CERTIFICATION STUDY GUIDE
Written By Jim Surges and Jeff Lewin
LEVEL III
What to expect
Certification Standards
As a seasoned exam candidate, you are familiar with the exam format you experienced at your
L II exam. Except for some small differences that are detailed further in this text, the format
remains the same. And like previous exams, the examiner is still 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 explain 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.
Teaching
Candidates must be able to apply elements of the Snowboard Teaching System (STS) as
outlined in the AASI Snowboard Manual. Candidates must be with learning concepts (how we
learn), teaching concepts (creating an environment for learning), and service concepts (meeting
the needs of the student). L III candidates should feel comfortable introducing students to and
refining students in the entire Y model.
Teaching assignments at a L III exam can vary widely. Candidates may be asked to refine or
adapt existing skills. You may be asked to improve the riding of an individual in your group,
testing your movement analysis skills, our you may be asked to improve the riding of your entire
group, testing your clinic abilities. Some examples of teaching assignments include:
· Improve the group's bump riding skills.
· Refine extension and contraction movements of the group while carving
· Adapt riding tactics to match current conditions (slush, powder, ice).
· Improve the group's pipe riding skills.
Whatever your teaching assignment, be prepared to teach for approximately 20 minutes. As a
L III AASI instructor, you may be allowed to act as a clinic leader. Remember, sound lesson
plans and teaching models are still valuable, regardless of the skill level of rider being taught.
In previous exams, teaching what you were asked to teach was very important. At a L III
exam, it's essential. If you are unsure of what is being asked of you, please 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 groups' progress. Of
course, keep in mind that demonstrations you do during teaching segments will be considered in
your overall exam score.
To prepare yourself for a L III exam, how good should you be able to teach? One good
measure to use, if you're unsure, is to ask yourself the following question after you've taught a
clinic or a private lesson - Would I have paid my own money for the lesson I just gave? If the
answer is no, then your job is to find out what was missing. Talk with mentors, coaches, or
other instructors you look up to. Find the answer and you are the road to L III.
Riding
The candidate will demonstrate riding proficiency by demonstrating the following maneuvers:
. Make turns on both sides of a pipe on the vertical wall.
· All levels of carving on all terrain.
· Switch stance riding to the level of dynamic carved turn on blue terrain and easy black
terrain.
· Air 180 from a carved toe edge, both front regular to switch as well as switch to
regular. Rider should leave the ground from a carving edge and land on a carving
edge.
· In a terrain park, perform 180's off spines or small ramps, and straight air off large
ramps or boxes.
· Ride all bumps.
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
while others teach). Your examiner may adjust or eliminate some maneuvers based on
conditions existing on the hill.
Free riding skills will also be evaluated. This is your chance to show us your stuff. L III
candidates are often some of the best riders on the hill so don't hesitate in demonstrating your
proficiency. And remember, in order for your examiner to form a picture of your riding, he/she
will watch you all day. If you completely blow a turn or maneuver, don't worry. It was just one
turn in a whole day of turns. You can even ask for another attempt at the maneuver if you feel
you must.
Professional Knowledge
The candidate will demonstrate professional knowledge through understanding and apply 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. 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. L III group discussions will be more in depth than L II exams
and may discuss matters of physiology and pertinent physical sciences as well. Feel free to
express your opinions on topics, but don't be surprised if you're asked to back them up with
intellectual or physical demonstrations. 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.
A L II candidate comes to the table with large amounts of information. Their plates are quite
full. Successful L III candidates must demonstrate the ability to distill this large amount of
information into small valuable bites.
2000 American Association of Snowboard Instructors - Central Division