Learning Outcomes Learning Experiences Assessment Activities Assessment Criteria

A statement of what is expected to be achieved on successful completion of a course The experiences candidates have to enable the knowledge and skills required for the learning outcomes to be addressed Tasks the candidate will engage with to provide evidence that they have achieved the learning outcomes A clear description of levels of achievement, and what performance is required at each level

Q… will show an ability to customize learning environments that promote exploration, experimentation, and play towards desired outcomes for students of all levels, in all open terrain, and with a broad range of skiing intents.

Q… will continually collaborate on short-term objectives and long-term goals to tailor the learning environment toward achievable outcomes that target the student’s motiva- tions through all skier zones.

Q… will facilitate the learner’s ability to recognize, reflect upon, and assess by helping them synthesize experiences and sensations in all mountain environments.

Q… will customize and progressively manage terrain selection, pacing, infor- mation, and activities through collabo- ration with the student(s) through all skier zones.

Q… can assess and proactively manage physical and emotional risks within the learning environment to promote safety, fun, and learning through all moun- tain zones.

Q… can reinforce effort and learning by empowering self-awareness and customize the learning environment to accommodate the changing needs of the individual learners in the all zones.

Q… is able to engage, adapt, and modify verbal and nonverbal, two-way commu- nication with all participants on an indi- vidual level.

Q… is able to steer the interpersonal dynamics of a group and the unique emotions and needs of each individual toward positive outcomes.

Q… will use foresight to override personal

emotional responses to common triggers to deliberately impact others.

Q… can customize the connection with the needs of all participants on an indi- vidual level.


The Learning Outcomes provide a clear vision of what is expected within the learn- ing environment. The Assessment Criteria sets the level to which the learning must be measured. The final step to complete the alignment process – currently in develop- ment – are the national Performance Guides. These guides will start with the Learning Outcomes and use the Assessment Criteria to specify the detailed performances neces- sary to achieve the outcome. Over the years, divisions have called simi-


Q Alpine Skiing Fundamentals Q Snowboarding Fundamentals Q Cross Country Skiing Fundamentals

Q Telemark Skiing Fundamentals

Q Understand/Apply Technical Concepts

Q Movement Analysis: Observe, Evaluate, Prescribe


Q Create an environment that promotes exploration, experimentation, and play while pursuing desired outcomes.

Q Collaborate on short-term objectives and long- term goals.

Q Facilitate the learner’s ability to recognize, reflect upon, and assess experiences and sensations.

Q Manage terrain selection, pacing, information, and activities.

Q Reinforce effort and learning, and adapt the learning environment to accommodate the changing needs of the learner.

Q Manage emotional and physical risk within the learning environment.

Figure 2: Learning Connection Fundamentals


Q Develop relationships based on trust.

Q Engage in meaningful, two-way communication.

Q Identify, understand, and manage your emotions and actions.

Q Recognize and influence the dynamics and emotions of a group.

lar resources “exam guides” or “outlines” to help candidates and trainers understand specific performance actions required to meet the standards. The guides being devel- oped will outline performance requirements of the Assessment Activities (exam tasks) used to measure the Learning Outcomes and how accuracy, consistency, adaptabil- ity, speed, and terrain play a role in the performance. Having this consistent perfor- mance guide for both candidates and exam- iners allows for a higher level of consistency and transparency in assessing whether the Learning Outcomes have been achieved. PSIA-AASI’s education leaders have committed to this strategic alignment across all eight divisions and all discipline national standards, including Children’s and Free- style Specialist certificate programs. This is a large project that will take several years to complete, and the timing of alignment for each discipline and specialist will vary. Rest assured, though, that the various lead- ership groups have invested considerable time and energy already. Division represen- tatives -- in every discipline -- are working together on this national initiative for align- ment and unity. This process will eventu- ally lead to college credits, degree pathways, and research in snowsports; paving the way for future opportunities in snowsports or other careers that acknowledge the diverse, transferable skills acquired through teach- ing snowsports.




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