Term
Turn Phases
GLOSSARY
Breaking a turn into phases — start, control and finish — gives coaches a shared language for analysing where a turn goes well or wrong.
Context and distinction
Phase names vary by teaching system (initiation/shaping/completion is another version).
Explore the glossary →HOW TO DO IT
Turn Phases
Turn phases provide a practical analysis language: initiation establishes the new task, control shapes the arc, finish prepares completion and transition. Actual movements overlap these labels.
Preparation and setting
A reproducible turn task and an agreed observation point.
How to understand / apply it
- State the intended turn outcome.
- Identify edge release and new-edge initiation.
- Observe heading, pressure and shape through the arc.
- Identify the finish and preparation for the next turn.
- Connect an observed problem to its phase before selecting feedback.
How to learn / practise
Analyse several comparable turns, then give one phase-specific cue. Reobserve the same phase rather than changing the whole task.
Errors and corrections
Diagnosing a finish problem from one still posture: follow the sequence. Treating phase boundaries as universal timestamps: use them as descriptions of this task.
Observable checks
The observation states what happened, where in the turn and what changed after feedback.
HOW TO DO IT
Turn phases: progressive engagement; pressure timing; completion; release
Pressure is the interaction of support, movement and trajectory. Fore/aft loading and overall loading are different observations. Carving organizes an edge-supported path with little lateral skid. Edge angle, inclination, angulation, pressure and trajectory must be interpreted through the board's actual response.
Preparation and setting
Use the setting and competence boundary below. This is a page-level learning/application text; use the exact linked movement for reproduction instructions.
Execution / application sequence
- Identify where support is concentrated.
- Observe when the load builds or releases.
- Compare a modest change on suitable terrain.
- Keep an available controlled finish.
- Choose a wide clear suitable piste.
- Start with established rounded linked turns.
- Identify the phase to change using the matching Package1 card.
- Increase demand modestly while preserving speed management and space.
- Observe the track and exit.
- Return to the simpler turn if grip or line fails.
Learning and practice
Compare tracks and the earliest loss of organization. Use the named style's mechanics rather than trying to touch snow as the goal.
Errors, limits and corrections
More edge angle cannot compensate for poor line, unsuitable grip or a clearance problem.
Observable checks
The page-specific task, conditions, known components and missing procedure can be explained. Successful application is checked in the actual task, not inferred from reading.
HOW TO DO IT
Early Edge Development and Patient Loading
Early edge development establishes useful new-turn support before relying on strong shaping. Patient loading means allowing that support and path to develop before adding an abrupt demand. It does not mean doing nothing throughout the top of the arc or waiting for a universal clock position. Early is relative to the intended task. Beginner skidded turns and developed carved turns need different emphasis. A large immediate inside dive can produce a dramatic angle but poor support. Conversely, retaining the old edge too long can force all direction change and braking into the finish.
Preparation and setting
Required: short controlled linked carves or clean individual arcs and a predictable release. Helpful: CD09 and CD10. Use familiar suitable terrain and one chosen shape. Do not transplant a historical clinic's timing directly into steep ice practice.
Learn and reproduce it
- Observe an ordinary pair. Identify old-edge release, first useful new-edge support and where the main path change occurs.
- Rehearse restoring usable support through transition instead of retaining the previous leaned posture.
- In the next pair, develop modest new-edge tilt progressively earlier in the available entry. Avoid a hard catch while residual travel would make the edge inappropriate.
- Let a supported arc begin before stronger shaping effort. Keep joints available; patient does not mean rigid.
- Compare entry trace and finish demand. If the entry improves but speed control deteriorates, adjust the route rather than simply increasing load.
- Vary timing modestly while keeping intensity comparable. Then vary intensity separately. Stop the comparison if corridor or stop margin changes materially.
- Transfer the useful timing to both transitions. Reassess when speed, snow or gradient changes.
Exercises and correction
CD13 is the early-support comparison; CD14 tests gradual loading; CD23 diagnoses the opposite pattern of late entry.
Evidence and progression
The rider develops useful early support with less abrupt finish demand and stable speed. This is a timing outcome, not a required angle or a mandatory national script.
Diagnostic hypotheses and rechecks
Possible causes are hypotheses to test, not diagnoses inferred from one attempt.
| Observation | Possible cause | Diagnostic exercise | Correction | Recheck |
|---|---|---|---|---|
| Large new angle followed by an inside fall | Tilt/inclination exceeds established support | CD13 smaller initial demand | Develop support progressively without a body dive | New arc starts without an arm rescue |
| Edge engages but path immediately brushes | Rotation/loading added before usable support | CD13 with reduced impulse | Separate support development from abrupt shaping | Cleaner entry under comparable conditions |
| “Patience” creates a long straight downhill segment | Cue interpreted as delayed action | CD13 event-based timing | Remain actively supported and develop appropriate new engagement | Entry remains rounded within corridor |
Methodology connection
CM09 is Keith Stubbs's first-person APSI clinic report, not an APSI manual. CM08 cautions against an unsupported early dive. These notes are compatible at the outcome level but are not merged into a claimed joint curriculum.
Editorial status
detailed_text_draft; coaching review pending.
Existing placement anchors
05.03; 05.14; 02.08
01
editorial review notes
Movement and pressure patterns depend on the task and level.
CONNECTED KNOWLEDGE