organized and remind them of what they learned in the beginner area. Stay close to your students - good communication and trust is essential for them to develop confidence. 在纜車頂端找一個適合整理的地方,並提醒他們在初學者區所學的內容。保持靠近你的學生——良好的溝通和信任對他們建立自信至關重要。
andress
Review the key technical aspects - a relaxed stance, turning with the legs and balancing on the downhill ski. They will need repetition and practice so break the slope into easy sections. Positive reinforcement is crucial so build on small successes. 複習關鍵的技術要點——放鬆的姿勢、用腿轉彎以及平衡在下坡滑雪板上。他們需要反覆練習,因此將坡道分成簡單的區段。正向強化非常重要,要從小成功中建立信心。
THE FIRST GREEN RUNS 第一條綠色滑道
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THE FIRST BLUE RUNS 第一條藍色滑道
THE FIRST BLUE RUNS 第一條藍色滑道
USING THE ENVIRONMENT FOR 利用環境進行
NEW SKIERS新手滑雪者
In 1967, Paul Fitts and Michael Posner presented the stage model of psychomotor learning which is the relationship between cognitive functions and physical movements. The Cognitive stage, Associative stage and Autonomous stage describe how a student’s memory and experience combine to perform actions. The CSIA recognizes this model and breaks it down into common characteristics of skiers at various stages of psychomotor learning through the following scale: Initiation, Acquisition, Consolidation, Refinement and Creative Variation. 1967 年,Paul Fitts 和 Michael Posner 提出了心理動作學習的階段模型,該模型描述了認知功能與身體動作之間的關係。認知階段、聯結階段和自動階段說明了學生如何結合記憶與經驗來執行動作。CSIA 認可此模型,並將其細分為滑雪者在心理動作學習不同階段的共通特徵,透過以下等級劃分:啟蒙、習得、鞏固、精進與創意變化。
The characteristics of each, described in the following pages, help instructors understand how motor skill development occurs, how it appears and the teaching implications associated with each stage of development, or in other words, how best to teach their students. 以下頁面所描述的各階段特徵,有助於教練理解動作技能發展的過程、其表現形式以及各發展階段所帶來的教學意涵,換句話說,就是如何以最佳方式教導學生。
UNDERSTANDING MOTOR LEARNING 理解動作學習
THE LEARNING BRAIN學習中的大腦
Neurons in the brain work together to control motor skills. These neural pathways build in speed and efficiency over time and this is how skillfulness develops. Learning a new skill or movement is the building and reinforcement of a new neural pathway. Similarly, correcting “bad habits” replaces established pathways with new ones. 大腦中的神經元協同工作以控制運動技能。這些神經通路隨著時間的推移在速度和效率上不斷增強,這就是技能發展的過程。學習一項新技能或動作就是建立並強化一條新的神經通路。同理,糾正「壞習慣」則是用新的通路取代已建立的通路。
Good practice requires conscious execution and self-monitoring, with the learner comparing outcomes with the objectives. The instructor helps by setting realistic objectives, establishing a time frame, controlling the practice environment and creating cues to monitor the results. 良好的練習需要有意識的執行和自我監控,學習者需將結果與目標進行比較。指導者則透過設定切實可行的目標、確立時間框架、控制練習環境以及創造提示來監控結果,提供協助。
Correct “bad habits” with tasks that block established patterns, giving new neural pathways a chance to get established. Example: A skier that over flexes on the downhill ski will be unable to do this if asked to ski on the inside leg. 透過阻斷既有模式的任務來糾正「壞習慣」,給予新的神經通路建立的機會。例如:一位在下坡滑雪時過度屈膝的滑雪者,如果被要求用內側腿滑行,就無法再做出過度屈膝的動作。
Focus on new feelings or sensations. These become internal cues which the learner can then access to monitor a new movement pattern. Gradually transfer these sensations to more challenging situations. 專注於新的感覺或感知。這些會成為內在的提示,學習者可以利用這些提示來監控新的動作模式。逐漸將這些感覺轉移到更具挑戰性的情境中。
When instructor and learner match observations of a key action this reinforces change and provides motivation. 當教練與學習者對關鍵動作的觀察達成一致時,這會強化改變並提供動力。
Analysis of poor performance can be counterproductive if it is the main focus. Instead, build on small successes and reflect on positive outcomes to reward the learning brain for not defaulting to old habits. 如果過度分析表現不佳,反而可能適得其反。相反地,應該建立在小成功的基礎上,並反思正面結果,以獎勵學習大腦不回歸舊習慣。
Learning requires doing things that won’t feel comfortable or familiar. Reassure your students that it is normal to not feel “good” when learning a new skill. 學習需要做一些不會感到舒適或熟悉的事情。請安慰你的學生,學習新技能時感覺不「好」是正常的。
Create achievable objectives and measurable outcomes. The learning brain needs clear 訂立可達成的目標和可衡量的成果。學習中的大腦需要明確的 indications of success to reinforce new patterns and stay motivated. 成功指標來強化新的模式並保持動力。
The self-monitoring necessary for learning can get in the way if an athlete needs to perform and produce results automatically. This is what happens when a high end athlete “chokes”. Separate the task of learning (conscious execution) and performing (unconscious execution). Give permission to think things through when learning and reward instinctive solutions when performing. 學習所需的自我監控可能會妨礙運動員在需要自動執行並產生成果時的表現。這就是高階運動員「失常」的原因。將學習(有意識的執行)與表現(無意識的執行)分開。允許在學習時仔細思考,並在表現時獎勵本能的解決方案。
CSIA MISSION STATEMENTCSIA 使命宣言
The Canadian Ski Instructors’ Alliance provides excellence in education for the profession of ski teaching, contributing to the growth and enjoyment of skiing. 加拿大滑雪教練聯盟致力於提供卓越的滑雪教學專業教育,促進滑雪運動的成長與樂趣。
We value our sport and its environment, our members, our partners and the skiing public. As the leader in the profession of ski instruction and a most valued and respected contributor to the sport of skiing, we develop a safe and positive guest experience, a progressive approach and set national standards in ski teaching. 我們重視我們的運動及其環境、會員、合作夥伴以及滑雪大眾。作為滑雪教學專業的領導者,以及滑雪運動中最受重視和尊敬的貢獻者,我們致力於打造安全且正向的賓客體驗,採取進步的教學方法,並制定全國滑雪教學標準。
ABOUT THE CSIA關於 CSIA
Founded in 1938 and incorporated in 1949 as a not-for-profit organization, the CSIA is the professional ski teaching body in Canada. It is a federally recognized teaching institution and it trains and certifies ski instructors to service snow schools and the skiing public. CSIA 成立於 1938 年,並於 1949 年以非營利組織形式註冊成立,是加拿大的專業滑雪教學機構。它是聯邦認可的教學機構,負責培訓及認證滑雪教練,為滑雪學校及滑雪大眾提供服務。
A national Board of Directors oversees the strategic development and management of the organization. With a head office staff in Montreal, the CSIA manages the website, program registration and national member services. National programs include standardized instructor development programs from coast to coast and level 一個全國董事會負責監督組織的策略發展與管理。CSIA 在蒙特婁設有總部人員,負責網站管理、課程註冊及全國會員服務。全國性課程包括從東岸到西岸的標準化教練發展課程以及 2、3 和 4 級認證。
2, 3 and 4 certification. In addition there are six CSIA regions: British Columbia, Alberta, Central, Ontario, Quebec, and Atlantic. Each region has its own board or directors and offer region services and events. 此外,CSIA 分為六個地區:不列顛哥倫比亞省、亞伯達省、中部、安大略省、魁北克省和大西洋地區。每個地區都有自己的董事會,並提供地區服務與活動。
Program content and delivery is developed by staff under the direction of the national Technical and Education Committee which meet annually. 課程內容與教學由工作人員在全國技術與教育委員會的指導下制定,該委員會每年召開會議。
Credits
Thank you to all members who appear in these pages 感謝所有出現在這些頁面上的成員
The CSIA is a member of CSIA 是以下組織的成員
the International Ski國際滑雪
Instructors’ Association 教練協會
All rights reserved - Canadian Ski Instruc- 版權所有 - 加拿大滑雪教練聯盟
tor’s Alliance加拿大滑雪教練聯盟
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