T/F: Looking for gaps in the traffic, moving shorter distances, having designated stopping points and grouping your students together will help keep your students from getting spread out.

T/F: When a student is new to freestyle or the terrain park it is important to start them with appropriate features for the student’s skill level.

T/F: When checking for understanding it is a good idea to ignore your student’s feedback on what safety considerations are important for the terrain they are entering.

T/F: If a child is going to wear a helmet for skiing/riding, it should be a helmet specifically for skiing/riding.

A. Your child should wear a helmet because I do.

B. I don’t think you should bother with the expense

C. Educate yourself so you can make a decision about helmets for your child.

D. Look at the NSAA website and click on “Lids for Kids”

E. None of the above

Explain how you involve parents in reinforcing Your Responsibility Code with their children. What tactics do you use for teen-agers?

• Talk about safety when you're out. Equate it to bike riding, car, street crossings, etc. (yield signs, stop)
• COLD DAYS
• Ask questions about what they would do?
• Use maps for them to choose a route
• Tie back to driving/bike riding (use analogies)

It is best to change your lesson plan when you see:

A. Your students are bored

B. Your students are cold

C. Your students are tired

D. All of the above

Give an example of a lesson experience when the stated age did not line up with the expected or anticipated level of development. How would you change it?

• The student looks older than they are, so motor coordination is not yet developed to their appearance.
• The cognitive level is below their age

T/F: When delivering information to your young students you should try to simplify presenting your lesson and use one learning style.

Define goals and objectives; give an example of each.

• Goals:
  • Ski moguls
  • 50/50 box
• Example:
  • Mounds are zombies rising, landmines in video games
  • Blasting off into space (form FS1)
• Objectives: 
  • Blocking pole plants
  • Pop onto the box
• Example:
  • Kills zombies before they are born with the pole plant
  • 3, 2, 1 blast off jumps

T/F: Goals are flexible and based on all the variables and individual abilities of your students.

Match the following learning preferences with the descriptions of how a person learns best:

Preference                       Learns best

____Watcher      a) Uses cognitive abilities

____Doer           b) Experiences sensations through                                         kinesthetic or proprioceptive input

____Thinker       c) By experiencing something (Trial &                                     error)

____Feeler         d) When presented with visual information

D - Watcher

C - Doer

A - Thinker

B - Feeler

What behavioral clues do you see in a student who’s learning preference is visual? Auditory? Kinesthetic?

• Visual:
  • Intent staring at what is happening
  • Copy movements
• Auditory:
  • Asking questions for explanations
  • Singing or humming to themselves
• Kinesthetic:
  • Will explore and do things to understand and feel
  • "Drawing" in the snow

Compare “Play, Drill, Adventure, Summary” (PDAS) to the ATM teaching cycle. (Book pg. 11)

• PDAS is the category in which parts of the teaching cycle fall under
• Intro assess and goals are in Play
• Share is in Drill
• Guided practice and check for understanding are in Adventure
• Debrief is in summary

With a group of teen advanced skiers/riders, how would you set up class rules for the day that keep everyone safe without feeling like “little kids”? Frame your answer within the children’s teaching cycle.

Within Play, have it set up as a team activity and ask students how they want to keep each other safe and take responsibility for each other

Using your experience and knowledge, explain how you would present and demonstrate information for a class of 7-12 year-olds so that each child would feel part of the group.

Tie it back to each of their individual interests

T/F: Checking for understanding is the process used to determine if the lesson goal was achieved and if the goal met the needs of your students.

From your experience, describe an example of how you would use Guided Discovery in a lesson with a group of 12-14 year-olds.

The content of the lesson you present is mainly directed toward meeting which of the following goals:

A. Creating effective and efficient movements in your students as they learn and develop.

B. Using your favorite drills to ensure a fun learning environment.

C. Making sure every child in your class reaches the same skill level before you move on.

D. Discover what the children want to do during the lesson.

Why would children benefit from applying newly learned skills in a variety of different terrain before learning new concepts?

Describe your favorite activity for a group of teens learning to control their speed.

• Moguls
• Trees
• Synchronized skiing
• Flying V from Might Ducks

You have a 12 year old student that skis/rides in the intermediate/novice zone. List 5 pre‐lesson questions to ask their parents. (in book pg. 14, table 1.3) 

• What are their goals and expectations?
• How is everyone feeling, etc., and any specific health or other concerns
• What sports do they do? Are they meeting jr. for lunch?
• What are their interestes? Plan B for kids that are "done" and parent contact information
• Where can we meet at the end?

Which of the following statements about the involvement of parents in the learning partnership is true?

A. When setting up children’s lessons, the parents are your customers too.

B. Parents can serve as a valuable resource of expertise relating to their children in terms of special needs and/or behavior.

C. Involving parents can be done by introducing and summarizing the lesson content for both parent and child.

D. All of the above

D

Using the CAP Model as a guide, give an example of how to summarize a lesson for a parent (in Cognitive, Affective, and Physical domains).

• Cognitive:
  • (for 3-6 year olds) We did follow the leader by covering my colored tracks with theirs
  • We played red light, green light to work on stopping
• Affective:
  • We were safe and learned how to get out of the way if we fell off of the rope
  • S/he did a great job with "X"
• Physical:
  • We worked on stance, but because of their age, it's natural for them to not be forward because of the head size and high CoM
  • We worked on stops because we don't have independent movement yet.

How do you explain to a parent why it may be counterproductive for them to watch their child’s lesson while being visible to their child? (in book pg 29) 

• Attention may be focused on the parent, and not the lesson
• Showing off and not learning. Fearful of making mistakes, etc.
• Want to go be with their parent and not in the lesson

How do you explain to a parent that their child is really not the ability they think they are or should be?

• Show empathy by letting them know it's a great goal and we'll do some things to get us there while focusing on safety and success
• If we try to do something we're not quite ready for, someone could get hurt.

Parents sometimes request that their child ski/ride with a friend who is more skilled than their child. How do you handle this situation? (in Book, pg. 30)

• Suggest skiing in our group and making new friends so each ability level, skills, and needs can be addressed and they can be successful
• Take a semi-private lesson
• If still together, the higher-level student would need to ski with a lower-level student for safety and success

From your experience why are 3-6 year-olds and 7-12 year-olds in separate group lessons? Please discuss specific developmental issues. (in Book, pg 10) 

• At different development levels (CAP)
• C - 7-12 need to know why (3-6 what), 3-6 shorter attention span
• A - 2-6 are told they did well (7-12 know they did well), 3-6 don't need to be perfect (7-12 compare to peers)
• P - 3-6 no independent movement (7-12 can move the body parts independently), 7-12 practice independent with replication (3-6 get tired)

List 4 ways to move your class of 10 – 12 year-olds down the hill and a benefit of each.

• Follow the leader 
  • Gives responsibility to students
  • Keeps students together
• Call down one at a time
  • Independent MA and feedback
  • Less collision while skiing
• Free ski to a meeting spot
  • Put into practice learned skills
  • Provide some freedom and responsibility for self
• Send down one at a time
  • Independent MA and feedback
  • Provide MA to other students
  • Less collision while skiing

From your experience, what is a good introductory activity to keep a group of 10-12 year-olds together in the moguls and not spread out all over the hill?

• Traversing (for flexing and extending) from one side to stop and then the other side to stop
• Hockey stops on the back of bumps, one at a time

When is the best time to provide information about a movement you would like a child to perform?

A. Before they try the movement

B. After they have tried the movement

C. During the movement

D. A and B

“Smart Style” provides a clear message about the proper use of terrain parks. How can the four main messages of Smart Style be used for other coaching sessions? (in Book pg. 112) 

• Make a Plan - what are we doing today?
• Look before you leap - code and reinforcing it throughout the lesson
• Easy does/style it - use right progression on the right terrain
• Respect gets respect - Respect all

T/F: Spider Webbing could be a great technique for a student who has strong linguistic intelligence.

T/F: The use of analogies, similes, and metaphors may share common elements of an idea.

Using the word “OCEAN”, explain how Spider Webbing could be used to enhance or create a lesson plan for a group of 7-12 year-olds that are intermediate skiers/riders.

• The word "ocean" may create words related to "wave" or "surf", etc., which could be ways to talk about the turn shape and allow skiers to surf the waves.
• Also using the terrain features as the waves to surf.

List five (5) props or teaching aids you use and describe how they can enhance the students learning.

• Frisbee - steering wheel to keep hands forward and help with turns
• Ski poles - to help with turns using bulldozer method
• Teepee in the middle to do daisy turns around
• Melting snowball - hold out in front to get student forward
• Doll from Jenny and Herb CS 1 to help in the understanding of proper clothing
• Crayons and paper before the lesson - used to draw a picture of favorite responsibility code

Give two examples of games that you would use to improve the turning movements of the lower body. The student’s age is 8. The ability level is learning wedge christie turns. Please answer using fact, experience, and creativity.

• Game 1:
  • Windows Dragon - Keep your window with poles closed or the dragon will shoot you down with fire, but need to peek through to keep an eye on the dragon til you get close enough to spray him with snow from your hockey stop
• Game 2:
  • Aim the Spray - Keep your eye on the target while you aim the hockey stop spray at something

Give two examples of games that you would use to increase edge angles to the snow. The student’s age is 10. The ability level is beginning parallel. Please answer using fact,

experience and creativity.

• Game 1:
  • Terracing for Minecraft - Short side slips to see who can create the perfect terraced land in Minecraft
• Game 2:
  • Whittling the snow - who can whittle the snow the most (set edge in a side slip) in a 30-second time frame (0r 10, etc.)

Give two examples of games that you would use to improve pressure control. The student’s age is 13. The ability level is a strong parallel. Please answer using fact, experience and

creativity.

• Game 1:
  • Helicopter competition - who can do the most 360s down the hill which uses all three types of pressures
• Game 2:
  • Long jump - Who can jump the farthest by either jumping over poles and see how far they go, or by jumping one pole and checking their tracks (or use "Gatorade" lines)
  • Hurdles - how many poles can you hop over without missing any

How can you structure your games to emphasize cooperative play for 5 year-olds?

A. Make each child a leader

B. Let the children have a “free for all”

C. Involve all of the children all of the time

D. Work toward a common goal.

It is important to understand the developmental process that children and teens commonly go through in order to:

A. Identify the “Profile” characteristics inherent for a particular age group.

B. Tailor the lesson to meet the needs of the student (by age) and enhance

their learning experience.

C. Figure out their age so you can act like children or teens.

At what age do children develop reversibility? How does reversibility impact a lesson with a group of 5 year-olds?

• 7-11 they develop reversibility
• At age 5, need to provide simple cues to guide the back from the bathroom, r send an adult to help them back.

How does directionality impact a lesson with 4 year-olds?

If the instructor faces students, they will mimic the same side movements, and the instructor needs to move opposite of what they desire the student to do or face in the same direction

With reference to the CAP Model, explain how you determine when a child is ready for black diamonds. Please answer using fact, experience, and creativity.

• Physical - if they are physically strong enough and coordinated (no growth spurt), and skills needed
• Affective - Team/group decision and if no one is too scared
• Cognitive - Challenge accepted, understand skills needed and responsibility code

How do we create an environment for Affective growth?

• Give students choices to take responsibility and make their own decisions
• Treat everyone fairly and with respect
• Create fun activities and opportunities for success and give positive encouragement and constructive feedback/criticism

There are 3 stages for the Development of coordination. Describe these 3 stages.

• Initial (ages 2/3) - Lacks rhythm and crude. Thinking about sensations rather than the quality of movement. Seeking visual feedback for what they're feeling., and are unaware of their surroundings. 
• Elementary (ages 3/4-8) - Spatial awareness is developed and exploration helps with awareness of this
• Mature (ages 8-11) - larger coordinated movements are becoming more natural and focus can be on refining and working on smaller movements

“Development of muscle control affects edging movements.” Please explain this phrase relative to children.

As kids develop through the Mature Stage, their muscular-skeletal system becomes more coordinated and refined, allowing kids to be able to control fine motor movements in order to affect edging movements

Give an example of how physical changes in growing teens may cause changes in their motor performance.

During growth spurts and/or puberty, the skeletal grows faster than the muscular, nervous, and circulatory systems, affective motor coordination, and warmth.

T/F: Children 7-12 years old are able to understand hypothetical situations better than children 3-6 years old.

From your experience, please discuss common cognitive behavior patterns as children develop for the age groups listed below.

• 3-6 year-olds - Forgetful, short attention span, plays games, copies movements, creative imagination
• 7-12 year-olds - Asks questions, learns in different ways, likes challenges and succeeding, able to describe, remembers one-step directions better

You have a group of 13‐14 year-olds that have been skiing/riding together as a group for 2 years. They’re ready to start working into more challenging terrain, but need to learn how to do short turns first. Please give two examples of how to accomplish this task given that these kids are word smart and interpersonally smart. You may use skiing or riding examples.

• Example 1: Use tongue twisters (e.g., Sally sees...) to start slow with big turns and say it faster as the turns decrease in radius
• Example 2: Competitive relay - Stage kids down the hill to see which team (of 2) can complete the most turns while giving the next person a pole tap to keep going (count turns at the end) - need to discuss strategy for how to do short turns with each team.

Describe the way someone learns using Gardener’s multiple intelligences theory.

They receive incoming information from various senses and that information gets assigned to preferred intelligences.

Children ages 12 to 14 years old largely base their morals on:

A. Personal needs

B. Right and wrong

C. Personal needs to fit into the peer group

D. Right and wrong as defined by the peer group

What do children at each of these age groups listed below use as a way to judge themselves?

Ages 3-6 years

Ages 7-11 years

Ages 12+ years

• Ages 3-6 years - Whether or not they've pleased others
• Whether or not they can be more clever than an adult
• Whether or not they are accepted by their peers

How does Kohlberg’s Moral Development model relate to teaching skiing or riding?

• It tells how responsible they can be on the hill.
• 3-6 yo - are pleasers, so feedback will be positive
• 7-12 yo - are testers, so feedback is asking questions and giving them props
• 12+ yo - are influenced by peers, so feedback is manipulated and given through peers

Why is providing feedback throughout the lesson critical to the student’s success relative to meeting the needs of self-esteem?

Important for positive feedback to increase self-esteem, which improves confidence levels, which then allows for more learning opportunities

Describe how a young child may be self-actualized.

• Helping meet affective needs
• Can give them positive and successful experiences. For example, if their goal was to take a "jump" and they nailed it the first time, saying "I did it!"

Using Maslow’s Hierarchy of Needs, explain what teenagers may require on a daily basis that is different than a younger child, while in your lesson.

• Challenges, stronger sense of belonging with peers, problem-solving, opportunities for peers to acknowledge them
• Don't single them out and give respect, and allow them to make decisions

Using your experience, describe 3 ways we can help our students meet the need for safety and security.

• Assign responsibility to a student to be Safety Sally/Sam on the run and when stopped
• COLD DAYS
• Traffic Cop game - pointing out what others on the hill are doing wrong (also on the chairlift watching other skiers coming down the hill) and they can give out a "ticket" to other skiers

Describe how teamwork can be used to create a sense of belonging for a group of 7-12 year-olds.

• By playing team games:
  • Scavenger hunt
  • Race with specified turns, distance, task (e.g., one ski), relays, etc.
  • Come up with team names, mascots, colors, etc.

T/F: Younger children see things in the distance more clearly than they see nearby objects.

Match the items in the left column with the corresponding examples from the right column:

___1. Locomotor movements             A. Throwing, catching

___2. Non-locomotor movements       B. Walk, jump, skip

___3. Manipulative movements          C. Bending, twisting

B - 1. Locomotor movements             A. Throwing, catching

C - 2. Non-locomotor movements       B. Walk, jump, skip

A - 3. Manipulative movements          C. Bending, twisting

The stages of development of coordination are:

A. Unilateral; Bilateral; Cross-lateral

B. Sensory Input; Interpretation;

C. Motor Response Initial; Elementary; Mature

D. None of the above

T/F: The maturity of the perceptual-motor system is a function of the child’s physical and cognitive development.

Describe the 3 steps of the motor skills learning process, including the role of the senses, the brain, and the body in your answer.

• Information received through sensory receptors and then travels to the brain (senses send information to the brain)
• Brain processes information received through memories and problem-solving strategies (brain processes information)
• Brain sends directions through nervous system to activate muscles to carry out the task (brain tells body what to do)

How can understanding the principle of “Transfer of Learning” help shorten the trial and error process?

You don't have to repeat learning every time you do a new task

T/F: Any kind of movement that forces children to find their balance or react is good for developing a dynamic stance.

Describe what kinds of movements force children to find their balance?

• Pushing over gently
• One foot balance, one ski scooters
• lateral dancing and jumping
• skiing (variety of terrain)

T/F: The movements that children make that are developmentally appropriate are often described to as “Real versus Ideal” movements.

Young children lack the development of abdominal muscles. Describe an alternative technique for a young snowboarder or skier to use to get up when they have fallen.

• Tummy hand walk up to duck stance from a fall
• Take off skis

List and describe 4 behavior management strategies you use in your lessons.

• Use inside voice to gain attention/focus/etc. instead of yelling
• Express expectations at the beginning and re-enforce
• Use if/then statements to encourage positive action
• Redirect attention and suggest alternate behavior and spend more time skiing and less time talking

When you understand the CAP Model, which category does Separation Anxiety fall under?

A. Cognitive

B. Affective

C. Physical

D. None of the above

What type of learners do children with ADHD tend to be?

A. watcher

B. doer

C. thinker

D. feeler

What are 3 possible solutions you could use for a child who is having Separation Anxiety?

• Distraction and refocus attention on different things
• Playing games
• Ask questions and have a conversation
• Coloring and drawing and tabletop activities

In an emotional crisis, the instructor needs to employ certain actions to de-escalate problems. List and describe three (3) actions you would use.

• Acknowledge feelings
• Remain calm and actively listen
• State behavior and facts and why it's not acceptable

T/F: Playful Teaching gently guides the student’s learning experience with fun activities.

To engage the child, a positive learning environment is created with fun activities that offer: (check all that apply)

A. friendship, meaning, challenge, and novelty

B. seeing, doing, thinking, and feeling

C. collaboration, relevancy, a culture of learning, and exploration

D. play, drill, adventure, and summary

Learning occurs through the student experience of: (check all that apply)

A. friendship, meaning, challenge, and novelty

B. seeing, doing, thinking, and feeling

C. collaboration, relevancy, a culture of learning, and exploration

D. play, drill, adventure, and summary

What are the 3 teacher roles in Playful Teaching?

• Leader
• Allower
• Afforder

The teacher leads activities and children are to follow directions when the teacher assumes the role of:

A. Leader

B. Allower

C. Afforder

The teacher is a motivator who gives feedback, provides examples, poses questions, is interested, and ensures safety in the role of:

A. Leader

B. Allower

C. Afforder

T/F: As “Allower”, the teacher is an observer who ensures safety?

Match Four (4) Keys with the corresponding C.R.A.V.E. strategy for improving student engagement.

FOUR (4) KEYS                     C.R.A.V.E.

___People Fun               a.) Exploration

___Serious Fun              b.) A Culture of Learning

___Hard Fun                  c.) Collaboration

___Easy Fun                  d.) Relevancy

C - People Fun

D - Serious Fun

B - Hard Fun

A - Easy Fun

Which of the Four (4) Keys can be used to manage a student’s emotions of frustration and Fiero (an Italian word for “personal triumph”)?

A. People Fun

B. Serious Fun

C. Hard Fun

D. Easy Fun

Which of the Four (4) Keys can be used to manage a student’s emotions of curiosity, wonder, awe, and mystery?

A. People Fun

B. Serious Fun

C. Hard Fun

D. Easy Fun

Which of the Four (4) Keys can be used to manage a student’s emotions of social bonds and friendships?

A. People Fun

B. Serious Fun

C. Hard Fun

D. Easy Fun

Which of the Four (4) Keys can be used to change how a student thinks, feels, behaves, and how student feels inside?

A. People Fun

B. Serious Fun

C. Hard Fun

D. Easy Fun

Match the three (3) broad categories of Child Development to a similar animal group:

     CAP CATEGORY                              ANIMAL GROUP

___Younger children (ages 3-6)     A. a barrel of monkeys or a herd of sheep

___Older children (ages 7-12)       B. a stable of colts and fillies

___Teens (ages 13-18)                 C. a litter of puppies

C - Younger children (ages 3-6)

A - Older children (ages 7-12)

B - Teens (ages 13-18) 

When designing a lesson for Younger children (ages 3-6), what are the suggested Keys and priorities?

A. Hard Fun, Easy, Fun, and People Fun

B. Easy Fun, Serious Fun, and People Fun

C. People Fun, Serious Fun, and Hard Fun

When designing a lesson for Older children (ages 7-12), what are the suggested Keys and priorities?

A. Hard Fun, Easy, Fun, and People Fun

B. Easy Fun, Serious Fun, and People Fun

C. People Fun, Serious Fun, and Hard Fun

When designing a lesson for Teens (ages 13-18), what are the suggested Keys and priorities?

A. Hard Fun, Easy, Fun, and People Fun

B. Easy Fun, Serious Fun, and People Fun

C. People Fun, Serious Fun, and Hard Fun

T/F: The goal of Playful Teaching the face of a happy child?