Methodology

Good teaching, whether in the snow sports or elsewhere, is not easy. Good teaching means that students improve goal-oriented skills or learn new ones. Good teaching makes definitely fun. Conversely, however, just fun means not automatically improvement and learning. It takes special skills to teach developing goal-oriented attainments. It's not true, that everybody a priori is a good teacher. A learning process consists of an interaction between people and/or person(s) and its environment. From this seeming trivial relationship grows the complexity of such situations. It has been the target of our efforts to develop skills for teaching behavior in order to control the learning process in a practical environment can. It took some time (10 years) (with lots of tests and experiments) until we were able to construct an appealing methodology based on scientific principles and to validate it. Best explained the 5-level model such as teaching works in kid's teaching in ski alpine.

The 5 level model

Every sport describes his technique in the precise sequence of movements. In Italy this is the curriculum for alpine skiing ALPINO SCI. These detailed descriptions of the final objectives, ie as a sport (ski, snowboard, etc.) runs to perfection, the essential starting point for each lesson. The basis for these descriptions often serve athletes from the World Cup or gifted athletes who use favorable movements. In practice, however, it is very difficult if not impossible to teach directly to ultimate goals as a teaching situation is subject to many factors (such as age, motivation, struturelle influences).

The technical and methodological level represents the methodical work-up of the technical level. For this two methodological techniques will be used: the segmentation of the end goals and the gradual progression of various elements (eg difficulty of movements-> coordinated movements, terrain, etc.). In the children's curriculum this application leads to a color divisions. Green, Beginners Training, Blue, from the snowplow to parallel skiing, Red, learning the technical elements, black and learn the technical skills to carve curves and elements of racing and freestyle techniques.

The methodological-technical level as well as the methodological level consider number of factors, which in practice have a major impact on the learning activity

age: The motor, cognitive development of the students is the factor to which the teaching process aligns much. Whether in the methodological-technical structure as well as the methodological level this variable is strong influential Psychological aspects of learning: Humans have in processing information, certain regularities and peculiarities. The construction of a new behavior must be taken into account, for example, elements such as learning-> Stabilize-> Automate the methodological procedures, find. They correspond to the fundamentals of Lernpschologie, as well as the use of imitative behavior, with all its limitations motivation. Effective teaching is fun, this is because: etc. On one hand, motivational incentives (such as flash cards, hotspot maps, points systems .) and the structured teaching influence motivation and control, on the other hand belongs to the system of self-efficacy of the basic equipment of man, which is the tendency of like to learn, and when the conditions are created for this. Physiological Aspects

Structural influences: Among all the factors that relate to the students play, of course, the Umfeldbedindungen an additional role. Exercise parks, terrain selection, organization of business (school), group size, some items support the teaching or can hinder emotion. Emotional components are strongly associated with the motivation. Negative emotions for all, such as anxiety, boredom, etc. play an important role in the classroom as they can can block learning completely.

The methodological level includes the technique of teaching, this structured teaching behavior attempts to take care about all relevant factors.

The methodical-temporal level involves planning of teaching in the operating predetermined time frame.

The social-individual level includes those personal elements of the teacher that are conducive to teaching. However, these elements are similar to personality traits and therefore relatively stable. There are teachers who have a big heart and get along well with the students, in turn, there are teacher's they don't do so.