IASI BCSI cheat sheet

Rotary, edging, and pressure control are the three ski performance fundamentals; fore/aft and lateral balance are the two balancing movements.

Ski turning is driven by the interaction of a rotating platform (leg rotation under a stable pelvis) and the ski's sidecut; a carved turn radius approximates sidecut radius times the cosine of the edge angle.

The ankle, knee, and hip form a three-joint chain; dorsiflexion closes the ankle and moves pressure forward, plantarflexion opens it and moves pressure aft.

Inclination (whole-body lean toward the turn center) creates edge angle; angulation (joint bending at knees and hips) manages edge angle while keeping the center of mass inside the turn.

Centripetal force points toward the turn center; the skier must incline enough that the resultant of gravity and centripetal force passes through the base of support.

Vestibular, proprioceptive, and visual systems are the three balance senses; closing the eyes or changing terrain exposes over-reliance on vision.

Counter-rotation separates upper and lower body; counter-balancing shifts the hips toward the outside of the turn to offset upper-body mass.

Pressure control follows a sequence: extend to release, flex to engage, and manage pressure through the belly of the turn; pressure peaks near the fall line in a round turn.

Fore/aft balance is referenced to the base of support, not the boot cuff; a neutral stance places the center of mass over the midfoot with slight ankle flex.

The experiential learning cycle: concrete experience, reflective observation, abstract conceptualization, active experimentation; a lesson should touch each stage.

Bloom's taxonomy orders cognitive objectives from remember to create; psychomotor skills move from imitation to naturalization.

Maslow's hierarchy implies safety and belonging needs must be met before a student can attend to skill acquisition.

VARK describes preferred input modes (visual, auditory, read/write, kinesthetic); instructors should match the first explanation to the student's preference, then vary.

The whole-part-whole method: demonstrate the whole skill, isolate a part, then reintegrate it into the whole.

Guided discovery asks questions that lead students to a movement outcome rather than prescribing it; direct instruction states the outcome and the method.

Feedback should be specific, timely, and limited to one or two points; augmented feedback frequency should decrease as skill develops.

The zone of proximal development defines tasks just beyond independent ability; progressions should sit there, not at frustration level.

Transfer of learning: skills learned in one context (e.g., short turns) should be linked explicitly to the target context (e.g., bumps).

Observe from front, side, and behind; a single viewpoint hides rotary, edging, or fore/aft faults.

Separate observation from interpretation: describe what the body segments do before naming a cause.

Check the four reference points: stance width, hip and shoulder alignment, edge angle, and pressure distribution along the ski.

The DIRT framework (Duration, Intensity, Rate, Timing) describes how a movement is performed, not just whether it occurs.

Look for cause-and-effect chains: a rotated pelvis often produces a skidded tail and lost edge grip.

Compare the student's turn to a model turn of the same radius and terrain; do not compare to expert-level skiing on steeper terrain.

Video review is most useful when the student identifies the fault first; instructor interpretation follows.

Assess at the entry, apex, and exit of the turn; faults often appear only at one phase.

A valid assessment uses a task that isolates the movement being evaluated (e.g., a garland to test edge release).

A demonstration must be accurate, visible, and matched to the students' level; a perfect demo they cannot see teaches nothing.

Demonstrate from a position where all students can see the skis and the body; turn sideways to the group for edge and rotary demos.

The instructor's personal skiing should show consistent turn shape, controlled speed, and balance in all terrain used for the lesson.

Short-radius turns test rotary and pressure control; long-radius turns test edging and inclination.

Switch and one-ski drills expose edge and pressure asymmetries between left and right turns.

A demo should be repeatable: the same turn shape on the same terrain twice, so students can compare.

When demonstrating a fault, label it clearly and immediately show the correct model to avoid confusion.

Personal proficiency includes the ability to ski backward, side-slip, and traverse to manage a class on any terrain.

A lesson plan states the goal, the assessment, the progression steps, the terrain used, and the success criterion.

Goals should be specific, measurable, and student-owned; ask the student what success looks like before choosing the progression.

The progression should move from easy to hard, simple to complex, and slow to fast, with one variable changed at a time.

Terrain selection is a teaching tool: gentle groomed slopes for edging, small bumps for pressure, and gates for turn shape.

A lesson should end with a summary and a transfer task the student can practice independently.

Time allocation rule of thumb: assessment, progression, practice, and summary; practice should dominate.

Check for understanding by asking the student to explain or demonstrate, not by asking 'does that make sense?'

Progression steps should be reversible; if a student fails a step, return to the last successful one.

The responsibility code: stay in control, yield to downhill traffic, stop where visible, and look uphill before starting.

Duty of care requires the instructor to act as a reasonably prudent professional; negligence requires duty, breach, causation, and damages.

Headcounts at the start, after each run, and at the end of the lesson are mandatory; never leave a student unsupervised.

Terrain selection must account for the weakest student, not the strongest.

Collision avoidance: choose a stopping point off the traffic lane, and never stop below a blind roll.

Weather and visibility changes are grounds to change terrain or end the lesson; document the decision.

Incident response: secure the scene, assess for injury, call patrol, and record facts without speculation.

Equipment checks (bindings, helmets, boots) are part of the safety briefing before the first run.

The instructor's primary obligation is student welfare and safety, ahead of personal skiing enjoyment or tips.

Confidentiality: student information, injuries, and behavior issues are not shared outside the appropriate channels.

Avoid dual relationships and favoritism; treat all students with equal attention and respect.

Represent qualifications honestly; never claim certifications or affiliations not held.

Follow the resort's policies on terrain use, lift access, and lesson boundaries.

Provide a professional appearance and punctual arrival; the lesson starts at the meeting point, not on the slope.

Handle conflicts privately and refer unresolved issues to a supervisor.

Continuing education and feedback-seeking are professional obligations, not optional extras.

Ski length and sidecut determine turn radius; a shorter sidecut radius makes short turns easier.

Boot flex should match the student's weight and ability; a boot too stiff prevents ankle flexion and blocks fore/aft balance.

Binding release settings are set by a technician using weight, height, and ability; instructors should not adjust them.

Helmet fit: snug, level, and with the front edge just above the eyebrows; replace after any significant impact.

Snow conditions change the effective edge: ice rewards sharp edges and precise pressure, powder rewards a centered stance and softer pressure.

Terrain choice should match the goal: gentle groomed for learning, steeper groomed for edging, bumps for pressure control, powder for balance.

Cold and altitude increase fatigue and dehydration; schedule breaks and watch for early signs of hypothermia.

Lift loading and unloading require a plan; brief students on the procedure before the first ride.