Nordic Kids Instructors’ Reference
2014-15
by Natasha Sharman, NK Instructors Coordinator
Currently the PSIA's Nordic leadership team is working on a new Nordic instructor’s manual, which
should be out by the 2015-16 season. But a season ago they introduced the PSIA pyramid, which I think
makes a lot of sense. This guide is an attempt to show how the pyramid works and how it can be used by
Nordic Kids instructors. (Note: The guide will be expanded and improved for next year with pictures,
lesson planning advice, and dissection of additional skills.)
For this purpose, I picked two main skills, took them apart and put them back together. But before we
take things apart, let’s have a general look at what are we doing in cross country skiing.
In cross country skiing we are going from point A to point B on two sticks, which we call skis, assisted but
another pair of sticks, which we call poles, through varied terrain. We go through flats, uphill and
consequently downhill, and around corners. We stop. We, some more than others, fall. We go on
groomed track or off-trail. The types of stick we use differ, too. We use skate skis and ski on the wide part
of a groomed trail, or classic skis when skiing in the grooves or in the track. In this clinic we will focus on
classic skiing.
Classic skiing overview
So, getting from point A to point B in the classic style of cross country skiing is mainly achieved by using
the skill called diagonal stride. If we lived in the Midwest, that would be pretty much the only skill you
we would need, with some double pole or kick double pole for a change. On Mt Spokane we don’t get to
overindulge in diagonal stride. Our terrain requires mastery of whole range of other skills just to get
around: diagonal stride uphill, herringbone, and downhill skills such as snowplow, snowplow turn and
step turn. Going down those steep hills, we need to learn how to stop (snowplow stop). We need to
know how to fall and how to get up. We need to know how to step out of the track to pass a slower skier
on a busy day, and then step back in the track after passing. This skill also comes in handy if you start
going down a steep hill in the tracks and feel like slowing down by stepping out and performing a
snowplow. Another way to slow down on a steep hill is to put one foot out and perform a half-snowplow.
This is a brief summary of the things we teach kids at NK lessons.
Diagonal stride
To demonstrate how the pyramid works, let’s focus on the main motion we use in classic skiing to move
us forward, which is called diagonal stride.
The picture above represents diagonal stride motion. What is going on here?
Is it walking? No. We don’t step forward.
Is it more like running? There is some overlap, but we don’t pick our feet up like in running.
In skiing we utilize the ability of skis to push off the snow and glide on it. How is that done? To initiate
diagonal stride, the skier gets into a basic athletic position: slightly slouched, with feet at shoulder width
(when you get in the track it is happening automatically), and hips over the ankles. Forward motion is
initiated by pushing off with, say, the right foot. When that happens, the right arm swings forward and
the left arm swings back (this is call contralateral leg and arm motion). A split second after pushing off
with the right foot, the skier pushes off with the left pole and glides. At this point the body weight is on
the left foot. The right foot returns next to the left foot, and the motion repeats on the other side.
Let’s take this diagonal stride motion apart. And we will do it with the help of the PSIA pyramid I
mentioned above.
T
This is the PSIA pyramid and its representation of the skiing process condensed into a diagram.
At the base of the pyramid we have the basic athletic position. In NK we call it Gorilla or Soccer goalie. It
is the foundation of any athletic activity. Building on it is the group of basic movements listed in the
diagram (rotary, flexion and extension, etc.). Next is timing of movements, which in the case of Nordic
skiing includes poling. And on top it finishes with power. Outside the pyramid we see a circle with arrows
that represent continuous forward motion, which is our goal, and how it is initiated.
Getting back to diagonal stride, when we first introduce it we introduce athletic position. And it looks like
this: feet are apart about shoulder length, knees are not locked (bent), hip forward, shoulders are
slouched (nothing like stiff ballet posture and more forward then neutral; but not overly hunched, as the
skier needs to breathe -- no monkey!). Everything is loose ready to move, and only the core is activated.
This is the base of our pyramid, the foundation that supports everything else.
Above the base of the pyramid is movement. PSIA brings it down to basics that can be applied to any
activity. Diagonal stride movements are push off, contralateral arm and leg motion, weight transfer, glide,
and leg return. Those movements propel the skier forward.
The next stage is timing: the ability to keep an even rhythm and tempo, and understanding how terrain
dictates tempo changes. Poling in cross country skiing belongs to the timing category. In classic skiing
unless the rhythm is present, poles just get in the way. In diagonal stride, poles are used to enhance
propulsion. So when kids in your NK class use poles, they are in the third level of the PSIA pyramid.
The tip of the pyramid is called power. In Nordic Kids we only approach it. In diagonal stride elements of
power will be: enhanced athletic position (core activated); fall forward; kick through when the push-off
leg returns; push off of the pole; and fast tempo.
Let’s take a look at how we will teach each of those elements of diagonal stride
to kids in NK lessons.
It is obvious that we can’t show a video of Michael Phelps to preschool kids and tell them “this is how
you swim, now you do it.” The same goes with cross country skiing. We can’t have an experienced racer
demonstrate a skill and a five year old repeat it. We need to simplify the skill, take it apart and introduce
it in pieces and then gradually, over time, make it more complex. Also we need to introduce those bits
and pieces as play and trick kids into learning. In NK we present not boring drills, but games that also
teach skills. So with our PSIA pyramid, knowledge of each skill's elements, and all the games we use in
NK, we can put together a road map for skill building.
Back to the base of our pyramid where we have the athletic position: If we go through its elements
(knees bent, shoulders rounded, hip forward, feet apart) the main theme is, “stay loose and slouch.” New
skiers are stiff, cautious, and rely on poles for balance. So during the first introduction to cross country
skiing, the coach’s goal is to get skiers comfortable on the snow, make them loosen up. In NK we ask new
skiers not to bring poles at all (poles are in the third level of our pyramid), and we show that they can get
around just fine without poles. Some coaches just get kids moving and play as they go; some start in a
circle. One game that explicitly shows the difference between stiff, loose and too loose is called
“Penguin, Monkey, Gorilla”. First, let’s go like a penguin: straight and stiff, knees and elbows locked,
motion constricted. Then, let’s be a monkey: the monkey slouches too low, so it is hard to keep your
head up. The monkey is wild and disorganized. Then, let’s be a gorilla. The gorilla is slouched, but not too
low, and knees and elbows are bent. The gorilla is big, so it has to be efficient and the gorilla is
determined, looking ahead. Who is the best skier? The gorilla, of course. This is dynamic representation
of athletic position. Another representation of athletic position that works well with young kids is
"soccer goalie:" tell kids to get ready to catch the ball. Bring a ball to class and let kids pass it and catch
like a goalie would. When kids get familiar with NK language, when correcting a young skier's position
the coach can say something like “Get ready to catch, then be a gorilla.” Other games that help kids get
loose on the snow are snow versions of activities that are already familiar to them. For younger children
it would include games they do in a preschool circle time: “Ring around the rosie” also teaches falling
and getting up; “hokey pokey” teaches weight transfer; “Duck, duck, goose”, “Simon says” and “Red light,
green light” teach stopping and snowplow position; “Sharks and minnows”, “Writing letters with skis"
and skiing through obstacle courses teaches turning and edging. To help unlock stiff knees, let parents
helps hold a pole horizontally and let kids ski under it in a crouched position -- no arching of the back.
For older children add faster games like “Tag” and ball games on skis.
Level two of our pyramid is movement: It is introduced together with position. We can’t just stand there
in the cold and practice position (except briefly when doing soccer goalie). Doing Gorilla helps kids to
start diagonal stride motion. Observe if kids are pushing off with one foot (it is more down than back),
instead of stepping forward. Some kids interpret push-off or kick-back motion by bending the push-off
leg like they need to kick an object in the back. Correct this with help of “Squish the bug” game, which is
an exaggerated push-off motion used in diagonal stride uphill. To help the child get the push-off you can
squish bugs up a very gradual hill, then on the flat suggest to squish not so hard--just teeny-weeny bugs.
The Glide phase requires weight transfer and balance: To introduce weight transfer dance the “HokeyPokey” or do “Tree yoga pose” in a circle. Play “Hot sand” (pretend you are barefoot on hot sand) in an
open area. Getting wider than the grooves and skiing forward, then skiing in the grooves, helps to grasp
weight transfer concepts too. Picking objects up from the snow or putting objects down on the snow
helps with balance (in NK we play picking nuts for chipmunks with the four- and five-year-olds). Going off
the groomed trail into “sugar” trail and open meadows, were snow is not so stable under skis, greatly
helps balance, and it is an adventure! To introduce glide as kids are skiing, ski along and demonstrate
“shuffle, shuffle, glide” sequence for the kids; after they grasp it, change to “shuffle, shuffle, glide, glide,”
then “shuffle, glide, glide,” then “glide, glide, glide.” To facilitate glide skill, isolate it by taking one ski off
and playing “scooters." Play “sharks and minnows” or ball games, do an obstacle course, go down a very
gradual hill on one ski. Make sure to do it twice, with both legs. Do a lot of it!
It seems that contralateral arm and leg motion should happen naturally. But if you give poles to a group
of beginner skies, many of them will pole on the push-off side. By doing Gorilla without poles, “same
sided” problem seem to self-correct after skiing for a while and becoming more comfortable and relaxed.
To further encourage contralateral motion we play “Sprinkle ferry dust,” which also helps kids to achieve
forward lean. Another thing is to “Throw the water, pull the rope.” This little game is an absolutely
ingenious invention as it teaches not only arm swing, but also correct wrist position for pole hold. To
throw “water” from a “cup” forward, the wrist needs to be positioned with the thumb pointed forward
with a stretched-out arm, and fingers naturally curled under.
Approaching timing (stepping into the third level): Diagonal stride is a rhythmic motion. Some kids try
going too fast and then “overpower” and fall down. Some shuffle too slowly to have enough vigor to
produce push-off and glide. I found that introducing a changing speed game like “motor boat, motor
boat, go so slow… so fast… step on the gas,” helps to slow down ones that overpower and push shufflers
a little. Ski alongside the kids and sing a song with a steady rhythm. In a kid’s book called “Cross country
cat,” the main character Cat chose “this old man he played one…" (This song will drive many parents
crazy. Any other song suggestions?)
When we introduce poles we are in the third level of Pyramid. Dive right in and give kids poles. Teach
how to put them on. Observe how they use them. If contralateral motion has been thrown out the
window, collect the poles, do Gorilla, then give the poles back and see if the motion was self-corrected.
If they don’t angle the pole so it lands near the boot--or worse yet, if they swing their poles forward--
again collect the poles, and do “throw the water, pull the rope” while skiing. To isolate pole hold, line
kids up with plastic cups and a bucket or a pile of colored snow and “throw the water” forward. Who can
throwfarther? Give the poles back and emphasize that poles need to be angled backward and land near
the boot. With older children, it might help them understand why the pole should land in that position
by explaining that if the pole lands ahead the foot, the skier has to get to catch up to the pole before
using it for propulsion. Isolate pole motion: while standing in the track use only alternate arm motion to
propel forward--legs are frozen. Unfreeze legs and do the whole diagonal stride, then freeze legs again.
Fine tuning for continuous forward motion (CIRCLE AROUND THE PYRAMID): When kids are getting the
basics covered, observe position: slouch, but not slump; no breaking in the waist. “No monkey!” The
concept of leaning forward from the ankle, or “falling” forward, is hard for kids to grasp through
explanation, so just encourage them to reach forward father with their arms (“Sprinkle fairy dust” for
younger kids). Observe their kick: there should be no slip (have them push down), or slap (make sure
feet land together). Make sure their kick is executed on time, with no over glide (foot returns and kicks,
does not linger). Poles must be angled backward and plant beside the boot. The foot pushes off a split
second before pole plant. Slow-motion skiing or changing tempo while skiing helps with fine tuning of
diagonal stride. Telling them to do as much (of a motion: steps, pole strokes) as then can, then do as little
as they can is another great technique for fine tuning. It can be applied to almost any skill we teach. In
between two objects (cones, trees and etc.), have them repeat a skill as many times as possible, than
have them go back and do it the least number of times possible. In this case we can do diagonal stride
with as many/least possible steps, scooters on one ski, or isolated pole motion. To make it fun for kids,
turn it into a friendly competition. All those techniques help kids get attuned to their bodies and find
their golden middle.
Approaching power: Let’s take a look at our pyramid again. To approach the top level, Power, we need to
constantly build up other levels. If our bottom level is, say, one-fifth of the size it's supposed to be, we
can’t project into the tip of the pyramid; not even into the third level. If we try to approach power first,
our pyramid will be upside-down and will tip over. You will see how some kids who are new to skiing will
try to go so fast and fall all over the place. To approach power kids need to build up their skill level,
overall strength and endurance. They also must want to approach power. On the first level of the
pyramid it would be stronger core, better overall conditioning. On the second level there should be
awareness of body movement, and confidence and comfort. On the third level motion should be
smooth, fluid, without jerky movements and dead spots. In Nordic kids we don’t work much with the
power. We leave that for coaches of the Transition Team and Racing Team further down the road. But
still, if we see kids are getting there, we can introduce a couple of skills that make diagonal stride more
powerful. Kick the returning leg through, like trying to kick sand with the tips of your skis. When poles
planted, add arm push off of the pole.
Where should we practice diagonal stride on our mountain? It is very had to devote a whole ski lesson
with kids on Mt Spokane to just diagonal stride, without it getting kind of boring for them. We have
limited flat areas, and kids (with some exceptions) don’t want to just go in circles. But you can pick
mostly flat terrain (Linder ridge, Valley view, learning area) and have diagonal stride as the main theme
of a lesson, with some other stuff here and there. And kids don’t have to know that they are working on
a diagonal stride, they are having fun outside.
Herringbone
We can’t overemphasize the importance of the Herringbone. It is used even by very advanced skiers on
Mt. Spokane to help them get up steep hills when they are on classic skis. Also it, along with snowplow
and side-step uphill, teaches kids to edge skis. In herringbone we use the inner edge of the ski, which is a
first step toward skate skiing.
Skill description: At the bottom (or where appropriate) of a hill the skier puts their skis in a “V” position:
tails together, tips apart. Eyes are looking to the top of the hill. Motion starts by pushing off the inner
edge of, say, the right ski and left pole (contralateral leg and arm motion) as if they are stepping up the
hill with the left ski. At this moment body weight is on the right foot. As the left ski is planted, in a way
that maintains the “V,” weight transfers to the left foot and the motion repeats on the other side. As the
skier gets to the top of a hill, they leave a herringbone pattern behind.
Let’s take this motion apart, place the bits into levels of our PSIA pyramid and discuss the NK approach
to teaching herringbone.
We start at the bottom of our pyramid with the same basic athletic position modified: skis in a “V,”
tails together, tips apart, skis on the inside edge. The “V” position is understood easily by children. For
the youngest children introduce it in the circle. Edging is a harder concept. Kids don’t have prior
experience of putting their foot down on a surface sideways. Their instinct is to plant their foot flat,
which causes them to slide backward when they try to climb a hill. So when they make their “V,” observe
its footprint in the snow. Is it bold or is it thin? Ask them to write their “V”s with a thin marker; they will
have to use an edge to do it. If they still don’t get it, take off one ski and show them that we use the
bottom of the ski to glide, the inside edge to climb and to stop (snowplow stop), and the outer edge for
side-step uphill and side-slide downhill. This may sounds too advanced, but it worked for me and my
five-year-old students.
Start practicing herringbone on a flat and on a very gradual hill. (We are getting on to level two of PSIA
pyramid.) Say, "Let’s be ducks waddle-waddle" or "let’s do a monster walk." Watch their tracks in the
snow: is the ski edged or flat? When they get the edging, take them to a steeper hill. Encourage them
with “Keep your V, don’t lose it,” and “There's your V, you found it!” Some kids feel they can just run up a
hill, and don’t bother with herringbone. Take them to a hill that they can’t run up. We want to teach
them this inside edge concept. Another way to encourage is to ask them to make the best herringbone
pattern and then draw a fish head and fish tail at the ends: “Who ate that big fish?”
With older children, doing a marathon skate is a good way to isolate ‘push off of the inside edge’ motion.
To encourage reluctant skiers to go up a steep hill, make a jelly bean trail. To make climbing more
interesting, go up around the cones. Be big gorillas or huge monsters going up that hill. Stomp, dig that
edge into the hill. Kids (me too) tend to look at their skis instead of looking ahead, and when we do this
going up a hill we will slip backwards easier. To help them look up, you can place a bright object at the
top of the hill for kids to focus their eyes on. With older kids, do an uphill chase. Ask them to find a
buddy, let one kid few seconds ahead of his buddy, then send the partner to catch him. Then have them
switch places on the next hill.
Now to PSIA pyramid level 3: I know from experience that kids can learn to climb any hill on Mt.
Spokane without poles, by using their edging skills. Then, when they start using poles to go up hill, they
will use them for propulsion, but not for balance. Elbows will be very bent compared to when they're in
a diagonal stride. Pole timing in herringbone is, like in diagonal stride, tied to contralateral arm and leg
motion and pole planted at the same time as the push-off foot. To correct same side motion, use the
same technique as to correct the problem in diagonal stride. You can also go no-poles, one pole, and
then two poles. In each stride, the poles should be planted around the boot heel. Remind kids to use the
correct pole hold, to help them plant poles in the right spot. Arms should be not too wide--about
shoulder-width apart--and come up shoulder-level high.
Fine tuning (continues forward motion): After kids get the basics, watch them as they approach a hill.
What do they look up? Are they planting their poles as they climb? Do they slip? Can they pick a right
tempo to climb a longer hill without stopping? Can they keep on going after reaching the top of a hill or
do they have to stop and catch their breath? To encourage kids to keep on going a little past the top,
have an attraction, a treat perhaps, four or five yards past the crest of the hill.
Approaching power: Power in herringbone is associated with increased tempo and strong push-off of
the pole. As kids get good at climbing, encourage them to charge up a small hill. Play “Red light green
light” going uphill. Have a relay race uphill. If you work with very athletic kids who get the technique and
can climb fast, show them herringbone skate.
On Mt. Spokane we have an abundance of places to practice uphill technique. We have hills
everywhere. There is a small but fairly steep one to the right, at the start of learning area. At the end of
learning area a long steep one drops down. But to the left of this big long one is a very gradual uphill trail
that connects the learning aria with the Brian’s Hill trail. Here you can go down two big hills to Junction
1, or keep left and go back to the lodge. This way you will encounter lots of ups and downs, which is a
great way to focus on hills with younger kids. Junction 1 is a very popular spot with NK coaches for
uphill/downhill games. The hill on Bear Grass trail is awesome. The beginning of Alpine trail from
Junction 1 is steep, but you can connect with Alpine by heading toward Blue Jay and keeping to the right.
This makes a nice loop for a little longer uphill/downhill practice. And there is a multitude of other big
and small hills.
Practicing uphill technique is, out of necessity, paired with downhill technique--what comes up must
come down. Downhill techniques include snowplow, snowplow turns, snowplow stop, step-turns, skateturns and stopping; plus going down in the track (skier's tuck), half-snowplows, stepping out of the track,
stepping back in the track, and freestyle downhill descent.
List of other skills taught in NK:

Dead bug

Star turn

Step turn in place

Side step

Side slide

Diagonal stride uphill

Double pole

Stride double pole.