The Professional Ski Instructor's Mandate: The Power of Constant Observational Awareness

All lessons can be made more effective through the implementation of observational skills. Highly effective instructors are always adjusting their approach based on observations they are making on a constant basis. Observation skills are complimentary to the expertise Pros develop through CSIA Training and through experience in Snowsports Schools.

The potential for the development of one's observation skills is ongoing and infinite. When assessment and development skills are combined with a competent understanding of lesson structure, observational skills make a significant and meaningful contribution to our guests’ experience. The professional instructor is constantly in a state of observational awareness.

Start by just being aware that observation is an important part of being a Ski Pro. Make a mental note of whenever you make an observation, and give yourself a mental pat on the back for doing so because each observation that you make contributes to a better experience for your guests.

Phase 1:

Pre-Lesson Observations—Laying the Foundation

Observations begin even before you step into your bindings. Before leaving home and on your way to your resort, OBSERVE:

Check snow and weather conditions so you know what to expect. Based on these first observations, the guest experience you will be providing is already starting to take shape.

For example, you will already have an idea of what the lift lines will be like, and you will have an educated guess as to which part of the mountain will have the best visibility. You can start to decide if you will lead your guests towards a terrain challenge or a speed challenge. Or, if conditions are challenging all around, will safety and the basic skill be the primary challenge of the day?

Arrival at your resort, OBSERVE:

• How busy is it? This observation should determine which lifts and runs you will use, and when you will take a break.

• Know your resort. Observe where the crowds go on a powder day (go somewhere else). If it is a bluebird groomer day, the skiing public typically gravitate toward specific high-profile runs; plan based on your observations.

• Check the grooming report, everyday!. As an instructor, it is imperative that you know and remember which runs have been groomed and which runs will provide the terrain challenge that your guests may be seeking. Not having this information can lead to an embarrassing and unprofessional situation (I have heard).

• How is the visibility? Even before your day on snow starts, your observations regarding visibility should be determining the pattern of the guest experience that you are about to provide.

Phase 2:

The Meeting Area—Assessing Readiness

At the Snowsports School Meeting Area, OBSERVE:

• The emotional state of your guests. Are they excited and raring to go, or do you observe trepidation? Base initial terrain choices on these observations.

• The physical state of your guests. Are they fresh and loose, or exhausted and tight? Look toward a terrain challenge if you observe that they are fresh, and look towards an easy technical challenge if they are tired.

• These physical and emotional observations should also determine how many turns or runs you will warm them up for.

The Critical Safety Observation: Incidentally, most injuries occur when skiers are at a high emotional state while at the same time being in an exhausted physical state. If this is your observation, you must lead your guests towards a maximum speed on minimum terrain type experience or sell the idea of working on basic skills. 

Phase 3:

During the Lesson—Adaptation and Flow

The message is that as Ski Pros we need to be able to adapt the guest experience we are providing to the observations that we are constantly making.

During the lesson, OBSERVE:

• Safety factors: How crowded is the run? What is the visibility like? What is the snow surface like, etc, etc? Adjust your lesson plan accordingly; be adaptable.

• Feedback flow: How much feedback are you getting from your guests? Are your guests freely offering you feedback on their progress, or are you having to put an effort into eliciting feedback from them?

Based on this observation:

• If you have to elicit feedback, take a directive approach (tell them what to do, how to do it, when to do it, and why to do it).

• If they are freely offering feedback, use reflective questioning to lead them towards skill development.

One approach rarely works for an entire group. Based on your observations, one of your guests may benefit from a directive approach while 3–4 others from a reflective approach.

The Group Dynamic! This is something that as Ski Pros we need to manage.

OBSERVE:

are they talking to each other, is one being left out of the dynamic, is one seeking all the attention, etc. As the leader, you are ultimately responsible for creating a positive group dynamic and need to manage it and take action early before a potential negative dynamic develops. Based on your observations, you may need to find commonalities between the skiers in your group, suggest lift groupings, and even set behavioural standards. When your observational skills are on point, the potential for a negative group dynamic will be nipped in the bud.

Skill Development. This one is obvious: when you see it, congratulate it and share it.

The Vibe! Is your group on a skill development high?

• Yes? Then keep it going, take the focus that is causing the high into new challenges.

• No? Adjust your approach. In some cases the group needs to simply ski, and in some cases they may need further explanation—it is OK to ask them.

Again, the message is to make decisions based on your observations, as opposed to what you think you should be doing at a particular time in the lesson. 

Phase 4:

Wrap-Up—Ending the Session

At the Snowsports School Meeting Area, OBSERVE:

• How stoked are the skiers in your group?

• What is their energy level?

If you observe that they are obviously on a high, ask a one question in regards to what they got out of the session. If you observe that they are on the verge of a skill development but not quite there yet, explain what you worked on and why. Base your wrap-up conversation on observations that you have made throughout the lesson.

As an Instructor, when your observation skills are on point, all of the other aspects of your lesson will flow more easily. When decisions are made based on accurate and constant observation, teaching and learning flows with ease.

By: Mark Impey

This article was edited using generative AI for coherence and clarity.