Every four years the Interski Internaltional Congress facilitates the gathering of the world’s best ski & snowboard instructors from forty nations. This is truly a global event designed to exchange knowledge about education in snow sports and inspire the overall growth of the industry. Put simply, this is the Olympics of ski & snowboard instruction and technique.

RESEARCH & DEVELOPMENT

There are many reasons that CASI will be attending this International event but the main one is heavily about staying true and fully committed to our Mission Statement. We are there to share our model with the world and dive in to those of other countries. It’s all about research and development. We’ll learn about how snowboard instructors around the world are approaching the same goals we’re striving for in teaching and riding, and use that fuel to make our own approach stronger.

Inspiring the world’s best snowboard instruction.

CASI has been attending Interski every 4 years since the 1990s and have earned a solid reputation among community peers. Out seminars, sessions and on-snow demonstrations are always well attended and thus we take our duty to the global community of snowboard instructors serioulsy.

MEET THE TEAM

Your National Technical Team will be in Vail for the congress, representing the membership and our association with the utmost pride. As a team that was assembled to develop and innovate our already solid system, who better to share with and learn from the world’s best instructors.

WHAT TYPES OF EVENTS OCCUR

Over the course of the week-long congress, the team will both attend and host:

• on-snow clinics
• off-snow educational sessions
• inspiring keynote speakers
• technical riding demonstrations from national teams
• ongoing opportunities to network and exchange ideas with peers from around the world

CASI is honoured and thrilled to be participating at this event and dive headfirst into the “ALL IN” theme of congress.

Be mindful when free riding

As skilled riders, instructors often move quickly and confidently around the mountain. But when freeriding, speed and line choices can set the tone for others. Slowing down in busy zones, adapting to conditions, and riding predictably all show leadership. Staying aware of those around you is just as important—keeping your senses fully engaged (and avoiding distractions like earbuds) helps you respond quickly to what’s happening on the hill.

TEACH AND RIDE WITH AWARENESS

Lessons often involve frequent stops and students riding in groups. These patterns can increase the chance of collisions. For snowboarders, blindside awareness and choosing predictable lines are important skills to emphasize at every level. As instructors, being deliberate about shoulder checks, group positioning, and where classes pause can significantly reduce risk for you, your students, and those around you.

Reinforce the Code

The Alpine Responsibility Code (ARC) is the foundation of safe skiing and riding in Canada. Instructors are the best messengers to embed it in every lesson. Key points to highlight include:

• Always stay in control.
• People ahead of you have the right of way.
• Stop in visible, safe places.
• Look uphill and yield when starting or merging.

These simple reminders build habits that protect both skiers and snowboarders.

A shared national effort

The speed and collision safety initiative will be active at ski areas across the country this season. It complements the Snow Angel Foundation’s programs, which provide additional tools and stories to help promote safe choices on the slopes.

By supporting this initiative, snowboard instructors help shape a culture of responsibility and awareness that keeps riders safe and the sport thriving in Canada.

This important message is brought to you in collaboration with the Canada West Ski Areas Association.

The most significant change to the CASI programming for the upcoming season is to the Level 3 course, moving to a modular format, similar to our Level 4. Detailed in this blog post are the key changes to the course format, prerequisites and exam structure. Here’s Geneviève Pilotto, Director of Education & Programs, taking you through the update!

The following is a detailed breakdown of the video and everything you’ll need to know as you begin or continue your journey towards being a certified CASI Level 3 Instructor!

Program Structure

• 3 Training Modules: One per component (Riding, Teaching, Instructor Training). Each is 2 days.
• Flexible Pathway: Modules can be taken in any order. Start with any of the 3 components.
• Exams:
  • 1-day Riding Exam
  • 1-day Teaching Exam
  • No separate exam for Instructor Training (evaluation is built into the 2-day module)
• Note: The full 2-day IT Module attendance is mandatory for all candidates; first-time participating, testing for the first time or retesting (on-going 2 days evaluation).

Prerequisites

• Level 2: Required for all modules
• Park 1: Required to attend Riding and Teaching modules
• Freestyle (Park) Evaluation: Now part of the Riding exam; focuses on confident Park 1-level skills (refinement level). *Consult Level 3 Riding module and Park 1 course guides for more details.

Getting Started with Level 3?

• Register via CASI Course Schedule
• Start with any module—Teaching, Riding, or Instructor Training
• Consider doing IT Module + Park 1 to begin
• International Candidates: register through an International Course Provider (ICP)

Previously Completed the Level 3 Course?

• You’re eligible for exams of any component.
• Riding & Teaching Exams: Register for each exam day separately
• Instructor Training: Register for a retest, even if testing for the first time

Need More Training?

• You can re-register for any module as many times as you wish if more prep is needed.
• We also offer level 3 training member sessions. Check out the member sessions schedule in your region. Spots are limited.
• If you feel ready, it’s a great idea to register for the Level 3 exam prep. This gives you the chance to ask questions, clear up any doubts before exam day, practice on some of the terrain, and get more familiar with the resort where the exam will take place.

Course Schedules

• Canada: Schedule now available
• International (Japan & China): Check ICP schedules
• All ICP-run programs this season include full Level 3 modules + IT evaluation

Exam Availability

• Canada: Riding and Teaching exams available in 2025–26. Register via the CASI Course Schedule
• International: Aiming for 2026–27 return (possibly sooner at some locations, registrations will be through CASI website)
  • CASI will announce updates when finalized

Have Questions?

If you’re unsure where to start or need clarification about prerequisites, modules, or exam registration, don’t hesitate to reach out. Our team is here to support you and help you find the pathway that best fits your goals. Reach out to our Program Managers or ICPs.

Geneviève Pilotto
Director of Education and Programs

By: Rob Whelan, CASI Communications & Engagement Manager

Every year, at the end of September, Canadians take a brief pause in their hectic schedules to acknowledge Indigenous Peoples on the National Day for Truth and Reconciliation. This recognition is important and necessary, but let’s dig into why we do this and how to send it with meaningful reconciliation.

In July, I had the opportunity to attend the Indigenous Safety Cultural training session put on by I.SPARC (Indigenous Sport, Physical Activity & Recreation Council). Through the common language of sport, a group of 25 participants in varying areas of leadership in sport, we were whisked through a journey of learning, unlearning and ultimately came away equipped with some tools for action in our respective organizations. Part of CASI’s Vision is to be the global leaders in instructor education that is synonymous with a diverse and accessible snow sports industry. So, with that in mind, here’s a quick recap on some of the workshop’s takeaways.

The schedule was split into two distinct themes: Truth on day 1, Reconciliation on day 2. We learned that reconciliation for the trauma caused by colonization, residential schools, racialized violence (etc) can not happen until we understand the historical truths as well as the recent and still-present truths.

Change attitudes with Mutual Experiences

In snowboard instruction, we put a lot of emphasis on the “why.” Explaining or at least intrinsically knowing why we teach our students certain techniques and movements forms the foundation for understanding and ultimately, performance. So, to truly reconcile with our historical missteps with Indigenous Peoples, the foundation for the why lies in the truth .

A common theme throughout the teachings at the workshop centred on a path of togetherness. To move towards reconciliation, Indigenous people welcome the idea of walking together. One side can’t tell the other to change their attitude, but attitudes DO change through shared experience. In other words, independent research is great, but the fruits of that labour come alive when it is shared.

Here’s where the work starts, knowledge of what happened. This is obviously not an exhaustive list, that’s not the point. We’re all on our own journey of learning/unlearning so let’s ride through a few truths together! But first, dive into this quick video, laying out the truths in a lighthearted way:

• Colonialism is the process through which foreign people establish control over a territory, not just a historical event but, for many Indigenous Peoples, an ongoing system of power that continues to affect rights, land and culture.
• Kairos Blanket Excercise: This is not a “truth,” but a powerful exercise that teaches the effect of colonization, the history of Canada we rarely learn. In a scary way, it really showed the effects of introduction of disease, land theft and how it tore communities and families apart.
• Residential Schools (1920-1996): the forceful removal of First Nations children from their families in an attempt to assimilate them into white Canadian society.
• 60s Scoop: the act of children being “scooped” from their homes in the 1960s and sent away to be fostered and adopted by white families.
• The Indian Act: a policy designed to assimilate First Nations Peoples into mainstream Canadian society giving power to the government to regulate and control Indian status, bands and reserves. There were devastating repercussions at the time and they still exist on some levels today.
• Intergenerational Trauma: the culmination of much of the above, carried forward from generation to generation.
• Missing and Murdered Indigenous Women, Girls and Two-Spirited People (MMIWG2S)
• Sports Mascots: The 2-dimentional (mis)representation of Indigenous Peoples.

Privilege

People with privilege have the power to be disruptors, to be the leaders of change. Race, gender, socioeconomic status, sexual orientation, religion are some key indicators of privilege depending on your answers. This is not meant to get political, just to raise awareness of your one’s own ability to alter systemic issues. The key is to not feel ashamed of your power that you didn’t choose, but to use it for good.

Not in all cases, but many of us in this snowboard community possess privilege that can power change. The next section on reconciliation will give you some ideas on how to use privilege and this education for positive steps forward.

Reconciliation

Now that we’ve explored and understand some of the truths, the journey towards reconciliation can begin.

Action for reconciliation

Land acknowledgements: this is not news! But, finding a way to work this into your presentations as a snowboard instructor will be very powerful. Be creative and genuine in these statements, avoiding regurgitating a script.

• How to: check out https://native-land.ca/ to find out who’s land you are fortunate enough to play on!
• Example: My home mountain is located on the land of the Algonquin People where there is actually a run called Algonquin! Doing a warm up run there with students in a lesson would be a great way to tie in a land acknowledgement and doing so in a meaningful and appropriate way.

Create opportunity for Indigenous People in snowboarding. There is a historical and present lack of access to snowboarding for Indigenous People.

• CASI has supported Indigenous participation on certification courses and will continue to do so wherever possible. We already have a few scholarships set up for the 2025/26 season.

Support Indigenous led initiatives. Here are a few we can recommend: Indigenous Women Outdoors, WiSH – World Indigenous Sports and Health Society, The Skwelk̓wélt Indigenous Snowsports Team, etc. Stay tuned for details on CASI’s plans to support groups like these in a future blog post.

Present and share knowledge from the heart, it can’t come from a feeling of obligation. Going beyond protocol makes every difference in the effect it will have.

Continue your journey of learning through listening to Indigenous podcasts, reading Indigenous authors, follow Indigenous artists on Instagram and support their missions etc.

Check out 94 Calls to action: published by the Truth and Reconciliation Commission of Canada as a way to redress the legacy of residential schools and advance the process of Canadian reconciliation. Specifically for us as a group of snowboarders, numbers 87-91 directly apply to sport.

Conclusion

We are all on our own unique journey and the experience summarized in this blog post can’t possibly be an all encompassing education on the topic. These are my unique takes and you’ll continue to see CASI’s reconciliation efforts through our various communications outlets as a result.

The workshop closed with this simple, yet profound statement:

“What we do to acknowledge Indigenous People and our bounties benefits everyone.”

In other words, do good for Indigenous Peoples and we all win. Increase your own knowledge of the truths, share the experience with others and implement reconciliation on whatever level you can. Use your privilege to be a disruptor to the system.

ROB WHELAN
Communications & Engagement Manager
CASI Evaluator

The Global Syndicate of Mountain Bike Coaches (GSMBC) and CASI-ACMS are proud to announce a new Memorandum of Understanding (MOU), effective August 25, 2025. This collaboration represents a significant step toward supporting multi-sport instructors and coaches through cross-disciplinary professional development, knowledge sharing, and enhanced member benefits.

This new partnership is another positive step forward as we continue to work towards the goals within our current Strategic Plan. Specifically, under Trail 3: Enhancing Industry Relations & Development, working with GSMBC in a formal capacity will aid in elevating professional advocacy and development.

Shared Vision

Both organizations are united by a commitment to raising the global standard in instructor and coach education. By working together, GSMBC and CASI-ACMS will:

• Encourage instructors and coaches to expand their professional development across both summer and winter sports.
• Share technical, strategic, and educational expertise to strengthen course delivery and engagement.
• Promote a culture of collaboration to benefit the broader coaching and instructing community.

“We’re thrilled to join forces with CASI-ACMS. Together, we’re building pathways for instructors to grow their skills across both seasons and raise the bar for coach education worldwide.”

Paul Howard, GSMBC President & Education Director

Member Benefits

One of the most exciting aspects of the MOU is the reciprocal membership discounts:

• For CASI members: 15% off all GSMBC in-person courses + 20% off GSMBC online education courses
• For GSMBC members: 15% off CASI in-person courses + 20% off CASI yearly membership dues

These benefits make it easier than ever for dedicated instructors to stay active and connected across multiple disciplines.

Collaboration in Action

In addition to discounts, both organizations have committed to:

• Coordinated promotional efforts through newsletters, websites, and social media
• Sharing innovations and content development opportunities
• Meeting twice annually to evaluate progress and plan new initiatives

“This collaboration reflects our shared belief that strong, well-supported instructors and coaches elevate the experience for athletes and participants in every sport.”

Jeff Chandler, Executive Director of CASI-ACMS

Looking Ahead

This MOU is effective for two years and will be reviewed regularly to ensure it continues to meet the evolving needs of our communities. It represents not just a partnership between two organizations, but a broader movement toward recognizing the value of year-round professional development for coaches and instructors.

Get ready for a new season of learning, progression, and time on snow. From certification changes to new tools and fresh approaches, here’s what’s ahead for 2025-26 and beyond.

New! Stay Current By Completing Your Online Update

Starting this season, member profiles will include an indication of whether the Online Update workshop has been completed or not. Keep yourself up to date by logging in and completing this online course!

This isn’t about ticking a box… It’s about staying connected to the high standards that define you as a professional in our community. When you complete your update, you’ll get:

• A direct line to evolving CASI-ACMS standards
• Access to new training info and tools
• Guidance on your certification journey

Once your membership dues are paid, you can access your Online Update anytime through your member profile.

Carving Instructor Course: Now 3 Days

The Carving course now runs three full days (18 hours) to give more time for deeper technical development, space for coaching-based learning, and personalized feedback.

Designed for instructors with carving experience and passion, this course helps you to teach intermediate and advanced carving, build long-term strategies to continue developing your carving game and even prepare for Level 3 or 4 (especially long turns). Successful candidates earn the CASI Carving Pin and the title of Carving Specialist.

This course will also be offered internationally by our International Course Providers.

Level 1 & 2: Retest Days

New! In busy resort areas, your best option to retest might be a dedicated retest-only day. Check the Course Schedule this fall for available dates and locations.

You can still retest during most regular courses. 

Level 3 Certification: New Modular Format

There are some big changes for Level 3 this season. Certification now runs in a modular format:

• Three 2-day training modules: Instructor Training, Riding, and Teaching
• Separate exams for Riding and Teaching
• Evaluation is on-going during the Instructor Training Module

You can complete the modules in any order, at your pace,  giving you time to reflect and grow before tackling exams.

Reminder: Park 1 is required before attempting the Riding or Teaching Modules.

New this year in the Level 3 exam:
A Park task has been added to the Riding Exam. It builds on the Park 1 standard, with the same expectations in terms of manoeuvres evaluated at a more refined level than Park 1. 

Notes:

• If you’ve already completed the Level 3 Instructor Course in the past you can go directly to the exams.
• If you need to retest the Instructor Training component, you’ll need to register for your retest (2 days) on the two-day session module, which includes ongoing evaluation.
• The exam and retests for the Instructor Training component take place during the regular two-day module, through continuous assessment.
• Level 3 candidates can attend the training modules as many times as they wish, allowing them to revisit specific components of the certification as needed.
• A new Level 3 Standards Video drops this fall!

Level 4 Freestyle Task — New Jam Format

The Level 4 freestyle evaluation is moving to a ‘jam-style’ format. Candidates will be able to choose from a list of required maneuvers and ride them in a continuous, adaptive environment while being evaluated at the creation of variation level (I.A.C.R.CV). 

This change brings more flow, realism, and clarity, while keeping expectations high.

Park Instructor 1: Now 3 Days

The Park 1 Course has been expanded from 2 to 3 days. More time on snow = more progression. Updates also include even clearer freestyle task expectations and refined descriptions and evaluation guidelines.

New! Online Module: Teaching Children

Perfect for those new to working with kids or looking to level up.

Launching in 2025–26, this 2–4 hour online module gives Level 1 instructors tools to work more effectively with kids and includes a certificate of completion. This will include learning about how kids move and learn; strategies for safety, fun, and building confidence, and practical teaching tips. All self-paced and flexible.

Minimum AGE changes for Level 1 & 2 Instructor courses

Level 1 – The minimum age to attend the Level 1 Instructor course was reduced to 14 (previously 15), allowing younger participants to get started on their teaching journey earlier. Teaching beginner lessons as a high school student is an amazing opportunity for personal growth and long term success in and outside the snowboard industry!

Level 2 – To encourage more experience in teaching prior to enrolling on the Level 2 Instructor course, we’ve implemented a minimum age of 16.

On-Snow Member Sessions – More topic-specific sessions 

Our on-snow member sessions will continue to be offered across the country. Dates and locations will be added on an ongoing basis throughout the season. 

Check the schedule regularly to stay in the loop and make sure to check the topic of the session you are registering for as well as the prerequisites.

Online Member Sessions

Short and focused, these sessions will feature guest speaker interviews, tech chats with the National Technical Team, analysis and improvement tips as well as ideas for season prep and exam readiness. 

The full schedule will be announced soon on our socials and newsletter.

Instructor Mentorship Program

The IMP will be back for another season after a successful pilot. We’re currently reviewing feedback from both mentors and mentees to help improve and continue to grow the program. 

New! Rookie Evaluator Development Module (REDM)

The evaluator pathway is getting an update and will include the new REDM (Rookie Evaluator Development Module). 

You’ll find full details in the Evaluator Training section of the website.

Scoop! Coming in 2026: Big Mountain Course

Something big is dropping next year… We’re building a new experience that blends freeride technique, alpine safety and group management in technical terrain.

Launching as an invite-only pilot in 2026, then open to all members in 2026–27. This course is designed for in-resort and slackcountry environments. 

Stay tuned!

Questions?

Complete course details will be available in the updated Course Guides all available this fall.

We will discuss these changes in one of our coming Online Member Sessions. 

Here’s to a season of learning, progression, and great turns!

Geneviève Pilotto, CASI Director of Education and Programs

The Communications Coordinator plans, coordinates, and implements all major communications activities of CASI. The position reports directly to the Executive Director and would be responsible for all day-to-day communications activities of the organization, including but not limited to website content, e-newsletter development, social media and other forms of digital media, along with media relations. The position supports the technical, business and operational activities of the Association and is vital to the deployment of the Three Trails of Excellence strategic plan of CASI, including a strong emphasis on communications with members, instructors, technical leaders, resort owners, contractors, and snow school operators across the country.

Major responsibilities

The Communications Coordinator is responsible for the day-to-day management of our social media channels and regular updates, blogs and other posts to our website, including a calendar of special events. The timely, accurate and consistent delivery of the e-newsletter of CASI is another ongoing responsibility of the Communications Coordinator, which works with the Executive Director and staff team in preparing the Annual Report of CASI and any other digital resources developed to promote the technical programs and certification levels of CASI.

Key skill sets

As the ideal candidate to serve CASI as Communications Coordinator, you are a highly-collaborative, innovative professional who is a self-starter and has strong inter-personal skills. You are adept at writing, research, information-gathering and fact-checking. You are savvy in the areas of digital, social and video communications. Your critical thinking helps CASI function as efficiently and effectively as possible.

You have a minimum of 2 years of communications experience and the ability to communicate in both official languages. You have formal training in a related discipline (public relations, writing, marketing & communications, business administration, etc.) or a combination of training and experience. Experience with the Canadian sport and snow sports system is an asset, and a passion for snowboarding and snow sports is essential. Previous experience reporting to, or working with, a Board of Directors is an important consideration.

This is a part time position (approx. 20-24 hours per week) with potential for growth for the right individual. To apply to be our Communications Coordinator, please submit your resume, references and salary expectations to Jeff Chandler, Executive Director (jeff@casi-acms.com) with “Communications Coordinator” in the subject line of your e-mail. Submission deadline is Friday, May 19, at 5 p.m. Pacific Time.

CASI-ACMS encourages applications from all qualified candidates. We thank all applicants for their interest in this position, however, only those selected for interviews will be contacted.

The purpose of the National Technical Team is to help create the best snowboard instructor training and certification programs available to the industry.

Team members will display the following attributes:

• Inspirational snowboard instructors
• Outstanding teachers and presenters
• Excellent technical snowboarding minds
• Professional ambassadors for snowboard teaching in Canada
• Current CASI members, snowboard instructors and evaluators in good standing

After a lengthy selection process, we are please to present the following individuals who will make up the 2022 team:

Adam Gardner
Banff, AB

Mellen Jay
Big White, BC

Dom Oshanek
Whistler, BC

James Hyland
Collingwood, ON

Breen Trott
Pakenham, ON

Michelle Clifford
Pakenham, ON

John Smits
Calgary, AB

Genevieve Pilotto
Val-David, QC

On behalf of CASI, I would like to welcome each of these individuals to the National Technical Team! To learn more, please visit the team page.

Jeff Chandler
Executive Director, CASI-ACMS

“No one is more critical of a work of art than the artist who painted it”.  

With that said, there are some key elements to using video analysis effectively from shooting the video to displaying the video for students to review.

ENVIRONMENT

Picking the correct environment is key. One must map out a run that will offer a clear view and vantage point of the student throughout the run over an extended length of time. Often, a rider doesn’t get into their “groove” until turn 4 or 5, so we often can discount the first few turns and get to the meat and potatoes of what we wish to develop once the rider is in their element (especially at refinement stage of development). Typically, a well-lit slope will help, if at all possible, selecting a run where the sun is cascading its light behind the videographer is best to cut glare and sun flares blocking the view of the intended subject matter. Things to be aware of include: ice-glare, reflective snow surfaces, and ambient light affecting your filming conditions. If too bright, you can try to find a run with trees on each side of the run to block strong lighting or even employ a polarizing filter. Another simple technique to cut glare that works well is to shade the top of the lens with your spare hand. Heck, we used to hold sunglasses in front of the camera in the 90’s as a low-budget filter to cut sun glare! If too dark, you can try using a filter that enhances light levels or even make changes in simple post-production editing tools to raise/lower brightness or contrast levels until you reach the desired levels where the rider is well contrasted versus the background.  

Pro Tip: I find a good indicator or proper levels is when you can see the track in the snow left behind the rider which also offers additional feedback to share.  

Finally, audio within your environment can be problematic (ambient noise distractions), so if you choose to make audible notes while filming to point out what you are seeing through the lens, picking a quiet area of the hill is helpful, but most of the time viewing footage on mute is likely your best option.

As we work in cold environments, it may prove challenging to maintain battery power on your camera or smart phone. For this reason, I will often keep my phone in AIRPLANE and LOW BATTERY modes when planning on filming allowing for longer battery life. Also, it can be helpful to locate an inside jacket pocket which is closer to where you produce body heat to keep your device warm and operating in particularly cold environments. Portable USB charging devices are effective to help extend battery life and are relatively inexpensive.  Be sure to have thin glove liners handy too to ensure your hands stay warm while offering the dexterity required to hold your camera properly.

FRAMING SUBJECT MATTER

Often, I receive footage from students or have viewed footage by other instructors that is framed improperly, jumpy or dizzying, with excessive movement, or zoomed ineffectively. First, try to film in widescreen (horizontal) or 16:9 format, especially when filming with a smart phone device.

Pro Tip: locate where the lens is located on the phone’s reverse side and make certain they are positioned on the top corner when filming so you don’t film upside down possibly requiring more time in the editing mode to flip the image and render it again for viewing.

When filming, in the absence of a tripod or other stabilizing equipment, you may find it helpful to “brace” the elbow of your arm holding the device to remove excessive movements that can cause a dizzying effect on the part of the viewer.  Often, digital video devices have “STABILIZER” settings that help minimize this undesired movement.   When zooming, I will always start with max zoom from a distance then VERY SLOWLY zoom out as the rider approaches me.  This technique requires a good deal of practice to perfect but can be achieved with a subtle and steady finger.  If your device does not allow for zooming while in video mode, you can always use the “old school” method of extending your arms and retracting them to add some manual zooming ability.  

Pro Tip: Shoot a different segment of film for each student vs one lengthy file of video of all students. This makes it much easier to isolate footage of one student versus the others as well as makes you more efficient when viewing footage with your group of students or planning on sharing video with each student respectively. 

POSITIONING ON HILL

We know from notes in our analysis and improvement section of our Reference Guide that the instructor can see different things from different vantage points. This means for example, that skills like Timing & Coordination and Pressure are more evident from a distance, where skills like Pivot and Position & Balance become more evident as a rider is nearer to the observer. Keep this in mind when analyzing students on video and where you strategically choose to position yourself on the slope when filming your student(s) to capture a specific skill focus that you wish to address. Also, it is important to understand that you can see different things from different vantage points. What I mean is that a heel side or toe side turn appears very differently from skiers right/left side of the slope, especially when dealing with varied dexterity of students (goofy footed & regular footed). This is also true of filming from below or above the student (coming towards you vs student riding away from you). You can also safely experiment utilizing creative vantage points like follow cameras, HD Go-Pro footage, drone footage (drones will require resort permission and an operator’s license) or a fixed location tripod camera.

Pro Tip: students often ride differently when they know they are being filmed versus when they are unaware filming is taking place.   

When positioning on the hill, make certain you are never obstructing your subject matter or other hill participants and be specific with how you wish your students to approach and pass you when communicating to them where you will be filming, keeping in mind overall safety and what you are looking to capture on video. Simple class management instruction is key here i.e.: “wait for me to wave before you commence your run” will not only ensure that each student will get equal opportunity to be filmed, but allows you to act as a traffic manager to keep students safe from other hill traffic.  

ANALYZING VIDEO 

When analyzing video, be certain to recall our Positive, To, & Try method of feedback delivery. This can prove challenging as when observing video, I still struggle with getting past the glaring areas requiring improvement that appear more evident than ever in slow motion and frame pausing capabilities presented by video! Keep in mind that the student too will be focused on what they are doing wrong versus what they are achieving well when seeing themselves on video. In fact, its likely all they will see when performing introspective self-analysis, and it is our job to point out first what they are doing well.

Similarly, use this opportunity to point out areas for improvement and possibly reinforce verbal feedback provided earlier that didn’t have immediate effect (telling doesn’t ensure learning).  Students can now better comprehend this feedback once it is presented to them on video. There are tons of tools built into modern video devices that are readily available to you when viewing video with students that I highly recommend such as slow-motion playback, frame pausing abilities, zooming capabilities during playback etc. to help focus on a specific body part or turn mechanic. Keep in mind, I find it best to allow the student(s) to view video in real time first, then resort to these tools when viewing the video for the 2^nd or perhaps 3^rd time. There are a ton of great video editing apps out there to aid you in allowing students to compare their footage vs the “ideal”. Splicing between the student’s trial footage and CASI YouTube channel footage is helpful as a clear comparison. V1Pro coaching software allows you to not only run side-by-side comparison videos, but also allows one to draw overlayed drawings or diagrams layers over top of footage. Keep in mind that when sharing video with students, you may want to use video converter software to shrink file sizes to more manageable sizes, but free online file transfer sites work well for sharing larger HD quality footage and full-sized files sizes. Do your best to save files in most common formats that are easily opened by a variety of different device operating systems (.mpg, .mpeg, .mov, .avi, wmv) as it can prove quite frustrating for a student to view files sent to them in proprietary formats or utilizing differing compression types.

Final note, keep in mind that it may be prudent to ask students’ permission prior to filming them. This may seem obvious, but without a consent to film/release waiver some student’s personal situations may mean that they may be either unwilling or uncertain about you capturing them on video.  This is often not the case with snowboarding students covered in face masks and outerwear however, this can become particularly important when the intension of file sharing or social media sharing are evident. 

Adam Lowe

CASI Board Member & Senior Evaluator