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PSIA-Central Division
Adaptive Level I Exam Preparation Outline
The objective of this outline is to give the certification candidate a clear picture of what to expect
in an Adaptive Level I exam. The Candidate should use this information to guide them while
developing their teaching skills, studying technical materials, and preparing their personal
skiing.
This outline includes the following information:
PSIA-Central Division, Division Specific Information:
Please read this section carefully because it provides information that modifies the
National Standards.
PSIA-National, Adaptive Certification Standards:
This is the written summary of the adaptive standards that all nine PSIA Divisions use to
evaluate Candidates. It includes, by reference, the Alpine Level I Education/Certification
Standards.
PSIA-National, Alpine Level I Education/Certification Standards:
This is the complete overview of the Alpine Level I Certification Standard. Review this to
understand the skiing, teaching, and technical aspects of the exam. Add in the adaptive
components including disability understanding and adaptive equipment knowledge.
PSIA-Central Division, Alpine & Adaptive Training/Exam Skiing Tasks:
You should practice this list of skiing tasks in preparation for the exam. You will be
expected to ski several of these tasks during the skiing portion of the exam. Please note
that you will also need to demonstrate the Wedge, Wedge Christie, and Basic Parallel
turns as noted in the Alpine Education/Certification Standards.
Adaptive Ski Instruction Literature Resources:
A list of resources you should have to prepare for the exam.
Please use the information in this outline to understand the Adaptive Level I Certification
Standard so that you can study the correct material and come well prepared to the exam.
PSIA-C Level I Exam Prep Packet 2004
Page 1 of 10
PSIA-Central Division
Division Specific Information
The first step in the certification process is the Level I Certification. We recommend that
Candidates have a minimum of one-year adaptive teaching experience and that they attend an
adaptive workshop clinic prior to taking the exam. Level I Candidates are evaluated in a single
adaptive discipline through the PSIA level 6 skier. The exam standards include teaching
methods and progressions, technical (ATS and disability) knowledge to support the teaching
methods, and personal skiing ability. Presented below is further information on each portion of
the exam.
Teaching Ability:
Typically, the Candidate is presented a teaching scenario. We ask for a volunteer to role-play
the student and the Candidate being examined will teach to the student. While this is an artificial
situation, it does serve to provide a stage to see the Candidate s teaching style. For more
detailed information see Category B: Teaching, of the Alpine Education/Certification Standards.
Please note that the PSIA-C Adaptive Level I Exam includes teaching progressions through the
Level 6 skier (wide track parallel teaching). This is different than the Alpine Level I Certification
in which teaching is only evaluated through the Level 4 skier.
For a bi-ski exam, the Candidate s tethering ability is evaluated in the teaching portion of the
exam.
For a visually impaired exam, the Candidate s guiding ability is evaluated in the teaching portion
of the exam.
Professional Knowledge:
This is usually called the Technical Knowledge portion of the exam and it is divided into two
subcategories 1) disability understanding and 2) American Teaching System (ATS)
understanding.
Disability understanding includes knowledge of the disabilities and their associated medications
(and side affects) common to the adaptive discipline, a practical student assessment, and an
understanding of the proper application of the adaptive ski equipment. Candidates will need to
be familiar with the adaptive equipment and how to set it up properly for the student.
American Teaching System (ATS) understanding is defined in Category C: Professional
Knowledge, of the Alpine Education/Certification Standards.
Skiing Ability:
This relates to the Candidate s personal skiing. If the Candidate uses adaptive equipment in
their skiing, this portion of the exam will be conducted on that equipment. In general, the
Candidate must be able to make consistent wide track parallel turns with a pole plant (or the
adaptive equivalent) with no major technical problems on intermediate terrain. For further
definition see Category A: Skiing, of the Alpine Education/Certification Standards and the
Adaptive Training and Exam Skiing Tasks.
PSIA-C Level I Exam Prep Packet 2004
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Page Two
Division Specific Information
Written exam:
There is a written test associated with the Adaptive Level I Exam. It includes the Alpine Level I
written test (typically 50 multiple choice questions) and an adaptive discipline specific portion
(typically 20 multiple choice questions). The test is take-home and open book format. We
typically handout the test at the end of the first day of the event and grade it on the morning of
the second day of the event.
Typical Adaptive Level I Exam Day Schedule:
The Level I Exam is a two day event that includes a half day training clinic and a day-and-a-half
of exam.
Morning - Day One:
This time is used as a review clinic. Time is spent on-snow answering any questions, reviewing
information for the exam, and practicing the skiing demos.
Afternoon - Day One:
The exam begins. The afternoon is spent doing the skiing portion of the exam. This includes
free skiing, skiing demos, doing task skiing, and discussing how the skiing skills relate to the
PSIA American Teaching System (ATS).
At the end of Day One, the written exam is handed out.
Day Two:
The day begins with grading the written exam, then its on-snow for the rest of the day doing the
Teaching/Technical portion of the exam. The exam is normally completed around 3:00 to 4:00
pm and the final scores are available after an hour or so.
PSIA-C Level I Exam Prep Packet 2004
Page 3 of 10
PSIA-National
Adaptive Certification Standards
From the PSIA web page January 2004
The PSIA adaptive certification standards are based upon the knowledge and application of
information gained from the PSIA alpine manuals and the PSIA Adaptive Manual (PSIA, 1997).
[Editor s note, the new edition of the PSIA adaptive manual, Adaptive Snowsports Instruction
(PSIA, 2003) is included in this list.] Additional disability knowledge from medical,
organizational, and disability resources is also required.
Standards encompass the alpine certification requirements (shown on the PSIA website) and
include the disability, medical, and special equipment knowledge and understanding, enabling
an instructor to work with special populations at each certification level. Adaptive classifications
include:
Visually Impaired
Cognitively-related Disabilities
Three-Track
Four-Track
Mono-ski
Bi-ski
Level I Certified Member:
Performs and demonstrates a basic understanding of American Teaching System concepts and
shows efficient movement and use of skis as outlined in the Alpine Level I standards.
Additionally, the member will demonstrate a general conceptual understanding of the
disabilities, medical, and equipment issues pertaining to at least one of the disability
classifications.
Level II Certified Member
Performs and demonstrates a working understanding of American Teaching System concepts
and shows efficient movement and use of skis as outlined in the Alpine Level II standards.
Additionally, the member will demonstrate detailed understanding and working application of
disabilities, medical, and equipment knowledge in all six disability classifications.
Level III Certified Member
Performs and demonstrates a comprehensive understanding of American Teaching System
concepts and shows efficient movement and use of skis as outlined in the Alpine Level III
standards. Additionally, the member will demonstrate a comprehensive understanding and
thorough application of the disabilities, medical, and equipment knowledge pertaining to all
disability classifications.
PSIA-C Level I Exam Prep Packet 2004
Page 4 of 10
PSIA-National
Alpine Education/Certification Standards Revised August 2003
From the PSIA web page January 2004
The following are the current (2003) PSIA Education/Certification Standards. Referenced to
PSIA-AASI s Core Concepts and PSIA s Alpine Technical Manual, terminology consistent with
these manuals is used throughout this document. These standards provide a training focus, and
represent a minimum competency for each level of certification.
The premise of the certification standards is based upon the concepts of levels of
understanding which define stages of learning in degrees of understanding. As certification is a
measure of understanding, levels of certification represent stages of understanding. Candidates
will be held to the knowledge and performance standards of the level at which they are testing
as well as the criteria for all preceding levels.
CERTIFIED LEVEL I
Certified Level I members demonstrate a solid foundation of information and experience
necessary to be an effective ski teacher. The Certified Level I instructor possesses an
understanding of basic skiing skills, teaching skills, and professional knowledge. It is not
expected that Level I candidates will have in-depth knowledge and experience in each of the
areas of competence listed in these Standards. It is expected, however, that candidates will be
able to show basic competence and knowledge in all of these areas. In addition, it is expected
that candidates will be able to demonstrate a significant level of competency with the skiing and
teaching tasks listed specifically for assessment at a Level I event.
Category A: Skiing
Level I certified teachers must be able to ski all green and groomed blue terrain demonstrating
consistent balance and control of speed through turn shape. Demonstrations must display an
understandable picture of the technical elements of Beginner/Novice zone skiing. The turn
dynamics are limited by the speeds and terrain appropriate for Beginner/Novice zone skiing and
tasks.
The instructor is able to
1. General Characteristics
a. Consistently link turns with sustained rhythm
b. Maintain consistent speed by controlling the shape of a turn
c. Maintain a balanced stance throughout a series of turns
d. Demonstrate an appropriate blend of skills (with consideration for the snow
conditions, equipment, terrain, etc.)
e. Ski a variety of turn sizes within a series of turns while maintaining speed control
2. Balance (Level I Beginner/Novice zone terrain, speed, and dynamics)
a. Maintain lateral and fore-aft balance through common tasks and demonstrations
b. Demonstrate the visual cues to effective skiing relative to balance in
demonstrations and tasks common to Beginner/Novice zone skiers
3. Rotary Movements (Level I Beginner/Novice zone terrain, speed, and dynamics)
a. Demonstrate a gradual steering of the skis to assist turn shaping
b. Demonstrate the visual cues to effective skiing relative to terrain, speed and
dynamics
PSIA-C Level I Exam Prep Packet 2004
Page 5 of 10
4. Edge Control Movements (Level I Beginner/Novice zone terrain, speed, and dynamics)
a. Demonstrate a gradual increasing and decreasing of edge angle throughout a
series of turns
b. Demonstrate use of ski design in Beginner/Novice zone level skiing tasks
c. Demonstrate the visual cues to effective skiing relative to edge control
movements in demonstrations and tasks common to Beginner/Novice zone
skiers
5. Pressure Control Movements (Level I Beginner/Novice zone terrain, speed, and
dynamics)
a. Maintain ski snow contact with both skis
b. Demonstrate a shift of pressure to the outside ski throughout a series of turns
c. Demonstrate the visual cues to effective skiing relative to pressure control
movements in demonstrations and tasks common to Beginner/Novice zone
skiers
Category B: Teaching
Level I Certified teachers demonstrate a solid foundation of information, and experience
necessary to be an effective teacher of Beginner/Novice zone skiers. A basic understanding of
how to manage the learning environment for different age and gender situations is required.
The instructor is able to
1. Awareness, Understanding and Knowledge
a. Understand the coach/student relationship and how to develop trust between
them
b. Recall the components of the learning environment and discuss how to
incorporate them into lessons that will create memorable experiences
c. Identify the components of good teaching
d. Categorize teaching, skiing, and guest service principles of ATS, relative to
Beginner/Novice zone students
e. Understand student needs of specific groups (i.e., adults, children, women,
seniors, beginners, etc.)
f. List considerations for managing the learning environment for children at different
stages of development
2. Application
a. Teach the public through the Beginner/Novice zone
b. Demonstrate an ability to develop a relationship of trust between teacher and
students
c. Identify learning styles and preferences and cite examples of how to use them in
a lesson
d. Recognize the stepping stones concept and identify a pathway to learning based
on the needs of students specific to the instructors home area
e. Handle a class based on group energy level, conditions, safety, and lesson
content
f. Predict and meet the needs of specific groups (i.e., children, seniors, men)
PSIA-C Level I Exam Prep Packet 2004
Page 6 of 10
Category C: Professional Knowledge
Professional knowledge requirements for Level I Certified teachers reflect a practical awareness
of general terms and concepts, and an ability to use these concepts in basic lesson situations
for Beginner/Novice zone students. Decision making and lesson content will most likely follow
preplanned options, with consideration for different skill development emphasis.
The instructor is able to
1. Terminology
a. Define and explain basic skiing terminology as described in the Alpine Technical
Manual
b. Define and explain basic terminology as described in the Core Concepts Manual
2. Equipment
a. Identify equipment needs for skiers through the Beginner/Novice zone
b. Categorize the basic options and benefits of modern ski designs
c. Identify common equipment safety issues
3. Skills Concept
a. Discuss the role of balance relative to the other skill categories and movements
b. Identify effective movements and skill development through the Beginner/Novice
zone
c. Understand the concept of skill blending, and identify how different skill blends
create different outcomes regarding ski performance for a Beginner/Novice zone
skier
d. Teach a traditional skill blend for Beginner/Novice zone skiers (wedge stepping
stones)
e. Develop Beginner/Novice zone skiers along a track to parallel skiing that is not
based on the foundation of a wedge (parallel stepping stones)
f. Create an activity list for each skill category
4. Movement Analysis
a. Recognize general movement patterns relative to skill categories in
Beginner/Novice zone skiers
b. Identify desired skill and movement outcomes in various types of
Beginner/Novice zone skiing including beginner parallel and wedge turn
progressions
c. List exercises and tasks which address a student s needs, the equipment being
used, terrain options, etc.
5. Personal Mastery
a. Identify and develop a vision for personal growth as a snowsports teacher
b. Understand the pathways for personal and professional growth by identifying the
resources available both inside and outside of PSIA-AASI
c. Plan short- and long-range schedules for training and certification goals
PSIA-C Level I Exam Prep Packet 2004
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PSIA-Central Division
Alpine & Adaptive Training/Exam Skiing Tasks - 2002/3 Revision
You will be asked to perform several of these skiing tasks during a Level I exam in
addition to demonstrating the Wedge, Wedge Christie, and Basic Parallel turns.
Level I
(Mild Terrain)
Traverse Traverse across hill, minimal slipping allowed.
Open parallel Skis in matched position most of the time.
with or w/o poles
Vertical Side Side Slip in both directions, edge release occurs by a
Slip tipping action from the feet.
Hop Turns (Flat Terrain) No forward motion required. Skis should
include some degree of direction change.
Wedge Hop (Flat Terrain) Weight change should be foot to foot
performed with or without forward movement.
Leapers Skier should display noticeable extension. Skis should
leave snow pack.
Inside Ski Traverse (shallow) across hill on uphill ski only, slipping
is allowed.
One Ski Skiing Balance on one ski with forward movement. Turns are
not necessary. Skier can use either ski, tip may touch
snow for feel.
Linked Pivot Side slip to hockey stop with matched skis. Performed
Slips in direction of skiers choice - no linking.
Skating (Flat Terrain) Skate on flat terrain with effective edge
engagement at push off.
1000 Steps Traverse with stepping uphill out of track. Also, 1000
Step turns with no stepping required during turn arc.
Falling Leaf Falling Leaf in one direction with fore and aft pressure to
create slight forward and reverse arcs.
Uphill Christy Christy w/shallow entry. Should have forward movement
with moderate edge engagement to stop. Initiate turn with
feet and edge tipping action to engagement.
PSIA-C Level I Exam Prep Packet 2004
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Adaptive Ski Instruction Literature Resources
The PSIA manuals provide the basics for adaptive ski instruction and the Bold Tracks manual
provides additional progression and disability information. Every adaptive instructor should have
Adaptive Snowsports Instruction, the Adaptive Manual, and Bold Tracks. If an instructor is going
for certification the first five titles are a must for studying and the older ATS III Workbooks are
good study aids.
Adaptive Snowsports Instruction (Copyright, 2003)
Adaptive Manual (Copyright, 1997)
Core Concepts for Snowsports Instructors
Alpine Technical Manual: Skiing and Teaching Skills
PSIA Education Foundation
133 S. Van Gordon St., Ste. 101
Lakewood, CO 80228-1706
(303) 988-0545, www.PSIA.org
Bold Tracks, Skiing for the Disabled., Hal O'Leary,
Johnson Publishing Company
1880 South 57th Court
Boulder, CO 80301
(800) 258-5830, www.jpcolorado.com
ATS III Manual, Video, and Level I through Level III Workbooks.
PSIA Education Foundation
133 S. Van Gordon St., Ste. 101
Lakewood, CO 80228-1706
(303) 988-0545, www.PSIA.org
I believe the Workbooks are still available online. They are good study aids.
The Professional Skier
PSIA Education Foundation
133 S. Van Gordon St., Ste. 101
Lakewood, CO 80228-1706
(303) 988-0545, www.PSIA.org
This is the magazine of PSIA. It has articles about adaptive skiing and teaching in most
issues. The old articles are available online.
Hitting the Slopes...., Peter Axelson
Sports 'N Spokes (magazine)
Nov./Dec. 1988
Volume 14 Number 4
5201 North 19th Ave. Suite 111
Phoenix, AZ 85015
(602) 246-9426
Good article on mono skiing, technical and educational. Several other mono ski
articles have been printed by Sports N Spokes over the years.
PSIA-C Level I Exam Prep Packet 2004
Page 9 of 10
Page Two
Adaptive Ski Instruction Literature Resources
Challenge Conditions: A Guide for Instructors and Helpers in Adaptive Ski Programs, David
Sword.
David Sword Systems, Inc.
PO Box 190
Mount Hood, Oregon 97041
(503) 286-3845
A good source for pertinent disability understanding.
For additional information about disabilities consider browsing the web, searching for disability
specific organizations.
The following references can provide information including unpublished (loose-leaf) handouts,
technical support information, and training opportunities.
PSIA-C
3225 West St. Joseph
Lansing, MI 48917
(517) 327-0601, www.psia-c.org
For information on ski instruction publications, training clinics, and certification
opportunities.
Disabled Sports USA
451 Hungerford Dr. Suite 100
Rockville, MD 20850
(301)217-0960, www.dsusa.org
DS/USA was the governing body of disabled ski instruction prior to integration with PSIA.
They have an Adaptive Ski Teaching Methods video and booklets available about their
programs.
Tahoe Adaptive Ski School
P.O. Box 9780
Truckee, CA 95737
(530)581-4161, www.dsusafw.org
One of the best sources for what's new and how to use it.
National Sports Center for the Disabled
P.O. Box 36
Winter Park, CO 80482
(303)892-0961, www.nscd.org
One of the best sources for what's new and how to use it.
PSIA-C Level I Exam Prep Packet 2004
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