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level:
3
credit:
6
planned review date:
June 2009
sub-field:
Snowsport
purpose:
People credited with this unit standard are able to: assess
students and plan a snowsport lesson for a beginner group;
teach the beginner snowsport lesson; summarise the
snowsport lesson, and maintain group and individual safety
during the lesson.
This unit standard may be of interest to people working
towards their alpine, telemark, Nordic or snowboarding
instructor qualifications.
entry information:
Prerequisite: Intermediate technical skiing competency. This
could be demonstrated by holding one of the following unit
standards: Unit 4591, Alpine ski downhill on intermediate
terrain; Unit 4594, Telemark ski downhill on intermediate
terrain; or Unit 4597, Snowboard on intermediate terrain; and
is defined as NZSIA level 4 or above.
accreditation option:
Evaluation of documentation and visit by NZQA and industry.
moderation option:
A centrally established and directed national moderation
system has been set up by Sport, Fitness and Recreation
Industry Training Organisation.
special notes:
1
For the purposes of this unit standard snowsport refers
to alpine skiing, telemark skiing, Nordic skiing, or
snowboarding. Assessment is required for a minimum
of one of these disciplines.
2
A group is a minimum of six people, and may include
adults and/or children.
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3
Beginner alpine skiing, telemark skiing and
snowboarding standard is defined as the equivalent of
New Zealand Snowsports Instructors Alliance (NZSIA)
Level 2 (up to wedge turns); and beginner Nordic skiing
is defined as up to and including New Zealand Cross
Country Ski Association Level 2.
4
For definitions and explanations of the terms;
movements, balance, teaching styles, teaching
progressions, learning styles, refer to the following
instruction manuals published by the NZSIA. Bridget
Rayward (principal author), NZSIA Stage 1 and 2
Instruction Manual (Christchurch: Rainbow Print, 2005);
Jim Hart (principal author), NZSIA Snowboard Stage 1
and 2 Instruction Manual (Christchurch: Rainbow Print,
2005); and Jef Desbecker (principal author), NZSIA
Telemark Instruction Manual, (Christchurch: Rainbow
Print, 2000); available from New Zealand Snowsport
Instructors Alliance, PO Box 2283, Wakatipu, website
http://www.nzsia.net.
DIN (Deutsch Industrial Norm) is defined as an
international standard for binding manufacture.
5
The Snow Safety Code assumes that there is risk
inherent in snowsport, and that individuals must take
responsibility for their behaviour in order to minimise
that risk to themselves and to others. The code (in its
various forms) is promoted within all snowsport areas
and is enforced, where necessary, by patrollers and
snowsport area management. For more information on
the Snow Safety Code promoted by the Ski Areas
Association of New Zealand, contact the New Zealand
Snowsports Council, PO Box 27501, Wellington.
6
There are minimum assessor requirements for
assessment against this unit standard. The details of
these requirements are available on the Sfrito website
http://www.sfrito.org.nz/.
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Elements and Performance Criteria
element 1
Assess students and plan a snowsport lesson for a beginner group.
performance criteria
1.1
Each student’s motivation and expectations are assessed.
1.2
Each student’s skill level is assessed and movements analysed during basic
manoeuvres.
Range:
1.3
Each student's needs are determined and mutually agreed goals established for
the lesson.
Range:
1.4
skill level may include – understanding, experience, physical
ability;
movements analysed include but are not limited to – fore and aft,
rotational, lateral, vertical;
basic manoeuvres may include but are not limited to – standing,
balancing exercises, moving on the flat, straight running, stopping,
turning.
needs include but are not limited to – physical needs, emotional
needs, mental needs, cultural needs, student expectations.
A lesson plan is designed for the group, based on the goals established and the
movement analysis, skill level, and ability.
Range:
terrain selection, teaching aids, equipment, timeframes.
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element 2
Teach the beginner snowsport lesson.
performance criteria
2.1
Information is presented to the group using a variety of methods to meet the
different learning styles of the group members.
Range:
2.2
auditory, visual, kinaesthetic.
The skills and techniques are presented and modelled on suitable terrain,
appropriate to the needs of the students, and as outlined in the lesson plan.
Range:
needs may include but are not limited to – learning styles (paced
and timely, visual, auditory, kinaesthetic), physical capabilities,
emotional needs, mental needs, cultural needs, skill level.
2.3
Teaching styles are adjusted to the size and ability of the group and to maintain
pace and motivation.
2.4
Guided practice time is allowed for and coordinated to maximise participation.
2.5
Feedback is delivered to all students in a positive and constructive manner,
based on the analysis of their movements and relevant to the task.
Range:
feedback may include but is not limited to – verbal, visual,
kinaesthetic.
2.6
Checks for understanding are made with the students, after each step of the
progression has been presented.
2.7
An encouraging group atmosphere is created, and enthusiasm and enjoyment
for the sport and the mountain environment are projected and communicated
throughout the lesson.
2.8
Group and individual safety is maintained throughout the lesson in accordance
with the Snow Safety Code.
2.9
Constant surveillance minimises the chance of losing group members.
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element 3
Summarise the snowsport lesson.
performance criteria
3.1
The lesson is summarised for student learning.
3.2
Options and recommendations for the individual’s future learning and
development are given to the student or caregiver.
element 4
Maintain group and individual safety during the lesson.
performance criteria
4.1
Advice is given to students on clothing and equipment which is relevant to the
activity and weather conditions.
4.2
Student and instructor equipment is checked to ensure safety requirements are
met.
Range:
4.3
may include – ski or board length, boot type, bindings, poles,
wristguards, helmets.
The safety of the group is managed taking into account hazards, surface snow
conditions, terrain, and weather conditions.
Range:
hazards may include but are not limited to – other snow users, lift
queues, snowsport area machinery, signs, bluffs and rocks;
snow conditions may include but are not limited to – surface snow
conditions;
terrain conditions may include but are not limited to – steepness of
slope, run out;
weather conditions may include but are not limited to – visibility,
wind, sun.
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4.4
Safe procedures when riding snowsport area lifts are presented to the group,
taking into account their needs and in accordance with snowsport area policies.
Range:
4.5
safe procedures include but are not limited to – preparation
procedure, loading, unloading, safety bars, meeting place, safe
practices whilst riding the lift;
students needs may include but are not limited to – age, emotional
state, skill level, experience level.
The group is led in adhering to the Snow Safety Code and handled according to
this code.
Range:
includes but is not limited to – using a spotter when jumping,
stopping the group on the side of a run and with full visibility of
uphill snow users, making sure all members look up the hill before
they take off, making sure the class skis or rides at a controlled
speed.
4.6
Safe skiing and riding practices are demonstrated during the lesson.
4.7
Strategies for minimising risk to self during the snowsport lesson are identified.
Range:
may include – warm up, placement, equipment, care when skiing
backwards, care when lifting students.
Comments on this unit standard
Please contact the Sport, Fitness and Recreation Industry Training Organisation
info@sfrito.org.nz if you wish to suggest changes to the content of this unit standard.
Please Note
Providers must be accredited by the Qualifications Authority or a delegated interinstitutional body before they can register credits from assessment against unit standards
or deliver courses of study leading to that assessment.
Industry Training Organisations must be accredited by the Qualifications Authority before
they can register credits from assessment against unit standards.
Accredited providers and Industry Training Organisations assessing against unit standards
must engage with the moderation system that applies to those standards.
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Accreditation requirements and an outline of the moderation system that applies to this
standard are outlined in the Accreditation and Moderation Action Plan (AMAP). The
AMAP also includes useful information about special requirements for providers wishing to
develop education and training programmes, such as minimum qualifications for tutors and
assessors, and special resource requirements.
This unit standard is covered by AMAP 0050 which can be accessed at
http://www.nzqa.govt.nz/site/framework/search.html.
 New Zealand Qualifications Authority 2016