Certification Study Guide
Level III
2011 American Association of Snowboard Instructors – Central Division
Rev 01/2011
Contents
Contents
Why certification
What to expect
Exam schedule
How to prepare
Study questions
Lesson design
worksheet
Bloom’s
Taxonomy
AASI lesson
design
Sample
Assessment form
Multiple
Intelligence
Snowboard
history
Snowboard terms
Reading /
Resources
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Why Level III certification?
In the AASI-C Level II Certification Study Guide, we wrote: ―If self-improvement and personal education are you
goals, you might think of Level I as a high-school diploma, and Level II as a college degree.‖ As a veteran Level II
instructor, you have a broad understanding of snowboard mechanics and are a skilled teacher. You have a big ―bag of
tricks‖ to use in challenging teaching situations, and you usually meet – and even exceed – your clients’ expectations
no matter where they are in the STS riding model (Y model). So what more is there? Well, you might think of Level
III as a Master’s degree.
The Level II exam tested your ability to apply your knowledge and understanding of snowboard riding and teaching.
Application means taking an idea and using it in your teaching or riding. The Level III exam tests your ability to
synthesize what you know. Synthesis means combining several different ideas into a larger concept. The focus is still
on the practical application to riding and teaching (no esoteric ―mad scientist‖ stuff), but more complex professional
(technical) knowledge is required.
In terms of teaching, Level II tested your ability to work with typical guests, while Level III candidates are expected
to be able to change even their own exam group’s performance. This requires somewhat different teaching skills.
Your task is not necessarily to teach new riding skills, but rather to get your clients to apply their existing skills in
new ways. It might feel more like an instructor clinic than a lesson with a guest.
Finally, let’s talk riding ability. Your demonstration skills must be nearly perfect. You must be able to change the
timing, intensity, and/or duration of any movement. You must be able to make your board perform equally well on a
wide variety of terrain and snow. Where Level II expected proficiency, Level III demands mastery. This doesn’t mean
you can ―do it all,‖ but you must demonstrate mastery to the level outlined in this guide.
Assuming you’ve worked hard to develop the professional knowledge, teaching, and riding skills necessary for Level
III certification, the question still remains: ―Why do it?‖ Answers to this question vary. Some view Level III
certification as the ultimate goal. Some view it as professional validation. Some want to make more money. Some
want a credential respected internationally. Some see it opening the door to management.
Whatever your reasons for taking the Level III exam, you should keep in mind that many instructors never even try.
The fact that you’re even thinking about it puts you in an elite group. Just remember there’s always a Ph.D. While
Level III is the highest certification AASI offers, it doesn’t mean there’s nothing more to learn. We hope that you take
the Level III exam, and that you continue to learn and grow as a snowboarder and an instructor regardless of the
results.
Snowboarding is one of the greatest sports on Earth. Enjoy it!
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What to expect
Certification Standards
As a seasoned exam candidate, you are familiar with the exam format you experienced at your LII exam. Except for
some small differences that are detailed further in this text, the format remains the same. And like previous exams, the
examiner is still your advocate. He or she is there to find out what you know, not what you don’t know. If every
candidate passes the exam, it is because each was properly prepared and the examiner created an environment in
which they could perform. You have a right to expect such an environment, and your Central Division Education
Staff will strive to provide it.
Exam scoring guidelines
You will be scored in three areas: Teaching, riding, and professional knowledge. All three areas are scored each day
for a total score of 6. You will be required to pass 5 out of a possible 6 to pass the two day event. A candidate will not
pass the two day event if they fail the teaching segment. You may fail in riding or professional knowledge, but only
one area for a combined score of 5 out of 6. Be sure to ask your examiner to explain the specific requirements for
passing the exam. Before the exam starts, you may look at the score sheet(s) the examiner will use.
Prerequisite
Candidates applying to take the level three exam must be a member of the central division in good standing.
Candidates must have completed a day two (or equivalent) education event since their successful completion of their
level two exam before they can register for the level three exam. Prepetory events, freestyle education events,
teaching and riding development and children’s education events would satisfy this prerequisite. Accreditation events
(freestyle, trainer or children) would not satisfy this requirement
Teaching
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 be able to create a learning segment for his or her peers that
demonstrate 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 up to
and including medium freestyle features with effective changes evident in his or her peers.
Candidates will be evaluated on ther 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 the skill level of each
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
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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)
Teaching assignments at a LIII exam can vary widely. Candidates may be asked to refine or adapt existing skills. You
may be asked to improve the riding of an individual in your group, testing your movement analysis skills, or you may
be asked to improve the riding of your entire group, testing your clinic abilities. Some examples of teaching
assignments include:
Improve the group’s bump riding skills.
Refine extension and contraction movements of the group while carving
Adapt riding tactics to match current conditions (slush, powder, ice).
Improve the group’s pipe riding skills.
Whatever you’re teaching assignment, be prepared to teach for approximately 20 minutes. As a LIII AASI instructor,
you may be allowed to act as a clinic leader. Remember, sound lesson plans and teaching models are still valuable,
regardless of the skill level of rider being taught. You will also need to consider the possibility of having multiple
ability levels within your group and you will be expected to differentiate your lesson to accommodate everyone’s
needs.
In previous exams, teaching what you were asked to teach was very important. At a LIII exam, it’s essential. If you
are unsure of what is being asked of you, please ask your examiner. Remember, your examiner is there to help you
pass – not to help you fail.
Your examiner will also score how you act and present yourself (professionalism), how well you communicate, how
well you control the group, your risk management skills (safety), and your ability to monitor and adjust your lesson
based on the groups’ progress. Of course, keep in mind that demonstrations you do during teaching segments will be
considered in your overall exam score.
To prepare yourself for a LIII exam, how good should you be able to teach? One good measure to use, if you’re
unsure, is to ask yourself the following question after you’ve taught a clinic or a private lesson – Would I have paid
my own money for the lesson I just gave? If the answer is no, then your job is to find out what was missing. Talk with
mentors, coaches, or other instructors you look up to. Find the answer and you are the road to LIII.
** It is a good idea for level three candidates to devise their own action plan and method of teaching to meet the
group’s goals / needs and the directions given by your examiner. Starting with the sample action plans in the
snowboard manual is a good starting place but successful level three candidates create their own lessons. With
experience and creativity and reflection on successful lessons (or unsuccessful lessons), level three candidates can
develop many different tactics and lessons to reach the same goal. Ask yourself how many ways can you teach an
introduction to carving lesson? Two? Three? Eight? Successful candidates will have many options to choose from to
meet their group’s needs.
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Riding
Evaluation
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 (creates 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
Riding: Applied Movements
Movements to be applied at Level II include flexion, extension, and rotation in order 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 up-unweighting, down-unweighting, terrain unweighting, and ―crossover‖ movements at a mature level. Cross-over is defined as the purposeful movement of the center of mass across the
board by extending the legs at the initiation of the new turn, resulting in edge change and facilitating edge
engagement. At this level the candidate will also demonstrate basic understanding and ability at the elementary level
to perform ―cross-under‖ movements. Cross-under is defined as 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 extension of 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 during the control/shaping phase of the turn).
At the request of the examiner, the rider will also demonstrate: 1) equal and/or independent extension and flexion of
both legs, 2) appropriate timing, intensity, and duration of movements relative to the desired outcome, and 3) 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 negotiation of traffic patterns on the hill.
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Riding
Terrain
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
Riding
At a minimum, the rider will be able to perform:
Dynamic skidded, short- and medium-radius turns on black terrain
Switch dynamic skidded short- and medium-radius turns on black terrain
Skidded, short-radius turns in black bumps
Carved, large-radius turns on green trails
Dynamic carved, medium-radius turns on blue trails
Toe-to-toe side-carved, medium-radius turns on blue trails
Carved, medium and long-radius carved turns in bumps and black terrain
Freestyle elements, including jumps with a grab or spin over small, man-made features, 180 airs, 360 airs,
50/50s on a rail with a ―gap‖ entry, and board-slides on a box.
On transitional freestyle elements, including halfpipes, quarterpipes, steeper spine/hip jumps or similar natural
terrain, demonstrate air at or above the lip, on both the toeside and heelside.
Level 11: Applied Movements
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 will demonstrate up-unweighting, down-unweighting terrain unweighting, and cross-over
movements at a mature level. Cross-over is defined as the purposeful movement of the center of mass across the
board by extending the legs at the initiation of the new turn, resulting in edge change and facilitating edge
management. At this level the candidate will also demonstrate cross-under movements at a mature level. Cross-under
is defined as 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 extension of 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 during the control/shaping phase of the turn).
At the request of the examiner, the rider will demonstrate: 1) the appropriate movement pattern for a specific outcome
or movement pattern requested by the examiner, 2) the appropriate timing, intensity, and duration of movements
relative to the desired outcome, and 3) 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 the negotiating of traffic patterns on the hill. In addition, the rider will apply
―cross-over‖ and ―cross-under‖ movements at a mature level as determined by the examiner.
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Halfpipe
The movements necessary to ride a halfpipe include the ability to manage pressure and terrain changes in a manner
such that the rider can change edges and direction at will, regardless of whether he or she is moving up or down the
snow’s surface. The un-weighting of the board can be accomplished with a retraction movement in which the feet are
pulled up (i.e., away from the snow surface), or with a terrain un-weighting movement (e.g., riding off of the wall)
into the air. Additionally, the rider will manage pressure using an extension on the down-slope to increase pressure
and generate momentum. On the up-slope the rider can maintain momentum with a slight extension of the legs to
avoid absorbing momentum and pressure. The edge change occurs in the air coinciding with a purposeful direction
change (i.e., a 90-degree change in the direction of travel).
The rider will demonstrate the ability to manage pressure, alignment and tilt relative through reasonable transition
zones that go to vertical encountered in the general ski area environment including but not limited to side hills, up-hill
areas along cat tracks, natural terrain features, halfpipes and quarterpipes (if available). Pressure will be managed
allowing the rider to maintain momentum on the up slope to the highest point, or ―lip‖ of the wall, and generate
momentum on the down slope. The edge change will occur at the apex (i.e., the highest point) reached on the
―imaginary wall‖ (or above the lip) before the rider comes down.
Jumps
The movements necessary to perform a jump include the ability to manage pressure and terrain changes in order that
the rider will approach, takeoff, conduct the maneuver, and land in a balanced manner. The feature will determine
whether the rider ―pops‖ off the jump or rides off of it. Additionally, the rider will manage pressure on the landing in
such a way that he or she will ride away from the jump rather than allowing the hands or other parts of the body to
touch the snow prior to riding away. Any spins or grabs are done intentionally and completed before landing.
The successful rider will demonstrate an understanding of the A.T.M.L. TM model and will demonstrate the skill and
confidence to use the A.T.M.L. TM model on different small park features. The rider may perform jumps of different
sizes and styles, including such jumps as spines, step-ups, and step-downs. The rider will demonstrate basic 180 spins
in or out of the park. The rider will also demonstrate a basic 360 spin, frontside or backside, off a small terrain park
feature. Approach: Judge the necessary speed for the approach to a feature.
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Movement Analysis and Technical Knowledge
The successful candidate will demonstrate the ability to synthesize and evaluate1 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 STS concepts
o Teaching concepts
o Learning concepts
o Riding concepts
o Service concepts
Children’s material
o C.A.P. model
o Piaget’s Stages of Development
o Maslow’s Hierarchy of Needs
o 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 versus subjective response
A.T.M.L.TM Model
Smart Style
1
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.*
1
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.*
1
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). T a x o n o m y o f E d u c a t i o n a l O b j e c t i v e s , H a n d b o o k I : T h e C o g n i t i v e
D o m a i n . New York: David McKay Co, Inc.
Written exam
You will complete a closed book written exam. A score of 80% is necessary to pass. Candidates failing the written
test will have one year to retake the written test, but may do so no more than three times. There is a month waiting
period for retaking snowboard exams. The retake exam may be a different version or in a different format.
Question & answer sessions
Your examiner will observe you while you teach, and may ask you questions before, during, or after your teaching
assignment. LIII group discussions will be more in depth than LII exams and may discuss matters of physiology and
pertinent physical sciences as well. Feel free to express your opinions on topics, but don’t be surprised if you’re asked
to back them up with intellectual or physical demonstrations. Answer questions clearly and with an economy of
words. If your examiner feels you need to expand on your answer you will be asked to do so. A LII candidate comes
to the table with large amounts of information. Their plates are quite full. Successful LIII candidates must
demonstrate the ability to distill this large amount of information into small, valuable bites.
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Exam format
Like the Level II exam, Level III exams are run by a different examiner each day. Both days include complete
evaluations of riding, teaching, and professional knowledge. A candidate’s exam results are based on performance
from both days of the event. The scores from each examiner are combined to determine whether or not the candidate
passed the exam. Please ask your examiner if you have any questions about how the exam will be scored.
The following schedules are only approximate. Conditions may require your examiner to modify – perhaps
significantly – various aspects of your exam.
Day one
8:00 am
8:30
9:00
10:00
12:00 pm
1:00
4:00
Registration
Introduction
Video movement analysis or written exam
Morning on snow (9:00 if no video or written test)
Lunch
Afternoon on snow
End of day one
Day two
8:00 am
9:00
12:00 pm
1:00
3:00
5:30
Written exam or video movement analysis
Morning on snow
Lunch
Afternoon on snow
Freeride/Apres (Examiners will be scoring exams inside)
Results available
Every effort will be made to present results in a timely manner. Many candidates (and examiners) may have a long
drive ahead of them after the exam. The highest priority, however, is to carefully evaluate each candidate’s
performance and return a fair result based on consistent standards.
If you are unable to stay for the results, please notify your examiner. The Central Division office can mail your
results, or you can designate someone else to pick up your results at the exam. Please tell your examiner what you
would prefer. Writing a brief note can help eliminate any uncertainty about how you would like to receive your
results.
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How to prepare
People prepare for exams in many different ways. You are encouraged to explore all available resources and decide
which methods work best for your learning style.
Teach. For Level III, don’t just take training – lead it! Lead some Level II exam prep clinics. Do some staff training at
your home area.
Talk. Get a study group together. Talk with an examiner. Schedule a training day or evening. Even telephone
conversations can help clarify complex concepts.
Ride. On-snow training is a critical part of your preparation. Sign up for an AASI prep clinic. Take advantage of
training opportunities at your home area and other nearby areas. For Level III, you’ll want the different perspectives
of other schools. Seek out formal and informal exam preparation groups. If possible, ride the area where you plan to
take the exam so that you are familiar with terrain choices and the lift system.
Read. Get the AASI Snowboard Instructor’s Guide. Get the references listed in the AASI Snowboard Instructor’s
Guide. Read articles in AASI’s national publication, The Journal of Professional Snowsports Instruction 32
DEGREES, and in Central Division’s newsletter, The Central Line. Also check the organizations’ web sites for more
information. Read books about the history of snowboarding. Learn about anatomy, physics, biomechanics,
physiology, kinesiology, mental training, and teaching. You don’t need to know everything about snowboarding; just
find the aspects of snowboarding that appeal to you, and use them as a springboard for your learning.
Watch. In addition to the AASI video, there are tons of great videos about snowboarding. Use them to practice your
movement analysis! The more riding you watch, the better you will become at picking apart a rider’s movements. Do
this when you ride chairlifts, too. Look at riders, and look at tracks. Try to understand how what you see was done.
(Going for your level 3 certification, you should be getting well versed in this skill)
Find a method of preparation that fits your learning style. The road to certification is more important than the
destination. The learning you will do in preparation for the exam is by far the most beneficial part of the entire exam
process. With proper preparation, you will be relaxed and confident during the exam. You might even enjoy the
experience!
If you have any questions, contact us through the Central Division office.
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Study Questions
The following questions are not meant to be a comprehensive list of exam topics. Rather, they should help you
understand what type of questions might be asked on the written exam and suggest some topics you should probably
understand. Make sure you review the study questions in the Level I and II Certification Guides.
The Past
1) Collect information on early forms of snurfers and snowboards. List 5 similarities and 10 differences between current and past
snowboarding technique.
2) Where, when, why and by whom was the first snowboard school created?
3) Create a timeline for PSIA’s involvement in snowboarding. Detail the significant events on the timeline.
4) Who conducted the first PSIA snowboard certification?
5) Who created the AASI, when and why was it created?
6) What is the mission statement of the AASI?
Riding Concepts
1) What is the goal of most first-day snowboarders?
2) Explain the difference between the performance concept and the movement concept.
3) What does the Y Model represent? Relate its purpose and value to students.
4) Find seven synonyms for the word ―rotate.‖
5) Collect and list information explaining the movement concept.
6) Collect and list information explaining the performance concept.
7) Explain the concept of torsional flex. Apply the concept to a turn.
8) Construct a chart relating movement to performance.
9) Relate the AASI riding levels to the levels used at your resort.
10) What is timing? How does timing apply to movement and performance? Give examples.
11) What is intensity? How does intensity apply to movement and performance? Give examples.
12) What is duration? How does duration apply to movement and performance? Give examples.
13) Using both nouns and verbs, list five synonyms for the word ―edge angle.‖
14) What is pressure distribution and how is it managed?
15) What causes movement in the body?
16) What is flexion/extension? What role does it play in snowboarding?
17) What is the governing rule of the performance concept?
18) Draw the Y Model. Depict the different features of the model on the diagram.
19) Relate the general categories of riding to the competitive side of the sport.
Learning Concepts
1) Collect information and describe different factors influencing how the brain works.
2) Summarize how physical and social factors influence learning.
3) How is information stored in the brain?
4) What is the result of strengthened connection between brain cells?
5) What is a learning preference?
6) Describe three situations in which your ability to learn would be enhanced.
7) Describe three situations in which your ability to learn would be reduced.
8) How does the amount of structure affect the learning environment?
9) What does connection have to do with learning?
10) Apply similarities and differences between students who receive information best via visual, auditory and kinesthetic
avenues to learning situations.
11) Illustrate how matchers and mismatchers respond to new information.
12) Differentiate between an internal and external reference point.
13) Describe the differences between someone who is reflective vs. impulsive.
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14) What is the significance of the ―multiple intelligences?‖ How many are there?
15) Distinguish between memory, learning and intelligence.
16) Define each type of ―intelligence‖ and give examples of each.
17) Describe teaching tactics for appealing to each type of ―intelligence.‖
18) At what age do we stop the development of intelligence?
19) How do we offer our clients ―variety‖ when learning?
20) How do we offer our clients ―choice‖ when learning?
Teaching Concepts
1) Expand on the three core values and fundamental assumptions of snowboard instruction.
2) What are the five ingredients essential for learning?
3) What are the three major parts of a lesson? Determine the significance of each part.
4) Describe the four elements of an introduction. Give five situations requiring introductions of different lengths.
5) In your own words, describe the importance and development of rapport.
6) What is movement analysis?
7) What are we challenged to do when watching a student move?
8) What are reference alignments? How do we use reference alignments in movement analysis?
9) What is range of motion? How does range of motion impact movement analysis?
10) Explain the concept of scale. Describe or draw your favorite scale.
11) What is the goal of the body of a lesson?
12) In order for goals to be effective, they must be... Explain each component of an effective goal.
13) What is an ―action plan?‖
14) Draw the pattern of teaching. Describe each step.
15) Why is the pattern of teaching not a linear progression? Which step comes first?
16) What is the purpose of an explanation?
17) Illustrate the advantages and disadvantages of the different ways of structuring practice.
18) What is feedback? Why is it important?
19) What are the purposes of open and closed questions? List four situations when you would use each.
20) What is the purpose of a conclusion?
21) What is direct instruction, who uses it, and what details need to be considered?
22) Illustrate examples of teaching using guided discovery. What makes this different from direct instruction?
23) Compare and contrast the two types of guided discovery. List advantages for each type.
24) What are metaphors? Provide examples as used in snowboard teaching.
25) What is the difference between a habitual and perceptual skill? How is each learned?
26) Describe ways to obtain student input used to form goals for the lesson.
27) What are the advantages of working with one or two clear, concise goals rather than a larger number?
28) What are the elements that produce good demonstrations?
29) Cite several things an instructor can do to help students see demonstrations clearly.
30) Describe the effects snow conditions can have on an action plan.
31) Mental rehearsal, imagery, visualization; how can these concepts help performance?
32) Why is individual feedback during the learning process so important?
33) Specify the advantages of using the following organizational approaches with a group of students: follow me, class leads,
call down, and student pairs.
34) Give several ways to pleasantly end a discussion with a talkative student so you can keep the class moving.
35) What are the advantages and disadvantages of competition within the context of a snowboard class?
36) What are the advantages of holistic and part/whole teaching? What situations dictate the use of one over or before the other?
37) When using the part/whole approach, why is teaching the end phase of a maneuver advantageous?
38) Describe two tasks or exercises that improve riding in bumps.
39) Describe two tasks or exercises that improve riding in deep snow.
40) Describe two tasks or exercises that improve riding on ice.
41) In order of importance, arrange four factors you consider in terrain selection.
42) Describe several potential disasters resulting from improper terrain selection.
43) Give some examples of how terrain can aid an exercise or maneuver.
44) What symptoms may become apparent when a student is pushed too fast?
45) How may waiting time (lift lines, before total class gathers, waiting for students) be used as learning time?
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Teaching Beginners
1) What variables determine how, and in which order, concepts are presented to beginners?
2) Describe the different types of snowboard rental equipment available to beginners at your resort.
3) Explain some of the benefits and characteristics of effective posture.
4) Sequence the basic skills you teach to beginners. Relate the order of this sequence to terrain.
5) Explain important lift operating procedures at your resort.
6) Why is it important to ride up the lift after your group members have loaded ahead of you?
7) What special safety precautions do you take in regards to beginners?
8) What are the most important things beginners should walk away knowing?
9) What kind of terrain does your mountain have for beginners, and how do you use it to benefit their learning environment?
Service Concepts
1) Identify and define seven synonyms for the word service.
2) What is closure? Why is there no single best way to provide closure for a student?
3) Describe successful tactics for building memories of a snowboard lesson.
4) What are the benefits of students being relaxed?
5) Why is it important to ―go the extra mile‖ for a student?
6) How can you be a good listener?
7) Illustrate signals of being a good listener. How will being a good listener help you and your students?
8) What is nonverbal communication? How can we send the right non-verbal signals to our students?
9) Illustrate bad forms of nonverbal communication.
10) Illustrate good forms of nonverbal communication.
11) Cite six distractions that can surround a lesson and interfere with listening.
12) Describe some of the ―rules of the road‖ for calming upset customers.
13) Why is it important to remain neutral when dealing with an upset customer?
14) Speculate on expectations a student may have about a lesson and an instructor.
15) List your four favorite restaurants nearest to your home resort.
16) List six programs and activities that are available at your resort.
17) Record current lift ticket and program prices at your home resort. Do you offer day-care? How much does it cost?
18) Describe the snowboard instructor’s role as an ambassador of the sport.
19) Discuss five trends that affect the resort industry.
Equipment
1) What is a snowboard? List and explain the visible parts and characteristics of a snowboard.
2) What is the purpose of a snowboard boot? List important characteristics and features of snowboard boots.
3) What is the purpose of toe and heel lifts?
4) What is the function of orthotics?
5) Differentiate between lifts and cants.
6) What are the advantages and disadvantages of soft and firm flexing boots?
7) Differentiate between the different types of snowboard bindings. List features in order of importance.
8) What is the purpose of a highback? In what ways are highbacks adjustable?
9) What is the function of camber, reverse camber and sidecut.
10) How does the longitudinal and torsional flexibility of the snowboard influence snowboard performance at different speeds
and in different snow conditions? Relate to beginners, intermediates and experts.
11) Relate snowboard length to rider weight, ability, riding style and conditions.
12) Describe the differences in shape as well as construction of a twin tip and directional snowboard.
13) Describe different snowboard constructions.
14) What factors determine where the edges of a snowboard are sharpened or dulled?
15) Distinguish the effects of a flat or slightly convex running surface on a snowboard. Relate to purpose.
16) Classify two types of edge bevel and describe the purpose for each.
17) Relate stance angles to body positioning on the snowboard.
18) Differentiate between the terms stance and stance setup.
19) Arrange important factors in determining stance angles, based on their order of importance for you.
20) Measure your split. Interpret the significance of that number.
21) Cite the important characteristics of your equipment. Justify your choices.
22) Identify techniques to prevent equipment theft.
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23) Explain benefits of snowboard safety equipment.
24) Identify important characteristics of snowboard clothing and accessories.
25) Summarize the benefits of various materials used in thermal and outside layers of snowboard clothing.
26) Why are mittens warmer than gloves?
27) Explain the importance and characteristics of snowboard eyewear.
28) Classify important characteristics as well as any potential drawbacks of wearing a helmet.
29) Make equipment and clothing recommendations for riders of different ability and budget.
Kinesiology
1) Define kinesiology, biomechanics and physics.
2) What is the importance of a muscle-joint relationship?
3) Differentiate between different types of muscle contractions. Provide snowboarding examples.
4) Where is the center of mass of the average adult male, adult female and child?
5) Chart the major joints of the body by type (hinge, ball and socket, etc.) and movement possibilities for each.
6) What connects bones to other bones?
7) What connects muscle to bone?
8) Describe the major functions of cartilage.
9) What is the function of lactic acid? How is it created and removed from the body?
10) Explain the difference between the ankle and subtalar joints.
11) What physical laws are relevant to snowboarding?
12) What significance does momentum have on snowboarding?
13) Why is there less fatigue in a taller position than a lowered body position?
14) What causes bone spurs?
15) Identify the groups of muscles of the lower leg.
16) What fuel do muscles use in anaerobic activity?
17) Relate stance angles to body position and alignment on a snowboard.
18) What forces act against gravity’s pull in a straight run, a basic turn, and a dynamic turn?
19) Describe angular momentum and relate it to a turn on a snowboard.
20) Relate the significance of the term tangent.
General – Technical / Mechanical
1) Identify and explain the various movements that you can use to unweight your snowboard.
2) Specify the fundamental differences between pivoting and carving.
3) Specify the fundamental differences between basic and dynamic turns.
4) What is the most important joint in the body for maintaining balance?
5) Describe the effects speed and intensity of rotational movements have on the radius of a turn.
6) Identify and explain different methods of starting a turn.
7) List factors that cause braking, maintaining speed and acceleration in turns.
8) Differentiate between stance and posture.
9) Describe methods to tighten the radius of the second half of a turn.
10) What are the advantages of a higher or lower stance relative to muscle involvement, up/down/ lateral movements, quickness
and adapting to terrain and snow conditions?
11) Define pressure. How does pressure on a snowboard relate to edge angle, pitch of the hill and speed?
12) Identify possible causes of losing pressure on the edge of the snowboard in the middle of a turn.
13) What causes the snowboard to chatter during a turn?
14) Describe specific combinations of movements you can make to vary the degree of edge angle in a turn.
15) Relate the placement of maximum edge angle, set in different parts of a turn, to acceleration of the rider.
16) As pitch, speed and/or rate of directional change increase in a turn, how does the body effectively adjust?
17) How does the line the body takes vary from the line of the snowboard in reference to basic and dynamic turns? Relate each
type of turn to short, medium and long radius.
18) Discuss potential results of riding on ice using a high and low edge angle.
19) Discuss potential results of riding in powder using a high and low edge angle.
20) Illustrate the differences in the way you would explain the same movement to students on different types of equipment or
riding vastly different stance angles.
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Kid’s Instruction
1) Explain the CAP Model. Why it is an important consideration in children’s instruction?
2) In terms of the CAP Model, how would a six-year-olds lesson differ from a ten-year-olds lesson?
3) What are Piaget's four stages of cognitive development? Relate characteristics observed in students.
4) In terms of Piaget, how would a four-year-olds lesson differ from a nine-year-olds lesson?
5) Why is it important to know where a child is in their cognitive development?
6) How do the processes of reversibility and directionality affect a child’s ability to follow directions?
7) Discuss the use of visualization when teaching children.
8) Explain why playing games is so important in a child’s lesson.
9) Describe five games/activities you like to use with children and why.
10) Explain how a child’s center of mass (cm) changes as they mature. Why is this an important consideration when teaching
children of different ages?
11) Explain why a young snowboarder likes to bend at the waist so much.
12) How does the development of movement skills affect how a child will be taught?
13) What does laterality and upper-lower body separation have to do with teaching children snowboarding?
14) How can laterality and directionality be confusing to a child in a class situation?
15) Identify Gardner’s seven intelligences. How can you identify intelligences in children?
16) Explain some ways that different dominant intelligences can be addressed within the same lesson.
17) Explain or draw Maslow’s Hierarchy of Needs.
18) Why is it important to address Maslow’s Hierarchy in a child’s lesson?
19) How would you go about addressing Maslow’s hierarchy in a child’s lesson?
20) How would you go about giving feedback to a child?
21) How would you go about debriefing a parent on a child’s lesson?
22) Ask ten of your friends what a child thinks is the most important part of a child’s lesson.
23) Ask ten of your friends what a parent thinks is the most important part of a child’s lesson.
24) What is the difference between ―I‖ statements and ―you‖ statements? Why is this important to teaching children?
25) What is the policy at your resort concerning the following issues:
a) A sick child in your class.
b) Hypothermia.
c) An accident/injury.
d) Wet pants.
e) Lost child in a class.
f) End of class/ returning children to adults
26) Explain why guided discovery is an important tool to use with children.
27) For which type of lesson or child would direct instruction work best?
28) Discuss special considerations that need to be addressed in terms of children’s snowboard equipment.
29) How do the principles of Learning Theory and Behaviorism apply to teaching children?
30) Explore the impact of positive and negative reinforcement. What works and why?
31) Describe successful methods used for motivating children.
32) Give four examples of motor response development.
33) What are important communication techniques when teaching children?
34) How can you modify a presentation to children who may be having trouble?
35) What is a prepared environment?
36) What are teaching aids? List teaching aids commonly used in snowboard instruction.
37) Why are stationary exercises useful?
38) How can you help instill Your Responsibility Code in children?
39) What are components of successful kid's class organization?
40) How can slalom poles be used effectively? Give examples for several levels of snowboarders.
41) Give an example of an activity or game, what movement it promotes, and for what age it is appropriate
42) What is animism?
43) List your three favorite teaching exercises. Modify each to meet the needs of groups of different ages.
44) Describe your favorite teaching terrain for beginner children.
45) Explain safety considerations when bringing a class of advanced seven-year-olds to steep terrain for the first time.
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Class Handling / Risk Management
1) What is risk awareness? What is safety education?
2) What role do you, as a snowboard teacher, play in risk awareness and safety education?
3) "Safety, fun, and learning." Comment on this phrase.
4) List seven points of the "Your Responsibility Code.‖
5) Describe the shape, color and significance of the signs that comprise the International Trail Marking System.
6) Identify several factors that might contribute to fatigue.
7) Describe safety considerations for teaching a group to ride trees.
8) Describe safety considerations for teaching a group in the terrain park.
9) Establish halfpipe etiquette.
10) Describe six safety considerations for teaching a group simple airs.
11) Illustrate several potential safety hazards that might be present on the average slope or trail.
12) Give five safety tips that might be specifically appropriate for a novice class.
13) Give five safety tips that might be specifically appropriate for a very advanced class.
14) What are the symptoms of fear in students? What are some causes of fear and anxiety?
15) What do you do to help a student overcome by fear on the slope?
16) If a student is injured in class, what procedures does your resort recommend you follow?
17) What are the symptoms of frostbite? Comment on prevention and treatment.
18) What are the symptoms of hypothermia? Comment on prevention and treatment.
19) Give potentially dangerous stopping places on the slopes to be avoided whenever possible.
20) List five ways to organize a class on the slope. Relate the level of the class to the type of class organization you would use.
AASI - PSIA – ASEA - Snowboard Industry
1) When was the PSIA formed?
2) When was the AASI formed?
3) What is ASEA?
4) When was it formed?
5) What is the relationship between the ASEA and the AASI?
6) What is the mission of the AASI?
7) How many Divisions form PSIA? What is the basis for the divisional structure?
8) How does the AASI interact with the PSIA Divisions?
9) How many Regions are there, if any, in your division?
10) Describe your responsibilities as a recipient of discounted equipment based on your status as a pro.
11) What opportunities do you have to interact with the snowboard industry at your resort?
12) List the shops at or closest to your resort where you send students to buy equipment.
13) What equipment do you recommend most often?
14) List the shops at or closest to your resort where you send students to get their equipment tuned.
15) When are manufacturers doing equipment demo days at your resort this season?
16) How have snowboard technology and snowboard technique influenced one another over the years?
17) What do the following acronyms stand for? What importance does each group have in the snowboard industry?
a) FIS
b) ISF
c) USSA
d) USASA
e) NSAA
f) SIA
g) NSP
h) ISIA
i) BASI
j) CASI
k) IMSIA
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Snowsports Instructor Lesson Design Worksheet
Goal for the lesson:
What the riders/skiers should already be able to do (skills they need to have mastered):
List the snowboard / ski performance skills needed to accomplish the goal:
Rider / skier body movements needed to accomplish the goal:
Tactics (what information they’ll need to know):
First set of small steps centered around the most important snowboard / ski performance skill
Second set of small steps centered on the next most important snowboard / ski performance skill
** There may be several more sets of small steps – more space on the back **
What kind of terrain would you choose? What safety concerns will need to be addressed?
After you bring the small steps and skills together to accomplish the stated goal, what do you look for (MA) to let you
know the group has accomplished the goal on which the lesson is based according to:
Board / ski performance:
Rider / skier’s movements:
The rider’s choice of tactics:
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Bloom’s Taxonomy
In 1956, Benjamin Bloom headed a group of
educational psychologists who developed a
classification of levels of intellectual behavior
important in learning. Bloom found that over 95 % of
the test questions students encounter require them to
think only at the lowest possible level...the recall of
information.
Bloom identified six levels within the cognitive
domain, from the simple recall or recognition of facts,
as the lowest level, through increasingly more
complex and abstract mental levels, to the highest
order which is classified as evaluation. Verb
examples that represent intellectual activity on each
level are listed here.
1. Knowledge: arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, and
reproduce state.
2. Comprehension: classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate,
review, select, translate,
3. Application: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule,
sketch, solve, use, write.
4. Analysis: analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate,
distinguish, examine, experiment, question, test.
5. Synthesis: arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize,
plan, prepare, propose, set up, write.
6. Evaluation: appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core, select,
support, value, evaluate.
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AASI Snowboard Lesson Design
The 3 part lesson plan for teaching: introduction, body, and conclusion.
The ―IBC‖ snowboard teaching model.
Introduction (Staging)
Develop a learning pathway for each student.
The elements of the introduction are:
1. Rapport – connection, background, interests, concerns, safety, trust, humor
2. Assessment – motivation, athleticism, physical conditioning, & movements (movement
analysis)
3. Goals – specific, measurable, achievable
4. Action Plan – movements and snowboard performance, instructor, student, and terrain
Body (Delivery)
The goal of the body of the lesson is to ride.
Teaching others to ride requires a combination of
1. Explanation – Verbal description
2. Demonstration – Visual explanation ( include a static exercise and show students a front,
side, & back view of your demonstration)
3. Practice – (doing) sensations or feelings
4. Feedback – what is correct and what needs improvement. Focus on the positive
Conclusion
This is your opportunity to ―wrap it up‖ and encourage students to return for another lesson.
1. Review what was covered in the lesson.
2. Relate lesson content to the original goal.
3. Set practice focus for the students.
4. Discuss the next step in development
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SAMPLE AASI-C Certification Candidate Assessment Form NOV 2010
______________________________
_______________
Overall Outcome: No Pass Pass
Candidate Name
Dates
____________________________
____________________________
__________________________
Location
Examiner Name (print)
Examiner Signature
Did not meet
Met the
the standard
standard
Comments/Suggestions
Teaching Skills
Introduction: rapport & assessment
Goal Setting
Lesson Plan
Concise Explanations
Demonstration
Guided Practice (static & active)
Movement Analysis
Monitor & Adjust
Feedback
Conclusion/Wrap up
Multiple Learning Styles
Transfer of Skills
Time Management
Professionalism
Group Safety
Riding Skills
Basic skidded turns (1)
Dynamic skidded turns (1)
Switch (1)
Flatland Freestyle (1)
Jumps (1)
Off-Piste (1)
Bumps (1)
Halfpipe (1)
Basic Carved turns (1)
Dynamic Carved turns (2)
Air 180 (2)
50/50 (2)
Boardslide (3)
Air 360 (3)
Linked toe-side turns (3)
Aligned/Balanced Stance
Turn Shape/Line
Movements: Rotation
Movements: Flexion/Extension
Performance: Rotation
Performance: Edge
Performance: Pressure
Performance: Torsional Flex
Did not meet
the standard
Met the
standard
Did not meet
the standard
Met the
standard
Written Test Score
Professional Knowledge
Questions Asked
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Multiple Intelligences
Definition
This theory of human intelligence, developed by psychologist Howard Gardner, suggests there are at least seven ways
that people have of perceiving and understanding the world. Gardner labels each of these ways a distinct
"intelligence"--in other words, a set of skills allowing individuals to find and resolve genuine problems they face.
While Gardner suggests his list of intelligences may not be exhaustive, he identifies the following seven:
1. Verbal-Linguistic--The ability to use words and language
2. Logical-Mathematical--The capacity for inductive and deductive thinking and reasoning, as well as the
use of numbers and the recognition of abstract patterns
3. Visual-Spatial--The ability to visualize objects and spatial dimensions, and create internal images and
pictures
4. Body-Kinesthetic--The wisdom of the body and the ability to control physical motion
5. Musical-Rhythmic--The ability to recognize tonal patterns and sounds, as well as a sensitivity to
rhythms and beats
6. Interpersonal--The capacity for person-to-person communications and relationships
7. Intrapersonal--The spiritual, inner states of being, self-reflection, and awareness
How Multiple Intelligences Impact Learning
Curriculum--Traditional schooling heavily favors the verbal-linguistic and logical-mathematical intelligences.
Gardner suggests a more balanced curriculum that incorporates the arts, self-awareness, communication, and physical
education.
Instruction--Gardner advocates instructional methods that appeal to all the intelligences, including role playing,
musical performance, cooperative learning, reflection, visualization, story telling, and so on.
Assessment--This theory calls for assessment methods that take into account the diversity of intelligences, as well as
self-assessment tools that help students understand their intelligences.
Gardner's categories of intelligence
Bodily-Kinesthetic
This area has to do with movement and doing. In this category, people are generally adept at physical activities such
as sports or dance and often prefer activities which utilize movement. They may enjoy acting or performing, and in
general they are good at building and making things. They often learn best by physically doing something, rather than
reading or hearing about it. Those with strong bodily-kinesthetic intelligence seem to use what might be termed
muscle memory; i.e., they remember things through their body, rather than through words (verbal memory) or images
(visual memory). It requires the skills and dexterity for fine motor movements such as those required for dancing,
athletics, surgery, craftmaking, and computer engineering, etc. Careers which suit those with this intelligence include
athletes, dancers, actors, surgeons, comedians, builders, soldiers and artisans.
Interpersonal
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This area has to do with interaction with others. People in this category are usually extroverts and are characterized by
their sensitivity to others' moods, feelings, temperaments and motivations, and their ability to cooperate in order to
work as part of a group. They communicate effectively and empathize easily with others, and may be either leaders or
followers. They typically learn best by working with others and often enjoy discussion and debate. Careers which suit
those with this intelligence include politicians, managers, teachers, social workers and diplomats.
Verbal-Linguistic
Verbal-linguistic intelligence has to do with words, spoken or written. People with verbal-linguistic intelligence
display a facility with words and languages. They are typically good at reading, writing, telling stories and
memorizing words and dates. They tend to learn best by reading, taking notes, listening to lectures, and via discussion
and debate. They are also frequently skilled at explaining, teaching and oration or persuasive speaking. Those with
verbal-linguistic intelligence learn foreign languages very easily as they have high verbal memory and recall, and an
ability to understand and manipulate syntax and structure. Careers which suit those with this intelligence include
writers, lawyers, philosophers, politicians and teachers.
Logical-Mathematical
This area has to do with logic, abstractions, inductive and deductive reasoning, and numbers. While it is often
assumed that those with this intelligence naturally excel in mathematics, chess, computer programming and other
logical or numerical activities, a more accurate definition places emphasis less on traditional mathematical ability and
more reasoning capabilities, abstract pattern recognition, scientific thinking and investigation, and the ability to
perform complex calculations.
Those who automatically correlate this intelligence with skill in mathematics criticize this intelligence by arguing that
logical ability is often more strongly correlated with verbal rather than mathematical ability: for example, the old
Analytic section of the Graduate Record Examination correlated more strongly with the Verbal section than the
Mathematical. One possibility is that formal, symbolic logic and strict logic games are under the command of
mathematical intelligence, while skills such as fallacy hunting, argument construction, etc. are under the command of
verbal intelligence. Careers which suit those with this intelligence include scientists, mathematicians, engineers,
doctors and economists.
Intrapersonal
This area has to do with introspective and self-reflective capacities. Those who are strongest in this intelligence are
typically introverts and prefer to work alone. They are usually highly self-aware and capable of understanding their
own emotions, goals and motivations. They often have an affinity for thought-based pursuits such as philosophy.
They learn best when allowed to concentrate on the subject by themselves. There is often a high level of
perfectionism associated with this intelligence.
Careers which suit those with this intelligence include philosophers, psychologists, theologians, writers and scientists.
Spatial
This area has to do with vision and spatial judgment. People with strong visual-spatial intelligence are typically very
good at visualizing and mentally manipulating objects. They have a strong visual memory and are often artistically
2011 AASI – Central Division
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inclined. Those with visual-spatial intelligence also generally have a very good sense of direction and may also have
very good hand-eye coordination, although this is normally seen as a characteristic of the bodily-kinesthetic
intelligence.
Some critics point out the high correlation between the spatial and mathematical abilities, which seems to disprove
the clear separation of the intelligences as Gardner theorizes. Since solving a mathematical problem involves
reasoningly manipulating symbols and numbers, spatial intelligence is involved in visually changing the reality. A
thorough understanding of the two intelligences precludes this criticism, however, as the two intelligences do not
precisely conform to the definitions of visual and mathematical abilities. Although they may share certain
characteristics, they are easily distinguished by several factors, and there are many with strong logical-mathematical
intelligence and weak visual-spatial, and vice versa. Careers which suit those with this intelligence include artists,
engineers, and architects.
Musical
This area has to do with rhythm, music, and hearing. Those who have a high level of musical-rhythmic intelligence
display greater sensitivity to sounds, rhythms, tones, and music. They normally have good pitch and may even have
absolute pitch, and are able to sing, play musical instruments, and compose music. Since there is a strong aural
component to this intelligence, those who are strongest in it may learn best via lecture. In addition, they will often
use songs or rhythms to learn and memorize information, and may work best with music playing in the background.
Careers which suit those with this intelligence include musicians, singers, conductors, and composers.
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Snowboard History Timeline Part 1(1960's-70's)
By Lee Crane
TransWorldSnowboarding.com
1965--Sherman Poppen invents The Snurfer for his daughter Wendy by bolting two skis together.
1970--Inspired by sliding on cafeteria trays in upstate New York, East Coast surfer Dimitrije Milovich starts developing snowboards
based on surfboard design with a rudimentary idea of how skis work. The boards had metal edges.
1971--According to Milovich, he is granted a patent for his snowboard design so he could sell the idea to ski companies. The patent
didn't expire until1988 and Milovich declines from enforcing the patent with other companies.
1969-1972--Bob Webber spends several years trying to obtain a patent for his early "skiboard" design. This takes him until 1972 to
get, and he later sells the patent to Jake Burton Carpenter on August 17, 1990.
1975-- Dimitrije Milovich sets up Winterstick production in Utah. The metal edges from his early boards are removed because
Milovich was riding powder over his head and didn't need them. Milovich also develops a swallowtail board based on the same
design in surfboards, and, one year later a double-edged design which he got a patent on.
1975--Milovich and Winterstick are written up in the March issue of Newsweek and have a two-page photo spread in Powder, giving
snowboarding some early national exposure.
1977--Mike Olson builds his first snowboard in jr. high wood shop. He continued to modify boards in high school and beyond, until
1984, when he quits college to start Gnu.
1977-- Jake Burton Carpenter moves to Stratton Mountain, Vermont, working nights as a bartender and designing the prototypes
for what will later be Burton Snowboards during the day. Like Sims, he also claims to have been modifying Snurfers since high
school.
1977--Milovich obtains a written confirmation from Petit-Morey and Kendall Insurance, the insurance brokers for America's ski
resorts, that snowboards are in fact covered under regular ski liability. This proves that resort acceptance was based on the
mountain manager's preference just as we suspected.
1977--Bob Webber designs the "yellow banana" polyethylene molded bottom and Tom Sims tacks on the Lonnie Toft skate deck
making the first production"Skiboard" under the Sims name.
1978--Milovich says that by this year he sells Wintersticks in 11 different foreign countries.
1978--Chuck Barfoot develops a fiberglass prototype snowboard and he and Bob Webber take it out to Utah for a test run. Barfoot
later goes on to design boards with Tom Sims.
1979--At the annual Snurfer contest held in Michigan, sponsored Snurfer pro Paul Graves puts on a freestyle demo and wows the
crowd by doing four sliding 360's, dropping down on one knee for part of the course, and dismounting his board at the finish with a
front flip. At the same event, Jake Burton Carpenter tries to enter on his own equipment. There are protests about his non-Snurfer
snowboard design. Paul Graves and others stand up for Jake's right to race and an open division is created which only Jake enters
and wins.
1979-- Paul Graves appears riding a Snurfer in the first T.V. snowboarding commercial for LaBatt's beer which runs four years in
Canada and the northern U.S.
1979-- Mark Anolik discovers the Tahoe City Halfpipe while nosing around behind the Tahoe City dump. This becomes known as the
world's first snowboard halfpipe and attracts the likes of Terry Kidwell, Keith Kimmel, and photographers from the skateboard
magazines.
1979-1980--Skateboarder and Action Now magazines both print early features on the rising sport of snowboarding.
Snowboard History Timeline Part 2(1980's)
By Lee Crane
TransWorldSnowboarding.com
1980--Burton and Winterstick both utilize a P-Tex base on their prototype boards, introducing ski technology to the industry.
1980--Chris Sanders buys a Snurfer and when it disintegrated he built his own board, which would later lead him to founding
Avalanche Snowboards.
1981--After working with early developments at Sims, Chuck Barfoot leaves to form his own, self-named snowboard company.
1981--Modern competitive snowboarding begins with a small contest held in April at Ski Cooper in Leadville, Colorado.
1982--Paul Graves organizes the National Snowsurfing Championships held at Suicide Six Ski Area in Woodstock, Vermont,
featuring a slalom and downhill. Racers in the downhill were allegedly clocked going speeds in excess of 60 m.p.h. This is the first
time riders from all over the country compete against each other including rivals Tom Sims and Jake Burton Carpenter. Tom Sims
was victorious in the downhill but fractured his thumb crashing into the hay bales at the finish line. Burton team rider Doug Bouton
wins first overall. The contest also features the first amateur division. It's also the last time Snurfers and snowboards race together.
The contest draws media coverage from the likes of Sports Illustrated, NBC Today, and Good Morning America.
1982--Avalanche Snowboards founded in South Lake Tahoe by Chris Sanders and Earl Zellers. They made three boards the first
year and named them Huey, Dewey, Louie. The boards had Formica bases and top sheets, and a mahogany doorskin core.
1983--Jake Burton Carpenter puts on the National Snowboarding Championships in the spring at Snow Valley, Vermont. Tom Sims
then goes home and holds the inaugural World Snowboarding Championships at Soda Springs Ski Bowl in the Lake Tahoe area. This
is the first contest to have a halfpipe event. Jake Burton, Andy Coghlan, and the Burton team members threatened to boycott the
event because they felt halfpipe had nothing to do with snowboarding and should not be considered in the overall.
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1983--Jeff Grell designs a highback binding, enabling boards to be ridden effectively on hardpack. The bindings were first used on
Flite snowboards, but later developed for Sims. Other's claim a highback was built earlier by Louis Fornier so Jeff's claim to the
highback is up for discussion.
1985--In January, Mt. Baker hosts the first Mt. Baker Legendary Banked Slalom which becomes a competitive mainstay. Tom Sims
wins.
1985--Thrasher covers the World Championships at Soda Springs, and give some of the first magazine exposure for a snowboarding
contest.
1985--Absolutely Radical, the first magazine exclusively about snowboarding, appears in March. Six months later the name is
changed to International Snowboard Magazine.
1985--Metal edges are introduced on Sims 1500 FE and Burton Performer models, their winter production models. This ends the era
of surfing-influenced fin design once and for all as snowboards become more compatible with ski technology.
1985--Sims introduces the first signature model snowboard in their winterline, bearing Terry Kidwell's name. The Kidwell is also the
first freestyle board with a rounded tail.
1985--Mike Olson Gnu boards are the first to be marketed as a carving board, where turns are made on edge rather than slided.
1986--Europeans begin to organize their own regional events, such as the Swiss Championships in St. Moritz.
1986--The Swiss winner of some of those European races, Jose Fernandes, comes to America with an asymmetrical board, the
forerunner to asym production models popular in the early 90s. The board is made by his sponsor, Hooger Booger.
1986--The World Snowboarding Championships, or The World's, as it has become known, relocates from Soda Springs to
Breckenridge, Colorado. The March event draws big money from Swatch and gets some of the most national recognition to date.
Probably the most ground breaking is done when Fran Richards, Paul Alden and Dave Alden convince the Breckenridge management
that the halfpipe is not a high-speed event.
1986--During this winter, Stratton Mountain in Vermont becomes the first resort to offer organized snowboarding instruction.
1986--Sims Snowboards is licensed by Vision in December.
1986-'87 Season--With a lace-up, ski-boot inner bladder, Burton produces what will become the standard design for soft-boot
snowboarding.
1987--Chuck Barfoot and his company introduce the first twin-tip freestyle shape with an identical nose and tail. The board is
designed by Canadians Neil Daffern, Ken and Dave Achenbach.
1987--Europeans host their own World Championships in January at Livigno, Italy and St. Moritz, Switzerland. This event is not to
be confused with the other World Championships, held at Breckenridge, Colorado later the same year.
1987--The day after the 2nd Breckenridge World's in March, Paul Alden and a collection of riders and manufacturers form the North
American Snowboard Association (N.A.S.A.) the acronym is later changed to N.A.S.B.A. because N.A.S.A is already taken. The
association's main goal is to work with the Snowboard European Association (S.E.A.) to create a unified World Cup tour.
1987--A host of early snowboarders, including Dave Alden, pen the first PSIA manual for snowboard instructors.
1987--Transworld SNOWboarding Magazine publishes first issue in the fall.
1987--In September, Wrigley's chewing gum utilizes snowboarding in a national commercial. Craig Kelly, Bert LaMar, Tom Burt, and
Jim Zellers appear in an aerial romp filmed by Greg Stump.
1987-'88--The first World Cup is held through out the season with two events in Europe and two in the United States. The circuit
also introduces major corporate sponsorship (O'Neill, Suzuki, and Swatch) into the competitive arena.
1988--Veteran surf company Ocean Pacific warms up to snowboarding by developing their own line of winter clothing. Other surf
companies soon follow and capitalize on the crossover between the two sports.
1988--Further action sport involvement comes when surf and skate manufacturer G&S enters the market. By 1990, G&S exits the
snowboard market.
1988--While the two major snowboard manufacturers, Burton and Sims, battle over Craig Kelly in court, he is ordered by a federal
judge not to ride any products bearing any logo other than Sims. Kelly then starts riding blackboards with no logo. The restraining
order is later reversed in court and Kelly signs a long-term deal with Burton.
1988-- Former amateur surf promoter Chuck Allen incorporates the United States Amateur Snowboarding Association (USASA) in
July with a $500 donation fromTransworld SNOWboarding Magazine. USASA is the first governing body exclusively for competitive
amateur snowboarding.
1989--Earl A. Miller, an engineer and inventor from Utah, produces a releasable snowboard binding, but the technology has yet to
hit the mainstream.
1989--Just in time for the coming winter, most of the major ski resorts that had previously resisted snowboarding succumb, such as
Squaw Valley, California; Mammoth Mountain, California; Vail, Colorado; Sun Valley, Idaho; and Snowbird, Utah.
1989--OP continues to delve into the snowboarding market by expanding their popular OP Pro of Surfing to include the OP Pro of
Snowboarding. The contest is held at June Mountain, California.
1989--October. Rob Morrow leaves his Sims sponsorship and with business help from his uncle starts Morrow Snowboards in Salem,
Oregon.
1989--The first National Collegiate Championships are held in December at Stratton Mountain, Vermont. Soon, college teams and
clubs sprout like weeds throughout the country.
Snowboard History Timeline Part 3(1990's)
By Lee Crane
TransWorldSnowboarding.com
1990--Jake Carpenter buys the patent for the "skiboard" from its designer Bob Webber. Burton's lawyers send out a letter asking
for three percent of everyone's total sales, Jake makes it look like he is being squeezed by some outside force into paying the
royalties as well. The industry eventually finds out that Burton is behind both letters and dares Jake to enforce the patent. Jake
doesn't and claims he bought the patent to keep Brunswick from buying and ruining the industry. Nothing happens.
2011 AASI – Central Division
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1990--The USASA holds their premiere national championships in February, at Snow Valley, California. The worst snow storm of the
decade hits just before the event and closes all roads to Big Bear. Amateur snowboarders from all over the country are left
stranded. A rescue caravan of locals led by USASA president Chuck Allen sneaks the competitors past the police barricades and gets
them to the contest on time.
1990--In June, Breckenridge Ski Corp. announces plans to house the Snowboarding Hall Of Fame, with artifacts from the sport's
not-so-distant past.
1990--Santa Cruz Skateboards owner Rich Novak starts producing a line of snowboards. Other skate companies like H-Street decide
to test the waters with their own board and clothing designs.
1990--Vail Ski Resort tries a new approach by developing an in-bounds obstacle area called a "snowboard park." The area is
intended to cater to a growing snowboard market and other resorts quickly follow suit.
1990-- The International Snowboard Federation forms after the collapse of the National Association of Professional Snowboarders.
Headed by Ted Martin, Kazuo Ogura, and Christian Savioz. The idea is to be a sanctioning body for international competition.
1991--By now, the pro surfer/pro skater crossover to snowboarding is prevalent. Skaters Steve Caballero and Lance Mountain have
been riding since the early 80s at least, Tony Hawk, Kevin Staab, and Joe Johnson have been riding for years. Surf standouts like
Gary Elkerton, Mike Parsons, and Noah Budroe bite the snowboarding bait, and most other pro surfers ride regularly, have tried it,
or at least have developed an opinion or two about it.
1991-- The 1991 Victoria World Cup Japan is held at Rusutsu Resort on Japan's north island. With over one-million dollars spent on
the contest it was the richest contest so far.
1991--After a lengthy court dispute over the Sims name, Tom Sims wins back the licensing rights from Vision in February. Vision
begins production under its own name and Tom resumes making a new Sims line.
1991--The Op Wintersurf contest held in February pits pro surfers and snowboarders against each other in a surf contest at
Huntington Beach and a snowboard obstacle course/race at Bear Mountain. Top international pro surfer Gary Elkerton scores the
win, proving it's a lot harder to learn how to surf than snowboard.
1992-- The United States Ski Association decides to finally become involved with snowboarding. With back room political help from
Paul Alden the USSA tries to merge with the USASA. Negotiations fail between the two groups.
1992-- Ken Achenbach and some friends produce a baseless soft binding called "Simply Filth." Most in the industry shrug it off as
another of Ken Achenbach's wild ideas.
1992--February 17. During a photo shoot at Squaw Valley, California, snowboarder Steve Graham accidentally collides with
photographer Bud Fawcett resulting in nerve damage to Fawcett's left arm. This results in a court battle which no one will talk
about.
1993-- January. The International Snowboard Federation holds its first official Snowboard World Championships in Ischgl, Austria.
American's Kevin Delaney and Michele Taggart win the combined titles.
1993-- Snowboarding's third wave of snowboard manufacturers spring up and in the fall of 1993 there are over 50 different
companies marketing snowboards to the consuming public.
1993-- One of the companies is Type A run by Plan B owner Mike Ternasky. It is seen as the first of the third wave/hardcore
skateboard companies to enter the snowboard market.
1993-- Closely on Type A's heels comes Blunt, a snowboard magazine created in Vista, California by Ken Block of Droors clothing
and Circus Distribution. The magazine is slick, nasty, and quickly gains the attention of the snowboarding industry for its use of
video grabs and full color graphics. Some disparagingly refer to it as "Big Brother's little bro."
1993-- The Federation Ski International (FIS), the international organizational body for skiing and Olympic skiing votes to recognize
snowboarding at their June meeting. Plans for several events in 1994 and a full-fledged World Cup Tour in 1995. The snowboard
industry is wary of this bureaucratic giant. Many feel this kind of organization will be bad for the sport.
1993-- Snowboarder TV goes on the air of ESPN with host G.T. (Greg Tomlinson).The show features great riding, music and very
little talking. It is well received.
1993-- Following on the success of 411 a skateboard video magazine produced by Paul Schmitt, TransWorld Publications creates
TransWorld Snowboarding Video Magazine by Mike McIntire (Mack Dawg).
1994--At the Lillihammer, Norway Olympics it is hoped that snowboarding would be performed as a "cultural exhibition," by the
host country Norway. The FIS gets wind of the performance and forces its cancellation. Many believe it will not be until 1998 that
the Olympics give medals for snowboarding.
1994-- January. At a national Burton Sales meeting at Sugarbush, Vermont Jake Burton Carpenter collides with a skier and breaks
his tibia and fibulaand is forced to walk about in a cast and brace for several months.
1994-- The first Amateur World Championships are held in Slovenia.
1994-- At the SIA Trade Show in Las Vegas, Nevada every one of the big snowboard companies introduces a baseless binding and
touts it as the newest thing to hit snowboarding. At the same show Burton and Snow Pro display step in hardboot bindings to
slightly less fanfare.
1994-- Spring. Two organizations hold amateur national championships. The USSA holds theirs at June Mountain, California. And
the USASA holds theirs at Sierra at Tahoe, California. Both claim to have the "official" national team.
1994--Matt Goodwill wins the King of the Hill competition in Valdez, Alaska. It is his second extreme world championship title. Julie
Zell was crowned Queen of the Hill.
1994-- May, 6. Ride Snowboards becomes the first snowboard company to go public on the NASDAQ stock exchange. They sell out
the original 500,000 units in the first two weeks and another 75,000 units are released. In the sale Ride offers one unit (two shares
and one warrant) for US$10. By the middle of June 1995 the share price reached $28, or six times its original worth.
1994--Spring. Volant Skis enters the snowboard market by purchasing the financially floundering company Aggression from owner
Ron Romaine.
1994--June. At their national congress in Rio De Janeiro, the FIS membership votes to include snowboarding as a discipline in their
jurisdiction. The ISF is not happy.
1994--July. ISF President Ted Martin writes a letter asking the IOC to recognize the ISF as the governing body of international
snowboarding. In a three sentence reply, the ISF is told to talk to the FIS about getting ISF athletes in the Olympics because "FIS
governs that discipline."
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1994-- August 1, Kemper Snowboards is purchased by California Pro in-line skates for US$1 million. The new owners move the
headquarters to Greenville, South Carolina.
1994--August. Burton Snowboards releases the first CD-ROM interactive catalog. Taking snowboarding into the computer age.
1994--September. Avalanche Snowboards sells 80 percent of it's 15 year old company to businessman Robert Edwards for an
undisclosed amount. Edwards worked previously with Anthony Industries, the parent corporation of K2 Skis.
1994--September. Molson, the Canadian beer, uses stock snowboarding footage shot by FLF in its beer ad which premiers during
Monday Night Football. Riders Damian Sanders, Dave Seoane, and other get small fee.
1995--January. The Sacramento, California-based Heckler Magazine becomes first snowboard magazine to publish on the Internet's
World Wide Web(http://www.heckler.com/). No one knows if this means anything.
1995--March. Five different manufacturers including Burton and Airwalk show step-in soft bindings. With product from Switch,
Device, and T-Bone, many in the industry rush to call step-in softbindings snowboarding's next big thing.
1995--Rob Morrow steps down as president of Morrow Snowboards fueling rumors of Morrow's going public or being sold to a larger
corporation. Dennis Shelton, previously of Scott and Schwinn, takes over as president.
1995--December. Morrow Snowboards becomes second snowboard company when Smith-Barney takes them public. Shares open at
a price of US$11.
1996-- April 26. Ride Inc., announces that its Preston Binding Company subsidiary, together with Mark A. Raines and Gregory A.
Deeney, has sued Switch Manufacturing Company for patent infringement claiming that Switches Autolock binding is too similar to
the Raines binding because it attaches side to side.
1996--October 1. Tom Sims ends relationship with DNR/Sportsystem and files a suit in the Santa Barbara County Court for a
restraining order to stop DNR from using the Sims brand name.
This story originally appeared in TransWorld Snowboarding Magazine.Special thanks to Billy Miller and John Stouffer for compiling
most of this timeline.
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Snowboard Terms
Disclaimer: This list of snowboard terms is not intended to be exhaustive. Also,
please keep in mind that snowboard language and terms are relative to the
continual evolution and regional differences of snowboarders.
Word
Definition
A term used to describe any maneuver in the halfpipe where one rotates 180 or more degrees in
Alley-oop (2) the uphill direction; that is, rotating backside on the frontside wall or rotating frontside on the
backside wall.
Alpine
Andrecht
Backcountry
backflip
Backside air
All competitive events, whose basic element is down, for example, downhill, slalom, giant
slalom.
A rear handed backside handplant with a front-handed grab.
Out of a resort area.
Flipping backward off a jump.
Any air performed on the backside wall of halfpipe.
Backside
rodeo
Coming off a jump and turning your back down the hill, flipping 540 and landing fakie or rotating
a total of 720 and landing regular.
Backside
rotation
Rotating clockwise for a regular-footer and rotating counter-clockwise for a goofy-footer. When
riding switchstance the exact reverse applies and a regular footer will rotate counter-clockwise
and a goofy footer will rotate clockwise.
When standing at the top of the halfpipe and looking down towards the bottom, the backside
Backside wall wall is the left wall for regular footers and the right wall for goofy footers. If you ride straight
down the center of the halfpipe, your backside wall is behind
Bail
Cancel out on the intention of doing a trick or rail slide etc.. (Cancel flight plan of a trick) Or Fall
hard
Base
A firm layer of hard-packed snow covering the bare ground. (Or the bottom of your Board or
Skis)
Betty
Female rider
Blindside
A term given to any rotation where the rider has oriented him/herself "blind" to his/her takeoff
or landing and must stretch to look over their shoulder. Such a technique usually increases the
difficulty.
Board length The measurement from the tip to the tail.
Boned out
Bonk
Breakable
crust
A term used to explain the emphasis of style in a trick. In other words, if someone "boned out a
indy" they would grab hard and create an emphasis of the maneuver such that his/her legs may
appear extended or stretched to a maximum degree.
The act of hitting an object with the snowboard.
A condition in which the surface of the snow freezes into a crust where there is loose snow
beneath it. This condition is most frequently encountered in spring and following warm
temperatures, wind, sleet, or freezing rain.
Bullet proof
Super hard or frozen snow.
Cap
construction
A form of integrated structural design that used the outermost material or skin to bear the load
of strength of an object. Much like the shell of crab. To reduce weight and enhance torsional
rigidity and edge responsiveness and eliminate the need for sepa
Carbon fiber
material
A fiber woven material produced from the mineral carbon. To stiffen and strengthen a board
with a minimum of added weighted.
Carve
Cement
To ride fast through corners (from skiing).
Heavy snow found in coastal regions. Particularly common in the Sierra and the Northwest.
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Chicken salad The rear hand reaches behind the front leg, grabs the heel side between the bindings while the
air
front leg is boned. Also, the wrist is rotated inwards to complete the grab.
Closed mold
A mold that holds all the pre-shaped components of a board in a sealed chamber which
eliminates additional shaping after pressing. To mass producer snowboards more rapidly by
containing the board shape, minimizing finishing, and shaping steps.
Coping
A rounded lip at the top of a ramp or obstacle usually made of metal, cement, or PVC pipe.
Corkscrew
540
Sideways backside 540, also called a barrel roll.
Crail air
The rear hand grabs the toe edge in the front of the front foot while the rear leg is behind.
Crippler
An inverted aerial where the rider performs a 180 degree flip. The athlete approaches the wall
riding forward, becomes airborne, rotates 90 degrees, flips over in the air, rotates another 90
degrees, and lands riding forward.
Crud
Varied and inconsistent snow.
Dialed-in
Tuned to perfection.
Disaster
A lip trick where one gets "hung up” on the coping, most often with the board perpendicular to
the coping.
Dope
Double grab
Duck Foot
Edges
Effective edge
Cool.
Basically, doing two separate tricks while in the air. One goes off of a jump, grabs the board one
way, then grabs it in another way, then lands.
A term used to describe stance angles with toes pointing outward.
The strips of metal usually made hard steel, on the outer edges of the running surface of skis or
snowboards.
The length of metal edge on the snowboards which touches the ground; it is the effective part
which is used to make a turn. It does not include the edge of the tip and tail.
Eggflip
An eggplant where the rider chooses to flip over in order to re-enter the pipe instead or rotating
180 degrees. This trick is performed forward to fakie or switchstance (fakie to forward).
Eggplant
A one-handed 180 degree invert in which the front hand is planted on the lip of the wall and the
rotation is backside.
Elgeurial
(bfm)
An invert where the halfpipe wall is approached fakie, the rear hand is planted, a 360 degree
backside rotation is made, and the rider lands going forward. Named after Eddie Elguera.
Eurocarve
A term used to describe a certain mode of riding in which the rider makes large and hard cutting
turns; usually getting way up on the edge and leaning the body parallel to the ground.
Face plant
Where one's face meets the ground before any other part of one's body.
Fakie
Fall line
Flat bottom
Flatland
Flute
Riding backwards.
The path of least resistance down and given slope.
The area in a halfpipe between the two opposing transitional walls.
Term used to describe tricks performed on the flat slope with obstacles (e.g. nose slide, blunt
slide, tail wheelie).
A column of snow stacked on a terrain feature such as a rock or on a near-vertical slope.
Freeriding
Snowboarding on all types of terrain for fun, no contest, no halfpipe, no gates, and no rules.
Freestyle
The kind of snowboarding which is mostly associated with riding the halfpipe, but may also be
used to describe any type of snowboarding which includes tricks and maneuvers.
Fresh fish air The backside version of the Stale Fish.
Front foot
The foot mounted closet to the nose. A regular footers left foot and a goofy footers right foot.
Front hand
The hand closet to the nose of the snowboards. The left hand for regular footers and the right
hand for goofy footers.
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Frontflip
Flipping forward off a jump.
Frontside air
The trick is best described for its grab. The frontside grab is with the rear hand between the
bindings on the toe edge; in this particular maneuver the front leg is boned. It can also be any
air performed on the frontside wall of the halfpipe.
Frontside turn
A turn where the toe edge faces to the outside of the turn while the snowboard is riding on the
heel edge. A left for a regular footer and right turn for a goofy footer.
frontside wall
When standing at the top of the halfpipe and looking towards the bottom, the frontside wall is
the wall you would go up toeside.
Gap
It is like a tabletop without the snow in the middle. Or it is a jump that has a take-off ramp that
is higher than the table below it. A gap is the distance or space between the two objects.
Gay twist
Halfpipe fakie to regular 360 spin with a grab.
Goofy foot
To ride with the right foot forward.
Grab
Grabbing either or both boards with one or both hands. Frontside or backside.
Grind
To ride on an object like a ledge or handrail with just the trucks making contact.
Haakon flip
A halfpipe trick named after freestyle legend Teje Haakonsen of Norway. Haakon Flip is like a
switch rodeo performed in a halfpipe.
Half cab
It is the freeriding version of the Caballerial in which one rotates 180 degrees from fakie to
forward off of a straight jump.
Half pipe
A snow structure that consists of opposing radial transition walls of the same height and size.
Used to catch air and perform tricks by traveling back and forth from wall to wall while moving
do
Hammer
To ride as hard as possible.
Handplant
(backside)
A 180 degree handplant in which both hands or the rear hand may be planted on the lip of the
wall and the rotation is backside.
Handplant
(frontside)
A 180 degree handplant in which the front hand is planted on the lip of the wall and the rotation
is frontside.
Handplant
(layback)
A 180 degree handplant in which the rear hand is planted on the lip of the wall and the rotation
is frontside.
Handrails
What riders slide and grind on, looks like and is a handrail.
Heelside edge The edge of the board closest to the rider’s heels.
Helicoil
Hit
Ho ho
Horizontal
lamination
Hucker
Iguana air
A metal cylinder threaded on the outside for tightening into and threads on the inside for
attaching a screw. To repair either a stripped insert or a drilled hole in a board which was used
to attach a binding.
A jump
A general term given to any two handed handplant.
Layers a component, most commonly wood, that are bonded together on top of each other to
form a strong material from otherwise weak elements. Used as either the full deck material or
the core in the construction of a board.
One who throws himself/herself wildly through the air and does not land on his/her feet.
The rear hand grabs the toe edge near the tail.
Indy air
A true "Indy Air" is performed backside with the rear hand grabbing between the bindings on the
toe edge while the rear leg is boned. The term "Indy" may also be used to simple describe the
location of the grab.
Insert
A small cylinder, which is threaded on the inside, that is install reinforcement to attach bindings
to. Used to reinforce the area of a snowboard where the screws for attaching the bindings go
into the board.
Interlock
The tip and tail sections, usually made of plastic, are mechanically locked to the core using a
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system
jigsaw puzzle type arrangement. Spreads out the stress at the junctions of these materials.
Invert
Another name for a hand plant.
Inverted 180 To get upside down while performing a 180.
Inverted 540 To get upside down while spinning a 540..
An inverted aerial where the rider performs a 720 degree rotational flip. The rider approaches
Inverted 720
the wall riding forward, becomes airborne, rotates 720 degree in a backside direction while
(720 mctwist)
performing a front flip, and lands riding fakie.
Inverted
aerial
Japan
Jib
A maneuvers where the rider becomes airborne and upside down at any given moment.
The front hand grabs the toe edge, the front knee is tucked and the board is pulled up and the
back is arched.
Riding which closely resembles street skating. "Jibbers" commonly slide rails, bonk trees and
perform flatland tricks.
Kevlar
A man-made fibrous material that has a high strength to weight ratio. To strengthen a
snowboard without adding weight and to enhance the performance of the flex action.
Kicker
A name for a jump ramp. Kickers usually have the property of throwing you up into the air
rather than giving you distance.
Landing fakie Landing backwards.
Late
Launch
Leash
Lien air
Lien method
air
Lip
A term used to describe incorporating something into a trick just before its completion and
landing.
The moment a rider starts to execute a jump, and the time he is actually flying through the air.
A retention device used to attach the snowboard to the front foot so that it doesn't run away.
The front hand grabs the heel edge and the body leans out over the nose. Essentially a method
on the frontside wall. Named after Neil Blender.
A cross between a Method and a Lien.
The top edge portion of the halfpipe wall.
Lip trick
Any trick performed on or near the lip of the wall of the halfpipe.
Lipslide
To force the tail over the lip and slide on the surface before re-entry.
Load up
To put weight on one side of the trucks or the other.
Mailbox
Looks like a mailbox, but it is extended about 10 feet long, riders slide and grind on it.
Mashed
potato
An Alley-oop air on the backside wall of the halfpipe where the front hand grabs the toe edge in
the front of the front foot and the back hand grabs the heel edge in front of the front foot behind
the back.
Mcegg
An invert where the rider plants the front hand on the wall, rotated 540 degrees in a backside
direction and lands riding forward.
Mctwist
An inverted aerial where the rider performs a 540 degree rotational flip. The rider approaches
the halfpipe wall riding forward, becomes airborne, and rotates 540 degrees in a backside
directions while performing a front flip and lands riding forward.
Melonchollie
The front hand reaches behind the front leg and grabs the heel edge in-between the bindings
while the front leg is boned.
Method
Michalchuk
Miller flip
The front hand grabs the heel edge, both knees are bent, and the board is pulled up behind the
rider. In the halfpipe, the rider's body can become almost parallel with the ground.
Mike Michalchuk's signature halfpipe trick, self-described as my backside flip - sort of like an
inverted backside 540 or a backflip backside 540". Essentially a backside rodeo.
An invert where the halfpipe wall is approached riding forward, the front hand is planted, a 360
degree frontside rotation is made, and the rider lands riding fakie.
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Misty
Misty flip
Mogul
Can also be used as an adjective to describe a spin that gets a bit sideways (somewhere
between upright and inverted).
Partially inverted backside spin. Named by Ali Goulet.
A snow bump formed by the action of skiers. Usually found on steeper slopes.
Monocoque
A form of integrated structural design that used the outermost material or skin to bear the load
of strength of an object. To reduce weight and enhance torsional rigidity and edge
responsiveness and eliminate the need for separate sidewall material.
Mosquito air
The front hand reaches behind the front leg and grabs the heel edge between the binding. The
front knee is then bent to touch the boards tuck knee style.
Mute
The front hand grabs the toe edge either between the toes, and front leg is boned out.
Nollie
Much like an Ollie only you spring off of your nose instead of your tail.
Nollie frontflip Springing off of the nose while going off a jump and leaning forward, allows you to do a frontflip.
Nose
The front of the board.
Nose bonk
To hit an object with the nose of the board.
Nose grab
The front hand grabs the nose of the board.
Nose Butter
When you do a nose manual and your feet are facing forwards.
Nose poke
Any maneuver where you bone your front leg and "poke" the nose of the board in a direction
away from your body. Usually while grabbing.
Nose slide
Sliding on the nose of board on the edge of an obstacle like a handrail, ledge, or ramp lip.
Nuclear air
The rear hand reaches across the front of the body and grabs the heel edge in front of the front
foot.
Obstacles
Jumps, hits, handrails, etc., anything a rider uses to throw tricks.
Ollie
A method to obtain air by first lifting the front foot then lifting the rear foot as you spring off of
the tail.
Open mold
A form that is used to assemble and hold the parts of a snowboard during the pressing process
that allows the expansion and bleeding of the bonding.
Phat
Phillips 66
Cool or a lot.
An invert where the rider approaches the halfpipe wall riding fakie, plants the rear hand on the
lip of the wall while doing a "front flip” and lands on the transition riding forward.
Ply
Short for plywood. The most commonly used material for the deck. Usually seven layer ply.
Poach
1) To ski closed or out of bounds terrain. 2) To drop in on a line someone else had lined up.
Poptart
Poser
Pre-peg
fiberglass
Ptex
Quarterpipe
Rail
Airing from fakie to forward in the halfpipe without rotation.
Someone who acts better than they are.
A stiff sheet of fiberglass previously treated with epoxy resin. Used as an alternative to
fiberglass. Generally a matter of manufacturer's production progress.
One of several names for the plastic base material used on boards.
A halfpipe with one wall; a banked hit.
There are tow rails on a snowboard; each comprised of a sidewall and an edge.
Railslide
Also called boardslide. To slide on an obstacle or lip with the contact point being the underside of
the board.
Rear foot
The foot mounted closest to the rail.
Rear hand
The hand closet to the tail of the board.
Regular foot
Revert
To ride with the left foot forward.
To switch from riding fakie to forward, or from forward to fakie, usually while the board is still
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touching the ground.
Rewind
A term used to describe any maneuver where a rotation is initiated, stopped and its momentum
reversed.
Rippey flip
Straight back flipping frontside 360, with a method grab (Jim Rippey).
Roast beef
The rear hand reaches between the legs and grabs the heel edge between the bindings while the
front leg is boned. Also, the wrist is rotated inward to complete the grab.
Rock and roll
A trick where the underside of the board and wheels are tapped on the lip before a kickturn to
reenter.
Rodeo
Turning frontside 180 while completing an inverted 360 rotation for a total of 540. A rodeo 720
is when you would turn frontside 360 while completing an inverted 360 rotation for a total 720.
Rodeo flip
Partially inverted 360 with a back flip.
Rolling down A phrase used to describe when someone is caught off balance, and they rotate their arms wildly
the windows. in the air to try and recover.
Rubber
dampening
systems
Sad plant
Sandwich
construction
Incorporating rubber into the construction of the board to dampen vibrations and provide certain
performance characteristics.
A term used to describe any handplant where the front leg is boned for style.
Layers of materials, on top of each other, with additional components for sidewall strength and
torsional flex patterning. Used to construct a board with different layers of materials on top of
each other.
Sato flip
Halfpipe trick done by Rob Kingwill (Sato - Japanese for "sugar”). Kind of like a frontside
McTwist. Rider drops in fast, riders up the transition as if doing frontside 540, pops in the air and
grabs frontside, then throws head, shoulders, and hips downs
Scream
A really steep hill.
Seabelt
The frontside reaches across the body and grabs the tail while the front leg is boned.
Session
A period of skating.
Shifty
A grabless trick where the upper torso and lower body are twisted in opposite directions and
then returned to normal.
Shovel
The lifted or upward curved sections of a snowboard at the tip and tail.
Sick
Big, crazy, cool, incredibly difficult.
Side cut
The curve built into the sidewalls and edges of a board to enhance turning characteristics. To
create a curve on the turning surface that is characteristic of the boards riding style.
Side wall
The area between the topsheet and the base, and above the edges on a snowboard. Holds the
core and other materials from shifting during the manufacturing process, and to protect them as
a finished product.
A form of polymer plastic that is compress into a long shape, set on a roller and sliced into
Sintered base sheets of base material. A slightly harder more porous from of base material used on
performance snowboards.
sketching
Sky
Slalom
Slide
Slob air
Spine ramp
The act of riding along precariously and near falling.
When a rider gets big air.
A form of Alpine racing in which the racer must run a course designated by a series of gates set
in various combination as to test technique, speed, and agility. Failure to pass through the gate
properly results in disqualification.
What a rider does when he "slides" across a handrail or mailbox, etc.
The frontside air where the front hand grabs mute, the back leg is boned and the board is kept
parallel with the ground.
Two half pipes placed back to back creating a double U shape.
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Spring
planting
Stale egg
Stalemasky
air
A face plant.
An eggplant with a stalefish grab.
When a maneuver is performed such that the point of emphasis in the maneuver is held or
"stalled" for an extended period of time.
Stalled
When a maneuver is intentionally started late into a jump/trick
Stance
The position of one's feet on the board.
Stick
Stiffy air
To land a jump cleanly.
Any maneuver in which both legs are boned and a grab is incorporated.
Stinky
Riding with the legs spread open.
Stoked
Describes riders when they are pumped up and confident.
Stomp
Interchangeable with charge or stick.
Sublimated
top sheet
Sweeper
Topsheets that have had the graphics added through the sublimation process. Provides very
durable graphics because they are cooked right into the plastic.
A long, gentle curve.
Swiss cheese The rear hand reaches between the legs and grabs the heel edge in front of the front foot while
air
the back left is boned.
Switch
Any trick where the take off or landing is backwards.
Switch take
off
Going into a jump backwards.
Symmetrical
design
When all the design components of the side cut and shape are parallel in design. The opposite of
Asymmetrical. To position a rider on a board when less angulation or opposing angulation is
necessary.
Tail
The rear tip of the board or ski.
Tail bonk
To hit an object with the tail of the snowboard.
Tail grab
The rear hand grabs the tail of the snowboard.
Tail poke
Any maneuver where you bone your rear leg and "poke" the tail of the snowboard in a direction
away from your body usually while grabbing.
Tail
protector/tip
protector
Usually a metal plate built into the tail or tip of the board. To protect the tail or tip from damage
and to control swing weight.
Tail slide
Tail tap
Tail wheelie
Taipan air
T-bolt
To slide along the ground or an object solely on the tail of the snowboard.
See Tail Bonk.
To ride solely on the tail of the snowboard with the nose in the air.
The front hand reaches behind the front foot and grabs the toe edge between the bindings. The
front knee is then bent to touch the board tuck knee style.
A small metal inside threaded cylinder with a disk attached to the bottom, to prevent it from
pulling up and out of the board. To repair or substitute the area of binding attachment to a
board.
Technical
An especially tricky, obstacle-laden section of a trail.
Toe edge
A snowboard has two different edges. The toe edge is the one at which the toes rest.
Toeside
The frontside of the board is the side where the toes rest. And the frontside of the board is the
side to which his/her chest faces.
Toeside
rotation
Rotating counter-clockwise for a regular footer, and rotating clockwise for a goofy footer.
Top sheet
Usually a form of flexible plastic that sits on top of the laminated or foam core. Also the material
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that is used as the cap in Monocoque Construction. To protect the core materials of the boards,
and to act as a material for graphics applications.
Torsion box
construction
When the core material is fully wrapped with a strength enhancing material like fiberglass. To
manipulate the flex and torsional rigidity of a snowboard from the core construction.
The actual resistance to twisting a boards from side to side. To define the flex of a board from
Torsional flex side to side. Its resistance to twisting and its responsiveness to initiating a turn and hold an
edge.
Transition
The curved part of the terrain between 0 and 90 degrees.
Transition
(tranny)
The radial curved section of a halfpipe wall between the flat bottom and the vertical. A
snowboarder pumps and rides the transition to gain speed, catch air, and land.
Traverse
Tuck knee
To ride perpendicular to the fall line. Halfpipe rider traverses from wall to wall in the halfpipe.
A technique where one knee is bent, and the ankle is bent sideways in order to touch the knee
to the snowboard between the bindings.
Tweaked
A term used to describe the emphasis of style in a trick.
Twin tip
A type of snowboard designed for freestyle snowboarding. It has an identical tip and tail so that
the board may be ridden similarly in both directions.
Variable flex
When the tip, tail and middle of a board each have varying degrees of flex. To vary the overall
flex of a board from the tip to the middle to the tail.
Variable
radius
A side cut design that incorporates a changing radius size along the length of the board. To
adjust a side cut design of a board by using many intersecting radius sizes, to enhance its
turning characteristics.
Vertical
The vertical top portion of a wall in a halfpipe which allows the snowboarder to fly straight up
into the air and not' out of the pipe or into the pipe.
Vertically
laminated
wood core
Pretty much the industry standard. Strips of wood ranging from 1/8" to 3/4" are bonded
together side to side with the joints running vertical. This allows for several different woods to
be used in each core to optimize performance characteristics.
Vultures
Waist
Wall
Wetcat
Crowds who gather at particularly dangerous sections of a competition.
The width measurement taken at the narrowest part of the board which is near the middle of its
length.
Any bank that is at or above 90 degrees.
Todd Richard's signature pipe move. An inverted aerial where the rider performs a 540 degree
rotational flip. Then, an added flat spinning 360 degree rotation is thrown making the completed
rotation of 900 degrees.
Wipeout A crash.
Wood
core
Various type of wood used to provide the shape and thickness of a board.
Zonk
Hit the wall...
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Recommended Reading / Resources
These are all great sources to find study material!
The Snowboard Instructor’s Guide (STS) manual and video. AASI, 2007.
The Snowboard Teaching System (STS) manual and video. PSIA, 1998.
The American Teaching System (ATS). PSIA.
The Eastern Division Snowboard Certification Guides
The Rocky Mountain Snowboard Certification Guides
Core Concepts For Snowsports Instructors. PSIA/AASI 2001.
Snowboard Movement Analysis Handbook. AASI 2003.
Vail Children’s Snowboard Guide
Tiny Bubbles, eBook. AASI 2004
AASI Snowboard Movement Analysis Handbook (2003).
AASI Park and Pipe Instructor’s Guide (2005).
More resources and recommended materials for preparation are located in
The Snowboard Instructor’s Guide AASI, 2007 pages 127-129.
Snowboard Certification Standards
2010
National Standards: Level One, Level Two, Level Three
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