U I D E

H I N GG STRUCTOR
S

AC
ARD IN
OWBO

TE
OF SN
TION
S SOCIA
IAN A
CANAD
:
NAME
This guide was written by the Canadian Association of
Snowboard Instructors, and was designed as a tool to use
in helping to turn beginners into life long snowboarders.

Remember, as a snowboard instructor, your goal is to

introduce your students to snowboarding in a positive and
fun way, and help to make sure that they return to go
snowboarding again and again.

For more info, please visit:

www.casi-acms.com
www.quickride.ca

Copyright 2020
Canadian Association of Snowboard Instructors
Printed in Canada
 N TS
CONTE
5
ROAD
OF THE 6
RULES
ENT 9
EQUIPM S
TENCIE
ID IN G COMPE 10
THE R
NCEPT
H E S K ILLS CO 12
T
RVIEW
IDE OVE 13
QUICKR
MODEL 14
S.A.F.E.
S 15
1. BASIC
G 16
2. SLIDIN
ROL 17
3. CONT
ING 18
4. TURN
19
5. FLOW G TOOL
AS A TEACHIN 22
TERRAIN
IFTS 23
USING L
G KIDS 26
TEACHIN PMENT
S K IL L DEVELO 27
NOVICE E RIDER
S
IN T E R MEDIAT 29
G
TEACHIN
CYCLE
AINING KILLS
30
THE TR CHING S
L T E A
ACTICA
THE PR
www.quickride.ca
 RULES OF THE ROAD
The Alpine Responsibility Code
1. Always stay in control. You must be 6. Always use proper devices to help
able to stop, or avoid other people control runaway equipment.
or objects. 7. Observe and obey all posted signs
2. People ahead of you have and warnings.
the right-of-way. It is your 8. Keep off closed trails and closed
responsibility to avoid them. areas.
3. Do not stop where you obstruct a 9. You must not use lifts or terrain if
trail or are not visible from above. your ability is impaired through use
4. Before starting downhill or merging of alcohol or drugs.
onto a trail, look uphill and yield 10. You must have sufficient physical
to others. dexterity, ability, and knowledge to
5. If you are involved in or witness safely load, ride, and unload lifts. If
a collision or accident, you must in doubt, ask a lift attendant.
remain at the scene and identify
yourself to the Ski Patrol.

Smart Style
Freestyle Terrain Identification
• Look Before You Leap: Scope around the jumps
first, not over them. Know landings are clear, and
clear yourself out of the landing area.

FREESTYLE • Easy Style It: Start small and work your way up.
TERRAIN
• Respect Gets Respect: From the lift line through
the park.

http://www.nsaa.org/safety-programs/smart-style/

5
EQUIPMENT
The right set-up can make or break your student’s day! The
following recommendations apply to new snowboarders, learning
for the first time. As they progress, their equipment choices will
evolve with their skills.
Boards: The use of twin-tip (bi-directional) boards in rental fleets
eliminates the need for time-consuming binding changes during lessons.
Bindings are set once and can be used for goofy or regular riders.

Softer Flex, Convex Bases, Beveled Edges: Beginner riders will benefit
from boards with a softer flex, slightly convex base and beveled edges.
This allows the board to slide easily into and out of turns, without grab-
bing or catching edges.
While most manufactures are providing a “learner friendly” tune on their
rental equipment (IE: Burton LTR System), any board can be tuned to
allow for easier learning. A simple 3-degree bevel can be attained with
nothing more than a file, some tape and a straight edge.
All snowboards should be waxed regularly. Maximize the slide and
minimize the chance of edges catches to reduce the risk of falling.

TWIN TIP BOARD

CONVEX BASE

*Try a bevel on your own board. It’ll turn easier, plus you can still have
sharp edges for carving while sliding catch-free on rails and boxes.

6
 EQUIPMENT

Binding Set-Up: +9/-9 degrees (for beginner riders only)

Front foot and back foot angles of approximately +9/-9 degrees provide
beginners with optimal comfort, balance and stability during the early
stages of learning. If, during the lesson, a student’s stance needs to be
switched from regular to goofy, or vice versa, it can be done by simply
switching feet and swapping the leash from one binding to another. Once
riders are turning, it’s recommended that the stance angles be adjusted
to have a slight “duck” (negative angle) on the back, and more forward
angle on the front foot (e.g.: -6/+18, or -12/+15), to a max of 30 degrees
of difference between the two angles.

Double-Ended Safety Leashes:

With the bindings set up at +9 / –9, using a safety leash with a clip on
both ends will make the switch between bindings much easier, especially
on cold days!

Top Sheet Traction:

With the QuickRide approach to snowboarding, traction for the back foot
is very important for all one-footed maneuvers, and to facilitate the switch
from regular to goofy (and vice-versa). Luckily, most rental manufacturers
have “built-in” traction on the top sheet; however, two stomp pads can be
used on boards without built-in traction.

+9 / -9 DEGREE BINDING SET-UP (WITH TRACTION PADS)

7
EQUIPMENT

NOSE

TOESIDE

BASE
BINDINGS

HEELSIDE
TAIL

8
 THE RIDING COMPETENCIES
These competencies form a type of “filter” in which we can analyse our
students’ riding, and form a plan for improvement.

CORE COMPETENCIES: Novice & Intermediate Riders

Centred & mobile position: The rider maintains a relaxed, adaptable position
with weight generally centred over both feet.

Turning with the lower body: When we turn the snowboard, efficiency requires
that we use the hips, knees, and feet (or a combination of these).

Balance over the working edge: Using a combination of inclination (leaning)

and angulation (bending) movements will help the rider to achieve edge grip and
round turn shape.

ADVANCED COMPETENCIES: Advanced & Expert Riders

Strength & Flow: Adopting a position of strength while maintaining agility
(constant movement) is crucial to directing the body through the turn in a fluid
manner.
Arc-To-Arc: Using the snowboard’s geometry creates forces in the turn.
Round turns help direct those forces into the next turn, creating efficiency and
performance.
Loading & Deflection: Establishing edge grip and resisting the forces in the
turn creates bend in the snowboard and builds pressure, which can then be
used to deflect the rider across the slope, increasing speed.
Steering Versatility: Advanced riders are able to blend movements to allow
the snowboard to slide or carve, or a range in between. Efficient steering
movements create varied turn shapes and sizes, based on the rider’s specific
goals.

9
THE SKILLS CONCEPT
Position & Balance
A good position helps improve a rider’s stability and balance
and includes the following:
• A ready position with the ankles, knees, and hip joints
equally flexed. This position optimizes the length and
strength of key muscles so a rider can be both stable
and maximize mobility, as needed.
• Shoulders and hips positioned square to the front
foot angle.
• Arms relaxed, and in a natural position alongside the
body. Neutral Position
• Head and eyes directed to face the direction of travel.
• Body weight distributed evenly between both feet.

Pivot
Rotational movements allow a rider to develop an effective steering angle, by using rotating
movements towards the toeside or heelside edges, placing the board across the line of
momentum (direction of travel). It will cause the rider’s course to be deflected in a new
direction.
Rotation: The use of both upper and/or lower body
rotation together can be an effective way to generate
steering angle and a powerful change in direction.
Counter-Rotation: During counter rotation, the upper
and lower body move in opposition to each other.
Counter rotation is a quick way to pivot the board, for a
limited distance.

Counter Rotation

10
 THE SKILLS CONCEPT
Edging
Edging is involved any time there is a change of direction.
Inclination: For every change of direction, riders need
to lean, or tilt their mass to the inside of the turn to
remain balanced - just as we would do on a bicycle to
both initiate a change in direction and resist the forces
associated with angular motion
Angulation: Edging with angulation uses the ankle,
knee and hip joints to increase the edge angle while
maintaining balance over a relatively small base of
support. The COM stays closer to the centre line of the board (the BOS), thus increasing
stability.

Pressure
Pressure is a sensory skill in
which the rider moderates
the forces acting on the board
using movements in the lower
joints to manage the changes
under the snowboard due to
terrain, speed and deformation
of the snowboard.
Passive Pressure Management (“Control”): Passive pressure management involves the rider
reacting to the pressures felt in the board due to terrain, slope, snow texture, or speed.
Active Pressure Management (“Create & Release”): Active pressure management involves
the rider proactively creating pressure changes as a means of either controlling, creating or
releasing the pressure in the snowboard.

Timing & Coordination

Timing & Coordination refers to the skill of harmonizing skills and movements so that they are
performed at the appropriate time and for the appropriate duration (Timing) and that multiple
movements are combined into a common effort (Coordination).
Timing: Timing refers to the process of selecting a movement and/or action at the appropriate
time, for an appropriate duration and amount within a manoeuvre.
Coordination: Coordination refers to the blending and synchronization of multiple movements
in the correct order to be effective and efficient.
11
TEACHING BEGINNERS
The QuickRide System
The goal of the QuickRide System is to create a
certain level of mobility, control and enjoyment
on the snowboard as quickly as possible. The
progression is laid out in a series of five goals, or
milestones.
www.quickride.ca

STEPS STUDENT’S GOAL

1. BASICS To learn to use the equipment, and gain comfort
moving around on the snowboard with one foot
attached.

2. SLIDING To become comfortable standing on the snowboard

while it is sliding.

3. CONTROL To gain control of both speed and direction (across

the fall line), with both feet attached to the snow-
board.

4. TURNING To learn to turn (changing edges in the fall line).

5. FLOW To learn to explore the mountain safely.

12
 S.A.F.E. MODEL

The S.A.F.E. Model

When presenting new manoeuvres or movements, the S.A.F.E. approach
will provide a progression for effective presentation.
S.A.F.E. stands for:

Static
When introducing a new movement, have students visualize/feel the
sequence of movements on flat ground.

Active
Students learn by doing – give a tactic or manoeuvre to try. During the
initial trials, pay close attention to the terrain and situation to help ensure
success.

Free
Focused mileage and practice. During this stage, mileage is the key.
Allow students to practice, and ensure that positive feedback / correction
is given if mistakes are made. Remember: “Positive, To, Try”!

Experimentation
Change the situation to encourage adaptation – vary the terrain or
movements.

13
1. BASICS

GOAL:
To learn to use the equipment, and gain comfort moving around on the
snowboard with one foot attached.

KEY CONCEPTS:
Equipment
Mobility

EXERCISES:
• Introductions • “The Neutral Position”
• Equipment: Parts Of The Board • Skating
• Attaching The Front Foot • Climbing & Descending
• Equipment Familiarity & Mobility

14
 2. SLIDING
GOAL:
To become comfortable standing on the snowboard while it is sliding.

KEY CONCEPTS:
Straight Running

EXERCISES:
• “Push-Push-Glide”
• Straight Running
• Experiment With Varied Body Positions
• Toe/Heel Drag
• J-Turns

15
3. CONTROL

GOAL:
To learn to control both speed and direction with both feet attached to the
snowboard.

KEY CONCEPTS:
Sideslipping
Pendulum

EXERCISES:
• Intro To Edging (Gas Pedal Exercise)
• One-Foot Attached Sideslipping & Drift Left / Right
• One-Foot Attached Traverse

• Attaching The Board On A Slope

• Sideslipping (two feet attached)
• Pendulum (two feet attached)
• Power Pendulum

16
 4. TURNING

GOAL:
To learn to turn (changing edges in the fall line).

KEY CONCEPTS:
Beginner Turns

EXERCISES:
• Static Rotation Exercise (board off)
• Garland Exercise
• J-Turns (revisit from Sliding)
• Walking Through Turns
• Beginner Turns

17
5. FLOW

GOAL:
To learn to explore the mountain safely.

KEY CONCEPTS:
Novice Turns

EXERCISES:
• Add Traverse Between Turns
• Traverse with Flexion/Extension
• Novice Turns (‘release’ the COM before, and flex after the fall line)
• Speed Control: 4 S’s (Speed = Shape, Size, Slope)
• Sliding 360’s

18
 TERRAIN AS A TEACHING TOOL

Terrain that is formed, or sculpted, for beginners can help you

in creating a positive experience for new snowboarders. The
key is taking the technical skills from the QuickRide System,
and using the terrain to enhance these movements, by
creating new feelings and challenges.

Mini-Pipe (on flat terrain)

Mini-pipes are great tools to introduce and develop balance skills as

well as get students sliding. The opposite wall ensures that riders stop in
the middle, bottom part of the terrain.

19
 TERRAIN AS A TEACHING TOOL

Rollers (with return slope)

Rollers are useful for challenging balance on the vertical (up/down) plane,
as well as developing movement in the lower body (absorption). The
return slope ensures that students’ speed is reduced at the end.

Banked Slope

The banked slope assists with direction change during the pendulum or
turning phases, by assisting riders to come back to the fall line.

20
 TERRAIN AS A TEACHING TOOL

Berms

When turning, berms can help students create direction change and
speed control by re-directing their path of travel. Set up berms in
succession to create linked turns.

Notes

21
USING LIFTS

Carpet lifts are the ideal solution for teaching beginners, as it allows
students to get up the hill with the least effort and apprehension.
If a carpet lift isn’t available, head to the chair lift once students have
mastered Step 2: Sliding.

USE OF CARPET/CONVEYOR LIFTS USE OF CHAIR LIFTS

Carpet lifts are great for beginners, as With the front foot attached:
they are simple to load, unload and ride. LOOK: Look for the preceding
With the front foot attached: chair.
LOOK: Look at the loading area and at LOAD: Skate forward into the
the moving carpet. loading area. Turn and look for the
WAIT: Wait until the loading area is clear approaching chair, and sit when
to move into. it arrives.
LOAD: Skate forward and allow the lift LOWER: Lower the safety bar.
to move you forward onto the carpet. RIDE: Ride the lift to the top.
STAND: Stand on the carpet, with a LIFT: When the lift is near the top,
minimum of 5 metres between each lift the safety bar.
person.
STAND: Point the board straight
UNLOAD: With the back foot uphill, and stand when it touches
on the board, in front of the back the unload ramp.
binding, allow the carpet to send you off
of the lift, and slide into the unload area. LEAVE: Clear the unload area as
soon as possible.
LEAVE: Clear the unload area as soon
as possible.

22
 TEACHING KIDS

TEACHING 3-6 YEAR OLDS

Kids aged 3 to 6 are quickly taking up snowboarding, thanks to advance-
ments in kids’ equipment. Here are some things to remember when
teaching these little ones...

Do... Don’t...
q Ensure that equipment fits them, q Don’t bother trying to have them skate or
and is made for someone their move with one foot attached. Strap both
size - not just a mini adult board! feet in and pull them with a tether on the
q Adjust your expectations! board, a ski pole, or hula hoop.
Progress at this level will take on q Don’t rush to get them turning. Focus
many forms, and will happen in on balance first in varied situations and
many small steps. speeds.
q Incorporate fun, games, and q Don’t expect them to last for long. Start
plenty of trial and error. in 15 minute chunks and progress from
there.

23
TEACHING KIDS
PRE-QUICKRIDE PROGRESSION
PRE-QUICKRIDE STEPS QUICKRIDE STEPS
A: Off-­snow exploration (equipment & balance) BASICS
On carpet, learn about the equipment (doing up boots,
and working the bindings), and practice balancing on a
wobble-board or on the snowboard.

B: On-­snow exploration (balance and sliding) SLIDING

Using an aid like a retractable tether on the board, a
ski pole to hold, or a hula hoop, explore balance while
sliding by towing kids around a flat slope.

C: Straight running with “j-stops”

Using a mellow slope, allow kids to straight-run and
experiment with allowing the board to pivot and stop by
looking with the eyes. Both feet should be strapped in
for this.

D: Mileage and practice CONTROL

Don’t rush it! Take the time to practice and experiment
with these skills. Expose students to new slopes and
speeds. If available, try terrain undulations and slider
boxes. Once comfortable, then progress to the Control
phase of the QuickRide System.

TURNING
FLOW

24
 TEACHING KIDS
QUICKRIDE TACTICS FOR CHILDREN
KEY
GOALS CHILD-FRIENDLY TACTICS
CONCEPTS
BASICS EQUIPMENT Handshakes, name game.
Boot game / Freeze Tag
MOBILITY
Find your equipment
Obstacle course (skating)
Relay Race

SLIDING STRAIGHT Tall / Small

RUNNING Animal Game
Freestyle grabs to highlight planes of balance
Imagine riding a box or rail for balance awareness.

CONTROL SIDESLIPPING Red Light/Green Light

Squish bugs
PENDULUM
Markers / Targets
Obstacles (hop over, under, around)
Visualize air to fakie in the halfpipe for direction change

TURNING BEGINNER “Chicken-Out Turns” (Garland)

TURNS Laser Guns
Dance Exercise
Magnet hands
Hula Hoops

FLOW NOVICE Bend & Stretch

TURNS Small doorways
Follow the Leader
Basketball turns

25
NOVICE SKILL DEVELOPMENT
Use these tactics to help improve the three Core Competencies in
students who are already turning...

SKILLS EXERCISES TEACHING POINTS

Position & Riding fore, aft, and Development of centred position
Balance centred and mobility.
Hopping Enhance stability through a
Switch riding (green strong position.
terrain)
Pivot Fall-line pivot (garland) Develop lower-body turning
Mini Motor Boat (on hips movements (quiet upper body).
& knees)
Pickle Jar (lower body
rotation)
Edging Static Edging Exercise Balance over the working edge.
(“no highbacks” analogy)
“Stop-n-Hops”
Sidecut turns
Pressure Riding varied terrain Lower body mobility through
Ollies flexion and extension.
Fall-line stops
Timing & Follow the leader Symmetry, rhythm, looking
Coordination Counting ahead.
Tornado Turns

26
 TEACHING INTERMEDIATE RIDERS
Refining Skills: Introducing New Skills:
WHOLE, PART, WHOLE BUILDING BLOCK
This method of presenting a lesson involves The Building Block approach involves a series
looking at the rider’s overall skills (the “Whole”), of small steps, each building on the previous.
and deciding which skill needs to be developed
Advantages:
further (the “Part”). After some development of
the “part”, the exercises or tactics are then put • The step-by-step approach calms
back into their riding (the final “Whole”). apprehensive students and students with
confidence issues.
Advantages: • Good for introducing new material, or
• Good with private or semi-private lessons. something the student hasn’t tried before.
• Good for mobile students – students who • Helps to reduce the potential consequences
have some experience and can get around of new maneuvres or skills. Keeps students
the mountain already. safe.
• No need for prior knowledge of the student
Additional Considerations:
and their riding level or style.
• Building Block progressions are not set in
• Helps in both refining skills with mobile riders,
stone! Instructors must be aware of the
and introducing a new aspect to their riding.
progress of students when choosing what
Additional Considerations: the next step will be. Are students struggling
The initial “Whole” phase of W.P.W. requires the with the current step? Will be they benefit
instructor to analyze the student’s current level from moving backwards in the progression
of ability, and establish a plan for the “Part”. in order to re-establish skills that aren’t yet
Within a “Whole, Part, Whole” sequence, it may present?
be possible to have smaller sub-sequences. For • Building Block lessons aren’t just for
example, when choosing a number of tactics beginners - any time a student is learning a
to have your students try during the “Part”, you new skill, or there is an element of danger
may have to progress them in such a way that or consequence involved, it’s a good idea
allows them to have the most success, similar to break the skills down into smaller, more
to a Building Block progression. Alternatively, manageable chunks.
you may choose to present the tactics in a way
that allows them to feel alternate feelings or
analogies, similar to Guided Discovery.

27
TEACHING INTERMEDIATE RIDERS
REFINING SLIDING & CARVED TURNS:

COMPETENCY / SKILL & SUGGESTED TACTICS: SKILL & SUGGESTED TACTICS:

OUTCOME REFINING SLIDING TURNS REFINING CARVED TURNS

POSITION & BALANCE POSITION & BALANCE /

‘Switching Hands’ Exercise EDGING
(alignment and use of core) Static Edging Exercise
CENTRED & (Inclination vs. Angulation)
MOBILE POSITION Sliding 360’s (centred position,
lower COM for stability) Hopping in traverse

PIVOT / EDGING EDGING

‘Headlight on Knees’ Exercise Arms Restricted (crossed, on
TURNING WITH THE hips, etc).
LOWER BODY Garland Exercise
‘Sidecut Turns’ / ‘Rail To Rail’
‘Spray The Trees’ Exercise
Exercise

EDGING / PRESSURE POSITION & BALANCE /

Static Edging Exercise EDGING
(Inclination vs. Angulation) Stop n’ Hop’s
BALANCE OVER ‘No High-backs’ Analogy Drinks on Shoulders Analogy
THE WORKING Clock Face Analogy
EDGE Cowboy Knees
Spraying The Trees
Carved traverse with slow
Hop to change edges (flex vertical movement
in turn)
Traverses with flexion

Skill: TIMING & Counting for symmetry and quickness

COORDINATION Follow the Leader for coordination challenge

28
 THE TRAINING CYCLE

Explanation - 10% Student Trial - 50%

What, Why, How, Where & When People learn by doing!

Demonstration - 10% Feedback - 30% (Analysis &

“A picture is worth a thousand Improvement)
words” Use of P.T.T. (“Positive, To, Try”)

29
PRACTICAL TEACHING SKILLS
The following teaching skills will help you in structuring an effective
lesson.

Guest Service & Choose safe and suitable teaching terrain, with the following
Safety points in mind:
• The ability level of the student.
• The learning stage of the student in relation to the skill/
manoeuvre.
Create a positive and student-centered learning environment.

Communication & Effective communication is the key to ensuring understanding

Lesson Structure in your lessons. Structure your lesson with the content in mind
(Building Block, Whole-Part-Whole, or Guided Discovery).

Demonstrations “A picture is worth a thousand words”. Remember the ability level

of your students, and do what you said you were going to do.

Analysis & 1. Establish the ideal performance. (Riding Competencies)

Improvement 2. Compare the performance to the ideal.
3. Decide on cause / effect & tolerance. (T.T.P.P.E.E.)
4. Deliver Improvement (P.T.T.)

Technical Content Effective instructors present technical concepts in their lessons

in a clear, coherent, and technically correct fashion.

30
 NOTES

Notes

31
CANADIAN ASSOCIATION OF
SNOWBOARD INSTRUCTORS
186 Hurontario Street, Suite 201
Collingwood, ON L9Y 4T4

Tel: (877) 976-2274

Fax: (519) 624-6594

Email: [email protected]

www.casi-acms.com
www.quickride.ca