The background of every well-rounded ski coach and instructor should include education in the fundamental physical mechanics and biomechanics of the sport. Because most ski coaches and instructors have little formal background in physical science, learning the physics of skiing is for them much like it is for university students who are non-science majors. Much research has been done on how such university students learn physics, and a number of demonstrably successful pedagogical techniques have arisen from it. This paper provides an overview of the pertinent education research, practical techniques that have been derived from it, and examples of their successful application to teaching the physical mechanics and biomechanics of skiing to coaches and instructors. OUTLINE INTRODUCTION: Why it is important for ski coaches and instructors to understand the basic mechanics of skiing. Educational materials provided by instructors and coaches associations in North America aren't very effective: They're too abstract, academic, and removed from skiing itself. The research that has been done on physics education for university students who are non-science majors provides us with good insights for teaching ski coaches and instructors. What research tells us is effective Active engagement Presenting learners with questions and scenarios that force them to reason about their misconceptions, then presenting them with evidence that conflicts with those misconceptions Developing accurate internal models of mechanical phenomena through analogies. Examples of these approaches applied to skiing mechanics What makes the skier turn? What makes a ski hold and edge, and how does angulation work? What is "balance", and is a good skier always in balance?
© Copyright 2009 Science and Skiing IV. Published by Meyer & Meyer. All rights reserved.