IASI BCSI key terms

The tendency of a skier's body to keep turning around a vertical axis once a turn starts, resisted by friction and by the skis' grip on the snow. Instructors use blocking movements and pole use to control it.

A bend at the knees, hips, or spine that lets a skier tip the skis onto their edges while the upper body stays balanced over the outside ski. It improves grip and keeps the center of mass inside the turn.

The whole-body lean toward the inside of a turn that begins the tipping of the skis. Alone it is unstable, so it is usually combined with angulation to keep balance and edge grip.

The point where a skier's weight is effectively concentrated. Its position relative to the feet and skis determines fore-aft and lateral balance, so instructors track it when diagnosing turns.

The area under the feet and skis that keeps a skier upright. It widens with a wider stance and narrows when the skis are close together, changing how much balance correction is needed.

The angle between the ski's base and the snow surface when the ski is tipped. A larger edge angle increases grip and shortens the turn radius, so it is a key lever for turn shape.

A turn in which the ski's sidecut cuts a clean arc through the snow with minimal sideways slip. The tail follows close to the tip's track, producing a smooth, round turn.

Traveling with the skis angled across the direction of motion so the edges push snow sideways. It scrubs speed and is useful for controlling turn shape on steep or icy terrain.

The inward curve along a ski's sides that makes the ski turn when edged. A deeper sidecut produces a tighter natural arc, which shapes how an instructor chooses terrain and drills.

The size of the arc a ski or skier traces in a turn. It depends on sidecut, edge angle, and speed, and instructors adjust it to match terrain, traffic, and student ability.

How a skier's weight is distributed between the tips and tails of the skis. Moving pressure forward engages the tips and starts turns; moving it back reduces tip grip and can cause loss of control.

Turning the upper body and shoulders opposite to the direction the skis are turning. It helps separate upper- and lower-body movement and can stabilize the torso during short turns.

Rotating the skis around a point near the feet, often with the tips swinging across the fall line. Pivoting is useful in tight spaces, bumps, and slow-speed maneuvers where carving is impractical.

The steepest line down a slope, where gravity pulls most directly. Turns are usually initiated as skis cross the fall line, and instructors use it to explain turn phases and speed control.

The distance between a skier's feet. A narrow stance aids edge-to-edge quickness and carving, while a wider stance adds stability for beginners and in variable snow.

The idea that people prefer to learn through seeing, hearing, or doing. Modern instruction treats these as preferences rather than fixed categories and blends visual, verbal, and kinesthetic cues for every student.

The process by which a person acquires and refines movement skills through practice and feedback. Instructors apply it by breaking skills into manageable pieces and giving practice that is repeated and varied.

Information a student receives about their performance, either from the instructor or from the movement itself. Specific, timely feedback that focuses on one change at a time speeds improvement.

A visual model of the target movement shown by the instructor. An accurate, clearly visible demonstration paired with a short explanation helps students form a correct mental picture before practicing.

Sequencing lessons so each new task builds on a skill the student already controls. It moves from simple to complex and from easy terrain to harder terrain, reducing overload and frustration.

Systematic observation of a skier's movements to identify strengths and the single most useful change. It follows a cycle of observe, evaluate, and prescribe, and it drives what the lesson focuses on next.

Recording a student's skiing and watching it together to support movement analysis. It makes subtle habits visible and helps the student connect the instructor's feedback to what they actually did.

Evaluating a skier while standing still, checking stance, alignment, and equipment fit. It is a quick first step before watching dynamic turns and can reveal boot or binding problems early.

Evaluating a skier while they move, observing turn shape, balance, and edge control across terrain. It gives a realistic picture of skill level that a standing check cannot show.

The student's current level of performance at the start of a lesson or program. Establishing it lets the instructor measure progress and set goals that are realistic rather than assumed.

An instructor's own ability to ski or ride all required tasks accurately and consistently. Credible demonstrations depend on it, and it is assessed in certification exams.

Performing a specified maneuver to the required standard, such as a set turn shape or speed. Examiners judge whether the movement matches the task rather than whether it merely looks good.

A written outline of a lesson's objective, activities, terrain, and timing. It keeps instruction focused on student goals and gives the instructor a clear path to follow and adjust.

Agreeing with the student on specific, achievable outcomes for the lesson. Clear goals motivate practice and let both parties judge success at the end of the session.

Choosing slope pitch, width, snow, and traffic that match the lesson objective and student ability. The right terrain makes a skill easier to learn; the wrong terrain adds unnecessary risk.

The instructor's legal and ethical obligation to protect students from foreseeable harm. It includes checking equipment, choosing safe terrain, supervising the group, and acting promptly when conditions change.

A structured check of hazards such as ice, obstacles, other slope users, and weather before and during a lesson. Findings guide terrain choice, group spacing, and whether to change the plan.

A factual written record of an accident or near miss, completed promptly after the event. It should state what happened, who was involved, and what action was taken, without speculation.

The standards of honesty, respect, and fairness an instructor follows with students, colleagues, and employers. It covers confidentiality, avoiding conflicts of interest, and not overstating qualifications.

The limits of what an instructor is trained and authorized to do. Referring students elsewhere for medical, legal, or advanced technical questions protects both the student and the instructor.

Inspecting boots, bindings, helmet, and skis for fit, damage, and correct adjustment before a lesson. Properly set bindings and well-fitted boots reduce injury risk and improve control.

A helmet should sit level, cover the top of the head, and stay snug when the head shakes. A loose or tilted helmet offers far less protection, so instructors check fit before students start.