SECTION FOUR: FREERIDE 4.1
Contents
Chapter 10
Exploring Freeriding
4.3
Intro to Off-Piste
4.4
Passive Absorption
4.6
Active Absorption
4.8
Independent Absorption
4.10
Detect and Correct for Exploring Freeriding
Chapter 11
Technical Freeriding
4.12
Down Un-Weighted Turns
4.16
Retraction Turns
4.18
Terrain Un-Weighted Turns
4.21
Detect and Correct for Technical Freeriding
Chapter 12
Situational Freeriding
4.24
Scope the Slope
4.25
Riding Ice
4.26
Riding Slush
4.28
Riding Powder
4.29
Riding Crud
4.30
Riding in Flat Light
4.31
Riding Steeps
4.32
Riding Bumps
4.33
Riding Trees
4.35
Detect and Correct for Situational Riding
4.2
CHAPTER 10 EXPLORING FREERIDING As students’ skills and confidence grow, they will look for new and more challenging terrain. Riders will look to venture off-piste, exploring different conditions and the varying techniques required. This chapter provides progressions aimed at introducing off-piste riding within the ‘exploration’ phase of development. It is aimed at strong intermediate riders. It is important to understand that students will require a variety of turn size and shape, and a degree of adaptability and edge awareness, before venturing off-piste. Once students have begun riding easy off-piste terrain, they will need the skills of absorption to manage more varying terrain. Absorption uses vertical and longitudinal movements to manage pressure changes in the snowboard caused by riding uneven terrain. Absorption helps to keep the COM and upper body balanced and stable while the snowboard remains in contact with the snow and moving over the varying terrain.
Rider: Richie Johnston.
4.3
INTRO TO OFF-PISTE What This is the first introduction to riding off-piste terrain. Why To have the rider experience off-piste terrain for the first time and explore the basic skills necessary. How • Introducing off-piste terrain for the first time is about safely allowing the rider to feel what it is like to ride on un-groomed terrain. • Make some skidded turns on groomed terrain focusing on the importance of remaining angulated over the edge to stay balanced through rough terrain. • Now have the student traverse off the side of the run, making a turn and returning to the piste. • Once the student feels comfortable with this encourage them to link more turns off-piste, but keep the option of returning back to the groomed run. Where Start on a green slope and slowly move off-piste. When Once the rider has an understanding of turn size and shape, and can manage their speed effectively.
TACTICAL AND TECHNICAL Slope selection is the key here. The rider needs to feel comfortable with the pitch of the slope. Skidded turns allow the snowboard to glide across the top of the uneven terrain making it easier to stay stable. Start with traverses between turns to ensure the rider is controlling their speed.
4.4 Vertical Stiff legs will make for a bumpy ride so start relaxed and flexed. Focus on even flexion from the ankles and knees on the toe-side, and the knees and hips on the heel-side. This keeps the rider angulated and balanced over the contact edge. Lateral Lateral movement should be minimal, keeping the rider balanced over the edge. Focus on lower body lateral movement while keeping the upper body stacked over the hips. Rotational Rotational movements should be focused in the lower body allowing the upper body to remain stable and balanced. Longitudinal The rider should aim to have a centred stance.
PASSIVE ABSORPTION What Passively using vertical movements in the legs to absorb terrain (like shock absorbers on a bike). Why To give the rider the skills to passively absorb small variations in terrain and explore more of the mountain, venturing further off-piste. How • Start by having the student stand stationary on their toe edge. Have them softly bounce through their ankles and knees to feel their muscles staying strong while the joints are relaxed and flexing. Repeat on the heel edge focusing on softly bouncing through the knees and hips.
4.5 • Make some turns down easy groomed terrain and repeat the bouncing exercise whilst traversing. Focus on being upright over the working edge and relaxing the leg joints. • Find some easy off-piste terrain with chopped-up snow. Have the student traverse across the slope using flexion and extension to allow the snowboard to maintain contact with the snow, but keeping the upper body stable. • Now blend this into turns. Where Start on easy groomers and progress onto easy off-piste. When Once the rider is comfortable on all groomed terrain and has begun to explore some easy off-piste.
TACTICAL AND TECHNICAL A centered stance is important for this to work effectively so consider working on a centering task first. If a rider has a strong stance and passive absorption is occurring already, just explain the concept and encourage it further for it to become natural. Vertical Focus on flexion/extension and remaining relaxed in the joints to allow the passive absorption to happen. Lateral The rider must be balanced and angulated over the working edge if absorbing whilst in a traverse or turn. Inclination will cause the rider to tip over as they absorb.
4.6
Rotational Rotational movements should be focused in the lower body allowing the upper body to remain stable and balanced. Longitudinal The rider should aim to stay centred but adjust fore and aft as they absorb.
ACTIVE ABSORPTION What Actively using vertical movement in the legs to absorb terrain (physically lifting the snowboard over bumps and rolls). Why To provide the skills to actively absorb bumps and rolls in terrain while keeping a stable COM, exploring more of the mountain and riding off-piste. How • Start on a flat area with the back foot unstrapped, show your students how they can lift the snowboard up towards their body using flexion in the legs to absorb a bump. • Have the student imagine riding a series of bumps, flexing the legs up to absorb the front of the bump and then extend down the back of the bump to be tall again ready for the front of next bump. • Find some larger rollers and have the rider try their absorption technique. • Now take this to some easy off-piste terrain, increasing level of difficulty as the student becomes more comfortable. Where Starting on easy groomed terrain then move to easy off-piste or an easy bump run.
4.7 When Once the rider is comfortable on all groomed terrain and has begun to explore some easy off-piste.
TACTICAL AND TECHNICAL Riders need to have a good stance and vertical range of movement before attempting this. Try doing a run increasing the vertical range before you get into active absorption. Using the analogy of trying to keep your head under a ceiling and your legs coming up to the body will help with understanding. Also, the rider will need to be going at the right speed to feel active absorption work well. If the rider is going too slow they will struggle to feel the benefits. Take the rider to groomed rollers or small jumps first so they feel comfortable with more speed. A beginner park can be a good place to try out absorption. Vertical A large range of movement is required for this to work effectively. Powerful flexion in the ankles, knees and hips will all be needed for larger absorption. Lateral The rider must be balanced and angulated over the contact edge if absorbing in a traverse or turn. Inclination will cause the rider to tip over as they actively absorb. Rotational Rotational movements should be focused in the lower body allowing the upper body to remain stable and balanced. Longitudinal The rider should aim to stay centred but adjust fore and aft as they absorb.
4.8
INDEPENDENT ABSORPTION What Actively using vertical movement independently in each leg to absorb terrain. Why Provides smoother absorption over continuous and consecutive bumps. How • Review active absorption. • On a flat area with snowboards off, run through the active absorption movement by retracting both legs in the air at the same time so your knees lift up and touch your hands at hip height. • Introduce the student to the idea of independent absorption. Try retracting the front knee first and then the back knee; both knees will now hit the corresponding hand at different times. • Try sweeping your arm or snowboard underneath the legs of your student to apply the timing of the independent absorption so the front leg goes up and over the arm and back leg follows. • Go ride some bumps. Try traversing a bumps run and feeling the independent absorption in action. Where Start on flat terrain with the snowboard off and then move to a mellow bump run when ready. When After the rider is confident with active absorption.
4.9 TACTICAL AND TECHNICAL Riders will need to have a good stance and range of movement, both vertically and longitudinally, before attempting this. Try doing a run that increases the range of these movements first. Remember that the rider will need to be going at the right speed to feel independent absorption work. If the rider is going too slow, they will struggle to feel the benefits. Take the rider to groomed rollers or small jumps first so they feel comfortable with more speed. For more advanced riders, do the flat-land task with the snowboard on or try it while moving on mellow terrain. Vertical A large range of movement is required for this to work effectively. Powerful flexion from the ankles, knees and hips will all be needed at once for larger absorption. Lateral The rider must be balanced and angulated over the working edge if absorbing in a traverse or turn. Inclination will cause the rider to tip over as they absorb. Rotational Rotational movements should be focused in the lower body allowing the upper body to remain stable and balanced. Longitudinal The rider should remain centred even though they will feel a lot of fore and aft pressuring as the independent leg absorption occurs. A large range of movement is required.
4.10
DETECT AND CORRECT FOR EXPLORING FREERIDING Student lacks confidence in off trail/all mountain situations: • Use “follow me” to help your student with their line selection. • Review turn size and shape to promote confidence over speed control. • Offer your student options with line selection that will avoid or deal with traffic, snow conditions and obstacles. Student lacks speed control: • Review turn size and shape, and ensure that the terrain choice is conducive to success and promotes confidence. • Encourage your student to close both heel and toe turns to control speed. Student steers with their upper body or pushes their back foot around: • Encourage your student to pivot the snowboard between the feet using the lower body. • Have your student keep their hands low and still for balance. • Review how to create pivot using movements in the lower body. • Review how to blend twist and pivot using movements in the lower body. Student has a lack of exion/extension and struggles absorbing pressure or changes in terrain: • Review flexing and extending movements and their relationship to absorbing and pressuring. • Encourage your student to stay mobile in their vertical movements while riding, discouraging lack of movement. • Whilst stationary, have your student explore their own personal range of vertical flexion and extension in their legs. By doing so, both you and your student gain an understanding of their natural range and flexibility. You cannot ask for more flexion if they have a biomechanical block in their range. • Check that your student’s stance width is not limiting their natural range of flexion and extension. This can happen with stances that are both too narrow and too wide.
4.11
Student straightens their front leg against their high-back to initiate their heel turn and remains in this position throughout the heel turn: • Encourage your student to maintain a slightly flexed knee joint to allow them to freely rotate their femur in their hip socket for turn initiation. This encourages your student to remain in a more efficient stance moving into the control phase of the turn, helping them to blend flexion and rotation movements together through the turn completion. Student is rotationally open through the control and completion phases of the toe turn causing instability and/or unwanted speed: • Review alignment and basic stance. • Encourage whole body rotation to ensure the hips and shoulders rotate through the turn together until completion. This more efficient alignment now allows your student to use more flexion in the ankles and knees of both legs together or independently as terrain changes require. Student struggles with the timing of independent absorption movements to absorb terrain changes: • Have your student learn or practise ollies and nollies. • Find more suitable terrain with larger isolated terrain changes to develop timing of these movements relative to a single change in terrain before challenging your student with a sequence of terrain changes. A good example would be to focus on keeping the board on the snow riding over a small/medium sized cut-out. • Review a stationary introduction to independent absorption and allow time to develop muscle memory before riding again. • Utilise long traverses across multiple terrain changes to develop a more sequential rhythm of independent flexion and extension of the legs. If it helps, encourage your student to use verbal cues for timing such as counting or singing/humming a tune.
4.12
CHAPTER 11 TECHNICAL FREERIDING As students progress their freeriding techniques and look to explore new terrain, there becomes an increasing need to learn a wider variation of turn types. Up until this point, for most students, un-weighting movements will have been focused around moving up or extending to release pressure at the edge change. This is known as ‘up un-weighting’. This chapter provides progressions and teaching tools to help expand a rider’s adaptability in this new terrain, and give them the skills and variety of turns necessary to handle new situations. This begins with the ‘down unweighting’ movement pattern and looks at a number of other ways in which a rider can move to un-weight the snowboard. The skills within this chapter are focused towards riders entering and moving through the ‘performance’ phase of development. Utilising both on and off-piste terrain is necessary to succeed in teaching these new skills. The following progressions are just examples and are not always relevant to every rider or situation. Having the knowledge and understanding of how and where these turn variations are best applied is crucial for any instructor looking to teach at this level.
DOWN UN-WEIGHTED TURNS What This is when the body moves down towards the snowboard to release pressure at the initiation of the turn.
4.13 Why This movement allows the rider to be at their most flexed during the edge change. This can help balance in rough terrain, provide a faster edge change and build edge pressure earlier in the turn. How • Begin by explaining and having the student replicate the down un-weighted movements with the back foot unstrapped. This movement is likely be opposite to the usual turn made by the student, so it is important they understand the mechanics involved before trying it. • Use pivot slips (pictured left) to introduce the timing of the movement while riding. This exercise involves moving from toe-side to heel-side side slips and back again with a skidded down un-weighted turn being the link. Like side slipping, it is often easier to perform on steeper pitches. First, start with the snowboard across the fall line, legs extended and the pressure on the uphill edge holding you stationary. Next, use twist to guide the nose of the snowboard into the fall line. As the snowboard starts to point downhill use rotation to pivot it into and through the fall line, changing edges with the legs flexed. As the snowboard rolls to the new edge, extend the legs, continue rotating through the lower body until the snowboard is across the fall line, finishing in a side slip on the new edge. Repeat this in the other direction. • Try using J-turns as a way to introduce extending to build pressure. Have the student begin a straight run in a fully flexed position and allow momentum to develop. Encourage the student to tilt the snowboard on edge and extend laterally away from the snowboard to build pressure. The snowboard should perform a carved J-turn. Have the student practise this exercise on both edges.
4.14
4.15 • Now link down un-weighted turns together. Have the student carry speed through the completion of the J-turn, flex the legs and allow the snowboard to pass underneath the COM to change edges. After the edge change, the legs extend to build pressure on the new edge. Where Down un-weighted turns should be taught on-piste at first. Blue runs with varying pitches are ideal for this. When Teach down un-weighted turns to strong intermediates or above, who have good steering, edging and pressuring movements occurring naturally in their riding.
TACTICAL AND TECHNICAL Have the student focus on soft legs and a stable, disciplined upper body when riding through these tasks. Letting the student follow you and mimic the timing of your flexion/extension will help develop their timing. Introducing the retraction turn at the same time may be easier to understand for some students. Vertical The timing of vertical movement is opposite to that in up un-weighted turns. The legs are extended to build pressure, and then flexed to allow the body to move down towards the snowboard, un-weighting it and initiating the turn. Lateral The legs are extended, moving the COM away from the base of support laterally to build the edge angle. The snowboard is twisted using the lower body to help guide it underneath the COM at the edge change.
4.16 Longitudinal The rider should initially focus on a centred position throughout the turn. Fore and aft movements can be introduced to adapt turns to variable conditions such as bumps, steeps or powder. Rotational Movement is focused in the ankles, knees and hips. The upper body remains relatively still. A separated relationship between the upper and lower body may develop during down un-weighted turns, especially small turns.
RETRACTION TURNS What This is when the snowboard is retracted back towards the body to release pressure at the initiation of the turn. Why Similar to down un-weighted turns, retraction turns put the rider in their most flexed position at the edge change. This can help balance in rough terrain and will allow a faster initiation. How • Begin by having the student replicate the retraction movement with the back foot unstrapped. Just like the down un-weighted turns, this movement is likely to be opposite to the usual turn made by the student, so it is key that they understand the mechanics involved before trying it. • Use the edge wiggle by having the student practise rolling from edge to edge in a straight run. The focus is keeping the upper body still, while changing edges using the hips, knees and ankles only. This exercise is particularly relevant to riding cat tracks and flats. Repeat the edge wiggle with a lowered stance and feel the burn!
4.17
• Now with more speed, try extending the legs further away from the body laterally to build pressure, and pull the legs back under the body to release and change edge. Where As these tasks require open and edged turns, use a run with a mellow pitch (green or easy blue) as speed constantly increases throughout. When Teach this to strong intermediates or above, who have good steering, edging and pressuring movements occurring naturally in their riding.
TACTICAL AND TECHNICAL In retraction turns (as opposed to down-unweighted turns) the height of the rider’s COM relative to the snow should stay the same. Have your students imagine they are riding with their heads touching a low ceiling, aiming to keep their head at the same height throughout. Vertical and Lateral The board is physically drawn back towards the body to un-weight at the initiation. This movement is very fast allowing quick un-weighting and turn initiation. Laterally, the board is moved away from the COM to build edge angle and then retracted back at edge change. Higher edge angles can be created by extending the snowboard further away from the COM.
4.18 Longitudinal Focus initially on a centred position, but fore and aft movements can be introduced to adapt turns to variable conditions such as bumps or powder. Rotational Movement here is focused in the ankles, knees and hips. The upper body remains relatively stable. A separated relationship between the upper and lower body may develop, especially in small turns.
TERRAIN UN-WEIGHTED TURNS What Here the terrain is used to un-weight the snowboard. This could be the terrain pushing up against the board, creating a flexed edge change, or the terrain dropping away from the board to create an extended edge change. Why Terrain un-weighting allows us to perform down un-weighted or retraction movements in more undulating and uneven terrain. How • Start by recapping the other turn types; up un-weighted, down un-weighted and retraction. Explain how we can make similar turns but by using the terrain to un-weight the snowboard. • Have the student lie on their back with the base of their snowboard pointing up. Push down on the base so the rider can feel pressure on their feet as if they were riding. As you push on the bottom of the snowboard ask the student to relax their legs; have them notice how the pressure from your hands makes the legs flex as they relax. This is similar to how we can use rises in terrain or bumps to un-weight the snowboard and change edges in a flexed position.
4.19 • Have the student push lightly up into your hands. As you lift your hands up point out that the student will feel less pressure on the bottom of their feet even though the legs are extending. This is how we can use the terrain dropping away to un-weight the snowboard and change edges in an extended position. • For terrain un-weighting with a flexed edge change, take the student into some bumps and have them feel the sensation of un-weighting the snowboard while traversing and absorbing the bumps. At the end of each traverse use this movement to un-weight the snowboard and make a turn. Slowly shorten the traverse until the student is linking the turns through the bumps, un-weighting by flexing over the bump. • For terrain un-weighting with an extended edge change, take your student to some rollers or terrain that steepens rapidly, or even use some small tabletops in a beginner park. Have the student ride over the terrain at a speed where they feel the snowboard un-weight and maybe even get a little air. Now have the student focus on riding at the same speed but approaching in a flexed position. As they ride over the terrain have them extend their legs so the snowboard remains on the snow but has very little pressure on it. Now change the angle of approach slightly so the student is coming in slightly on their heels but still in a flexed position. This time, as they extend their legs encourage them to extend the snowboard on to the toe edge and think about moving the snowboard laterally under the body. Replicate the same exercise starting on you toes. Where Perform the stationary steps on flat terrain. Easy off-piste with lots of undulations, like a blue bump run, should be used for terrain un-weighting with a flexed edge change. Rollers or easy tabletops in the park can be used for teaching terrain un-weighting with an extended edge change. When Introduce riders to this after they have experimented with down un-weighted movements.
4.20 TACTICAL AND TECHNICAL To progress riders in terrain un-weighting with an extended edge change, increase the angle of approach over the features so the rider can begin to come out in a carve. For a challenge in terrain un-weighting with a flexed edge change, try pivot slips in the bumps to feel out the timing of the terrain un-weighting. Vertical It is important to maintain responsive legs, allowing the snowboard to be physically pushed up or drop away due to the terrain under the board. By allowing the legs to move vertically with the terrain we can un-weight the snowboard and change edges. Lateral Lateral movements are minimised to keep the body balanced over the base of support. This keeps the rider balanced at all times while riding uneven terrain. Longitudinal The rider should focus initially on a centred position throughout the turn. Fore and aft movements should be introduced for applying this to variable terrain and bumps. Rotational Movement here is focused in the ankles, knees and hips. The upper body remains relatively stable.
4.21
DETECT AND CORRECT FOR TECHNICAL FREERIDING Student has trouble with timing down unweighted movement patterns: • Review and walk through the sequential use of flexion and extension relative to the edge change in a stationary environment. • Begin with slow exaggerated movements to show the timing of flexion and extension movements. • Ensure that your student uses extension of the legs for turn control and completion phases to allow a larger range of flexion to be available for turn initiation. This is particularly useful when using more exaggerated movements to highlight the pattern. Student is able to down unweight from toe to heel but not heel to toe: • To begin with, ensure your student uses flexion of the ankles and knees to move vertically closer to their board before they change edges. • Slow down the movement pattern, have them focus on moving down and rolling over the front foot at the same time. • Be creative with SBINZ progressional steps using reversed vertical movement patterns. For example, make use of a down unweighted garland on the heel edge to develop your student’s ability to move vertically closer to their board whilst reducing tilt and achieving a flat base. • Ensure that your student’s extension for heel-side completion does not create a large lateral movement of the hips away from the board. This will leave the hips too far over the heel edge making it more challenging to move the hips laterally back on top of the board to initiate the toe turn. Student’s hips/COM move upwards away from the snow during the edge change from heel to toe (a common issue in retraction turns): • Whilst stationary with one foot strapped in, review how the ankle, knee and hip must soften and flex to allow the hips to remain at the same height from the snow. • Encourage your student to start in a vertically more extended stance whilst becoming familiar with allowing the board to pass underneath them from heel to toe edge. As the movement becomes more familiar, have your student start in an increasingly vertically flexed position. This will result in the edge change being in a more stable position.
4.22
Student has excessive upper body movement including use of the arms to combat instability (a common issue with terrain unweighting): • Keep the hands low to aid balance. • Reinforce a stable upper body and the continual active use of flexion and extension in the lower body to maintain board-to-snow contact. This will result in an increase of stability with a quieter upper body. • Ensure that your terrain selection and slope variables are not too challenging for your student. Remember to build up to larger terrain changes as evidence of comfort and stability appear consistently in your student’s riding. Student over- exes at the hips (breaking at the waist) when initiating the toe turn in both down unweighted and terrain unweighted turns: • Review how to create efficient flexion using more range in the ankles and knees to move vertically closer to the board for edge change. • Ensure that when developing terrain unweighted turns, the terrain changes are not sufficiently large enough to encourage too large a range of hip flexion to be used for absorption. Your terrain selection will be key. • Focus on starting the movement from the ankles so the knees move laterally across the snowboard first. • Have your student focus on how low their hips are, rather than their shoulders or head.
4.23
CHAPTER 12 SITUATIONAL FREERIDING Situational riding is a term that is used to describe the matching of our movements to the snow conditions and terrain. Different situations we encounter will demand different approaches for efficient riding. The approach we choose will be dictated by the conditions and terrain. This chapter focuses on the ‘performance’ phase of development and applies to advanced riders. This chapter does NOT provide example progressions. Instead, it provides information intended to expand instructors’ knowledge around riding in these different situations. Once learnt and completely understood, this knowledge can then be used to teach students how to ride in these situations. When freeriding the whole mountain, we must first assess the snow and conditions, then decide on our terrain choice. When riding off-piste we may encounter ice, slush, powder, crud and flat light / whiteouts. Once the snow and conditions have been established, appropriate off-piste terrain should be selected. Riding the entire mountain can include steeps, bumps and trees.
Rider: Richie Johnston. Photo: Keith Stubbs.
4.24
SCOPE THE SLOPE Every time we choose to ride down a section of the mountain, we make many decisions at the top before we drop in. As snowboard instructors we can often make some, if not all, of these decisions as we look at the run from the lift, rather than spending too long sitting at the top of the chosen pitch. This maximises ride time and can help to avoid psyching-out our students, especially on steeper terrain. For example, listen to other riders hitting the same run. Are their turns noisy or quiet? This will indicate the snow conditions and location of rocks. By using the acronym S.C.O.P.E. (Safety, Capabilities, Options, Preparation, Execution), we can order these thoughts and prioritise them. Safety • Check with ski patrol about the stability of the snow-pack and avalanche danger. Hazards above and below the snow, both natural (e.g. cliffs, trees, rocks, tussock) and man-made (e.g. signs, fences and snow guns). • Note and adhere to closed areas. • Consider other slope users and visibility. Capabilities • Do your students have the necessary skills to negotiate the slope safely or are you entering this area because YOU want to ride there? • Have they previously attempted similar slopes in similar snow conditions? • Are they fresh and confident, or exhausted and scared? Options (this should make up the majority of your lesson) • The technical approach to suit the slope - turn size, shape and type. • The line you are planning to take, with consideration to safe entry, stopping and exit points.
4.25 Preparation • Is the rider prepared? E.g. Suitable clothing, hydrated, warmed up. • Is the snowboard prepared? E.g. Edges clean and sharp, or stance adjusted for powder. Execution • Riding the slope, with the ability to adapt to changing conditions. • Enjoy the ride Be committed and confident, rather than hesitating and psyching yourself out. Be aware that the mountain environment is always changing. No two runs will be the same. It may be necessary to re-assess each run before starting. Using SCOPE as a quick mental checklist should maximise the safety and enjoyment of both instructor and students.
RIDING ICE When riding ice the COM must remain over our snowboard to stay in balance on this very slippery, unforgiving surface. Try to avoid exaggerated or rapid movements. Constant forward momentum is necessary when trying to maintain a strong, well-balanced stance. Try to relax, so the subtle movements of the snowboard are felt in the feet and legs. Characteristics • Slippery • Clear/blue • Noisy • Hard • Unforgiving
4.26
TACTICAL AND TECHNICAL Ice is common in New ealand due to our high humidity and warm Spring weather. We need to be safety conscious while riding on ice, due to its slippery nature and hard surface. Other tactics and considerations include: • Speed control - closed turns are essential. • Well-maintained equipment - sharp edges are the key here. • Falls can be painful due to the hard nature of the snow. • The loud noise generated when we edge can be unsettling. • Steeps can be dangerous when icy and should be avoided where possible. Vertical A low COM is necessary, but movements vertically should be smooth and progressive at all times. Lateral Keep the lower body flexed, edge angle low, turns skidded. Rotational Smooth rotational movements are necessary, with a focus on keeping the stance well aligned. Longitudinally A centred stance should be maintained almost all the time.
RIDING SLUSH When riding slush an open turn-shape is necessary to maintain momentum in the wet and heavy conditions. A low, powerful and stable stance is most suitable for this.
4.27 Characteristics • Wet • Soft • Sticky • Heavy • Slow at warmer temperatures • Fast in cooler temperatures, i.e. sugary snow
TACTICAL AND TECHNICAL Slush can also be a common condition in New ealand, particularly in springtime. Excessively high edging when riding slush leads to ‘booting out’ or ‘binding bury’. Ensure your equipment is well maintained - the correct choice of wax is key here. Longitudinal Fore and aft movements are constantly made to counteract the braking/ accelerating forces encountered while riding slush. Rotational Strong rotational movements are required due to the stickiness of the snow but be cautious not to over-do the rotational movements as it can bury the edge or get the rider too far fore in the soft conditions. Lateral Over-edging will cause the snowboard to slice through the soft snow creating boot drag and possibly bury the nose. Keep the snowboard flatter by using subtle lateral movements. Vertical The lower body will be working a lot vertically to absorb the chopped slushy conditions; a strong core is necessary for stability.
4.28
RIDING POWDER When riding powder an open turn-shape is necessary to maintain momentum. In deeper snow, focus on float rather than edge grip. Maintaining momentum is important as getting stuck in deep powder can be hard work. Steeper terrain will help here - avoid flats Characteristics • Soft • Light • Fluffy • Dry
TACTICAL AND TECHNICAL Retraction turns are the most efficient turn type for powder riding. Setting the bindings aft to lengthen the nose will aid flotation. Longer snowboards will also aid flotation, as will reverse camber or tapered models. Vertical Vertical movement consists of extending to build pressure and thus create a base of support under the snowboard. The legs are retracted to lift the snowboard to the snow’s surface for the edge change. Longitudinal Pressure can be shifted aft at the completion of the turn to help trim up the nose of the snowboard for float. Movement back to centre at initiation is required for effective retraction of the snowboard. Lateral In powder the goal is float, rather than a strong edge grip. Keeping the snowboard flatter will help aid float.
4.29 Rotational It is essential to maintain speed while riding deep powder; keep turn shape open by minimising the amount of steering applied. Excessive lower body rotation can also increase tilt which will affect your ability to float. Smooth hip and upper body rotation may be all that is required for steering in the powder. Lower body rotation can be added as turn shape changes.
RIDING CRUD Crud tends to be variable and unpredictable. Aim for a lowered, centred stance for stability. Keep the turn shape closed, until you have established how the crud is riding. Open the turn shape if the snow proves to be softer and predictable. Keep the edge angle low to help stay on top of crusty snow. Characteristics • Changeable, depending on temperature • Textured from windlines and tracks etc.
TACTICAL AND TECHNICAL Fresh snow seldom stays that way for long in New ealand. Crud is a product of wind, sun, rain and tracks in new snow. Closely observe the sun’s effect on crud. Ride sunny areas first, as they will tend to be softer. Leave the shadier areas for later in the day. Vertical Vertical movements should be adjusted to the snow’s condition. Firmer or crustier conditions will dictate a more measured approach, whereas softer more predictable conditions will allow a more aggressive approach and use of a greater range. Vertical movements will be constant and active to absorb the rough terrain.
4.30 Longitudinal Small adjustments fore and aft will be necessary but the aim is to stay centred helping maintain balance on the unpredictable snow. Lateral Lateral movements should be adjusted according to the snow conditions. Rotational Rotational movements should be strong and focused in the lower body.
RIDING IN FLATLIGHT (WHITEOUT) When riding in flat light, it is best to stick to groomed runs if at all possible. Using darker objects to ride near (e.g. chairlifts, fences, trees) help pick-up definition in the snow. These objects can also be used as points of reference. Characteristics • Decreased visibility • Overcast skies • Snow is usually falling • Often windy
TACTICAL AND TECHNICAL Wearing goggles with light-intensifying lenses will help increase visibility. Following other riders will help. Vertical Stay low and flexed. Lateral Keep the COM over the snowboard.
4.31 Longitudinal Remain centred most of the time, however some subtle longitudinal movements may be required for quick adjustments. Rotational Use strong movements focused in the lower body to close turns for speed control.
RIDING STEEPS Steeps can fun but challenging. Things can happen fast on steeper terrain, so caution must be exercised. Movements in steeps should be deliberate and calculated. Commitment is required - if you hesitate, everything you are afraid of will come true. Small, skidded and closed turns should be used here to aid speed control. Characteristics • Steep pitches • Often variable snow • Frequently lined with rocks or cliff bands
TACTICAL AND TECHNICAL People find steeps scary and intimidating. Increasing the pitch of terrain in small steps will help with this. The first turn is the hardest, so once you start don’t stop, maintain rhythm and flow down the hill. Steeps should be avoided in icy conditions. Vertical Stay active to manage the pressure throughout the turn, especially at completion where the most pressure builds. Focus on continuous, strong and smooth movements to manage pressure.
4.32 Lateral Aim for a low edge angle through the control phase for small skidded turns. Due to the steep slope the edge angle increases through the completion of the turn as the board comes across the fall line. Stay balanced and angulated on top of the edge, and avoid using too much inclination. Rotational Aim for strong rotation through the lower body. The upper body should be utilised to anticipate the turn, aiding steering. Longitudinal Longitudinal movements consist of a move fore at initiation to aid an early initiation and edge change. Pressure is then returned to the centre through the control and completion, to maximise edge hold.
RIDING BUMPS Bumps can vary in conditions just as much as steeps. Try traversing through bumps first before attempting turns. Choose a line riding troughs, sides or tops of the bumps. Aim to keep the snowboard in contact with the snow at all times. Keep turns small/medium, skidded and closed to control speed. Characteristics • Undulating • Variable in size from footballs to VWs • Powdery to rock hard
TACTICAL AND TECHNICAL Bumps in New ealand are known to be variable and can be lacking in rhythm. Try to stay active in all directions in order to adapt to this undulating and challenging situation.
4.33 Vertical Keep the legs soft and active to maintain the board’s contact with the snow. You will need to use all turn types to manage the changing undulating terrain through the bumps. Lateral Keep the COM over the board and the edge angle low, this will allow you to skid the turn and keep the turn size small. Rotational Rotational movements should be strong to help keep turns small and closed. The upper body can be utilised to anticipate turns; the front shoulder/arm remains aligned down the fall line, especially where the aim is to “zipper-line” through the bumps. Longitudinal The rider must constantly adjust fore and aft to manage the rapid increases and decreases in pressure, caused by the up and down nature of the bumps.
RIDING TREES Whilst very rare in New ealand ski areas, trees are common in most Northern Hemisphere resorts. Trees act as a windbreak and tend to accumulate more snow in and around them than in open areas. In whiteout conditions trees offer contrast helping you to see the terrain better. Keep turns skidded and close them as necessary to control speed. Look for the gaps between trees, not at the trunks themselves. Characteristics • Trees obscure long range vision • They are often spaced randomly, hindering rhythm • Trees are harder than you
4.34 TACTICAL AND TECHNICAL Trees are best ridden with soft snow. Stay out of the trees on hard icy days. Ride with a friend and check their whereabouts frequently. Starting with wider spaced trees and flatter terrain will help to build confidence. Vertical Stay low and flexed to aid absorption and be ready for anything. You will need to use all turn types to manage the changing terrain and spacing through the trees. Lateral Keep the COM over the snowboard for a low edge angle. A flat snowboard will ride right over hidden obstacles and aid skidded turns. Rotational Rotational movements should be strong and focused in the lower body. The amount of rotation used will vary as your line varies through the trees. Keep the upper body as stable as possible. Longitudinal The rider must constantly adjust fore and aft to manage the rapidly changing terrain.
Rider: Paul Philip. Photo: Keith Stubbs.
4.35
DETECT AND CORRECT FOR SITUATIONAL RIDING ICE - Student becomes tense and the legs stiffen up causing instability: • Encourage your student to remain flexed and relaxed in their lower legs to bring their COM closer to their snowboard. • Generate awareness of the snow conditions and ways to identify icy patches before riding over them. This will allow them time to prepare, time to pick an entry and exit point from the icy section and above all provide knowledge necessary to avoid ice as much as possible. ICE - Student creates a high edge angle in an attempt to slow down (common on the heel edge): • Remind your student that more grip might not be achievable due to the nature of ice (firm, impenetrable surface). A lower edge angle will allow more of the base to contact the snow and help you to maintain balance until you find some softer snow in which to grip more with the edge. • Encourage your student to keep their COM laterally more on top of the snowboard to help keep a flatter snowboard. SLUSH - Student experiences their boots or bindings dragging in the snow when turning, particularly at higher speeds: • Whilst stationary with one foot strapped in, demonstrate to your student how your snowboard cuts into and slides deeper into the snow base when tilt is increased. • Encourage your student to keep their COM laterally over their snowboard to keep it flatter and able to remain more on top of the surface of the snow. SLUSH - Student loses balance towards the nose of the snowboard: • Generate awareness in your student that snow with higher water content will create more of a suction effect with the snowboard. With this knowledge your student can choose a line that avoids areas of water collection. • Ensure your student is able to make quick adjustments longitudinally with smaller levers in the lower body. This will allow them to be more agile over their snowboard and bring their COM back within balance as quickly as possible. Often, this movement can be described as shuffling the snowboard underneath the body.
4.36
POWDER - Student struggles to initiate their toe turn having moved towards the tail through the heel turn: • Remind your student that to initiate a turn, it is more efficient to be longitudinally centred. Encourage them to bring the snowboard longitudinally back underneath them so that their COM is more centered to make their next turn. • Ensure that your student is not using too much range of longitudinal movement to the tail through the end of the heel turn. This will delay the time it takes for them to become longitudinally centred once again for the next toe turn initiation. • Encourage your student to lower their centre of mass so they can move longitudinally without the front leg fully extending, i.e. the hips slide towards the back foot without leaning the shoulders back.
POWDER - Student loses balance towards the nose of snowboard: • Encourage your student to maintain sufficient speed to keep the snowboard afloat. • Review more efficient ways to keep the nose of the snowboard afloat to avoid fatigue and back leg burn. Begin with subtle pressure changes under the soles of the feet, focusing on a slight increase of pressure under the rear foot. This will avoid large movements of the COM over the back foot which creates extra strain on the working muscles.
CRUD - Student struggles to initiate turns on wind-affected crud, often needing to hop their edge change: • Encourage your student to take advantage of the faster, more stable edge change associated with a down unweighted movement pattern. Remember that if this is a new movement for your student, find some suitable terrain to allow the learning and practise of this new sequence. • Have your student focus on stronger muscles but loose joints, to allow smaller, fine-tuned movements without sacrificing a stable stance.
4.37 FLAT LIGHT (Whiteout) - Student struggles to keep their balance and falls inconsistently throughout their turns: • Visual reference points are key in flat light. Utilise trees, rock features, wind fences, lift towers etc. If nothing is available then ride in front of your student to provide a visual reference so they can judge the speed of their riding. • Encourage your student to keep a tight core and remain in an action ready stance, with a lower COM whilst riding. This will allow them to make quick adjustments from a more stable position to aid stability. • Focus your student’s kinesthetic awareness on the sensations they are receiving through the soles of the feet. This will help them adjust to undulations and pitch changes more easily. STEEPS - Student struggles to slow down on their heel edge, often resulting in a slip out due to chatter or sitting down in the snow: • Encourage the student to look across the slope in completion of every turn. • Ensure your student is using an appropriate amount of vertical range to absorb any pressure changes. • Focus on developing your student’s ability to change edge earlier in the turn to provide more grip sooner in the turn. This will then provide your student with a more stable platform to manage pressure and steer through to completion.
STEEPS - Student struggles to initiate their turns and uses large upper body movements causing instability through the control and completion phases (particularly common when initiating the toe turn): • Develop your student’s ability to blend twist and pivot at faster speeds. This may involve a review of, or introduction to independent lateral movements with the lower body and their effect on the snowboard. Remind your student that things happen quickly on steeper terrain and so the speed of your movements should reflect this.
4.38 BUMPS - Student is being bucked by the terrain changes and loses balance, sometimes touching the snow with their hands to stay on their feet (particularly on the toe edge): • Review your terrain selection to ensure that your student is able to develop their riding skills and build their confidence. • Encourage your student to focus on reducing muscle and joint tension so that their legs flex and extend freely when required. A simple analogy can help such as “jelly legs”. • Use mileage with traverses in bumpy terrain to develop the sequential use of flexion and extension (independant absorption). Focus on keeping the snowboard in contact with the snow. On the toe edge, purely focusing on soft ankles and feeling pressure under the balls of the feet will promote stability. • On the heel edge, focus more on a balanced blend of flexion in the knees and hips to keep the upper body more on top of the snowboard to promote stability. BUMPS - Student struggles to find a line that promotes ow in their riding: • Educate your student about the options you have when making a turn in bumpy terrain, i.e. turn on top of the bumps or in between them. To help develop their understanding, verbal cues can be useful as can having your student simply follow you. • Develop your student’s ability to alter the timing (both the speed and sequence) of their movements (particularly rotational and lateral movements). Finding creative tasks that include both aspects will ultimately result in a more versatile rider. A simple example would be using funnel turns in terrain with mellow variations and bumps. TREES - Student is nervous of riding in the trees: • Terrain selection is key to encouraging a nervous student in a gladed environment. Find areas of the run with options to make one or two turns in the trees with an option to return to an area with more space to turn. • In more spacious areas of the mountain develop your student’s confidence in their ability to make a turn not only when they choose to, but when they have to. Remember that trees do not have a uniform size or spacing between them so being adaptable with the timing of your movements is key. For example, have your student follow you for a few turns with symmetry and rhythm, then change the turn size and shape to a more unpredictable path.
4.39 TREES - Student struggles to maintain ow through the trees: • Encourage your student to look ahead and between trees so they can anticipate their chosen line. It’s often the unexpected that can cause a need to slow down drastically. • Ensure that you choose mellow terrain with well-spaced trees to begin with. This will encourage your student to ride with a more open turn shape and to maintain speed in a more manageable, spacious area. When comfort and confidence is high, begin to either increase the steepness of the slope or find trees with slightly less spacing to challenge and develop your student. Additional instructing notes for situational riding: The very nature of riding a snowboard down a mountain requires versatility within our movements. As a snowboard instructor, be aware that the biggest benefit for your student might not always be your ability to offer technical instruction. Outside of turn types (up unweighted, down unweighted, terrain unweighted and retraction turns) and appropriate application of the principles of form, remember that there are other approaches that can sometimes be more effective. Offering assurance and encouragement when necessary, broadening their knowledge and awareness of snow conditions, line selection and other environmental factors can all contribute to the overall sense of achievement from time spent with you.
