CERTIFICATION STUDY GUIDE
Written By Jim Surges and Jeff Lewin
LEVEL II
Why Level 11 certification?
You've attained Level I certification. You have demonstrated a commitment to the industry by
earning distinction as a certified instructor. You spent time and money preparing and registering,
and put your teaching, riding, and technical skills to the test. Certification can be an emotionally
draining experience. Why do it again?
The Level I certification process is an important first step. But it is just a first step. The Level I
exam is unique in that it is designed to educate the candidate. The first day is run much like a
clinic, educating the candidate on the riding, teaching, learning, and service models outlined in
the Snowboard Teaching System (STS). Day two is a validation of the candidate's knowledge
and skills in these areas. Riding and demonstrating requirements are fairly basic.
Level II is entirely different, and the candidate would be well advised to understand this. The
Level II exam is not intended to merely validate knowledge. It tests understanding and the
candidate's ability to apply their knowledge. Candidates are expected to have a well
developed "bag of tricks" for use in common teaching situations. Additionally, riding skills are
expected to be much more mature. Candidates must be able to demonstrate refined images as
well as very "de-tuned" teaching demos.
This discussion is not meant to intimidate the candidate, but rather to accurately reflect the jump
in skills required to pass a Level II exam. A first-year instructor can reasonably expect to pass
a Level I exam with proper preparation. Similarly, an instructor who has been teaching several
seasons - all the while working on her/his teaching, riding and professional skills - could
reasonably expect to pass a Level II exam
Which brings us back to the question: Why should you pursue Level II certification? The
answer is that it validates your efforts over the past several seasons. It says to
area management and your peers that you are continuing to grow and leam and develop your
skills. It means you will continue to be a valuable asset. If self improvement and personal
education are your goals, you might think of Level I as a high school diploma, and Level II as a
college degree.
Regardless of your motivations, Level II certification can be an important and rewarding
experience. The preparation itself is arguably more valuable than the exam, and you will be
well-served by your efforts whether you ultimately decide to go for Level II certification or not.
We hope you do!
What to expect
Certification Standards
During a Level II exam, examiners evaluate individual candidates rather than educate them as a
group (as with the Level I exam). Still, the examiner is your advocate. He or she is there to find
out what you know, not what you don't know. If every candidate passes the exam, it is
because each was properly prepared and the examiner created an environment in which they
could perform. You have a right to expect such an environment, and your Central Division
Education Staff will strive to provide it.
You will be scored in three areas: Teaching, riding, and professional knowledge. All three areas
are scored each day. Be sure to ask your examiner to expect the specific requirements for
passing the exam. They are not secret or complicated, but will be much more clear if they are
explained in-person. Before the exam starts, you may look at the score sheet(s) the examiner
will use. (See Appendix A. The score sheet used at your exam may vary.)
Teaching
Candidates must be able to apply elements of the Snowboard Teaching System (STS) as
outlined in the AASI Snowboard Manual. Candidates must be familiar with learning concepts
(how we learn), teaching concepts (creating an environment for learning), and service concepts
(meeting the needs of the student). Candidates should feel comfortable introducing students to
the entire riding model (the Y model).
Teaching assignments at a Level II exam can vary widely. In addition to introducing new riding
skills, candidates may be asked to refine or adapt existing skills. Some examples of teaching
assignments include:
· Introduce switch riding.
· Refine carving skills.
· Adapt riding tactics to match current conditions (slush, powder, ice).
Whatever your teaching assignment, be prepared to teach for approximately 20 minutes. Use
an accepted teaching model a sound lesson or action plan and make sure you monitor the
group's performance, give feedback, and adjust your teaching as needed.
Most importantly, be sure to teach what you are asked to teach! If you ever have any doubts
about your teaching assignment, ask your examiner. Remember, your examiner is there to help
you pass, not to help you fail.
Your examiner will also score how you act and present yourself (professionalism), how well you
communicate, how well you control the group, your risk management skills (safety), and your
ability to monitor and adjust your lesson based on the students' progress. Keep in mind that
demonstrations you do during teaching segments will be considered in your overall exam score.
Riding
The candidate will demonstrate riding proficiency by demonstrating the following maneuvers:
. All riding specified for Level I certification. (See the Level I Certification Guide.)
· All levels of carving on blue and easy black terrain.
· Switch stance riding to the level of basic carved turn on blue terrain.
· Air l80 from a traverse or a jump
All maneuvers must be smoothly linked in both directions. You will also be scored on
situational riding demonstrated during the teaching segments (as the teacher and as a student
wile others teach). Your examiner may adjust or eliminate some maneuvers based on
conditions. Situational riding may include:
. Ride small jumps and land safely.
· Ride bumps with skidded dynamic turns on blue and easy black terrain.
· Turn on both walls of a pipe in the transition (where the horizontal floor of the pipe
transitions to the vertical wall).
Free riding skills will also be evaluated.
Professional Knowledge
The candidate will demonstrate professional knowledge through understanding and applying the
following:
· Movement Concept - How body movements affect snowboarding.
· Performance Concept - How board performance affects snowboarding.
· Movement analysis - Observing and describing body movements and board
performance.
· Teaching, Learning, and Service Concepts - Current theory and practice.
· Lesson Content - What you present and how you present it.
. Equipment - How past and present technology affect riding.
Written exam
You will complete a closed-book written exam. A score of 70% is necessary to pass.
Candidates failing the written test will have one year to retake the written test, but may do so no
more than three times.
Video movement analysis
You will be asked to analyze a rider shown to you on video. This analysis may take the form of
a Q&A session with the examiner, or it could be a written analysis (see Appendix B). In either
case, the objective is to provide short, concise explanations, not exhaustive technical details.
The video will show a rider making approximately 10- 15 turns. The results of this analysis will
count toward your overall professional knowledge score.
Question & answer sessions
Your examiner will observe you while you teach, and may ask you questions before,
during, or after your teaching assignment. Your participation during group discussions
will also be considered. Answer questions clearly and with an economy of words. If your
examiner feels you need to expand on your answer you will be asked to do so.
Exam format
Unlike a Level I exam, Level II exams are run by a different examiner each day. Both days
include complete evaluations of riding, teaching, and professional knowledge. A candidate's
exam results are based on performance from both days of the event. The scores from each
examiner are combined to determine whether or not the candidate passed the exam Again,
please ask your examiner if you have any questions about how the exam will be scored.
The following schedules are only approximate. Conditions may require your examiner to
modify - perhaps significantly - various aspects of your exam.
Day one
8:00 am............. Registration
8:30....................Introduction
9:00....................Video movement analysis or written exam
10:00..................Moming on snow
12:00..................Lunch
1:00....................Aftemoon on snow
4:00....................End of day one
Day two
8:00am.............Written exaxn or video movement analysis
9:00..................Moming on snow
12:00pm...........Lunch
1:00 .................Aftemoon on snow
3:00..................Freeride/Apres (Examiners will be scoring exams inside)
5:30..................Results available
Every effort will be made to present results in a timely manner. Many candidates (and
examiners) may have a long drive ahead of them after the exam. The highest priority, however,
is to carefully evaluate each candidate's performance and return a fair result based on consistent
standards.
If you are unable to stay for the results, please notify your examiner. The Central Division office
can mail your results, or you can designate someone else to pick up your results at the exam.
Please tell your examiner what you would prefer. Writing a brief note can help eliminate any
uncertainty about how you would like to receive your results.
How to prepare
People prepare for exams in many different ways. You are encouraged to explore all available
resources and decide which methods work best for your learning style. There is no "right" way
to prepare.
Ride. On-snow is a critical part of your preparation. Sign up for an AASI prep
clinic. Take advantage of training opportunities at your home area and other nearby areas.
Seek out formal and informal exam preparation groups. If possible, ride the area where you
plan to take the exam so that you are f with terrain choices and the lift system.
Read. Get the AASI STS manual. The companion video can help you concepts introduced in
the manual. Read articles in AASI's national publication, The Professional Rider, and in
Central Division's newsletter, The Central Line. Also check the organizations' web sites for
more information. Read books about the history of snowboarding. Learn about anatomy,
physics, biomechanics, physiology, kinesiology, mental , and teaching. You don't need to know
everything about snowboarding; just find the aspects of snowboarding that appeal to you, and
use them as a springboard for your learning.
Watch. In addition to the AASI video, there are tons of great videos about snowboarding.
Use them to practice your movement analysis! The more riding you watch, the better you will
become at picking apart a rider's movements. Do this when you ride chairlifts, too. Look at
riders, and look at tracks. Try to understand how what you see was done. (Then go try to do it
yourself)
Talk. Get a study group together. Talk with an examiner. Schedule a training day or evening.
Even telephone conversations can help clarify concepts and generate teaching ideas.
Teach. Get lots of practice teaching intermediate and advanced riders. Shadow
experienced instructors while they teach these lessons.
Again, remember to find a method of preparation that fits your learning style. The road to
certification is more important than the destination. The learning you will do in preparation for
the exam is by far the most beneficial part of the entire exam process. With proper preparation,
you will be relaxed and confident during the exam. You might even enjoy the experience!
If you have any questions, contact the Central Division office.
Study Questions
The following questions are not meant to be a comprehensive HA of exam topics. Rather, they
should help you understand what type of questions might be asked on the written exam and
suggest some topics you should probably understand. Make sure you review the study
questions in the Level I Certification Study Guide.
1. How do you integrate the Responsibility Code in your lessons?
2. How do you share your enthusiasm for snowboarding with your clients?
3. What is the Movement Concept?
4. What is the Performance Concept?
5. What are the fundamental movements in snowboarding?
6. What does each fundamental movement do to the snowboard?
7. What does each fundamental movement do to the rider's center of mass (CM)?
8. How do the paths of the CM and the board differ in different kinds of turns?
9. Compare and contrast rotation, counter-rotation, and a countered stance.
10. What is a learning pathway?
11. How do learning pathways affect lesson plans?
12. How can an instructor accommodate different learning styles?
13. Compare and contrast direct instruction and guided discovery.
14. How do you balance instructional time with practice time?
15. What effect does fear have on a client?
16. When do you do movement analysis?
17. What is student-centered teaching?
18. Describe the Service Concept.
19. What are two categories for feedback?
20. What is steering? Where is it used?
21. What is deflection?
22. How do you tune, your board?
23. Expain the effect of base structure.
24. Expain the effect of edge and base bevels.
25. List three basic halfpipe tricks.
26. List three basic grabs.
27. List three basic jumps.
28. List four types of joints.
29. List two types of muscles.
30. What's your dream job on a snowboard?
31. What's your dream run on a snowboard?
32. How you gonna get there?
Appendix B - Sample movement analysis quiz
Note: The score sheet used at your exam may vary from this example.
Name: ____________________________ Date:_________________________
How would you rate the rider's balance? (Circle your answer.)
..................1............................2...........................3............................4...............................5
.................Back .............................................Centered.................................................Forward
Describe any differences in the rider's balance and posture while on toe-side vs. heel side.
Compare heel-side turns and toe-side turn in terms of the rider's rotary movements.
What would make this rider more efficient?
Describe a brief lesson plan for this rider.
2000 AASI - Central Division