SNOWBOARD

Divisional Trainer Standards

2018 Edition

Outline:

I. Introduction & Course Description

II. Training Standards
III. Professional Knowledge Standards
IV. Movement Analysis Standards
V. Skiing/Riding Standards
VI. Trainer’s Pathway
VII. Resources & Definitions
Introduction & Course Description

The PSIA­AASI West Divisional Trainer Accreditation is a training and evaluation process that
introduces a competent Level III instructor to the theories and practice of becoming a successful
trainer of instructors in the Western Division. Becoming a trainer is not simply a case of sitting
one more exam after passing the level III certification. While training has many components of
teaching, and relies on strong teaching abilities, there are significant differences between
teaching students and training instructors that this course strives to highlight. Candidates
working through this program must have a strong teaching background and experience in
teaching at all levels. Candidates must also have the opportunity to present clinics to other
instructors at their home resorts in order to practice the skills necessary to develop into a
successful trainer and to pass the certification exam.

This course is for any fully-certified instructor with extensive experience training and wants to
be recognized as a competent trainer in the Western Division. ​ This course will help guide
participants in understanding and applying the difference skill sets between teaching a lesson
as an instructor versus leading a clinic as a trainer. T
​his course can also act as a stepping
stone for people that want to grow their clinician and presentation skills for their career
development pathway. The four-day course consists of a one-day Training event, a one-day
Assessment event and a two-day Evaluation. Participants must attend all days and meet all
aspects of the Divisional Trainer Standards to successfully complete the course. Successful
course completion acknowledges that member as a Western Divisional Trainer. No matter
the results of the evaluation, participants are considered to be active and integral parts of the
organization’s Trainers network.

Divisional Trainer (4­Day Course) ­ Course Outline

­ Meet all required prerequisites

­ Training (two­day)
­ Evaluation (two­day).
­ Completion or Continued Development
See complete trainer’s pathway for more info on Training Pathways.

Prerequisites:

­ PSIA/AASI Level 3 Certification in good standing

­ Currently Employed by a PSIA/AASI Member School,
­ Attended the Western Division Resort Trainer Course, within the past two seasons
­ Thorough understanding of teaching methodology
 ­ Experience training instructors and running clinics
­ Willingness and ability to meet the demands of sports trainer and presenter
­ Sign Up for the course event days at least two weeks prior to the start date

Upon completion of a Level III Certification, along with the other course prerequisites, a
candidate becomes eligible to enroll in the Divisional Trainer program. However, ​ it is highly
recommended that an instructor have s​ everal seasons experience as a level III instructor as
well as real life experience working as a trainer in order to gain the knowledge and maturity to
successfully transition to become a competent trainer and attain the Divisional Trainer
qualification.

Training Day (1­Day Event) or Resort Trainer (two­day)

Day One of the Training event introduces training theory and concepts relative to becoming an
effective trainer. The event will help to compare and contrasts teaching versus training; the
differences from teaching a lesson versus leading a training clinic. Participants will be exposed
to some of the basic tools for developing and presenting clinics, and have the opportunity to
participate in preparing a basic clinic during the event. It is expected that candidates will be
involved in training programs at their home resorts and that they will have ample opportunity to
put these concepts into practice through developing and presenting clinics. This will help
candidates to develop their own style of training, and help to make them proficient at
communicating more complex theories to their trainees following the event.

Day Two of the Training event is an assessment day. This gives and opportunity for the
candidates each to present a clinic to the rest of the group. The clinic should be no more than a
45 minutes in duration, and appropriate to the level of the group of peers who are participating.
At the conclusion of each presentation, the candidate will be given direct feedback, in front of
the group, with regard to the strengths and weaknesses of their presentation. Each candidate
will receive feedback both in the assessment of their training abilities and the ability to give
constructive feedback. The candidate will then be given specific things to focus on to further
their development and prepare them for the evaluation event. Candidates are encouraged to
prepare this clinic ahead of time, and have delivered the clinic previously. However, weather
and snow conditions are unpredictable so candidates must be flexible in their delivery. This
assessment will be a good test of training abilities for the real world experience as a Divisional
Trainer.

Evaluation (2­Day Event)

The two­day event evaluates the candidates ability to apply functional and safe training
techniques in a variety of settings as explained in the Western Divisional Trainer Standards. To
become a Western Divisional Trainer, a candidate must show their ability to create a safe and
fun learning environment that applies effective use of Training Theory and Concepts. This must
be done while showing proper movement techniques and an in­depth knowledge of the
presented materials.

Candidates will present a clinic to their peers each day. The first clinic on day one will be a
clinic, that they have prepared before hand, on any topic they choose in their area of expertise
that is appropriate to the group. The clinic on day two will be an impromptu clinic on a topic that
is provided by the evaluators on the spot, similar to what would be required in a real training
situation for Level 1 and Level 2 Instructors. Movement Analysis will also be examined through
the use of pre­recorded video segments at some point during the event.

Clear and specific feedback will be given in a one­on­one environment at the conclusion of the
first day, in order to give candidates points to change, or improve on for day two.
Successful candidates will have demonstrated a clear understanding of the similarities and
differences between teaching and training, the ability to clearly communicate theories and
information in a clinic environment, and the ability to gain and keep the attention of their peers
while doing so. They will have demonstrated riding/skiing abilities and movement analysis skills
at a level appropriate to that of an instructor trainer for Level 1 and Level 2 Certified Instructors.
Trainers must be able to apply and synthesize the concepts behind teaching how to teach in a
real life setting to successfully complete the course. Additionally, participants are held to the
knowledge and performance standards set in the current National Certification Standards for a
Level 3 Instructor in their discipline.

Completion/Continued Development (On­going)

Participants that do not meet all the Divisional Standards in the evaluation are urged to focus on
their areas of weakness highlighted in their feedback from the event as well as follow these
suggestions: continue developing skills as a trainer at home resort, find a mentor to understudy
in training competencies, attend Resort Trainer Events, attend Divisional Trainer Training Day
and Assessment days, attend the Divisional Trainer Evaluation when prepared.
Once a Trainer has completed the Divisional Trainer they can then choose to enroll in the
continued education component of the course, the Mentor Program. This programs gives trainer
more real life experience in the Divisional event process in preparation for further preparation for
a career as ski and snowboard trainer.
Training Standards

A successful Divisional Trainer candidate must be able to present in a professional manner a

concise and effective clinic, to a group of their peers, that demonstrates the evaluation and
synthesis of the Training Theories and Concepts outlined below. Candidates must understand
the distinction between a theory based clinic, and a movement based lesson, and demonstrate
their ability to deliver the theory based clinic rather than simply a high level lesson.

Training Theory and Concepts

The successful candidate will demonstrate the ability to train to a spectrum of instructors from
instructor apprentices through Level 2 Instructors. The trainer should be able to participate in
discussions regarding understanding the methodology of the teaching cycle and the application
of training techniques. The trainer should show an ability to utilize differing teaching styles and
identify differing learning styles and suggest plans that would result in a successful clinic. The
Trainer’s behavior should engage the audience while developing a skill needed to develop as a
sports educator while incorporating the importance of safety awareness.

The Training Theories and Concepts are broken down into these fundamental categories: Clinic
Application, Safety, Presentation Skills, Professional Knowledge, Movement Analysis,
Demonstration, Training Curriculums.

Clinic Application Requirements

­ Apply the use of Pedagogy; teaching how to teach
­ Uses a logical sequence of activities to engage the group and meet stated goals.
­ Effectively communicate instruction theory and techniques in a clinic environment
­ Lead a clinic while minimizing the risks of the learning environment.
­ Present a clinic designated by the evaluator, similar to what would be required in a real
training situation for Level 1 and Level 2 Instructors
­ Time Management ­ Present the required information in the allocated time
­ Apply PSIA­AASI teaching concepts to create a positive learning partnership between
peers (trainees and trainer)
­ Keep the clinic group engaged and moving by adapting to the groups needs
­ Tailors the learning experience to be appropriate to audiences and situation.
­ Demonstrations accurately support the training outcome.
­ Observe, describe and analysis the trainees body movements and/or ski/board
performance as related to the desired outcomes.
 ­ Lead clinic members through a learning experience, rather than simply giving out
information through the use of a variety of training techniques.
­ Deliver Feedback that is detailed and accurate
­ Do all of the above for an assigned topic, with little to no time to prepare.

Safety
A Divisional Trainer must understand and apply the use of safe practices to train instructors how
to minimize risks related to all learning environments and skier/rider zones. The fundamentals of
safety are focused on but not limited to: Your Responsibility Code, Park S.M.A.R.T (Smart Style)
Safety Initiative, effective class handling techniques and proper etiquette relevant to specialty
terrain. This component of professionalism is of the utmost importance to be considered a
successful and valuable trainer in the snow sports industry.

Presentation Skills
The Divisional Trainer needs to have the ability to present information in a range of
environments; i.e. indoors, on the snow, good and bad weather. The candidate should show the
ability to develop a structured presentation, setting goals and summarizing key points, that is
interactive and targeted to the audience. The effective use of speech and body language should
be used to create and engaging and interactive experience. Presentation skills will be evaluated
during on snow clinics and off snow presentations.

Professional Knowledge
A Divisional Trainer must have a depth of knowledge that allows to be engaged in discussions
and debates regarding all relevant subjects specific to the ski and snowboard industry. This
knowledge base is gained both from the manuals and educational materials made availble
through PSIA­AASI but also the wealth of real life experience that is gained through the years of
working as a professional instructor and trainer. This foundation of knowledge coupled with
quality training and presentation techniques is required to effectively interact and develop from
the Divisional Trainer course. It is recommended that all members at this level help contribute to
the association in an educational capacity.
See detailed Professional Knowledge Standards below.

Movement Analysis
Along with the an in depth understanding of all the mechanical, physical and cognitive
methodologies a Divisional Trainer must be able to Observe and Evaluate complex relationships
from body mechanics to ski/board performance through all phases of a turn or maneuver. The
candidate must accurately identify skill inter­relationships and prioritize cause and effect
relationships. This should then be used to prescribe a skill and/or movement focus which
targets the desired change in ski/board performance or body movement.
See detailed Movement Analysis Standards below.

Demonstration
A Divisional Trainer should be able to provide an accurate visual representation of the
description used when training a specific skill, movement or action to observe; Illustrate the
skiing/riding fundamentals as applied to any defined outcome. The candidate should use
focused skiing/riding drills, and exercises to create situations for learning which target specific
and well defined elements of ski/board performance and body movement.
See Skiing/Riding Standards below.

Training Curriculums
A Divisional Trainer needs to understand the basic components of creating a training curriculum
in their respective discipline. Training curriculum planning needs to relevent to the needs of a
snow sports school or program and have specific and achievable goals throughout the length of
a season. The components of the curriculum should be able to be isolated into a simple,
concise and deliverable standalone clinic.
Professional Knowledge Standards

Candidates must have a comprehensive understanding of current training theory and ideology
to be able to articulate their own ideas and theories with well thought out arguments to support
their thinking while using appropriate terminology. Successful candidates must be able to
communicate the most complex theories of skiing and snowboarding instruction, in the simplest
of terms.The trainer is held accountable for all information covered in the PSIA & AASI
Certification process, Level 1 through Level 3.

A Divisional Trainer must be able to understand and utilize the science of pedagogy.
Demonstrating how skill acquisition is applied to the trainees’ specific background knowledge
and experience as well as the current environment and setting. They must demonstrate both
their knowledge, and the ability to communicate this information to others, both in a clinic
situation, and in and informal discussion.

Physics and Turn Mechanics

A Divisional Trainer must be able to synthesize and evaluate the relationships between physics
and ski/board snow interaction and turn performance. The trainer should identify how the
physics of skiing/snowboarding and specific body movements combine to affect a person’s
ability to shape turns, manage speed, and remain in balance on various types of terrain and in a
variety of conditions. Utilize the evaluation of the actions of the skis/board in relationship to skills
concepts/movement concepts and balancing. Accurately describe how tactics and body
performance affect the skills and resulting ski/board performance in each phase of the turn and
from turn to turn.

Biomechanics & Kinesiology

A Divisional Trainer must have a depth us knowledge and understanding in field of
biomechanics and kinesiology to effectively understand and communicate how the body moves
while under the effects of the laws of physics. The ability to effectively simplify the complex
components of the human anatomy and biomechanics as it relates to skiing and snowboarding
requires a knowledge foundation in these areas; muscle, bone and joint structure, ranges of
movement, cardinal planes, anatomical references, neuromuscular pathways and sensor
modalities. Specifically the Trainer must show the ability to discuss complex planes of motion
and how body movements improve or hinder ski/board performance relative to the mechanics of
skiing/snowboarding. A Trainer should understand how the body moves simultaneously in all
three planes to develop specific performance outcomes and how the body is used to manage
the forces related to skiing and snowboarding.
Industry & Equipment
Candidates must be current with their knowledge of equipment, industry trends, and
instructional tools and practices as they are likely to be required to present clinics on these
topics. One should understand the characteristics of a variety of equipment styles and how they
influence the performance of skis/board, boots, and bindings and their effects on skier/rider
performance and safety. The trainer should have in depth knowledge of winter recreation
industry pertaining to your Region and the current state of the snowsports industry. They should
be able to describe how their work in the snow sport industry impacts skier/rider participation
and retention as well as supports their resorts operations.

Term, Concepts & Models

Candidates will demonstrate the ability to synthesize and evaluate the following technical terms,
concepts, and models:

­ Safety and Risk Management

­ Your Responsibility Code
­ Park S.M.A.R.T. (Smart Style)
­ Challenges, Understanding Anxiety and Fear
­ Teaching Concepts
­ Learning Concepts
­ Service concepts
­ The Learning Partnership
­ Group Handling: Appropriate for terrain, task, and skill level
­ Time Management & Pacing
­ Teaching Cycles: PDAS
­ CAP Model: Adaptation to ages and stages of development
­ Maslow’s Hierarchy of Needs
­ Piaget’s Stages of Development
­ Learning Styles
­ Gardner’s Multiple Intelligence’s
­ Motor Control, Coordination, and Sensory Development
­ D.I.R.T ­ Duration, Intensity, Rate, Timing
­ Skiing/Riding Concepts
­ Turn Mechanics ­ Turn type, turn shape, turn size, turn phases
­ Freestyle Maneuver A.S.T.M.L. ­ maneuver phases
­ Reference Alignments
­ Cause­and­Effect Relationships
­ Progression Building
­ T.O.D.A Model
­ Effective Communication skills
­ Feedback models that is timely, appropriate, and accurate
­ Objective Feedback versus Subjective Response
­ G.A.G.E. Model
Movement Analysis Standards

The foundation of a quality trainer comes from the ability to use the eyes to observe, retain and
analyze movements. The Divisional Trainer course uses the movement analysis skills as the
fundamentals to build quality training experiences.

Successful participant will demonstrate the ability to synthesize and evaluate movement
patterns in peers who are learning and moving through advanced skills and environments.
Successful candidates should be able to perform a functional movement analysis on any
skier/rider in any situation. During the evaluation, candidates will be required to perform
movement analysis on their peers during their clinics as well as in an contrived scenario either
indoors on video or on the hill with a range of subjects.

The movement Analysis will be delivered verbally to the examiners, and does not need to
conform to any specific “MA model.” By this stage in their teaching career, an instructor should
have developed their own style and preference for Movement Analysis. As such, they are free
to rely on whatever system they are used to in order to effectively evaluate the subjects
performance.

Candidates need to exhibit an in depth grasp of cause and effect relationships, and be able to
immediately recommend a prescription to address the issues identified. Candidates will also be
evaluated on their evaluation of their peers during their clinic presentation, and their subsequent
feedback to those peers. The Trainer should apply accurate Movement Analysis to effect
change and create specific outcomes. The Trainer must understand how to build a range of
progressions targeted at a variety learning styles. The candidate should speak precisely about
the corrective and developmental outcomes and how to achieve them in each phase of the turn,
maneuver or task. The Divisional Trainer should be able to create and adapt clinic activities
based on identified movements and skills. The application of movement analysis prescriptions
should be in relation to specific use of terrain slopes, snow conditions and features.
 ​eference Level 3 Standards
Skiing/Riding Standards ­ R
Ability to Demonstrate

A Divisional Trainer is expected to show the ability to ski/ride at mature level in all areas as
outlined in the current National Level 3 Certification Standards for their respective discipline.
Skiing/riding will be evaluated during the presentation of clinics the and participation in clinics
throughout the Divisional Trainers course.

­ Refer to the current National Standards posted on thesnowpros.org

Stage of Motor Development

The “mature” stage is characterized by smooth, fluid, and automatic movements without
showing obvious, conscious thought reflected in the skier/rider’s actions. The skier/rider can
also repeat and apply movements across a wide spectrum of situations. A skier/rider possessing
the ability to perform mature movements and the coordination of those movements can
smoothly blend them for a specific outcome and be able to readily change or adapt movements
to different terrain situations and snow conditions.

Movements and coordination will be assessed based on the definitions of “initial,” “elementary,”
and “mature,” as defined in Core Concepts (PSIA­AASI, 2001), pg. 20.

Resource Materials
Full Library of Manuals and Resources:
http://www.thesnowpros.org/Publications,VideosResources/Resources.aspx

PSIA AASI Teaching Manual

Core Concepts
Alpine Manual
Snowboard Manual
Children’s Manual
Adaptive Manual
National Certification Standards
Qualities of Participant Cognition

Blooms Taxonomy

Knowledge and Comprehension—Defined as the ability to recall data or information.

Understands the meaning and interpretation of instructions and problems. States a problem in
one's own words.*

Application and Analysis—Defined as the ability to apply what was learned in the classroom into
novel situations in the work place. Separates material or concepts into component parts so that
its organizational structure may be understood.*

Synthesize and Evaluate—Defined as the ability to put parts together to form a whole, with
emphasis on creating a new meaning or structure. Make judgments about the value of ideas or
materials.*

*Definitions from Bloom B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The

Cognitive Domain. New York: David McKay Co, Inc.