The three-day event was structured with morning and afternoon sessions each day, offering topics such as steeps, park and pipe, mountain exploration, and carving. 

The Canadian team was also invited to deliver a one-hour indoor presentation to AASI members, which was well received. In addition, we were occasionally asked to assist with session leading and to observe sessions in order to gather insights to bring back to the Canadian membership. 

Guest Service and Safety 

Guest service was a major highlight of the trip. Copper Mountain, home to a Woodward facility, proved to be a world-class destination for the event. 

Participants could purchase an event package that included daily breakfast and lunch. Breakfasts were held in a conference center, while lunch involved using vouchers at various mountain venues, promoting social interaction throughout the day. 

Two après events were organized to encourage community bonding in a relaxed, fun environment.

A daily group ride closed each day, reinforcing a strong sense of community. Safety was well managed at every stage of the event. 

An additional evening session was held in the Woodward Barn, giving participants the chance to practice freestyle skills off-snow.

The Canadian team was housed with the American team, maximizing opportunities for professional exchange and snowboard education sharing. 

Lesson Structure and Communication 

The event placed a greater emphasis on rider experience rather than detailed technical instruction. 

Specific session goals were rarely presented; instead, leaders employed guided discovery techniques to respond to riders’ questions and needs. 

Communication often involved complex technical concepts — for example, “twisting the femur inside the hip joint” to adjust turn shape, or examining the moment when “the unweighting of the centre of mass initiates the new edge arc.” 

AASI instructors use the acronym DIRT (Duration, Intensity, Rate, Timing) to guide lesson planning and communication. 

Demonstrations 

The AASI National Team demonstrated strong riding skills, with a distinct freestyle influence evident across all levels. 

Key demonstration styles included: 

● Level 1: Flex up at edge change (up-unweighting) 

● Level 2: Flex down at edge change (down-unweighting) 

● Level 3: Retraction turns (fast unweighting) 

High-level piste demonstrations emphasized quick retraction to unweight the board and initiate a new arc. Off-piste demonstrations, in contrast, promoted a more relaxed freeride style.

The Americans strongly favour a “duck stance” and prominently use the “cowboy knees” position, which supports effective retraction movements in their demonstrations. 

Analysis and Improvement 

The AASI exam system is divided into three parts: Riding, Teaching, and Movement Analysis. 

Movement Analysis requires candidates to observe a rider, describe what they see, and suggest improvements. 

Generally, the analysis and improvement approach had more of a coaching tone, with less direct attachment to the AASI’s six fundamentals. 

The United States is divided into eight snowboard regions, each with slightly different teaching and analysis approaches based on local terrain and conditions. AASI is actively working towards standardizing their system across all regions by May 2027, ensuring consistency in exam duration, cost, and technical expectations. 

Technical Content 

AASI’s system is built around six fundamentals: 

1. Tilt (edging) 
2. Pivot (controlling rotation via pivoting and flex/extension) 
3. Twist (torsional flexion and pedaling) 
4. Pressure Management divided into three categories: 
   • Along the board (longitudinal) 
   • Across the board (lateral)
   • Board-snow interaction (flexion/extension) 
5. Retraction (down-unweighting) is taught as the fastest way to change edges and is considered a more advanced skill. 
6. Up-unweighting (flexing up at edge change) is seen as an entry-level skill appropriate for beginners (Level 1). 

Technical focus is heavily placed on edge change management — particularly the mechanics of unweighting. 

One of the most noticeable differences between the Canadian and American technical models is the sequencing of angulation before inclination in AASI’s system. 

Additionally, there appears to be a philosophical gap between alpine race boarding and soft boot freeride snowboarding, with distinct movement patterns emphasized for each. 

Conclusion 

Rider Rally 2025 was a tremendous success. 

It clearly demonstrated the importance of community building and professional development within a national association. CASI could greatly benefit from hosting a similar event to foster these same values among its members. 

The Americans delivered a welcoming, well-organized event, with exceptional guest service and hospitality. 

Their strong emphasis on freestyle elements and social connection left a lasting impression, and we are excited to share our insights with the Canadian snowboarding community.

Article by Breen Trott

CASI National Technical Team Member 

Breen Trott is a CASI Level 4 / Park 2 evaluator. He started teaching snowboarding in 2002 at Glen Eden, Ontario and then spent several years at both Sun Peaks and Fernie, BC before finally settling back in Ontario at Mount Pakenham. When he’s not teaching, you can find him shredding with his 5 and 8 year old children.

The right gear plays a crucial role in your performance and success on the mountain. Whether you’re carving up groomers, exploring off-piste, or hitting the park, having the right board, stance, and bindings is essential to maximizing your performance. I caught up with the rest of the CASI Tech Team to talk about gear preferences and what they’re riding this season.

Jake’s Gear Breakdown: Freeride & Park

Freeride Setup: Winterstick Seth Westcot Pro 162W

• Board: Winterstick Seth Westcot Pro 162W
• Bindings: Now Drive CX
• Stance: 21.25″ width, 21° / -6° angles

For me, the Winterstick Seth Westcot Pro is the ultimate freeride weapon. Designed as a banked slalom destroyer, the Westcot Pro offers exceptional edge control and turning power, making it ideal for both steep alpine terrain and tight, technical lines. With its slightly stiffer flex, it’s a board that will hold up well at speed, providing the stability you need for more aggressive riding.

I prefer wider boards (even with a size 10.5 boot) for the added stability, and the 162W checks that box with a 270mm waist width, ensuring no boot interference when carving. This setup is about high-performance freeride, but it’s still versatile enough to handle just about anything the mountain throws at you.

Park Setup: Korua Otto Plus 161

• Board: Korua Otto Plus 161
• Bindings: Now Drive Pro
• Stance: 22″ width, 18° / -9° angles

In the park, my preference is something a little more nimble and poppy. The Korua Otto Plus is a freeride-inspired park board that can handle anything from jumps to rail features with confidence. It’s more stable than your traditional park board, making it ideal for hitting bigger features, but still playful enough for smaller tricks.

My stance on this board is also set a bit wider, with an 18° / -9° angle setup that helps me find a bit more fore/aft stability when on the rails or landing jumps. Overall, the Otto Plus strikes a great balance between freestyle versatility and freeride performance.

Michelle’s Gear Breakdown: All-Terrain Freestyle

All-Mountain Setup: Rossignol Diva

• Board: Rossignol Diva
• Bindings: Burton Lexa
• Stance: Goofy, 15° / -6° angles

Michelle is all about having one board that does it all—and the Rossignol Diva is her go-to for versatility. This board is designed for everything: off-piste, park laps, and groomers. She loves how it rides in a variety of terrain and conditions, offering solid performance whether she’s carving, jumping, or exploring off the beaten path.

Michelle’s stance is set to +15° / -6°, with some experimentation towards a more neutral back foot. The Burton Lexa bindings give her a snug fit, transferring energy directly to the board without any pressure points. It’s a setup that gives her the stability she needs while still staying nimble in the park.

Nick’s Gear Breakdown: Freeride & Park

Freeride Setup: Nitro Mountain 157 (Previous) / Nitro Banker 156 (Current)

• Board: Nitro Mountain 157 (previous) / Nitro Banker 156 (current)
• Bindings: Now Select
• Stance: 21.25″, 21° / -9° angles

Nick’s current setup is all about big-mountain performance, with the Nitro Mountain and Nitro Banker boards both offering tons of float and control. The Mountain is known for being floaty in deep snow, but with incredible carving capabilities on steep terrain. It excels in tight trees and offers solid hold in deep conditions.

Nick rides with a fairly aggressive stance, keeping the angles at 21° / -9° for a responsive, precise feel. Even though he hasn’t had the chance to fully test the Nitro Banker yet, he’s optimistic it will be just as much of a beast, offering solid stability on all types of terrain.

Park Setup: Rome Stale Crewzer 154

• Board: Rome Stale Crewzer 154
• Bindings: Burton Cartel or Now Select
• Stance: 21.25″ to 22″, 18° / -12° angles

For park laps, Nick opts for the Rome Stale Crewzer. While it’s not the most durable board he’s ever ridden (it’s seen better days after multiple repairs), it’s still his go-to for jibbing and jumps. He prefers a wider stance (21.25″ to 22″), which helps with stability when hitting big park features. The Crewzer is fun and lively, especially when you’re looking to add rotation into an out of features, or on bigger jumps.

Melissa’s Gear Breakdown: Versatile All-Mountain

All-Mountain Setup: Endeavor Live

• Board: Endeavor Live
• Bindings: Burton Lexa X EST
• Stance: Regular, 21° / -9° angles

Melissa’s setup is designed for versatility. The Endeavor Live snowboard offers a directional twin shape and traditional camber profile, making it a great all-around board that excels on groomers, in the park, and in powder. The medium flex and carbon stringers in the nose and tail provide a solid pop and stability while still offering enough flex for playful turns and nollies.

Melissa likes the adjustability of the Burton EST system, allowing her to fine-tune her stance and get the most responsive, centered feel possible. The Burton Lexa X bindings provide a stiff flex that transfers energy efficiently to the board, helping her ride aggressively without losing comfort or responsiveness.

Breen’s Gear Breakdown: All-Mountain & Park

Freeride Setup: Nitro Team 159W

• Board: Nitro Team 159W
• Bindings: Not specified
• Stance: 21.5″, 21° / -6° angles

Breen’s board of choice is the Nitro Team 159W, a solid all-mountain freeride deck that’s wide enough to handle aggressive carving without interference from his boots (size 9.5). Although not strictly a park board, Breen likes the added stability and control the width gives both his freestyle riding and especially when charging groomers or going off-piste.

His stance width is set at 21.5″, and he rides with a directional stance (21° / -6°) for increased control on his heel edge, which helps him grip while carving. Though the setup is oriented towards freeriding, Breen still rides switch often and finds that the directional stance doesn’t get in the way of his park performance.

Gen’s Gear Breakdown: All-Mountain & Park

All-Mountain Setup: Nitro Victoria 152

• Board: Nitro Victoria Pro 152
• Stance: 19.5″, 21° / -9° or 18° / -6° angles

Gen’s go-to board is the Nitro Victoria 152, a versatile all-mountain performer. This board stands out for its ability to handle various terrain and conditions, including the park, even though it’s not the ideal terrain for this board.. Gen appreciates its torsional stiffness, which provides stability at higher speeds while maintaining playfulness. The narrower waist width of 24.2cm allows for quick edge changes, enhancing maneuverability. The board’s directional shape and progressive sidecut (8.3m-7.3m) make it ideal for turning in various terrains and conditions.

Park Setup: Burton Rewind 146

For park-focused days, Gen switches to the Burton Rewind 146. This true twin board offers great flex and an overall fun, lightweight ride, making it suitable for freestyle pursuits.

Splitboard Setup: Burton Hometown Hero 146

Gen’s splitboard setup is the Burton Hometown Hero 146, which proves versatile in most Eastern splitboarding terrain. Gen mentions that a larger, stiffer board might be preferable for steep terrain and big bowls without trees.

Jamie’s Gear Breakdown: All-Mountain & Directional

All Mountain Setup: Wired Devun Walsh 157

• Board: Wired Devun Walsh 157
• Bindings: Now Drive
• Stance: 21.5″, 15° / -9° angles

Jamie’s primary setup is the Wired Devun Walsh 157 with Now Drive bindings. This twin board features traditional camber, offering a playful ride in all conditions while maintaining enough stiffness for high-speed, performance-based riding.

Directional Setup: Nitro Alternator 157

• Board: Nitro Alternator 157
• Bindings: Now Drive
• Stance: 21.5″, 15° / -6° angles

Jamie has ordered the Nitro Alternator 157 for the current season, seeking a more directional shape. This mountain board has a medium-stiff flex and progressive sidecut, aiming to provide playfulness and versatility across varied terrain.

Boot Selection:

Jamie alternates between two Burton boot models:

1. Burton SLX: Starts softer, used early in the season

2. Burton Ion: Stiffer option, used later in the season as fitness improves

Jamie chooses these boots for their out-of-the-box fit, purchasing two pairs to accommodate changing needs throughout the season.

key takeaways

• Directional Stance: Many riders are sticking with a directional stance (21° / -6° or similar), which offers more control and precision when carving, while still being rideable in the park. Those with a second setup for park riding often opt to maintain the same degree difference while shifting the angles closer to a duck stance.
• Versatility: Whether riding park, powder, or steep lines, many of the boards in use are designed to handle a variety of conditions and terrain. Versatility is key—having a setup that can excel in multiple areas without compromising on performance is a priority for the team.

I hope this provides insight into the Tech Team’s gear preferences and offers some ideas for equipment changes you may have been considering. A common challenge we observe at all certification levels is; candidates and instructors limiting their potential by not focusing enough on their equipment or finding the right setup to suit their style.

In this article, we’ll talk about safety and remind you of a few best practices within your lessons, be them private or group, with children, teens or adults. 

Please note that this article is not exhaustive and you likely have a wealth of other safety tips and tricks that you use in your lessons.

LEAD BY EXAMPLE

It’s important to be aware of the safety rules in place at your resort and to lead by example. Some rules may also vary from one resort to the next. Here are some important reminders:

• Know and respect the Alpine Responsibility Code.
• Know and respect the CASI code of ethics for instructors, which refers to best practices on the mountain; 
• Know and respect the procedures specific to the resort or Snow School.

CLASS MANAGEMENT AND ANTICIPATION OF DANGER

To keep our groups safe, we must first anticipate dangers by giving clear and specific instructions. Instructors must be vigilant and responsible at all times. Here are some examples of good class management and guest services:

• Establish a re-grouping point at the top and at the base, taking into account any resort specific considerations that could lead to student confusion (different slopes, etc.).
• Ask all students to wait for the rest of the group at all intersections if they are unsure of which run to take.
• Do frequent headcounts in your group.
• In group lessons, stay as close together as possible within reason. 
• Use the most independent students to lead the group to a specific point.
• Choose the terrain according to the students’ skill level and re-evaluate these decisions regularly. 
• In the event of varied skill levels, ensure that the terrain choice is not too advanced for the weakest student.
• Depending on the teaching situation, warn the group or the instructor, (shout or send someone if a student has fallen behind).
• When riding through glades, always put students in teams of two or three so they can look out for each other. 
• Only bring students into the glades when they demonstrate good control and the ability to stop quickly…the trees won’t budge!
• Trails with natural obstacles such as glades and moguls should be reserved for students who are advanced enough to use them. 
• Use terrain parks if you have the knowledge and if your school policy allows it.

Remind students often to: 

• Stay in control;
• Frequently check the condition of their equipment (tight screws, missing parts, etc.);
• Look uphill and check blind spots before crossing a run or changing width of turns;
• Preferably stop at the side of the trail, but ALWAYS in a place that is clearly visible to other downhill traffic;
• Have students stop at the bottom of the group when rejoining it, to avoid collisions;
• Ideally, stand when stopped, either with one foot detached or with both feet (standing is more visible than sitting).

TIPS FOR GOOD CLASS MANAGEMENT

Monitor your students’ physical and psychological state by observing and checking in with them throughout the lesson. Be aware of their state from beginning to end.

Ask yourself and your students: 

• Are they showing signs of fatigue?
• Do they seem too cold or warm?
• Are they energetic? 
• Did they eat a full lunch, or just a snack? Are they hydrated? 
• Do they seem discouraged or tired? Perhaps a break is in order?
  • Maybe a hot chocolate or coffee would be the best thing to do?
  • For more advanced lessons, this can be a good time to talk technique if needed, analyze a video, and so on.
• Is an extra run at the end of the day going to be counterproductive or dangerous? Maybe we should stop a little earlier?
• Depending on the age and ability of students, head to the base to do some easier exercises, or just play without the board.

USE LIFTS RESPONSIBLY

Before riding a lift with a student or your group, make sure everyone knows how to use the lift, including how to get on at the bottom and off at the top. 

Ask your students questions to check their knowledge and run simulations before they get in line to wait for the lift. It’s important to remember that taking the lift can be intimidating for beginners.

TIPS FOR RIDING LIFTS WITH YOUR STUDENTS:

• Carry out simulations of all types of lifts until students feel comfortable and ready.
• Use a bamboo or ski pole to simulate using a T-bar or poma lift for the first time.
• If you have a group of several students, use the help of experienced skiers or snowboarders to accompany your students on the lifts so that no rider is left alone – this is essential for groups of young children. 
• Let students know where to meet at the top of the lift. If it’s very busy, you can even ask the person from the lift line you had to help out to wait at the top until you’ve arrived.
• Always take the lifts last to make sure everyone has made it to the top.

BEST PRACTICES BY LIFT TYPE:

For magic carpets:

• Demonstrate the first time you use the carpet and show your students how to balance on the moving conveyor, ie. how to place their free foot on the board to promote balance.
• Make sure they know what to do if they fall. Either get back on their feet and continue to the top, step off to the side and start again or walk up.
• As much as possible, keep your students in sight at all times on the lifts. If a student falls, this will enable you to ask the lift attendant to stop the lift quickly and/or to assist your students if they have difficulty getting up.

For chair lifts: 

• Lower the chairlift’s safety bar;
• Sit firmly on chairlift, with your back against the backrest;
• Do not rock the chair, remain calm during the ascent;
• Raise the bar where it has been indicated (usually at the last lift tower) before arriving at the drop-off zone.

For T-Bar or Poma lifts:

• To introduce your students to this type of lift, choose a lift that makes it easy to disembark in the event of a fall; ideally with a slope that’s not too steep to climb for beginners.
• If this isn’t possible, use what you’ve got but make sure to progress gradually. Your students should be well prepared before using the lift for the first time. In some lifts of this type (depending on resort rules) it is possible to disembark before the slope becomes too steep. You could therefore start with this option, and repeat until students feel ready to slide up higher.
• Give clear instructions in the event of a fall:
  • Clear the ascent route as quickly as possible and wait for the rest of the group on the side of the run in a place that is visible to descending snowboarders/skiers. 
  • Instructors could advise the group to meet up at the top (or at the first landing zone if applicable) and then join the student(s) who fell. Alternatively, the instructor could ask the full group to descend and start over. Be sure that everyone hears the instructor’s plan before getting on the lift. 
  • You can also ask for the help of a patroller, resort employee or trusted adult to find the group and wait with them until the instructor returns or ask this person to stay with the student who has fallen until the instructor returns with the rest of the group.

CONCLUSION

As instructors/evaluators, we must always be aware of the inherent dangers in snow sports in order to better anticipate them and avoid accidents, regardless of severity.

Despite all our best intentions and the use of best practices, risks are real and sometimes unavoidable no matter the level of skill. Being vigilant at all times, we can avoid or at least minimize the implicit risks associated with snow sports. 

The safety of our students must remain a deeply embedded part of all aspects of our lessons, sessions and courses. Small details are important and a safe lesson will no doubt provide an excellent guest experience and encourage the learner to return.

We need to learn to listen to our internal voice of reason and follow our intuition in order to become sovereigns of safety! Managing our lessons and groups safely should be second nature.

Geneviève Pilotto

CASI Director of Education & Programs

After a careful and calculated selection process, we are pleased to present Michelle Clifford, Jamie Forbes, James Hyland, Nicolas Verly, Melissa DaSilva & Jake Boling, who will make up the team for the next 4 year term.

Coached by our Program Director, Gen Pilotto, the National Technical Team provides input to the CASI Board of Directors on matters regarding teaching and technical methodology, course standards, course content, as well as technical programs. Also, the team is a group for the membership to aspire to and is involved in the presentation of courses, member development sessions, Evaluator Training, and other programs as needed.

*The Team structure allows for appointed members, which will be decided as required during this NTT Team term.

CASI is both stoked and proud to welcome each of these individuals to the National Technical Team and looks forward to their professional input as we push our technical agenda forward!

Most often, we’re teaching beginners in a controlled environment; a short pitch beside a carpet or a short beginner chair lift. In these places, we can facilitate a natural spacing between our students as they lap the lift, allowing them to come back up without us or the group. This causes them to eventually spread out evenly so that only one or two students are at the top of the space at any one time. Once this happens, we’re able to teach each individual student separately, without holding up the group for all the different explanations. With some practice, we can juggle as many different lessons as we have students.

This technique is awesome because it encourages independence in our students by creating more mileage (less time spent waiting for others) and it puts each student in charge of their own lesson pace. Using questions to see how each student feels with the current step, and using challenges to push students towards the next step increases independence even further. This is the kind of guided mileage CASI strives for.

Dom Oshanek
National Technical Team Member & Level 4 Evaluator

• What do you love about snowboarding? Is it a particular feeling that you can share?
• What is your favorite part about teaching?

These are a few great starting questions to ask yourself, especially if you ask them right after having some of those negative feelings. Hopefully if you can answer some of these questions, you can start to share them in your sessions, lessons, or just riding in general.

Here’s an example of a few of my thoughts…

When I’m riding I love to try to achieve power and precision from my legs to guide the board around the mountain, with a secondary goal of remaining generally calm, controlled and cruisy with the rest of my body. It just feels good to me, and chances are if we catch a few laps together you’ll be able to see this in my riding. If anything that is relatable to this topic comes up in a teaching scenario, it’s easier to talk about it because it’s something I know I love to feel in my own riding.

So, have a think about some of those things that you love about this sport and start showcasing and sharing those thoughts with others more often. This is the easy part – the harder challenge is to start to find some satisfaction in the less enjoyable pieces of the puzzle!

Adam Gardner
Regional Coordinator, AB / BC-E
Level 4 Evaluator

I have found that using this more and more as a framework gives me and my clients a unified understanding of how to control outcomes on the board. Regardless of the desired outcome, if you do this successfully, you can create what you want. I should say “most of the time” as there will always be exceptions. For example, let’s think about “sliding turn, carved turn, frontside 360, back-lip” to name only a few. These turns and manoeuvres all use this sequence to start the arc. What happens after this sequence is a result of blending the skills to create the desired outcome. 

I encourage you to try using this sequence as in my mind there is very little down side to use this sequence and a ton of bonuses such as :

• It establishes an early edge
• It then allows for early “grip” consolidation of edge 
• It gives the rider control of their direction

Give it a try! 

James Hyland
National Technical Team Member & Level 4 Evaluator

Turn Up The FUN!

This goes without saying – keep it fun & engaging. Get to know your student & their likes/dislikes. Make games out of everything.

• Stomp like an elephant (basics/getting familiar with equipment)
• You’re the reindeer/horse pulling the sleigh (sliding two feet on their boards)
• Hop like a bunny
• Simon says

If your young student is having fun, they will leave the lesson remembering how FUN snowboarding is.

Props

Tethers are great tools. Have your student strap both feet in, and tow them around – up & down the hill, along the flats (position & balance), around in circles (edging), over rollers, bumps, jumps, berms, sidehills (position & balance, pressure)

• If no reel on the board, a rope tied to their front foot binding also works
• Or simply hold onto the rope, or onto a hula hoop

It is unreasonable to expect a 3-year-old to push & slide around with 1 foot attached to the board without exhausting themselves. This quickly becomes no fun & too tiring, and we already know how important it is to have FUN.

Terrain Based Learning

Find side hills, small slopes, rollers, bumps. Some resorts have a learning area with these features. Sometimes the most minimal terrain can provide maximum learning. Pulling the younger shredders around different terrain exposes them to opportunities to work on balance, build muscle patterns, and helps them from tiring out too quickly.

J-Turns

Once your young student is feeling comfortable & showing competence sliding with two feet attached (either on a tether or on their own on mellow slopes), try having them look over their shoulder, shine the flashlight or point to the side of the hill (pivot). J-Turns are great to develop some basic pivoting & bring awareness to using their edge to slow down.

Managing (Parent’s) Expectations

This one can be tricky. Remember, if your student leaves the lesson having experienced sliding on snow, had fun & is excited to come back again, that was a successful lesson!
You, the trained professional, have a duty to provide a safe learning environment while keeping your students engaged, having fun, and learning. What some parents expect the lesson outcome to look like, may not align with what they see happening. It’s important to relate what you were doing (pulling the child, hopping around, using appropriate terrain) to what the child was learning. It helps create buy-in by the parents.

And don’t forget to tell the parents your name, so they can request you for the child’s next lesson!

More great resources here!

Michelle Clifford
CASI Level 4 Instructor
National Technical Team Member

Asymmetry affects advanced riders in a similar way. The heel side turn in steep or icy terrain can be challenging. As the riders head rotates down the hill, the shoulders and hips follow; this movement can often occur before the rider commits to the new edge. As the rider moves through the turn the hips move over the front foot and the rider losses control of the back of their snowboard. Toe side turns are often initiated with a tip from the front shoulder. Rotating the hip over the toe edge happens less naturally so the shoulder is used instead to get weight inside the turn. Riders rely more heavily on inclination to initiate the toe side turn rather than a rotational movement coming from the hip and knee.

Analysis and improvement can be a daunting task to accomplish. Understanding how the human body moves kinetically can be a big help. Knowing which inefficiencies to look for in a snowboarder can give the instructor an advantage. Once we start to find these patterns of inefficiency we can start to plan lessons around them and analysis can be more precise and well thought out. More often that not an advanced rider will use too much twisting too early in the heel side turn. The toe side seems to be the opposite; riders will often rely on tipping into the turn and the twisting of the hip and knee is minimal.
Looking at symmetry of the turns is a great place to start. Are both turns equal or does one have a larger radius? Which turn is more completed? I hope these tips can improve your riding as well as your analysis and improvement skills.

Breen Trott
CASI Level 4 Evaluator
National Technical Team Member

Learning isn’t an automatic response to receiving information, but a delicate process of trial and error. 

Learning new things can be one of the most humbling and emotional experiences humans endure, but also the most rewarding. 

With a little observation and help, we can help people through the process and get them there quickly and smoothly.

LEARNING TYPES

Adam Gardner
CASI National Technical Team
Level 4 Evaluator

References:

Mindset: The New Psychology of Success

Carol S. Dwek, Ph.D.

https://www.amazon.ca/Mindset-Psychology-Carol-S-Dweck/dp/0345472322

How To Learn Faster Using Failures, Movement And Balance

https://youtu.be/xJ0IBzCjEPk

Episode 7: Huberman Lab Podcast | Dr. Andrew Huberman 

The Science Of Hearing, Balance & Accelerated Learning 

https://youtu.be/JVRyzYB9JSY

Episode 27 Huberman Lab Podcast | Dr. Andrew Huberman 

How to Learn Skills Faster

https://youtu.be/xJ0IBzCjEPk

Episode 20 Huberman Lab Podcast | Dr. Andrew Huberman 

How To Focus And Change Your Brain

https://youtu.be/LG53Vxum0as

Episode 6 Huberman Lab Podcast | Dr. Andrew Huberman