Alpine Progressions

WALKING IN ALPINE EQUIPMENT

Designed for the efficient and safe transfer of energy, alpine ski boots make walking awkward for first-time participants. Alpine ski boots limit the ankle's ability to articulate and limit the sensations associated with normal footwear.

Explain the rigidity of the boots and why it is needed for alpine skiing.

Explain the important sensations the student may feel in ski boots, paying particular attention to the tongue-shin connection and how it relates to the compression and decompression of the arch.

Spend a brief time walking in ski boots, which may include following the leader task. This allows the student to become accustomed to limited ankle articulation and identify boot fit issues.

Walking with skis on presents three challenges foreign to first-time participants:

•      Having a locked-down heel.

•      The sliding sensation.

•      The length of the skis.

Spend a brief time working from a tall stance to a short stance; this may include small leaper tasks. Walk up a gentle grade sideways and in a herringbone to experience the movement patterns required. Ask students to share their feelings, allowing them to reflect on their sensations. There will be many different answers.

Scooters (one ski on) will help students get used to the glide involved with ski-snow contact.

•  Incorporate flat terrain.

•  Start with shuffles.

•  Work up to a walk to a glide. This will encourage balance through experiential learning.

•  Take note of excessive upper body movements.

•  Ask students what they feel.

Star turns allow students an opportunity to get used to the length of their skis. They must be performed in flat terrain.

•  Star turns stepping around 360º.

•  Star turns with tip in the center.

•  Star turns with tails in the center.

•  Ask students what they feel.

Extra Credit: Stepping laterally up hill and with a herringbone.

GETTING UP AFTER FALLING

Take a ski off.

•  When putting it back on, be sure to have it on the uphill side with both skis perpendicular to the fall line.

•  Make sure the binding heel lever is disengaged, in the down position.

•  Check for snow in the bindings and or on the boot soles.

On Steeper pitches, you can also position the skis downhill from you, perpendicular to the fall line, and push yourself up by moving towards the tips of the skis.

THE WEDGE PROGRESSION

The Wedge progression is time-tested and covers the widest range of participant skill sets.. Note: If a participant demonstrates an ability to perform direct to parallel as a beginner, provide them with turn shape tasks. It is still recommended to incorporate a braking wedge to control speed in lift lines.

The Wedge progression provides the safest learning outline where there is limited run-out and populated learning areas.

The wedge allows the participant to concentrate on fewer skills (Rotary) and fundamentals (Control the ski’s rotation with leg rotation, under a stable upper body, and control the relationship of the COM to the base of support to direct pressure along the length of the skis).

Simply put, the wedge is ski tips together and ski tails apart. Speed is controlled by regulating the size of the wedge; the larger the wedge, the slower the skier will go. The size of the wedge can also be viewed through stance height. The taller the skier, the narrower the wedge is, or vice versa. The rotation of the upper legs in an inward direction generates the movements needed to create a wedge.

Introduce the wedge statically in a flat area. Demonstrations should be level-appropriate.

• Skis can be slid into the wedge, stepped into the wedge, or hopped into the wedge.

• Emphasize a moderately athletic stance that distributes the participant's COM over the length of the skis.

Key flex points will utilize the hip joint, the knee joint, and the ankle joint. Key sensations include pressure on the tongue of the boot.

Move to a low grade and perform a straight run to a gradual wedge stop. Demonstrations should be level-appropriate.

• Use the skier’s stance height as a visual indicator.

• Use the increase and decrease of pressure on the tongues of boots as a kinesthetic indicator.

Introduce the wedge turn as a means of redirecting the skis and an alternative way to stop.

• Demonstrations should be level-appropriate.

• Emphasize leg rotation in shorter radius turns. The head may turn in preparation for the upcoming turn.

• Use the increase and decrease of pressure on the tongues of the boots as a kinesthetic indicator.

THE WEDGE PROGRESSION: TROUBLESHOOTING

Participant cannot make a wedge: increase the size of their wedge or redirect the skis.

• Weight is distributed to the back of the skis (heels). People naturally assume a plumb stance when walking downstairs or slopes as opposed to being perpendicular to the slope. People tend to move their COM as their feet slide forward.

• Correctly perform a demonstration that allows participants to view you from the side.

• Incorporate tasks within vertical planes, such as high/low stance, hopping, and jumping. “Remember, knees are over the toes.”

• Reiterate flex in the joints and pressure against the tongue of the boot. Think alternatively, “Can you pull your feet behind your Hips?”

Weight is distributed more on one ski than the other. Everyone has a stronger side. It is a natural reaction to lean to the safer, stronger side.

• Correctly perform a demonstration that allows participants to view you from the front and back.

• Incorporate tasks that encourage level shoulders and a level pelvis.

• Relate movements that facilitate equal pressure on both skis.

Note: In all cases, props such as the Ski Ring or hula hoop may be incorporated.

THE WEDGE PROGRESSION - TURNING

In a flat area, practice the following after demonstrating:

•  Balancing on one ski, then the other, with skis in a straight position. This can be done keeping the ski that is being picked up parallel to the snow surface, and/or with the tip down and tail up. Ask the participants what they felt regarding body awareness.

•  From a small wedge position, balance on one ski, then the other. This can be done keeping the ski that is being picked up parallel to the snow surface, and/or with the tip down and tail up. Ask the participants what they felt regarding body awareness.

On a low-grade pitch practice the following after demonstrating utilizing smaller radius turns. (Note: When we walk, we lead with a weighted inside foot to turn. Effective alpine skiing requires a weighted outside ski.)

•  Brush the tail of one ski out and apply a little more weight to it. This may involve tipping the pelvis and shoulders slightly towards the brushed ski side.

•  Apply more weight to one ski. This may involve tipping the pelvis and shoulders slightly towards the pressured ski side.

•  Increase the radius of the turns to introduce speed control.

•  Stalling will occur for a variety of reasons, which include tactics. Encourage and demonstrate turn shapes that flow, as well as adjustments in stance height: tall in the initiation, gradually shortened through shaping to finish.

THE WEDGE PROGRESSION - MATCHING

In a flat area, demonstrate and practice matching skis. The uphill ski can be picked up and our slid parallel to the downhill ski, which encourages the distribution of weight from one ski to the other. Additional rotational skill sensations occur via the leg rotation required when moving the uphill ski into a parallel position. Note: This can be done with boot work.

Demonstrate and practice the same task moving across the hill. Encourage slight tipping of the pelvis to weight the downhill ski and take weight off the uphill ski.

From a wedge position, guide the inside ski into a parallel position as the skis cross the fall line. This may involve tipping the pelvis and shoulders slightly towards the outside ski.

Increase the radius of the turns to introduce speed control.

Introduce the pole swing as a means of timing, and or moving the COM forward.

Stalling will occur for a variety of reasons, which include tactics. Encourage and demonstrate turn shapes that flow, as well as adjustments in stance height. Tall in the initiation, gradually shortened through shaping to finish.

THE WEDGE PROGRESSION TROUBLE SHOOTING

Troubleshooting: the participant cannot match the skis because:

• Knees are locked together.

• Participant is using their torso to redirect their skis as opposed to their lower body.

• Weight is distributed to the back of the skis (heels). People naturally assume a plumb stance when walking downstairs or slopes as opposed to being perpendicular to the slope. People tend to move their COM as their feet slide forward.

• Correctly perform a demonstration that allows participants to view you from the side.

- Incorporate tasks within vertical planes, such as high/low stance, hopping, and jumping. “Remember, knees are over the toes.”

• Reiterate flex in the joints and pressure against the tongue of the boot. Think alternatively, “Can you pull your feet behind your Hips?”

Troubleshooting: Weight is distributed more on one ski than the other. Everyone has a stronger side. It is a natural reaction to lean toward the safer, stronger side.

• Correctly perform a demonstration that allows participants to view you from the front and back.

• Incorporate tasks that encourage level shoulders and a level pelvis.

• Relate movements that facilitate equal pressure on both skis.

BASIC PARALLEL - MATCHING SKIS THROUGHOUT THE TURNING PHASE

In a flat area, demonstrate and practice matching skis through the tipping of skis on and off edges. The uphill ski can be picked up to encourage the distribution of weight from one ski to the other. Incorporate the sensation of compressing and decompressing the foot arches. Ask for feedback regarding rotational skill and pressure skill sensations. Note: This can also be done with Boot work.

• Demonstrate and practice the same task moving across the hill. Encourage a slight tipping of the pelvis to weight the downhill ski and take weight off the uphill ski. The uphill ski should be slightly ahead of the downhill ski.

• Demonstrate and practice “J” turns, concentrating and encouraging a slight tipping of the pelvis and shoulders from the outside ski to neutral to the other outside ski.

• Demonstrate and practice turns shapes, concentrating on the skier's height adjustments throughout the turning phase.

•  ncrease the radius of the turns to introduce speed control.

• Introduce the pole swing as a means of timing, and or moving the COM forward.

• Stalling will occur for a variety of reasons, which include tactics. Encourage and demonstrate turn shapes that flow, as well as adjustments in stance height finish.

Food for thought: Constantly moving vision ahead. Feeling the snow ski base interaction. Breathing in at the beginning of the turn and breathing out in the finish phase.  incorporating the gluteus maximus and latissimus dorsi. Focus on the position of the pelvis (tip, tilt, and rotate). Dorsiflexion of the ankle. Refining the pole swing. Stepping while skiing. Shuffling while skiing. Hopping while skiing.

BASIC PARALLEL TROUBLESHOOTING

Participant cannot match skis because:

Participant is using their torso to redirect their skis as opposed to their lower body.

Weight is distributed to the back of the skis (heels). People naturally assume a plumb stance when walking downstairs or slopes as opposed to being perpendicular to the slope. People tend to move their COM as their feet slide forward.

• Correctly perform a demonstration that allows participants to view you from the side.

• Incorporate tasks within vertical planes, such as high/low stance, hopping, and jumping. “Remember, knees are over the toes.”

• Reiterate flex in the joints and pressure against the tongue of the boot. Think alternatively, “Can you pull your feet behind your Hips?”

Weight is distributed more on one ski than the other. Everyone has a stronger side. It is a natural reaction to lean to the safer, stronger side.

• Correctly perform a demonstration that allows participants to view you from the front and back.

• Incorporate tasks that encourage level shoulders and a level pelvis.

• Relate movements that facilitate equal pressure on both skis.

INTERMEDIATE PARALLEL TASKS

Demonstrate & practice the following to promote flexion in the pelvis, knees, and ankles. (Bent at the waist, while feeling forward, places the COM aft).

• Pressure on the tongues of the boots.

• Picking up a ski while turning on easy terrain. Tip on the snow, tail in the air.

• Cover toes with knees.

• Small to large hops focusing on the sound of the landing.

• Focus on breathing in at the beginning of each turn and how it effects the position of the pelvis

• Elbows in front of the rib cage (pole swing work will help).

• Visual line of site needs to be increased.

• Utilizing a prop.

Control the relationship of the center of mass (COM) to the base of support to direct pressure along the length of the skis.

• Are the tips of the skis bouncing? (Indicates the skier’s COM is aft.)

• Is the skier control in the finish phase? (Indicates the skier’s COM is aft, specifically in the finish phase.)

Demonstrate & practice the following: Promote commitment to the new outside ski.

• Hockey stops (soft or hard).

• Soft hockey stops to a turn.

Skiing across the hill and picking up downhill ski. Try leaving the tip on the snow and picking up the tail (Note: it may be set down when crossing).

• Shuffle turns.

• 1000 steps.

• Hops in the transition, landing on both skis evenly.

Control edge angles through a combination of inclination and angulation.

• Does the skier make a “Z” shaped turn? (This may indicate a delayed edging movement).

• Does the skier wash out through the finishing phase of a turn? (This may indicate edging movements that begin too early, or may be the result of banking?).

Demonstrate & practice the following: Create an angle that facilitates a consistent-edged track through the shaping phase of the turn. (Note: different conditions, desired outcomes, and turn shapes require different degrees of edge angle duration and timing.)

• Half circles exploring the margins. Start with instep pressure (ankle) to knee angulation to pelvis angulation/inclination to spine inclination (Ask the participant what they felt about their stance height).

• Half circles within a javelin position (Ask the participant what they felt about their stance height).

• Railroad turns on lower pitches (Ask the participant what they felt about their stance height).

• Figure eight skating drills.

• Hockey stops.

• Pivot slips.

• The teapot drill (Ask the participant what they felt about their stance height).

• Explore pole position and pole swing.

Control the ski’s rotation with leg rotation, under a stable upper body (Note: The torso and legs connect in the hip socket).

• Are the skis washing out in the shaping phase and finish phase of the turn? (Visual indicator will be the displacement of snow).

• Is there a delay in the ski's redirection in the initiation phase of the turn? (Visual indicator will be exaggerated upper body rotation, followed by

a delayed redirection of the skis

Demonstrate and practice the following: Incorporate effective rotary movements required for the desired ski direction.

• With one ski on, draw an arch with the boot that goes from the back of the binding to the front of the binding.

• Promote steering the boot as opposed to pivoting the boot. Ask the participant what they felt.

• Hockey stops.

• Hockey stops to a turn and back without interrupting the turn flow.

• Pivot slips.

• Use the zipper of the participant's coat as a visual indicator (Note: If the zipper of the coat faces downhill the whole time, it will be ineffective).

• Moderate crab walks on lower pitches.

• Draw a line down the fall-line and have the student focus on the line while performing short to medium radius turns.

• Ask participants what they felt in the hip socket, core, and upper legs while performing tasks.

Regulate the magnitude of pressure created through ski snow interaction.

• Does the skier face challenges when the terrain and conditions change?

• Does the skier face challenges when turn shapes change?

Demonstrate & practice the following: Incorporate tasks on different yet safe terrain and conditions. Continually ask for feedback.

• Perform different turn shapes in one run. Continually ask for feedback.

• Follow the leader, take turns being the leader.

• Give a task, such as three medium radius turns, three short radius turns, etc.

REFERENCES

• Professional Ski Instructors of America-American Association of Snowboard Instructors (2014). Alpine Technical Manual. American Snowsports Education Association, Inc.

• Professional Ski Instructors of America-American Association of Snowboard Instructors (2021). Teaching Children Snowsports Manual. American Snowsports Education Association, Inc.

• PSIA-AASI-C

• PSIA-AASI- NW