19 · KNOWLEDGE AREA
AASI's 2023 framework of six snowboard fundamentals: longitudinal pressure, lateral pressure, pressure magnitude, tilt, pivot and torsional twist.
Explore in: Teaching, Coaching & MethodsRider–Board–Snow Fundamentals
OPEN ENTRY →A methodology for first sessions on an airbag landing: inspect the approach and jump, ride a straight air to learn the feature, then repeat an already familiar movement before experimenting further.
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OPEN ENTRY →This page applies the drill design and transfer framework to All-mountain/freeride: route, variability, short turns, absorption. Treat the listed dimensions separately rather than assigning one universal cue to the whole topic. A drill constrains attention to one component. Its value is the change it produces in the riding task, not resemblance to an impressive pose.
Explore in: Teaching, Coaching & MethodsPark Jumps & Aerial Freestyle
OPEN ENTRY →Observation against explicit criteria under stated conditions.
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OPEN ENTRY →An edge supports direction through its relation to snow and travel. Edge angle is distinct from board heading and skid angle. A controlled stop intentionally manages speed and leaves the rider balanced in a suitable place. First-day learning combines equipment familiarity, supported movement, speed control and terrain choice. Each new task needs a predictable finish; confidence alone is not control.
Explore in: First Day → Independent Resort RidingTeaching, Coaching & Methods
OPEN ENTRY →This page applies the drill design and transfer framework to Balance: stationary; gliding; fore/aft; cross-board; perturbation tasks. Treat the listed dimensions separately rather than assigning one universal cue to the whole topic. A drill constrains attention to one component. Its value is the change it produces in the riding task, not resemblance to an impressive pose.
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OPEN ENTRY →Boot fit combines overall size, heel retention, support and absence of problematic pressure. Binding adjustment cannot correct every boot-fit problem. Preparation should fit the rider's current capacity and planned session. A routine is a flexible entry to activity, not proof of readiness for a new trick. First-day learning combines equipment familiarity, supported movement, speed control and terrain choice. Each new task needs a predictable finish; confidence alone is not control.
Explore in: First Day → Independent Resort RidingTeaching, Coaching & Methods
OPEN ENTRY →Practice organised in repeated attempts at the same task before changing tasks.
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OPEN ENTRY →This page applies the first-day learning framework to Board handling: carrying; securing the board; strapping in; getting up. Treat the listed dimensions separately rather than assigning one universal cue to the whole topic. First-day learning combines equipment familiarity, supported movement, speed control and terrain choice. Each new task needs a predictable finish; confidence alone is not control.
Explore in: First Day → Independent Resort RidingTeaching, Coaching & Methods
OPEN ENTRY →This page applies the drill design and transfer framework to Carving: entry, transitions, radius, symmetry, terrain adaptation. Treat the listed dimensions separately rather than assigning one universal cue to the whole topic. A drill constrains attention to one component. Its value is the change it produces in the riding task, not resemblance to an impressive pose.
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OPEN ENTRY →CASI's Level 2 grouping of snowboard skills into Position & Balance, Pivot, Edging, Pressure, and Timing & Coordination.
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OPEN ENTRY →This page applies the teaching and feedback framework to Children; adults; returning riders; adaptive teaching; individual needs. Treat the listed dimensions separately rather than assigning one universal cue to the whole topic. An effective lesson connects a clear task, suitable terrain, a limited movement cue and an observable response. The instructor adjusts the task from evidence rather than delivering every cue at once.
Explore in: Teaching, Coaching & MethodsRider–Board–Snow Fundamentals
OPEN ENTRY →An edge supports direction through its relation to snow and travel. Edge angle is distinct from board heading and skid angle. Whole-body spin, counterrotation and board-relative change are different observations. Internal action alone cannot create net whole-body angular momentum in free flight. First-day learning combines equipment familiarity, supported movement, speed control and terrain choice. Each new task needs a predictable finish; confidence alone is not control.
Explore in: First Day → Independent Resort RidingTeaching, Coaching & Methods
OPEN ENTRY →This page applies the teaching and feedback framework to Comparative method registry:. Treat the listed dimensions separately rather than assigning one universal cue to the whole topic. An effective lesson connects a clear task, suitable terrain, a limited movement cue and an observable response. The instructor adjusts the task from evidence rather than delivering every cue at once.
Explore in: Teaching, Coaching & MethodsRider–Board–Snow Fundamentals
OPEN ENTRY →Switch control includes intentional starts, linked travel and stopping, not just landing with the opposite end leading. First-day learning combines equipment familiarity, supported movement, speed control and terrain choice. Each new task needs a predictable finish; confidence alone is not control.
Explore in: First Day → Independent Resort RidingTeaching, Coaching & Methods
OPEN ENTRY →Changing one demand at a time — terrain shape, surface, turn size or rhythm — starting from an established skill in familiar conditions.
Explore in: Teaching, Coaching & MethodsRider–Board–Snow Fundamentals
OPEN ENTRY →A concise prompt intended to direct attention or action.
Explore in: Glossary & TerminologyTeaching, Coaching & Methods
OPEN ENTRY →This page applies the first-day learning framework to Direction control: garlands; J-turns; individual heel/toe turns. Treat the listed dimensions separately rather than assigning one universal cue to the whole topic. First-day learning combines equipment familiarity, supported movement, speed control and terrain choice. Each new task needs a predictable finish; confidence alone is not control.
Explore in: First Day → Independent Resort RidingTeaching, Coaching & Methods
OPEN ENTRY →A practice task designed to develop or assess a specified outcome.
Explore in: Glossary & TerminologyTeaching, Coaching & Methods
OPEN ENTRY →An edge supports direction through its relation to snow and travel. Edge angle is distinct from board heading and skid angle. A drill constrains attention to one component. Its value is the change it produces in the riding task, not resemblance to an impressive pose.
Explore in: Teaching, Coaching & MethodsPark Jumps & Aerial Freestyle
OPEN ENTRY →An edge supports direction through its relation to snow and travel. Edge angle is distinct from board heading and skid angle. A controlled stop intentionally manages speed and leaves the rider balanced in a suitable place. First-day learning combines equipment familiarity, supported movement, speed control and terrain choice. Each new task needs a predictable finish; confidence alone is not control.
Explore in: First Day → Independent Resort RidingTeaching, Coaching & Methods
OPEN ENTRY →An attentional prompt directed toward an intended effect or the environment.
Explore in: Glossary & TerminologyTeaching, Coaching & Methods
OPEN ENTRY →This page applies the teaching and feedback framework to Fear and confidence: graded tasks; choice; achievable criteria. Treat the listed dimensions separately rather than assigning one universal cue to the whole topic. An effective lesson connects a clear task, suitable terrain, a limited movement cue and an observable response. The instructor adjusts the task from evidence rather than delivering every cue at once.
Explore in: Teaching, Coaching & MethodsRider–Board–Snow Fundamentals
OPEN ENTRY →Information provided about an attempt or performance to support learning.
Explore in: Glossary & TerminologyTeaching, Coaching & Methods
OPEN ENTRY →Useful feedback connects one observed action to an achievable next attempt. An effective lesson connects a clear task, suitable terrain, a limited movement cue and an observable response. The instructor adjusts the task from evidence rather than delivering every cue at once.
Explore in: Teaching, Coaching & MethodsRider–Board–Snow Fundamentals
OPEN ENTRY →Whole-body spin, counterrotation and board-relative change are different observations. Internal action alone cannot create net whole-body angular momentum in free flight. A drill constrains attention to one component. Its value is the change it produces in the riding task, not resemblance to an impressive pose.
Explore in: Teaching, Coaching & MethodsPark Jumps & Aerial Freestyle
OPEN ENTRY →A controlled stop intentionally manages speed and leaves the rider balanced in a suitable place. First-day learning combines equipment familiarity, supported movement, speed control and terrain choice. Each new task needs a predictable finish; confidence alone is not control.
Explore in: First Day → Independent Resort RidingTeaching, Coaching & Methods
OPEN ENTRY →A relationship-mapping proposal connecting existing grabs and spins to pipe applications instead of duplicating their canonical entities.
Explore in: Halfpipe & TransitionsTeaching, Coaching & Methods
OPEN ENTRY →An observation requires enough view of approach, support, flight and finish. Missing information remains unknown. An effective lesson connects a clear task, suitable terrain, a limited movement cue and an observable response. The instructor adjusts the task from evidence rather than delivering every cue at once.
Explore in: Teaching, Coaching & MethodsRider–Board–Snow Fundamentals
OPEN ENTRY →Teaching through structured tasks and questions that help the learner find useful solutions.
Explore in: Glossary & TerminologyTeaching, Coaching & Methods
OPEN ENTRY →A proposed explanation to test; distinguish it from a confirmed cause of a riding problem.
Explore in: Glossary & TerminologyTeaching, Coaching & Methods
OPEN ENTRY →This page applies the teaching and feedback framework to Instructor development: technical, teaching and people skills; reflective practice. Treat the listed dimensions separately rather than assigning one universal cue to the whole topic. An effective lesson connects a clear task, suitable terrain, a limited movement cue and an observable response. The instructor adjusts the task from evidence rather than delivering every cue at once.
Explore in: Teaching, Coaching & MethodsRider–Board–Snow Fundamentals
OPEN ENTRY →An attentional prompt directed toward body movement or sensation.
Explore in: Glossary & TerminologyTeaching, Coaching & Methods
OPEN ENTRY →This page applies the teaching and feedback framework to Internal/external attentional cues; demonstration; imagery; vocabulary. Treat the listed dimensions separately rather than assigning one universal cue to the whole topic. An effective lesson connects a clear task, suitable terrain, a limited movement cue and an observable response. The instructor adjusts the task from evidence rather than delivering every cue at once.
Explore in: Teaching, Coaching & MethodsRider–Board–Snow Fundamentals
OPEN ENTRY →A criterion describes observable control in stated conditions. Repetition, stance and conditions matter. An effective lesson connects a clear task, suitable terrain, a limited movement cue and an observable response. The instructor adjusts the task from evidence rather than delivering every cue at once.
Explore in: Teaching, Coaching & MethodsRider–Board–Snow Fundamentals
OPEN ENTRY →Useful feedback connects one observed action to an achievable next attempt. A criterion describes observable control in stated conditions. Repetition, stance and conditions matter. An effective lesson connects a clear task, suitable terrain, a limited movement cue and an observable response. The instructor adjusts the task from evidence rather than delivering every cue at once.
Explore in: Teaching, Coaching & MethodsRider–Board–Snow Fundamentals
OPEN ENTRY →Lift boarding and unloading are equipment- and resort-specific. One-foot board control is preparation, not a complete procedure for every lift. First-day learning combines equipment familiarity, supported movement, speed control and terrain choice. Each new task needs a predictable finish; confidence alone is not control.
Explore in: First Day → Independent Resort RidingTeaching, Coaching & Methods
OPEN ENTRY →Several linked turns on a shaped banked course, with instructors reinforcing steering and appropriate edge engagement.
Explore in: First Day → Independent Resort RidingTeaching, Coaching & Methods
OPEN ENTRY →This page applies the first-day learning framework to Linked turns: release; transition; S-turns; speed control through turn shape. Treat the listed dimensions separately rather than assigning one universal cue to the whole topic. First-day learning combines equipment familiarity, supported movement, speed control and terrain choice. Each new task needs a predictable finish; confidence alone is not control.
Explore in: First Day → Independent Resort RidingTeaching, Coaching & Methods
OPEN ENTRY →This page applies the teaching and feedback framework to Method vs drill vs cue; evidence of applicability; competing explanations. Treat the listed dimensions separately rather than assigning one universal cue to the whole topic. An effective lesson connects a clear task, suitable terrain, a limited movement cue and an observable response. The instructor adjusts the task from evidence rather than delivering every cue at once.
Explore in: Teaching, Coaching & MethodsRider–Board–Snow Fundamentals
OPEN ENTRY →An organised approach for selecting, sequencing and explaining learning tasks.
Explore in: Glossary & TerminologyTeaching, Coaching & Methods
OPEN ENTRY →A repeatable learning environment for speed management, turning and stopping.
Explore in: Halfpipe & TransitionsTeaching, Coaching & Methods
OPEN ENTRY →This page applies the first-day learning framework to Mountain independence: map reading; route choice; traffic; flat sections; fatigue. Treat the listed dimensions separately rather than assigning one universal cue to the whole topic. First-day learning combines equipment familiarity, supported movement, speed control and terrain choice. Each new task needs a predictable finish; confidence alone is not control.
Explore in: First Day → Independent Resort RidingTeaching, Coaching & Methods
OPEN ENTRY →Observation and interpretation of movement in relation to task, conditions and outcome.
Explore in: Glossary & TerminologyTeaching, Coaching & Methods
OPEN ENTRY →This page applies the drill design and transfer framework to Off-snow simulations: carpet; trampoline; balance tools; constraints of transfer. Treat the listed dimensions separately rather than assigning one universal cue to the whole topic. A drill constrains attention to one component. Its value is the change it produces in the riding task, not resemblance to an impressive pose.
Explore in: Teaching, Coaching & MethodsPark Jumps & Aerial Freestyle
OPEN ENTRY →One-foot travel keeps the secured foot attached while the free foot supplies propulsion or rests on a suitable board contact area. A controlled stop intentionally manages speed and leaves the rider balanced in a suitable place. First-day learning combines equipment familiarity, supported movement, speed control and terrain choice. Each new task needs a predictable finish; confidence alone is not control.
Explore in: First Day → Independent Resort RidingTeaching, Coaching & Methods
OPEN ENTRY →A criterion describes observable control in stated conditions. Repetition, stance and conditions matter. A drill constrains attention to one component. Its value is the change it produces in the riding task, not resemblance to an impressive pose.
Explore in: Teaching, Coaching & MethodsPark Jumps & Aerial Freestyle
OPEN ENTRY →A proposed navigation map: turning on easy terrain → low bank / mini-pipe tasks → linked low wall turns → coach-selected transition airs or quarterpipe air-to-switch → later grabs, amplitude and rotation.
Explore in: Halfpipe & TransitionsTeaching, Coaching & Methods
OPEN ENTRY →A capability required for a stated task; use only when the relationship has been reviewed.
Explore in: Glossary & TerminologyTeaching, Coaching & Methods
OPEN ENTRY →Pressure is the interaction of support, movement and trajectory. Fore/aft loading and overall loading are different observations. A drill constrains attention to one component. Its value is the change it produces in the riding task, not resemblance to an impressive pose.
Explore in: Teaching, Coaching & MethodsPark Jumps & Aerial Freestyle
OPEN ENTRY →A planned sequence of tasks with increasing or changing demands.
Explore in: Glossary & TerminologyTeaching, Coaching & Methods
OPEN ENTRY →Repeating the relevant observation after a change under comparable conditions.
Explore in: Glossary & TerminologyTeaching, Coaching & Methods
OPEN ENTRY →Checking features before learners use them, because conditions can change.
Explore in: Halfpipe & TransitionsTeaching, Coaching & Methods
OPEN ENTRY →An adaptation that reduces a task's demands while preserving its purpose.
Explore in: Glossary & TerminologyTeaching, Coaching & Methods
OPEN ENTRY →Extension at a roller's base, flexion over its top and a forward reset, in a designed beginner learning progression.
Explore in: First Day → Independent Resort RidingTeaching, Coaching & Methods
OPEN ENTRY →Flexion/extension combined with turning on a purpose-built track.
Explore in: First Day → Independent Resort RidingTeaching, Coaching & Methods
OPEN ENTRY →Whole-body rotation in one direction versus upper- and lower-body movement in opposing directions.
Explore in: Teaching, Coaching & MethodsPark Jumps & Aerial Freestyle
OPEN ENTRY →CASI's Static → Active → Free → Experimentation sequence organizing learning from supported practice toward independent exploration.
Explore in: Teaching, Coaching & MethodsRider–Board–Snow Fundamentals
OPEN ENTRY →This page applies the teaching and feedback framework to SBSweet methodology: rider independence; technical understanding; measurable progression; transfer. Treat the listed dimensions separately rather than assigning one universal cue to the whole topic. An effective lesson connects a clear task, suitable terrain, a limited movement cue and an observable response. The instructor adjusts the task from evidence rather than delivering every cue at once.
Explore in: Teaching, Coaching & MethodsRider–Board–Snow Fundamentals
OPEN ENTRY →A capability that can be developed and demonstrated across relevant tasks.
Explore in: Glossary & TerminologyTeaching, Coaching & Methods
OPEN ENTRY →This page applies the teaching and feedback framework to Skills-based teaching; task-based teaching; guided discovery; constraints-based approaches. Treat the listed dimensions separately rather than assigning one universal cue to the whole topic. An effective lesson connects a clear task, suitable terrain, a limited movement cue and an observable response. The instructor adjusts the task from evidence rather than delivering every cue at once.
Explore in: Teaching, Coaching & MethodsRider–Board–Snow Fundamentals
OPEN ENTRY →This page applies the teaching and feedback framework to Specialist schools: carving; Japanese ground tricks; freestyle; race; freeride. Treat the listed dimensions separately rather than assigning one universal cue to the whole topic. An effective lesson connects a clear task, suitable terrain, a limited movement cue and an observable response. The instructor adjusts the task from evidence rather than delivering every cue at once.
Explore in: Teaching, Coaching & MethodsRider–Board–Snow Fundamentals
OPEN ENTRY →A coaching distinction between open landings (gaze toward travel) and blind landings (restrained head and torso, not eyes shut).
Explore in: Teaching, Coaching & MethodsPark Jumps & Aerial Freestyle
OPEN ENTRY →A coaching framework organizing spins into edge platform, setup, release and landing.
Explore in: Teaching, Coaching & MethodsPark Jumps & Aerial Freestyle
OPEN ENTRY →This page applies the drill design and transfer framework to Steering: pivot tasks; turn-shape tasks; corridor challenges. Treat the listed dimensions separately rather than assigning one universal cue to the whole topic. A drill constrains attention to one component. Its value is the change it produces in the riding task, not resemblance to an impressive pose.
Explore in: Teaching, Coaching & MethodsPark Jumps & Aerial Freestyle
OPEN ENTRY →Switch control includes intentional starts, linked travel and stopping, not just landing with the opposite end leading. A drill constrains attention to one component. Its value is the change it produces in the riding task, not resemblance to an impressive pose.
Explore in: Teaching, Coaching & MethodsPark Jumps & Aerial Freestyle
OPEN ENTRY →A way of organising movement to achieve a task.
Explore in: Glossary & TerminologyTeaching, Coaching & Methods
OPEN ENTRY →A first-turn task in which the bank initially redirects a flat-based board, then basic edge control is developed.
Explore in: First Day → Independent Resort RidingTeaching, Coaching & Methods
OPEN ENTRY →This page applies the drill design and transfer framework to Timing: rhythm; phase isolation; variable timing; linked sequences. Treat the listed dimensions separately rather than assigning one universal cue to the whole topic. A drill constrains attention to one component. Its value is the change it produces in the riding task, not resemblance to an impressive pose.
Explore in: Teaching, Coaching & MethodsPark Jumps & Aerial Freestyle
OPEN ENTRY →The extent to which learning in one task supports performance in another.
Explore in: Glossary & TerminologyTeaching, Coaching & Methods
OPEN ENTRY →Current travel stance and natural regular/goofy stance are separate properties. Physical nose and tail retain their identity in switch travel. Pressure is the interaction of support, movement and trajectory. Fore/aft loading and overall loading are different observations. First-day learning combines equipment familiarity, supported movement, speed control and terrain choice. Each new task needs a predictable finish; confidence alone is not control.
Explore in: First Day → Independent Resort RidingTeaching, Coaching & Methods
OPEN ENTRY →Practice that changes relevant task or environmental conditions.
Explore in: Glossary & TerminologyTeaching, Coaching & Methods
OPEN ENTRY →This page applies the teaching and feedback framework to Whole/part practice; blocked/variable practice; progression/regression. Treat the listed dimensions separately rather than assigning one universal cue to the whole topic. An effective lesson connects a clear task, suitable terrain, a limited movement cue and an observable response. The instructor adjusts the task from evidence rather than delivering every cue at once.
Explore in: Teaching, Coaching & MethodsRider–Board–Snow Fundamentals
OPEN ENTRY →