SNOWSPORT ENGLAND
BECOMING A
LEVEL 2
INSTRUCTOR
© Snowsport England
Becoming a Level 2 Instructor
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BECOMING A LEVEL 2 INSTRUCTOR
The route to becoming a Level 2 instructor is summarised below.
© Snowsport England
Becoming a Level 2 Instructor
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TRAINING TO BECOME A LEVEL 2
INSTRUCTOR
AWARD SUMMARY
Level 2 Instructors demonstrate a sound understanding of the sport and sufficient information
and experience necessary to introduce skiers to the sport, to provide foundations for further
learning and to take skiers forwards developing their skill and versatility. The award is intended
for use only at artificial ski slopes within the UK.
A Level 2 Instructor is authorized to operate at a local artificial ski center, working with skiers
ranging from complete novice to skiers who are able to show continuously linked parallel
turning and are ready to become more specialized in their development. These ski centers may
be operated by clubs, local government or the private sector.
The Level 2 Instructor will possess sound underpinning knowledge of both skiing and teaching,
and will have wide professional knowledge. It is not necessary for Level 2 Instructor to have
detailed knowledge and experience in each of the areas of competence listed in this document.
However it is expected, that candidates will have sufficient competency and knowledge in all of
these areas to allow them to operate with recreational skiers at all Levels on artificial ski slopes.
In addition, it is expected that candidates will be able to demonstrate skill within the skiing and
teaching roles listed specifically for the assessment.
LEVEL 2 TRAINING COURSE
This is a Training Course delivered at a local level by an appropriately qualified Tutor. This
course helps aspirant Instructors answer the question what do I need to do to complete the Level
2 award ? In order to attend a Level 2 Training Course candidates must hold a Level 1 Instructor
Award. Holders of equivalent awards may apply to the awarding body for accreditation for prior
learning.
The course will last for a minimum of 14 hours [or 2 days]. It may be delivered over a single
weekend, or a series of shorter sessions.
The course covers the fundamentals of teaching and working with novice skiers and prepares
the candidates for further learning and workplace training.
The course will cover:
The candidates’ own personal ski performance
The fundamentals of alpine skiing
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Becoming a Level 2 Instructor
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The fundamentals of working with skiers of advanced and expert standard including
planning and delivering safe, enjoyable sessions, which build the foundations for further
learning.
WORKING TOWARDS THE LEVEL 2 AWARD
At the end of their Level 2 Training Course candidates will be given an action plan which will
assist in their personal and professional development. In addition to working on any points
identified in their action plan candidates will be required to:
Complete a minimum of 20 hours workplace training under the guidance of a suitable
mentor The supervisor is ultimately responsible for the conduct and safety of the class,
and must be near them for the duration of the lesson.
Have completed a Level 1 Training Course
Be registered with the Awarding Body
Hold a current First Aid Certificate
Hold a current Safeguarding and Protecting Children Certificate
Hold an current CRB check
Successful candidates almost invariably have a long term coaching relationship with a mentor
who will guide their learning towards the goal of successfully completing the Level 2 Award.
When candidates believe are ready for assessment they should contact the Snowsport England
office and apply to attend a Level 2 Examination.
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Becoming a Level 2 Instructor
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LEVEL 2 EXAMINATION
This takes place on an artificial ski slope, on skis, in one day. Your log book should be
completed, up-to-date and be presented to the Examiners at the start of the day. Be sure to
arrive in good time. It is NOT possible to join an Examination after it has started. In such cases,
both the fee and the right of access to that part of the Examination (i.e. morning or afternoon)
will be forfeited. You should also arrive with clothing and equipment which is:
clean, tidy, well maintained and safe
appropriate for instructing and skiing on artificial slopes
Ski clothing should be functional. For outdoor sessions, gloves must be worn and arms and legs
covered. Trousers should fit over the ski boots.
The usual timetable is:
10.00 am – 1.00 pm
Examination of personal skiing skill
1.00 pm – 2.00 pm
Lunch
2.00 pm – 4.30 pm
Examination of observation and feedback
4.45 pm
Candidates depart
5.00 pm
Examiners process results
There are three areas of competency which are assessed at Level 2 and a body of knowledge
which underpins the Award:
1. Skiing performance
2. Session delivery [working with your peers and at their own level of skiing]
3. Health & safety [assessed via first aid certificate and questioning]
4. Underpinning knowledge [assessed by questioning in the context of session delivery]
In addition the assessors will check the candidates’ log book – candidates must show a
completed logbook showing, completion of a Level 1 Training Course, First Aid Certificate,
completed current CRB check and Child Protection Training, a minimum of 20 hours of
supervised workplace training.
SKIING PERFORMANCE LEVEL 2
The Examiners are looking at your skill as a skier rather than as a demonstrator. Level 2
Instructors must be able to ski all areas of artificial ski slopes demonstrating appropriate
posture, consistent balance and control of speed and direction of travel. Demonstrations must
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Becoming a Level 2 Instructor
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display an “understandable picture” of the technical elements of skiing suitable for all
recreational skiers; from novice to expert.
The assessors will consider candidates’:
 Ability to blend steering, edge controlling and pressure controlling movements
appropriately and sensitively
 Sensitivity to forces acting on their body whilst in motion and an ability to balance both
internal and external forces acting on their body whilst in motion
 Ability when parallel skiing to obtain/sustain support against their outside ski before it
is steered and travels through the fall line
 Showing a neutral or closed hip angle when ‘core form skiing’
 Posture[s] appropriate to the activities
 Pelvis’ lateral during steering, inwards and with increased inclination of the outer leg
 Are the arcs: Rhythmical, Linked One arc flowing to the next. S shaped pathways are
acceptable, Z shaped pathways are not.
 Does the skier’s leg [femur] rotate in the pelvis or do the femur and pelvis turn as one
 In all aspects of their skiing the skier’s skis/feet/legs should turn more than and before
the skier’s pelvis and torso
POSTURE AND BALANCE.
To help maintain balance and control, six postural elements of ‘dynamic balance’ can be used:
 Horizontal eye-line
 Appropriate flexion of ankles, knees, hips and spine (trunk inclined forwards at least as
much as the shins)
 The whole of the foot used for support while in motion. The inside edges for propulsion
and steering, heels for supporting body weight at low speeds and gripping and braking
 Centre of mass inside base of support, (‘Central and Peripheral Flow’)
 Hand and arm carriage - relaxed and forwards
 Pelvis neutral – not tilted downwards or excessively upwards
In all skiing manoeuvres, candidates are encouraged to develop
an appropriate blend of technical elements:

Control of pressure
(P)

Control of edging
(E)

Control of leg turning (T)
Whilst maintaining effective dynamic balance.
The sequence and blend of these varies with the:
o
o
o
specific task
speed of the skier and
shape and tempo of turning
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SKIING TASKS - LEVEL 2
Plough steering and parallel turning are mandatory tasks in a Level 2 Skiing Assessment. In all
aspects of skiing the candidate will show appropriate movements in motion and sound posture.
You will be asked to:


perform no more than five tasks from the list below
repeat each task up to three times
The evaluation will be based on:


completion of the task
quality of performance
Core Tasks
The skier may vary their pathway or movements in response to signals from the Examiner.
Other changes requested may include: speed of travel, range of flexion/extension or width of
corridor to ski.
These take place during the descent, showing adaptability with a relative automatic response,
showing a high degree of skill by the skier.
CORE TASKS
EXAMINER CHANGES
1) Continuously linked arcs with skis parallel
Amplitude
2) Continuously linked arcs with skis
ploughing
3) Continuously linked arcs with skis parallel
Amplitude
4) Continuously linked arcs with
ploughing
5) Continuously linked arcs with
ploughing
6) Descend around markers
(say 10 mini-poles set in line and
each between 6 and 10 metres apart)
UNCHANGED
Speed
Amplitude
skis
Speed
Amplitude
skis
Flexion - extension
Amplitude
Speed
Ski through every space or
every other space
GUIDELINES TO CANDIDATES
Be clear with:

Setting off with appropriate speed for the task, in relation to the conditions
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


Establishing your rhythm, making smooth, continuously linked arcs (amplitude is your
choice at this stage)
Checking that skis are ploughing or parallel, as specified by the examiner
Giving accurate responses to examiner’s signals for:
o amplitude of arcs
o speed of descent
o range of movements
ADDITIONAL TASKS
7 Skidding to stop
Aim a straight descent directly towards a marker, then skid to a
controlled top, coming to rest with your feet within 0.5 metre of
the marker.
8 Free run
A fluent, controlled descent with no other restrictions placed by
the examiners. This shows your personal style and skill on the
slope.
THE EXAMINATION PROCESS
The evaluation considers the completion of the task and then the quality of performance, but
only if the task was accomplished.
Example:
Task 2, Ploughing in a defined corridor.
If these are achieved:
● Ploughing continuously
● Linked arcs without any traverse
● Hitting the specified seams during the lower half of the descent
then the quality of performance is judged using the..........
PERFORMANCE CRITERIA
Criteria
Effectiveness
Efficiency
Observed Performance
The task itself is completed effectively and accurately
 Appropriate levels of muscular tension.
 Optimum range of movement in relation to intended outcome (i.e.
Task is skilfully performed not demonstrated.)
 Appropriate speed and strength of movements in relation to
intended outcome.
Consistency
The task is completed with the required degree of accuracy on each of
several attempts.
...of motion and of movements (i.e. path of the skier flows symmetrically
down fall-line, deviating equally to either side, body movements mirror each
other left to right.)
Symmetry
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Posture
Central and
peripheral flow
Appropriate to task.
Feet follow a ‘wave-form’ path, centre of mass follows a straighter line. In
‘Core Tasks’ there is clear differentiation of central and peripheral flow.
Movements and
Motion1
The timing, tempo, strength and range of movements are all appropriate to
the skier’s motion, e.g. the tempo of movements should match the tempo of
turning.
Skier shows awareness of the terrain and of other slope users. Awareness
when performing the task. An appropriate choice of line and use of terrain
features/contours in relation to the task.
Spatial
Speed
Technical
Elements
Appropriate to the task, terrain and conditions. (e.g. if the amplitude
changes, the speed may also have to change.)




Biomechanically sound.
Legs rotate in hip sockets.
Legs begin to rotate before pelvis, if pelvis rotates.
No lateral pelvic movement. (Pelvis in path of centre of mass.)
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TEACHING LEVEL 2
Level 2 Instructors will demonstrate a solid foundation of information, and experience
necessary to be an effective Instructor for skiers ranging in ability from novice to expert. The
Level 2 Instructor should expect to work with skiers who are ready to specialize in their skiing.
A basic understanding of how to manage the learning environment for different types of skier is
required.
The quality Level 2 Instructor will be assessed by the Instructor delivering a practical teaching
session working with their peers at their own level of skiing performance and through discussion
and questioning from the assessor.
During the Level 2 Examination, you are assessed on:
 Critical observation of pupils’ performance
 Provision of useful feedback, with the effect of:
 Reinforcing
 Regulating and/or
 Motivating the pupils’ performance.
This part of the Examination is carried out as follows.
OBSERVATION
When one candidate takes the role of observer, part of the group is set a practical skiing task by
the Examiner. As they do this, the candidate observer stands beside the Examiner and makes
comments on the performance of each group member. To assist the effectiveness of this
process, the candidate observer calls each group member down in turn. This gives time for
focused observation and comment before the next performer moves. The candidate observer is
expected to comment on these factors:
Q:
Did the skier complete the task that was set?
A1:
If no, describe what was seen and how it differed from the task set.
A2:
If yes, confirm each element of the task as completed.
e.g.
● “Sufficient speed”
● “Continuously linked arcs”
● “Skis parallel throughout”
● “Hitting the seams, (e.g.) two mats wide”
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If yes, continue to describe to the Examiner the key performance criteria that are observed in
each skier. The candidate observer should also comment on any observed strengths or
weaknesses in the skill of each skier.
FEEDBACK
After observing several descents, the candidate observer will be in a position to give some
feedback to each skier. The aim may be to:
● reinforce a strength ● correct or regulate a weakness.
When this has been decided, skiers will be called over individually to receive their feedback
from the candidate observer. The feedback description should be in clear, simple terms without
jargon.
The Examiner may ask candidate observers to explain the choice of performance criteria on
which they commented, and/or the nature of the feedback given.
The skiers continue with the same task for 20 – 30 minutes. The candidate observer is expected
to effect some improvement in one or more elements in the performance of the task. (i.e. to
improve the skiers’ effectiveness, efficiency or both.)
Normal safety procedures (the Ski Way Code, etc) and group management should be clearly
undertaken.
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RESULTS
After the close of the Examination, all candidates will be spoken to together. The results will be
posted and you will then be free to depart. The Examiners will remain to process the results
and comments. These are returned to the Snowsport England Office and candidates will be
notified of their results with appropriate comments within 2 weeks.
● Results:
To confirm the outcome of the Examination.
● Comments:
To provide for yourself and supervisor, an indication of your strengths
and weaknesses in skiing skill, knowledge, understanding, observation
and feedback.
APPEALS
If you are dissatisfied with the conduct of the Examination, an appeal may be made to the ‘Chair
of the Coaching Committee’ via the Snowsport England Office. An Appeal Panel may be set up to
investigate any serious allegations against the examiners.
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APPENDIX A - THE TECHNICAL
PHILOSOPHY OF THE COACHING
AWARDS SCHEME
BACKGROUND
As instructors gain in knowledge and ability, they can deal with a broader range of pupils. The
abilities that can be taught by Level 2 Instructors are intermediate skiers, up to and including
those who can ski parallel over a wide range of speed and terrain.
Level 2 Instructors are entitled to teach only on artificial slopes. They are neither trained nor
authorised to teach in mountain-based ski resorts.
The role of Level 1 and Level 2 Instructors is to prepare their pupils for further learning. This
can take place at a different ski centre, probably in another country or at home with other
instructors or Coaches.
Partly in response to this, the Coaching Award Scheme has a different emphasis from that of
many commercial or national ski-teaching systems.
TECHNIQUE
Many national ski schools and systems view ski technique in terms of specific movement
patterns and progressions. As some of these systems differ from one another, there is no
‘standard’ system that pupils will experience when going from artificial slopes onto snow.
The Coaching Awards Scheme aims to equip pupils with a sound and efficient technical
foundation, from which they can move into any of these other teaching systems. But in doing so,
it has tried to avoid creating yet another system or ‘technical progression’.
Instead, its emphasis is on helping pupils to achieve specific practical outcomes, rather than
instilling set patterns of movement. These outcomes are: to follow a chosen route down the
slope at a chosen speed, to control speed and line using biomechanically sound movement
patterns.
In addition, these movement patterns should be sufficiently flexible to enable skiers to cope
with variation in task, terrain and snow conditions – to be adaptable and versatile.
SKILL
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At the heart of the Coaching Awards Scheme’s technical philosophy is the notion of skill. A
useful definition is . . . “the learned ability to bring about pre-determined results with maximum
certainty, often with the minimum outlay of time or energy or both”.
In other words, a skilful performance is one that is:
● Goal-directed
(Aiming to achieve a specific outcome.)
● Effective
(This is achieved.)
● Efficient
(With time, energy or both.)
● Repeatable
(Chance or luck are not expected.)
A skilful performance is also relatively automatic. Once the actions have been well learned, they
can be performed with minimum conscious thought, allowing the performer to concentrate on
other aspects of the task – say reading the terrain, looking out for other skiers and choosing a
line.
SKIING VERSUS DEMONSTRATING
For most skiers, skill consists largely of being able to control their speed and line, and to do this
with accuracy, consistency and efficiency. For instructors other factors include the ability to
show particular movement patterns from which others can learn – the ability to demonstrate.
Skiing is making the movements necessary for safety, enjoyment and control. Demonstrating is
a more formal task – to show specific movements for the benefit of a pupil, whether or not they
are the most effective or efficient way for the demonstrator to negotiate that particular slope.
When skiing, the skilful performer’s attention is largely focused externally on environmental
features (the terrain, other skiers, etc), to achieve the chosen route and speed. When
demonstrating, the performer’s attention is largely focused internally on the body parts that are
involved for the desired view by the pupil.
In training and assessing candidate instructors, both aspects are considered:

the practical ability to control speed and line

to demonstrate particular movements
In everyday ski lessons, the pupils have no need to learn to demonstrate, their sole aim is in
developing:

the practical ability to control speed and line.
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APPENDIX 2
SAMPLE FEEDBACK SHEET FOR AWARD
This sheet may be used by your tutor to give you guidance as to your current performance and
to indicate an action plan to help you develop.
LEVEL 2 INSTRUCTOR CANDIDATE OBSERVATION AND FEEDBACK SHEET
Candidate Name
Course Date
Course Location
Course Tutor
This observation and feedback sheet is designed to allow candidates and course tutors to have a
clear indication of the candidate’s strengths and weaknesses at the end of their level 2 course.
There are three areas of competency which are assessed at Level 2 and a body of knowledge
which underpin the Award:




Skiing performance
Session delivery
Health & safety
Underpinning knowledge
Skiing Performance
Assessors should consider performances within the autonomous phase as the minimum
acceptable standard for the tasks required except where indicated
TASK
RESULT
COMMENTS
Sliding activity:
Ploughing
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Plough turning
Plough - paralleling
Parallel Turning
Session Delivery
Assessors should consider performances within the autonomous phase as the minimum
acceptable standard for the tasks required except where indicated.
TASK
RESULT
COMMENTS
Makes arrangements for the session
Prepares clients to start the session
Learners responses and behaviour
during the session
Performance analysis
Provides instruction
Provides feedback
Brings the session to a close
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Health and Safety1
Assessors should consider performances within the automomous phase as the minimum
acceptable standard for the tasks required
TASK
RESULT
COMMENTS
Conduct risk assessment
Minimise risk
Apply FIS Code of Conduct
Deal with accident and emergency
Underpinning Knowledge2
Assessors should consider performances within the autonomous phase as the minimum
acceptable standard for the tasks required
TASK
RESULT
COMMENTS
Basic skiing terminology
Ski and boot design and function
Fundamental elements of Alpine skiing
Teaching styles and Learning
1
2
Assessed by questioning, completion of first aid certificate and role play if required
Assessed by questioning
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Environments
Role of the instructor
Structure of snowsports
FIS Code of Conduct
Overall result, Comments, Action Plan
OVERALL RESULT
RESU
LT
COMMENTS AND ACTIONS
Skiing Performance
Session Delivery
Health and Safety
Underpinning
Knowledge
Signed by Candidate
Signed by Tutor
Summary of Fitts and Posner 3 Stage Model of Motor Learning [1967]
FITTS & POSNER Stage 1 – Cognitive Stage
 The learner is trying to define the goal and general methods for achievement.
 Learner knows that their movement is not the desired one, but does not know how to
correct.
 Frequent errors make the performance quite variable.
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 Learner discovers dimensions of time, space, force and flow.
FITTS & POSNER Stage 2 - Associative Stage






Where performance becomes consistent.
Learner comprehends how parts of the movement relate to one another.
Becomes more biomechanically efficient.
Errors are fewer.
Quality practice produces refinement of the skill.
Recognizes inappropriate performances.
FITTS & POSNER Stage 3 - Autonomous
 Where movements appear automatic, stable and effortless.
 Ability to focus attention on other details of the environment.
 Ability to self correct and make minute adjustments
SNOWSPORT ENGLAND
Feb 2011
Sportpark, 3 Oakwood Drive, Loughborough, Leicestershire, LE11 3QF
Tel:
01509 232323
Fax: 01509 220410
www.snowsportengland.org.uk
© Snowsport England
Becoming a Level 2 Instructor
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