Movement analysis and assessment of student performance
What the exam tests
This domain tests structured observation: can you separate what the body does from what the turn does, find the primary cause and prescribe one change?
Core rules
- Use a cycle: observe whole then parts; describe neutrally; analyse biomechanically; prescribe one change; re-test. Keep language observable, not judgemental.
- Separate performance from outcome. Outcome is turn shape, speed and line; performance is body movements, pressure, edge and rotation. A good outcome can hide poor mechanics.
- Use the body control systems and turn phases as a lens. Identify the primary cause, not every symptom.
- Establish a baseline before teaching. Compare against criteria, not against your own style. Video from side, front and back; use slow motion sparingly.
- Assessment must consider terrain, snow, visibility, equipment and fatigue; these change what you see.
Worked example
A student catches the inside edge at initiation and falls uphill. Observation: weight is on the inside ski, the upper body leans into the turn and there is no angulation. Reasoning: the CoM moved inside the BoS before the new outside edge engaged, so the inside edge catches. Prescription: release with the new outside ski, flex the inside leg and be patient at initiation. Re-test on a gentle slope and check the first two turns only.
Traps
Diagnosing five faults at once; using scripted fixes such as knees together; confusing outcome with cause; judging without a baseline; ignoring snow and terrain; changing the student's model to your own.