18991 version 2
28-Jun-16
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SNOWSPORT INSTRUCTION AND
FACILITATION
Demonstrate advanced techniques for
instructing groups of children of
different ages in snowsport
level:
5
credit:
10
planned review date:
June 2009
sub-field:
Snowsport
purpose:
People credited with this unit standard are able to: plan
snowsport lessons for groups of children using advanced
instruction techniques based on a New Zealand Snowsports
Instructors Alliance (NZSIA) progression; teach the
snowsport lesson to a group of children, specific to their
personal needs; and maintain group and individual safety
during the lesson.
This unit standard may be of interest to people working
towards their alpine, telemark, or snowboarding instructor
qualifications.
entry information:
Prerequisite: Unit 18990, Demonstrate techniques for
instructing a group of children in beginner snowsport, or
demonstrate equivalent knowledge and skills.
Recommended: NZSIA Stage One Snowsport Instructor
qualification, or demonstrate equivalent knowledge and
skills.
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, or snowboarding.
Assessment is required for a minimum of one of these
disciplines.
2
A group of children is a minimum of three children. For
the purposes of this unit standard the assessment must
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include children selected from each of the following age
groups – 4 to 6 years, 7 to 9 years, 10 to 12 years.
3
Personal needs may include but are not limited to –
physical, psychological, emotional, mental, and cultural.
4
For definitions and explanations of the terms;
movements, learning styles, and stance 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.
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/.
Elements and Performance Criteria
element 1
 New Zealand Qualifications Authority 2016
18991 version 2
28-Jun-16
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SNOWSPORT INSTRUCTION AND
FACILITATION
Demonstrate advanced techniques for
instructing groups of children of
different ages in snowsport
Plan snowsport lessons for groups of children using advanced instruction techniques
based on an NZSIA progression.
performance criteria
1.1
Student profiles are developed for each child taking into account their personal
needs, expectations and the mutually agreed goals established for the lesson.
1.2
The techniques of the children are analysed in terms of their movement patterns
and their physical capabilities to perform within each plane of movement.
Range:
1.3
movements include but are not limited to – fore and aft, rotational,
lateral, vertical.
Lesson plans and tactics are designed to meet the personal needs of each child
and are consistent with the student profiles and technique analyses.
Range:
may include but is not limited to – physical skills and techniques,
technical and tactical considerations, turn types, terrain suitability,
equipment.
1.4
Lesson content is based on the analysis and the current professional technical
information outlined in NZSIA instruction manuals.
1.5
Teaching terrain and access lifts selected, are appropriate for each member of
the group.
Range:
1.6
terrain and lift selection takes into account but is not limited to –
age of children; size of the group; skill levels; development of the
lesson; children’s enjoyment, motivation and development; terrain
angle; snow conditions; weather visibility; hazards; terrain
features; lift safety.
Play and adventure are included to support the lesson plan.
Range:
play and adventure may include but are not limited to – games,
terrain trails, group activities, safety.
element 2
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SNOWSPORT INSTRUCTION AND
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Demonstrate advanced techniques for
instructing groups of children of
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Teach the snowsport lesson to a group of children, specific to their personal needs.
performance criteria
2.1
Theoretical and practical components are presented in accordance with NZSIA
teaching progression.
2.2
The physical skills and techniques for children are modelled as outlined in the
lesson plan.
2.3
Teaching methods are appropriate to the personal needs of the children and
take account of age, physical development, skill levels and learning styles.
2.4
Enthusiasm and enjoyment for the sport and the mountain environment are
projected and communicated throughout the lesson.
2.5
Feedback is given in a manner that matches the personal needs of each child
and takes account of age, physical stage of development, skill level and
learning style.
Range:
feedback may include but is not limited to – verbal, visual,
kinaesthetic.
2.6
Checks for understanding are made with the children, on an ongoing basis
throughout the lesson.
2.7
The lesson is summarised and feedback is given to each child and their
caregiver.
Range:
feedback may include but is not limited to – verbal, visual,
kinaesthetic;
summary may include but is not limited to – suitable practice
terrain, suitable focuses for practice, safety issues, skill level,
planning for future development.
element 3
Maintain group and individual safety during the lesson.
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SNOWSPORT INSTRUCTION AND
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performance criteria
3.1
Evaluation is made of the children’s physical condition, clothing, equipment and
equipment fit.
Range:
3.2
Group and individual safety is promoted throughout the lesson.
Range:
3.3
includes but is not limited to – acting as a role model; explanation
of all signs, ropes and hazards; prioritising the theme of safety
awareness; making children aware of other snow users, safe
places to stop, safe practices when moving as a group,
designated meeting areas; using buddy systems.
Safe procedures are presented to the children when riding snowsport area lifts
taking into account their personal needs, age, skills and experience, and
snowsport area policies.
Range:
3.4
physical condition may include but is not limited to – healthy,
rested, medical needs, hydrated, fed, toileted;
clothing includes but is not limited to – appropriate layers, gloves,
hat, eye protection, sunscreen;
equipment may include but is not limited to – brakes, leashes,
bindings, boots, wrist guards and helmets.
safe procedures must include but are not limited to – preparation
procedure, loading, unloading, safety bars, meeting place, safe
practices whilst riding the lift, reviewing every new lift, check for
loose clothing, communication with the lift operators, encouraging
questions.
Terrain, lifts and speed are selected that are appropriate for all children in the
group.
Range:
terrain selection includes but is not limited to – suitable for the
ability of all the students in the class, slope traffic, snow
conditions;
speed selection includes but is not limited to – the level of skill of
the students, the size of the class, surrounding hazards.
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3.5
Strategies for managing a group of children in the event of an accident and
emergency during a lesson, are described in accordance with snowsport area
policy and procedures.
Range:
3.6
Respect and awareness for the individual is demonstrated and monitored
throughout the lesson.
Range:
3.7
may include but is not limited to – contacting patrol, supervisor or
management; not moving the child where appropriate; keeping the
child warm, comfortable and reassured; managing the rest of the
group; managing the accident area; full reporting to the parents or
caregivers and supervisors.
respect may include but is not limited to – obtaining permission for
physical contact, avoiding bias, avoiding patronising comments;
awareness may include but is not limited to – awareness of their
toileting needs, response to extreme temperatures, anxiety,
energy 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 to ensure a clear pathway, making sure the class skis
or rides at a controlled speed.
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.
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SNOWSPORT INSTRUCTION AND
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Demonstrate advanced techniques for
instructing groups of children of
different ages in snowsport
Accredited providers and Industry Training Organisations assessing against unit standards
must engage with the moderation system that applies to those standards.
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