IASI BCSI flashcards

32 cards. Read the term and the definition here. The deck at the top of this page is optional.

Three ski performance fundamentals

Rotary, edging, and pressure control. Every turn is a blend of these three; the instructor diagnoses which one is limiting the student's turn shape.

Inclination versus angulation

Inclination is whole-body lean toward the turn center that creates edge angle. Angulation is joint bending at knees and hips that manages edge angle while keeping the center of mass inside the turn.

Carved turn radius formula

The carved turn radius approximates the ski's sidecut radius multiplied by the cosine of the edge angle. More edge angle produces a shorter effective radius.

Three balance senses

Vestibular, proprioceptive, and visual systems. Over-reliance on vision shows up when a skier loses balance on changing terrain or with eyes closed.

Centripetal force and balance

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.

Counter-rotation versus counter-balancing

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

Experiential learning cycle

Concrete experience, reflective observation, abstract conceptualization, and active experimentation. A well-designed lesson touches each stage rather than only demonstrating and drilling.

Zone of proximal development

The band of tasks just beyond a student's independent ability but achievable with support. Progressions should sit there, not at frustration or boredom level.

Whole-part-whole method

Demonstrate the whole skill, isolate one part for practice, then reintegrate it into the whole. Isolation without reintegration leaves the student unable to apply the fix.

Guided discovery teaching

The instructor asks questions that lead students to a movement outcome rather than prescribing it. It builds ownership but requires more time than direct instruction.

Effective feedback rules

Feedback should be specific, timely, and limited to one or two points. Augmented feedback frequency should decrease as the student's skill develops.

Bloom's taxonomy ordering

Cognitive objectives run from remember to create; psychomotor skills progress from imitation to naturalization. Lesson objectives should name the level targeted.

DIRT movement description

Duration, Intensity, Rate, and Timing. DIRT describes how a movement is performed, not merely whether it occurs, and sharpens movement analysis language.

Three observation viewpoints

Front, side, and behind. A single viewpoint hides rotary, edging, or fore/aft faults, so a valid analysis uses more than one.

Observe before interpreting

Describe what body segments do before naming a cause. Premature interpretation anchors the instructor on a fault the student may not have.

Turn phase assessment

Assess at entry, apex, and exit. Faults such as late edge release or early rotation often appear in only one phase of the turn.

Isolating task for assessment

A valid assessment uses a task that isolates the movement being evaluated, such as a garland to test edge release or a one-ski drill to test pressure.

Demonstration visibility rule

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

Short versus long radius test

Short-radius turns test rotary and pressure control; long-radius turns test edging and inclination. Both belong in an instructor's personal proficiency check.

One-ski and switch drills

These drills expose asymmetries between left and right turns in edge and pressure control, and they build the balance needed for personal proficiency.

Demonstrating a fault

When showing an incorrect movement, label it clearly and immediately follow with the correct model to prevent students from copying the fault.

Lesson plan components

A lesson plan states the goal, the assessment, the progression steps, the terrain used, and the success criterion. Without a success criterion the lesson cannot be evaluated.

Student-owned goals

Goals should be specific, measurable, and owned by the student. Ask what success looks like before choosing the progression.

One variable at a time

Progression changes one variable per step, moving easy to hard, simple to complex, and slow to fast, so the student can attribute success or failure.

Checking for understanding

Ask the student to explain or demonstrate rather than asking whether it makes sense. Self-report is a weak indicator of actual comprehension.

Responsibility code core rules

Stay in control, yield to downhill traffic, stop where visible, and look uphill before starting. These are the baseline duties every instructor models and teaches.

Negligence four elements

Duty, breach, causation, and damages. An instructor's duty of care is that of a reasonably prudent professional in the same circumstances.

Headcount timing

Count students at the start, after each run, and at the end of the lesson. Never leave a student unsupervised on the slope.

Incident response sequence

Secure the scene, assess for injury, call patrol, and record facts without speculation. Documentation should separate observed facts from opinions.

Confidentiality obligation

Student information, injuries, and behavior issues are not shared outside appropriate channels. Gossip about students is a professional conduct breach.

Honest representation of qualifications

Instructors represent certifications and affiliations honestly and never claim credentials not held. Misrepresentation exposes the instructor and the school to liability.

Boot flex and fore/aft balance

Boot flex should match weight and ability. A boot too stiff prevents ankle flexion and blocks fore/aft balance, so equipment choice is a teaching decision.