Level 1 In-House

Western Division
2008 Edition

SNOWBOARD
Professional Development Portfolio
Name: ___________________________ School: ___________________________ Phone: ___________________________ Address: __________________________ __________________________

Level 1 Portfolio Guide
This portfolio is a logbook of educational experiences. Learning to keep your portfolio is one of the objectives of this Professional Development Course. This guide provides an overview of the purpose of this portfolio and tips to keep it up to date and organized.

Purpose of the Portfolio
 The purpose of this portfolio is similar to the logbooks of a pilot, as a verification of your experiences and education.  It provides an environment for learning: the act of keeping logs and checklists helps to process learning experiences.  It allows easy recall of past experiences throughout the season and seasons to follow.  It tells precisely what the expectations are concerning professional performance and knowledge to complete the Level 1 course.  It serves as a resume. It substantiates your qualifications; whether at your current job or when you are seeking a new job.  It provides a structure for career development as a snowboard Instructor.

Building your portfolio
The American Association of Snowboard Instructors Western Division takes pride in presenting this portfolio to record your training process, with verification by your trainer as indicated.  Personalize your portfolio by adding information from clinics and information received from your trainers. Emphasize the qualifications that you have to offer your employer and guest.  Keep your portfolio and educational materials in a protective binder.  Add page protector sheets as needed to display your certification documents, feedback forms, resumes, and other professional information.  Add subject dividers to keep your information organized  Use your portfolio as a resource of information.  Use as you progress up the AASI-West Certification Ladder.

AASI-W Level 1 Portfolio Contents
 Portfolio Check List AASI-W Certification Standards, to be checked off by the trainer as they are met.  Teaching Log Record of experiences to verify hours of teaching at the relevant STS Levels  Clinic Log Record of each clinic to verify completion of the items on the checklist  Teaching Assessment Trainers assessment of candidates teaching and feedback, completed on occasion until Level 1 Standards have been met.  Written Test Answer Sheet Verifies passing score on written exam  Assessment of Training Candidate’s opportunity to give AASI-W feedback on trainers and training processes experienced

Level 1 Portfolio Checklist
Ask your trainer(s) to sign and date your check list when it is complete. Trainers have the option of initialing and dating each item on the checklist as they are completed (___|___ - Initial | Date.)

Name: _________________________________ School: _________________________________ Trainer:_________________________________
1. Professional Development Course Objectives: o ___|___ Identify the key elements of the Snowboard Teaching System. o ___|___ Discuss ways to promote an attitude of safety awareness. o ___|___ Identify professional behaviors relating to image and self-projection. o ___|___ Develop goals that will assist professional development. o ___|___ Begin keeping your portfolio; track training clinics and educational experiences. 2. Clinics Check off objectives as they are mastered. Keep track of clinics in the Clinic Log to assess your progress towards completing the Level 1 In-House Certification requirements. Level 1 Teaching Standards Teaching Knowledge Assessment Objectives: o ___|___ Identify the main components of the AASI Riding and Teaching Concepts, and the philosophy and principles of the Snowboard Teaching System (S.T.S) as well as discuss how to use the system when teaching up through S.T.S. Rider Levels 1-3. o ___|___ Recall your Responsibility Code and discuss how to introduce it when teaching Riders with ability Levels 1-3. o ___|___ Discuss how to use the Riding and Teaching Concepts when teaching through linked skidded turns. o ___|___ Identify visual, auditory and kinesthetic learning modalities and give examples of how to recognize a student’s learning preference. o ___|___ Identify four styles of teaching. Understand styles of teaching and explain how they are used in a lesson. o ___|___ Compare (using the CAP Model) the differing student profiles of adults/children and describe similarities/differences in teaching basic through linked skidded turns o ___|___ Demonstrate knowledge that children think differently from adults and other children of different ages. o ___|___ Demonstrate knowledge that children of different ages are motivated and behave differently in learning situations. o ___|___ Demonstrate knowledge that children grow and develop physically in ways that can affect snowboarding performance.

Application of Teaching Objectives: o ___|___ Show effective use of each key component of the AASI Teaching Concepts. o ___|___ Teach the riding public up to Rider Level 3, linked skidded turns (this includes chairlift use, straight run to a J- turn, climbing and skating, basic turns on toe and heel, side-slipping, falling leaf.) Introduction to Movement Concepts and Board Performance Concepts Objectives: o ___|___ Identify fundamental body movements and board performance concepts o ___|___ Relate how movements of the body affect snowboard performance through ability level three. o ___|___ Identify the similarities and differences of the basic skidded turn, linked skidded turns and switch linked skidded turns. o ___|___ Identify the phases of a turn. o ___|___ Identify the different ways to initiate a turn on a snowboard Introduction to Movement Analysis Objectives: o ___|___ Describe the basic fundamental movements in Rider Levels 1-3. o ___|___ Determine the cause and effect relationships related to stance and the Movement /Performance Concepts in Rider Levels 1-3. o ___|___ Prescribe what a student should work on by prioritizing movement needs in Rider Levels 1-3. o ___|___ Prepare a movement-based developmental lesson plan for riders in Rider Levels 1-3. Include exercises and tasks that target the rider’s needs and change their performance. o ___|___ Prescribe a corrective exercise or task for a student where performance is observed to be inconsistent with effective movement application and blending. Professional Knowledge
(Professional Knowledge will also be evaluated in the written test at the end of the In-House Certification Program)

Terminology/Industry Trends/Movement Patterns Objective: o ___|___ Define and explain basic snowboarding terminology as described in the AASI National Snowboard Manual and other resources. o ___|___ Describe the Snowboarders’ Responsibility Code. o ___|___ Describe the different pathways for riders and how a rider can determine what pathway to take. o ___|___ Describe snowboarder services and activities at one’s home area which enhance the enjoyment of the students and other guests. o ___|___ Identify the fundamental movements and relate them to snowboarding in the various turn phases. Equipment Objective: o ___|___ Identify the equipment needs of snowboarders capable of snowboarding through linked skidded turns. o ___|___ Describe the characteristics of boots and boards for riders in Rider Levels 1-3. Basic Physics Objective:

o ___|___ Define gravity, friction, and centrifugal and centripetal forces.
Basic Kinesiology/Biomechanics Objective:

o ___|___ Understand the skeletal system, muscular system, types of joints and how they work and the differences between adult’s and children’s skeletal and muscular systems. Application of Level 1 Riding Level 1 Riding Proficiency Objective: o ___|___ Complete basic turns on green and blue terrain. o ___|___ Link turns consistently with sustained rhythm. o ___|___ Maintain consistent speed by controlling the shape of the turn. o ___|___ Maintain functional, balanced stance and show a blending of movements throughout a series of turns. o ___|___ Show the ability to ride in a variety of shaped turns (short and medium) while maintaining speed control on groomed blue terrain. o ___|___ Show the ability to initiate a turns using flexion, as well as extension. Basic Skidded Turn Objectives: o ___|___ Describe the basic skidded turn. o ___|___ Demonstrate the Basic Skidded Turn consistently throughout a series linked by a skidded traverse. o ___|___ Demonstrate the Basic Skidded Turn, utilizing both an upward and forward movement to initiate and a downward and forward movement to initiate the turn. Linked Skidded Turns Objectives: o ___|___ Describe the Linked Skidded Turns Demonstration. o ___|___ Demonstrate the Linked Skidded Turns consistently throughout a series linked turns. o ___|___ Demonstrate the Linked Skidded Turns, utilizing both an upward and forward movement to initiate and a downward and forward movement to initiate the turn. Switch Linked Skidded Turns Objectives: o ___|___ Describe the Switch Linked Skidded Turns Demonstration. o ___|___ Demonstrate the Switch Linked Skidded Turns consistently throughout a series linked turns. o ___|___ Demonstrate the Switch Linked Skidded Turns, utilizing both an upward and forward movement to initiate and a downward and forward movement to initiate the turn. Air Objective: o ___|___ Describe how to properly execute an air over a small terrain feature. o ___|___ Demonstrate an air on a small terrain feature, traveling through the air at least one board length and tacking off and landing in a balanced stance. Situational Riding Objective: o ___|___ Demonstrate balanced functional riding in a variety of situations. o ___|___ Perform a variety of tasks such as basic flatland freestyle tricks and a variety of turn sizes while maintaining speed control.

Trainers Signature: ________________________

Date of completion: ________________________
The Trainer’s signature verifies that this candidate is prepared to take the Level 1 Validation; the candidate has completed all requirements of the portfolio and has meet or exceeded all AASI-W Level 1 Certification Standards as interpreted by the trainer.

Teaching Log
(20 or more hours required to be validated as a Certified Level I Instructor)

Objective: o ___|___ Chart the lessons given to the public ability levels one through three o ___|___ Candidate has taught 20 or more hours as the lead instructor in a lesson. Sample Entry:
Date December 8, 2007 Hours # 2 Students # 5 Type of Lesson Kids Snowboard STS Level 1

Lesson Details: This lesson consisted of three girls and two boys between the ages of 7 – 12. It took place at the beginner area by the Main Lodge. All students where using our school’s rental equipment. The lesson started out by all of use meeting each other and creating a team name; the black bears. The students learned the basic skills to keep them safe on the hill by practicing on the lower graded beginner terrain. All of the students could ride the lift safely and ride on both edges by the end of the two-hour lesson; two of the youngest students did not like to ride on their toe edges quite as much. I used different bear growls for the toe and heal edge on the board. This activity got all students trying to ride their toes and heal edges. I filled individual report cards on the students and invited them back to take lessons with me next weekend.
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Clinic Log
Make log entries to document and track participation in training clinics. This will assist you and your trainer(s) to assess your progress in the In-House Training Course and verify the completion of the requirements on the Portfolio Checklist and AASI-W Level 1 Certification Standards.
Date Sample: 12/3/2007 2.5 hrs Learning Partnership Learning Partnership is created from Teaching Pathways and Learning Pathways. The teaching pathways are characterized by the instructors behavior, instructor changes behaviors to meet the behaviors and needs of the student. Hours # Topic Comments

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Teaching Assessment
Number 1 With the trainer, rate your ability relative to the assessment criteria of the Portfolio Checklist and AASI-W Level 1 Certification Standards. Write down the comments and suggestions offered by your trainer in the observation of your teaching.
Date Candidate Trainer Lesson Type

Teaching Ability Show effective use of each key component of the AASI Teaching Concepts. Teach the riding public up to Rider Level 3

Continued development needed to meet AASI-W Level 1 Standards

1

3

Incorporate Safety and the Rider's Responsibility Code Communicate information using basic techniques such as eye contact, voice inflection, body language, and appropriate pacing of information Present information and activities that target three sensory modalities; visual, auditory, and kinesthetic. Handle a class based on the groups needs, conditions of the day, and lesson content. Meet the needs of specific groups: adults, children, women, seniors… Describe the services available to guests at the local area.

4

5

6

7

8

Trainer’s Comments and Suggestions:

Meets the AASI-W Level 1 Certification Standards

2

Exceeds the AASI-W Level 1 Certification Standards

Teaching Assessment
Number 2 With the trainer, rate your ability relative to the assessment criteria of the Portfolio Checklist and AASI-W Level 1 Certification Standards. Write down the comments and suggestions offered by your trainer in the observation of your teaching.
Date Candidate Trainer Lesson Type

Teaching Ability Show effective use of each key component of the AASI Teaching Concepts. Teach the riding public up to Rider Level 3

Continued development needed to meet AASI-W Level 1 Standards

1

3

Incorporate Safety and the Rider's Responsibility Code Communicate information using basic techniques such as eye contact, voice inflection, body language, and appropriate pacing of information Present information and activities that target three sensory modalities; visual, auditory, and kinesthetic. Handle a class based on the groups needs, conditions of the day, and lesson content. Meet the needs of specific groups: adults, children, women, seniors… Describe the services available to guests at the local area.

4

5

6

7

8

Trainer’s Comments and Suggestions:

Meets the AASI-W Level 1 Certification Standards

2

Exceeds the AASI-W Level 1 Certification Standards

Teaching Assessment
Number 3 With the trainer, rate your ability relative to the assessment criteria of the Portfolio Checklist and AASI-W Level 1 Certification Standards. Write down the comments and suggestions offered by your trainer in the observation of your teaching.
Date Candidate Trainer Lesson Type

Teaching Ability Show effective use of each key component of the AASI Teaching Concepts. Teach the riding public up to Rider Level 3

Continued development needed to meet AASI-W Level 1 Standards

1

3

Incorporate Safety and the Rider's Responsibility Code Communicate information using basic techniques such as eye contact, voice inflection, body language, and appropriate pacing of information Present information and activities that target three sensory modalities; visual, auditory, and kinesthetic. Handle a class based on the groups needs, conditions of the day, and lesson content. Meet the needs of specific groups: adults, children, women, seniors… Describe the services available to guests at the local area.

4

5

6

7

8

Trainer’s Comments and Suggestions:

Meets the AASI-W Level 1 Certification Standards

2

Exceeds the AASI-W Level 1 Certification Standards

Professional Knowledge Assessment
The Level One Written Exam, as well as real life application and understanding are used to test your Professional Knowledge. A copy of the corrected written test should be kept to show that you passed the Professional Knowledge Assessment with a score of 75% or greater. The following resources should be used to develop professional knowledge. Most of the test questions have been taken directly from information in these materials.
     AASI-W Snowboard Certification Handbook (2005 Ed.) AASI Snowboard Manual (2007 Ed.) Core Concepts for Snowsports Instructors Children’s Instruction Handbook: Alpine Skiing & Snowboarding Educational Material posted on the

The written test consist of 40 questions that range any where from short answer, multiple choice, true or false, and fill in the blank. The test is open book, but must be completed while in the presence of a trainer. To complete successfully the test must be completed with at least 30 of 40 questions correct. The questions are based the following topics: Teaching Concepts Safety Terminology Industry Trends Movement Patterns Equipment Kids Physics Biomechanics Kinesiology All questions that are answered incorrectly should be reviewed with a trainer to continue development of Professional Knowledge. Study up and develop a strong foundation for your Professional Knowledge.

American Association of Snowboard Instructors Western Division 2007-2008 Level 1 Written Exam – Answer Form
Name: ________________ Date: ________________
This is an open book exam. Teaching Concepts 1.

2.

3.

4.

5.

6.

7.

8.

Safety 9. 10. 11. 12. 13.

Terminology/ Industry Trends/ Movement Patterns 14.

15.

16.

17.

18.

19.

20.

Equipment 21.

22.

23.

24.

Kids 25.

26.

27.

28.

29.

30.

31.

Physics 32.

33.

34.

Biomechanics/ Kinesiology 35.

36.

37.

38.

39.

Number Correct: ___________ Pass: ___________ Fail: ___________
Cannot miss more than 10 out of 40

Assessment of Training
Level One In-House Certification Primary Trainer’s Name: ______________________
1.0 Did Not Meet 2.0 Met some, Not All 3.0 Met

Date: ____________

4.0 5.0 Met All & Exceeded Exceeded All Some Did Not Meet or set the Met some, but not all of Met the established Met all and exceeded Exceeded all of the expectations, goals and the established expectations, goals and some of the established established objectives for the group. expectations, goals and objectives for the group. expectations, goals and expectations, goals and Did not demonstrate or objectives for the group. Demonstrated the skills, objectives for the group. objectives for\ the communicate the Did not possess, abilities, and Demonstrated a high group. Exceeded the necessary knowledge, demonstrate or commitment required to level of skills, abilities, skills, abilities, and skills, abilities, and communicate all the lead the group and commitment commitment required to commitment required to necessary knowledge, effectively. Possessed required to lead the lead the group lead the group skills, abilities, and/or and communicated the group effectively. effectively. Possessed effectively. commitment required to proper knowledge and Possessed and and communicated lead the group performance to make communicated in-depth exceptional knowledge effectively. the program enjoyable knowledge and and performance with and educational. performance to make broad experience to the program enjoyable make the program and educational. enjoyable and educational.

Trainer and Course Rating: 1) Organization of the Course: 1 2 3 4 5 Comments: 2) Course objectives were consistently pursed: 1 2 3 4 5 Comments: 3) The trainer was well prepared: 1 2 3 4 5 Comments: 4) Activities were pertinent to the course objectives: 1 2 3 4 5 Comments: 5) Trainer’s Ability to lead the course effectively: 1 2 3 4 5 Comments: 6) Trainers level of availability to candidates: 1 2 3 4 5 Comments: 7) Overall Estimate of the course: 1 2 3 4 5 Comments: Other Comments & Suggestions: