AASI-NRM Snowboard Certification

This page provides information about the snowboard certification process and the steps and requirements for each level of certification.

Questions and answers about certification
Skip to Level 2 : Skip to Level 3
Level 1 workbook updated Jan 2010 (PDF)
Level 2 workbook updated Feb 2009 (PDF)
Level 3 workbook updated Jan 2010 (PDF - large file)
Snowboard task list updated 2009 (Microsoft Word doc)
Snowboard challenge list updated 2009 (Microsoft Word doc)
Educational materials available through the NRM office

Snowboard Level 1 Certification

Level 1 events are typically offered several times during each season at areas around the division. In some cases the Level 1 clinic is offered “in house,” meaning it is organized and subsidized by a specific snowsports school. Other Level 1 events are run by NRM and appear on the events schedule each year. To learn more about Level 1 events in NRM, check the event calendar or ask your snowsports school director to see if an in-house event is coming to your mountain.

The Level 1 certification consists of a 2-day evaluated clinic. This clinic includes a written test, riding, teaching scenarios and technical discussions. The written test is a take-home workbook, which is due in a hard copy format at the start of the first day. It is available for download in the above listings. Participants should have mastery in riding and the teaching application of the AASI-NRM Snowboard task list and the Snowboard challenge list (refer to the movements for Level 1 only).

Level 1 candidates will be assessed and scored in three categories of standards developed by AASI National: Riding, Teaching and Movement Analysis/Technical Knowledge.

Riding

Candidate riding will be evaluated on the following variables:

• Turn size
• Turn shape
• Timing, intensity, duration of movements

Candidates will be evaluated on the following movements and coordination:

• Isolated movements or combinations of movements
• Versatility in movements based on terrain or tactics
• Extends to initiate a new turn
• Extends to release the edge
• Flexes to initiate a new turn (create a movement of the center of mass into the new turn)
• Flexes to release the edge
• Both legs are active
• Applies equal flexion/extension movements from both legs
• Uses a variety of ways to un-weight the board
• Applies independent flexion/extension movements from both legs
• Maintains reference alignments as appropriate to terrain and task
• Applies an active Athletic Stance
• Utilizes an appropriate range of motion

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

The “initial” movement stage is when a rider is unfamiliar with a movement and relies on sensory input and coaching to learn. Often, the movements are very sequential and performed individually. The rider in this stage may show signs of a movement pattern periodically but not consistently.

The “elementary” stage denotes riders who can perform movements without looking at that body part but still need to think it through and concentrate on the parts. While movements are still sequential, the rider will link them together in a more fluid manner. The rider in the elementary stage will be able to consistently demonstrate a movement pattern but may not be able to apply it in all situations.

The “mature” stage is characterized by smooth, fluid, and automatic movements without showing obvious, conscious thought. Movements can be repeated and applied across a wide spectrum of situations. A rider with mature movements and coordination of movements will be able to smoothly blend movements for a specific outcome and be able to readily change or adapt movements to different terrain situations and snow conditions.

Level I Riding
The successful Level I candidate will demonstrate the ability to comfortably ride the following terrain:

• All green terrain
• Blue terrain including off-piste conditions and small bumps
• Groomed black terrain
• Small freestyle features

At a minimum, the successful Level I rider may be asked to perform the following tasks to illustrate the desired movements. Candidates may be asked to perform additional tasks at the discretion of the examiner:

• Switch, skidded turns on green terrain
• Short-radius, dynamic skidded turns on groomed blue terrain
• Medium-radius skidded turns on groomed black terrain
• Basic, long-radius carved turns on green terrain
• Basic freestyle elements, including straight airs over small natural or man-made features, 50/50s on a small box, ollies, flatland 180s and 360s, and nose and tail rolls. The candidate should also be able to ride a halfpipe, consistently making an edge change with the turn apex at the top of the transition zone. If a halfpipe is unavailable, terrain may be substituted that simulates riding a halfpipe.

Movements to be applied at Level I include flexion, extension, and rotation to affect the performance outcomes of twist, tilt, pivot, and pressure control. The candidate will be asked to demonstrate flexion, extension, and rotational movements individually and in a blended fashion when performing the outcomes listed previously. At a minimum, the candidate must demonstrate, at a mature level, up-unweighting, terrain unweighting, and the purposeful movement of the center of mass across the board by either extending or flexing the legs at the initiation of the new turn, resulting in edge change and facilitating edge engagement. In addition, at the request of the examiner the rider must demonstrate equal and/or independent extension and flexion of both legs; appropriate timing, intensity, and duration of movements relative to the desired outcome; and an ability to maintain reference alignments in all conditions and terrain listed previously (with the exception of freestyle outcomes). While riding, the candidate must demonstrate safety awareness—through line choice, behavior, and ways of negotiating traffic patterns on the hill.

Teaching

Certified Level I
The successful Level I candidate will demonstrate the ability to present a teaching segment in a safe, effective manner that demonstrates the knowledge and comprehension of the AASI technical terms, concepts, and models listed below. The successful candidate will demonstrate the ability to teach a spectrum of riders, children to adults, from first time rider to those who are learning and riding all green terrain, groomed blue terrain, and small freestyle features.

Candidates will be evaluated on their knowledge and application of the following:

• Safety, Your Responsibility Code
• Use of AASI Snowboard Teaching System (STS) concepts: Teaching, Learning, Riding, and Service concepts
• Presentation of logical progressions, from simple to complex, that are appropriate for skill level of student and relevant to task and desired outcome
• Accurate demonstrations appropriate to the task and skill level of students
• Professionalism at all times
• Use of feedback models that is timely, appropriate, and accurate
• Communication skills
• Group handling appropriate for terrain, task, and skill level of students
• Recognition and appropriate adaptation to ages and stages of development
• Use of appropriate terrain for task and skill level of student
• Pacing of lesson appropriate for student skill level and profile (i.e. kids, adults, beginner, advanced)
• Creativity in handling different types of students in different situations (i.e. class, private, multi-day, multi-wee 

Movement Analysis and Technical Knowledge

Level I
The successful Level I candidate will demonstrate the knowledge and comprehension of the AASI technical terms, concepts, and models listed below. The successful candidate will also demonstrate the ability to recognize movement patterns in riders that are learning and riding all green terrain, groomed blue terrain, and small freestyle features.

Candidates will be evaluated based on the following criteria, terms, concepts, and models:

• AASI Snowboard Teaching System concepts
• Teaching concepts
• Learning concepts
• Riding concepts
• Service concepts
• Children’s material
• C.A.P. model
• Piaget’s Stages of Development
• Maslow’s Hierarchy of Needs
• The Teaching Cycle
• Reference alignments
• Movement analysis process
• Cause-and-effect relationships
• Biomechanics related to snowboarding
• Stance issues related to a rider’s ability to flex, extend, and rotate
• Equipment
• Turn type, turn shape, turn size, turn phases
• Feedback, objective vs. subjective
• Approach Takeoff Maneuver Landing (ATML) Model
• Smart Style

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. *

*Definitions from Bloom B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay C

How do I become Level 1 certified?

• Read and be familiar with one book by the American Association of Snowboard Instructors (AASI). 2007. Snowboard Instructor’s Guide, 1st ed. Lakewood, CO.: American Association of Snowboard Instructors
• Read the Level 1 exam requirements (Microsoft Word document)
• You must be employed by a snowsports school, club, or other recognized instructional program. Your snowsports school does not need to be a member of NRM.
• You must have attained 20 hours of on-snow teaching experience.
• You must successfully complete a Level 1 evaluated clinic, including written test the Level 1 workbook.

You may take the Level 1 event before you have met the above requirements. Upon successful completion of your Level 1 event, you have one full year to meet the employment and teaching requirements for Level 1 certification. Once your requirements are met, you can apply to receive Level 1 certified status.

Once you obtain Level 1 certification, you are required to obtain 6 educational credit hours every 2 years in order to maintain your Level 1 status

 

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Snowboard Level 2 Certification

The Level 2 certification process in AASI-NRM involves the following criteria:

• You must be employed by a snowsports school, club, or other recognized instructional program. Your snowsports school does not need to be a member of NRM.
• Attend and participate in a two-day Preparation Clinic.
• Complete and pass the Level 2 workbook.
• Pass the Level 2 on-snow exam.

Level 2 Prep Clinics:

• You must attend an exam prep clinic during the same season as your exam or the season before your exam.
• If you failed the exam, you do not need to re-take the prep clinic before you may take the exam again, however, the prep clinic only remains “valid” for the season you took it and the season after that. Beyond that you will need to re-take the prep clinic.
• It is required that you take the prep clinic in NRM, as other divisions have different formats for their exams and prep clinics.
• This two-day event will cover the requirements for becoming a Level 2 certified snowboard instructor. You will receive specific feedback regarding your strengths and deficiencies in the areas of Riding, Teaching and Knowledge. This feedback is important for determining which areas you will need to focus on in your training for the on-snow exam.

Level 2 Workbook:

• The level 2 workbook is available for downloading or you may request a printed copy at your prep clinic.
• Your completed workbook must be sent to snowsoil@hotmail.com by 9:00P.M. (M.S.T.), Monday, March 8, 2010. Workbooks sent in after this time will not be accepted for grading. No exceptions.
• You must pass the workbook with a score of 80% or better before taking the on-snow exam.
• A passing score on the workbook is valid during the season it is taken and the following season.
• Three educational books are required for Level 2: Snowboard Instructor’s Guide, Core Concepts and the AASI Movement Analysis Handbook.

Snowboard Level 2 Exam

• Level 2 certification involves a three-day exam. This includes riding, teaching scenarios and technical discussions. This exam is normally offered once per season.
• Participants should have mastery in riding and the teaching application of the AASI-NRM Snowboard task list and the Snowboard challenge list (refer to levels 1 & 2).
• Once an instructor obtains Level 2 certification, they are required to obtain 12 educational credits every two years in order to maintain their status.

Level 2 candidates will be assessed and scored in three categories of standards developed by AASI National: Riding, Teaching and Movement Analysis/Technical Knowledge.

Riding

Candidate riding will be evaluated on the following variables:

• Turn size
• Turn shape
• Timing, intensity, duration of movements

Candidates will be evaluated on the following movements and coordination:

• Isolated movements or combinations of movements
• Versatility in movements based on terrain or tactics
• Extends to initiate a new turn
• Extends to release the edge
• Flexes to initiate a new turn (create a movement of the center of mass into the new turn)
• Flexes to release the edge
• Both legs are active
• Applies equal flexion/extension movements from both legs
• Uses a variety of ways to un-weight the board
• Applies independent flexion/extension movements from both legs
• Maintains reference alignments as appropriate to terrain and task
• Applies an active Athletic Stance
• Utilizes an appropriate range of motion

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

The “initial” movement stage is when a rider is unfamiliar with a movement and relies on sensory input and coaching to learn. Often, the movements are very sequential and performed individually. The rider in this stage may show signs of a movement pattern periodically but not consistently.

The “elementary” stage denotes riders who can perform movements without looking at that body part but still need to think it through and concentrate on the parts. While movements are still sequential, the rider will link them together in a more fluid manner. The rider in the elementary stage will be able to consistently demonstrate a movement pattern but may not be able to apply it in all situations.

The “mature” stage is characterized by smooth, fluid, and automatic movements without showing obvious, conscious thought. Movements can be repeated and applied across a wide spectrum of situations. A rider with mature movements and coordination of movements will be able to smoothly blend movements for a specific outcome and be able to readily change or adapt movements to different terrain situations and snow conditions.

Level II Riding
The successful Level II candidate will demonstrate the ability to comfortably ride the following terrain:

• All green terrain
• All blue terrain including variable off-piste conditions and bumps
• Groomed and smooth off-piste black terrain
• Small to medium freestyle features

At a minimum, the successful Level II rider may be asked to perform the following tasks to illustrate the desired movements. Candidates may be asked to perform additional tasks at the discretion of the examiner:

• Switch skidded turns on groomed blue terrain
• Short-radius skidded turns in blue bumps
• Short- and medium-radius skidded turns on groomed black terrain
• Medium radius skidded turns on off-piste black terrain
• Switch, long-radius carved turns on green terrain
• Medium- and short-radius carved turns on groomed blue terrain
• Freestyle elements, including straight airs over small man-made features, 50/50 most boxes and rails, and ride the half pipe to the vert zone on the pipe wall consistently toe and heel side. If a halfpipe is unavailable, terrain may be substituted that simulates riding a halfpipe.

Movements to be applied at Level II include flexion, extension, and rotation to affect the performance outcomes of twist, tilt, pivot, and pressure control. The candidate will be asked to demonstrate flexion, extension, and rotational movements individually and in a blended fashion when performing the outcomes listed previously.

At a minimum, the candidate must demonstrate, at a mature level, up-unweighting, down-unweighting, terrain unweighting, and the purposeful movement of the center of mass across the board by extending or flexing the legs at the initiation of the new turn, resulting in edge change and facilitating edge engagement.

At this level, the candidate must also demonstrate, at an elementary level, the purposeful flexion of the legs to bring the board under the center of mass through the completion and into the initiation of the turn (resulting in edge change and edge engagement) and extensionof the legs to direct the board out from under the center of mass (resulting in increased edge angle, or tilt, and an intentional increase in pressure duringthe control/shaping phase of the turn).

In addition, at the request of the examiner the rider must demonstrate equal and/or independent extension and flexion of both legs; appropriate timing, intensity, and duration of movements relative to the desired outcome; and an ability to maintain reference alignments in all conditions and terrain listed previously (with the exception of freestyle outcomes). While riding, the candidate must demonstrate safety awareness—through line choice, behavior, and ways of negotiating traffic patterns on the hill.

Teaching

Certified Level II
The successful Level II candidate will demonstrate the ability to choose appropriate exercises and tasks and teach a safe, effective skill progression that demonstrates the application and analysis of the AASI technical terms, concepts, and models listed below. The successful candidate will demonstrate the ability to teach a spectrum of riders, children to adults, from first time rider to those who are learning and riding more varied terrain, up to and including groomed black terrain and small freestyle features.

Candidates will be evaluated on their knowledge and application of the following:

• Safety, Your Responsibility Code
• Use of AASI Snowboard Teaching System (STS) concepts: Teaching, Learning, Riding, and Service concepts
• Presentation of logical progressions, from simple to complex, that are appropriate for skill level of student and relevant to task and desired outcome
• Accurate demonstrations appropriate to the task and skill level of students
• Professionalism at all times
• Use of feedback models that is timely, appropriate, and accurate
• Communication skills
• Group handling appropriate for terrain, task, and skill level of students
• Recognition and appropriate adaptation to ages and stages of development
• Use of appropriate terrain for task and skill level of student
• Pacing of lesson appropriate for student skill level and profile (i.e. kids, adults, beginner, advanced)
• Creativity in handling different types of students in different situations (i.e. class, private, multi-day, multi-week)

Movement Analysis and Technical Knowledge

Level II
The successful candidate will demonstrate the application and analysis of the AASI technical terms, concepts, and models listed below. The successful candidate will also demonstrate the ability to recognize movement patterns in riders who are learning and riding all terrain up to and including groomed black terrain and small freestyle features.

Candidates will be evaluated based on the following criteria, terms, concepts, and models:

• AASI Snowboard Teaching System concepts
• Teaching concepts
• Learning concepts
• Riding concepts
• Service concepts
• Children’s material
• C.A.P. model
• Piaget’s Stages of Development
• Maslow’s Hierarchy of Needs
• The Teaching Cycle
• Reference alignments
• Movement analysis process
• Cause-and-effect relationships
• Biomechanics related to snowboarding
• Stance issues related to a rider’s ability to flex, extend, and rotate
• Equipment
• Turn type, turn shape, turn size, turn phases
• Feedback, objective vs. subjective
• Approach Takeoff Maneuver Landing (ATML) Model
• Smart Style

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. *

*Definitions from Bloom B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co In

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Snowboard Level 3 Certification

What is Level 3 certification?

The Level 3 certification process in AASI-NRM involves the following criteria:

• You must be employed by a snowsports school, club, or other recognized instructional program. Your snowsports school does not need to be a member of NRM.
• Attend and participate in a two-day Preparation Clinic.
• Complete and pass the Level 3 workbook.
• Pass the Level 3 on-snow exam.

Level 3 Prep Clinics:

• You must attend an exam prep clinic during the same season as your exam or the season before your exam.
• If you failed the exam, you do not need to re-take the prep clinic before you may take the exam again, however, the prep clinic only remains “valid” for the season you took it and the season after that. Beyond that you will need to re-take the prep clinic.
• It is required that you take the prep clinic in NRM, as other divisions have different formats for their exams and prep clinics.
• This two-day event will cover the requirements for becoming a Level 3 certified snowboard instructor. You will receive specific feedback regarding your strengths and deficiencies in the areas of Riding, Teaching and Knowledge. This feedback is important for determining which areas you will need to focus on in your training for the on-snow exam. 

Level 3 Workbook:

• The Level 3 workbook is available for downloading or you may request a printed copy at your prep clinic.
• Your completed workbook must be sent to snowsoil@hotmail.com by 9:00P.M. (M.S.T.), Monday, March 8, 2010. Workbooks sent in after this time will not be accepted for grading. No exceptions!
• You must pass the workbook with a score of 80% or better before taking the on-snow exam.
• A passing score on the workbook is valid during the season it is taken and the following season.

Required Reading and Viewing for Level 3:

• American Association of Snowboard Instructors (AASI). 2007. Snowboard Instructor’s Guide, 1st ed. Lakewood, CO.: American Association of Snowboard Instructors
• American Association of Snowboard Instructors (AASI). 2003. Snowboard Movement Analysis Handbook. Lakewood, CO.: American Association of Snowboard Instructors
• American Snowsports Education Association (ASEA). 2005. Park and Pipe Instructor’s Guide. Lakewood, CO.: American Snowsports Education Association Education Foundation
• Professional Ski Instructors of America (PSIA). 2001. Core Concepts. Lakewood, CO.: Professional Ski Instructors of America Education Foundation
• American Snowsports Education Association (ASEA). 2008. Children’s Instruction Manual, 2nd Edition. Lakewood, CO.: American Snowsports Education Association Education Foundation
• American Snowsports Education Association (ASEA). 2005. Focus on Riding DVD. Lakewood, CO.: American Snowsports Education Association Education Foundation
• American Snowsports Education Association (ASEA). 2005. Children’s Ski and Snowboard Movement Guide: Visual Cues to Ideal vs. Real. Lakewood, CO.: American Snowsports Education Association Education Foundation

Snowboard Level 3 Exam

• Level 3 certification involves a three-day exam. This includes riding, teaching scenarios and technical discussions. This exam is normally offered once per season.
• Participants should have mastery in riding and the teaching application of the entire AASI-NRM Snowboard task list and the Snowboard challenge list.
• Once an instructor obtains Level 3 certification, they are required to obtain 12 educational credits every two years in order to maintain their status.

Level 3 candidates will be assessed and scored in three categories of standards developed by AASI National: Riding, Teaching and Movement Analysis/Technical Knowledge.

Riding

Candidate riding will be evaluated on the following variables:

• Turn size
• Turn shape
• Timing, intensity, duration of movements

Candidates will be evaluated on the following movements and coordination:

• Isolated movements or combinations of movements
• Versatility in movements based on terrain or tactics
• Extends to initiate a new turn
• Extends to release the edge
• Flexes to initiate a new turn (create a movement of the center of mass into the new turn)
• Flexes to release the edge
• Applies equal flexion/extension movements from both legs
• Uses a variety of ways to un-weight the board
• Applies independent flexion/extension movements from both legs
• Maintains reference alignments as appropriate to terrain and task
• Applies an active Athletic Stance
• Utilizes an appropriate range of motion

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

The “initial” movement stage is when a rider is unfamiliar with a movement and relies on sensory input and coaching to learn. Often, the movements are very sequential and performed individually. The rider in this stage may show signs of a movement pattern periodically but not consistently.

The “elementary” stage denotes riders who can perform movements without looking at that body part but still need to think it through and concentrate on the parts. While movements are still sequential, the rider will link them together in a more fluid manner. The rider in the elementary stage will be able to consistently demonstrate a movement pattern but may not be able to apply it in all situations.

The “mature” stage is characterized by smooth, fluid, and automatic movements without showing obvious, conscious thought. Movements can be repeated and applied across a wide spectrum of situations. A rider with mature movements and coordination of movements will be able to smoothly blend movements for a specific outcome and be able to readily change or adapt movements to different terrain situations and snow conditions.

Level III Riding
The successful Level III candidate will demonstrate the ability to comfortably ride all terrain, up to and including:

• All but the most extreme terrain available
• Small to medium freestyle features

At a minimum, the successful Level III rider may be asked to perform the following tasks to illustrate the desired movements. Candidates may be asked to perform additional tasks at the discretion of the examiner:

• Regular and switch skidded turns of various sizes on all black terrain, including bumps
• Slow-speed, long-radius carved turns on green terrain
• Switch carved turns on groomed blue terrain
• Short-radius, dynamic carved turns on groomed black terrain
• Medium- and long-radius carved turns in bumps and off-piste black terrain
• For the previous: Freestyle elements, including jumps with a grab or spin over medium man-made features, 50/50s on a rail with a “gap” entry, and boardslides on a box. The candidate should also be able to ride the halfpipe with air at or above the lip, on both the toeside and heelside. If a halfpipe is unavailable, terrain may be substituted that simulates riding a halfpipe.

Movements to be applied at Level III include flexion, extension, and rotation to affect the performance outcomes of twist, tilt, pivot, and pressure control in all riding tactics described in previous levels. The candidate will be asked to demonstrate flexion, extension, and rotational movements individually and in a blended fashion when performing the outcomes listed previously. At a minimum, the rider must demonstrate the appropriate movement pattern for a specific outcome or movement pattern requested by the examiner; appropriate timing, intensity, and duration of movements relative to the desired outcome; and an ability to maintain reference alignments in all conditions and terrain listed previously (with the exception of freestyle outcomes). While riding, the candidate must demonstrate safety awareness—through line choice, behavior, and ways of negotiating traffic patterns on the hill. In addition, the rider must demonstrate, at a mature level, the ability to demonstrate the use of flexing, extending, or retraction movements to direct the center of mass or the board as directed by the examiner.

 Teaching

Certified Level III
The successful Level III candidate will demonstrate the ability to teach all ages and skill levels to the general public. Additionally, the successful Level III candidate will demonstrate the ability to create a learning segment for his or her peers that demonstrates the evaluation and synthesis of the AASI technical terms, concepts, and models listed below. The successful candidate will demonstrate the ability to teach, and coach, his or her peers on all available terrain and freestyle features with effective changes evident in his or her peers.

Candidates will be evaluated on their knowledge and application of the following:

• Safety, Your Responsibility Code
• Use of AASI Snowboard Teaching System (STS) concepts: Teaching, Learning, Riding, and Service concepts
• Presentation of logical progressions, from simple to complex, that are appropriate for skill level of student and relevant to task and desired outcome
• Accurate demonstrations appropriate to the task and skill level of students
• Professionalism at all times
• Use of feedback models that is timely, appropriate, and accurate
• Communication skills
• Group handling appropriate for terrain, task, and skill level of students
• Recognition and appropriate adaptation to ages and stages of development
• Use of appropriate terrain for task and skill level of student
• Pacing of lesson appropriate for student skill level and profile (i.e. kids, adults, beginner, advanced)
• Creativity in handling different types of students in different situations (i.e. class, private, multi-day, multi-week)

Movement Analysis and Technical Knowledge

Level III
The successful candidate will demonstrate the ability to synthesize and evaluate the AASI technical terms, concepts, and models listed below. The successful candidate will also demonstrate the ability to recognize movement patterns in riders who are learning and riding all available terrain and snow conditions, up to and including competitive freestyle riders.

Candidates will be evaluated based on the following criteria, terms, concepts, and models:

• AASI Snowboard Teaching System concepts
• Teaching concepts
• Learning concepts
• Riding concepts
• Service concepts
• Children’s material
• C.A.P. model
• Piaget’s Stages of Development
• Maslow’s Hierarchy of Needs
• The Teaching Cycle
• Reference alignments
• Movement analysis process
• Cause-and-effect relationships
• Biomechanics related to snowboarding
• Stance issues related to a rider’s ability to flex, extend, and rotate
• Equipment
• Turn type, turn shape, turn size, turn phases
• Feedback, objective vs. subjective
• Approach Takeoff Maneuver Landing (ATML) Model

   ·  Smart Style
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 In