The Pursuit of Excellence in the Double Pole Technique

by Marianne Osteen, PSIA-RM Cross Country Education Staff

 

As cross country skiers, instructors and athletes, we are continually looking for ways to improve our ski performance. Although we usually ski “just for fun”, we are often striving to develop more speed, endurance and efficiency. We may choose to focus on one specific component of our skiing fitness such as aerobic capacity, anaerobic threshold, or strength. At other times, we may choose to focus on our skiing technique including proper body positioning, efficient movement patterns, and proper timing. In this article, I make the case for the pursuit of excellence in the double pole technique. I believe that mastering the double pole is one of the most important and efficient ways to improve your overall skiing performance. First, I will give some reasons why the double pole motion is important in both classic and skate skiing. Next, I will discuss some current research on physiological and technical aspects of double poling. And finally, I will offer some ideas on how to improve your double pole technique. Within this analysis, I will offer some of my own general impressions acquired while skiing, teaching, and coaching skiers. These ideas are relevant to skiers of all levels from the beginner to the elite and apply to both classic and skate disciplines.

Developing a strong and efficient double pole is obviously important in classic skiing. It is often faster and more efficient than the diagonal stride even on uphill sections of trail depending on snow conditions. We have seen an increase in the use of this technique by elite skiers who sometimes double pole entire races without any kick wax and often finish at the top of the field. The kick double pole in classic skiing is another obvious application of the double pole motion, but with the addition of a strong single leg kick for each pole stroke. Perhaps not as obvious as in the classic techniques, the V2 and V1 skating techniques incorporate the double pole motion as well. The V2 technique applies the same upper body motion as in the double pole technique, and uses all of the same muscle groups. The slight variation of the stroke in the V2 occurs as the skier balances over one ski at time, and applies the double pole pole stroke in coordination with the push off from each ski. Similar to the V2, the V2 alternate skate technique uses the double pole motion except with only one pole stroke for each skate cycle. During the V1 technique, the arm position is off-set, but if you observe the motion of the upper body, you will see the same powerful double pole motion. Not only is the double pole incorporated within these skate techniques, but there are times when an extended double pole may be used during a skate ski session. I often double pole for an extended time if my legs need a break from the skate motion or when the skate lane is not as fast as the track. So we see that across all classic and skate skiing techniques, a well developed double pole is applicable and beneficial to skiing performance.

V2 skate technique incorporates double pole motion. Photos by Linda Guerrette courtesy of PSIA-AASI

Over the past several decades, the double pole has evolved into a more compact and powerful stroke compared to the double pole of the past. I will describe some general points of this more compact form of double pole. The hands and hips come upward and forward together with the elbow joint maintained at 90 degrees or less in the forward high hand position. The arms do not reach forward, rather the whole body angles forward from the ankles. As the body weight is planted on the poles, the skier uses a dynamic whole body movement contracting muscles of the trunk, lower body, and upper body to create propulsion through the poles. When a skier performs a coordinated and skillful double pole, the whole body resembles a spring loaded and then released with each powerful stroke.

Double pole at the start of pole stroke (showing “high” hands and hips). Photo by Linda Guerrette courtesy of PSIA-AASI

Double pole at the end of pole stroke (showing flexion of ankles, knees and hips). Photo by Linda Guerrette courtesy of PSIA-AASI

Within the double pole technique, there are variations in both form and tempo depending on the terrain, speed, and fitness level of the skier. In both the uphill and the accelerating double pole, the hands generally do not follow through beyond the hips because of the shorter time of the skiing cycle. As the hill becomes steeper, the body mechanics continue to become more compact with a shorter and quicker pole stroke. During faster flat and downhill double pole sections, both the ski glide and the follow-through with the hands become longer as the duration of the skiing cycle increases. In some cases of this longer glide double pole, the hips will rise up slightly ahead of the hands in order to maintain a rhythmic motion. This connection between push-off and glide is visually represented in the PSIA XC technical model where push-off, weight transfer and glide interrelate to create continuous forward motion. If the timing changes for the glide phase, the timing will necessarily change for the push-off phase.

An interesting study (Stoggl and Holmberg, 2016) compared the kinematics and kinetics of the double pole technique performed on flat and uphill terrain. During uphill double pole, swing times were shorter (quicker tempo) and peak pole forces greater. The shorter swing time translates to less follow through of the hands. During the uphill double pole, the angle of the elbow joint was more flexed and the shoulder joint less flexed resulting in the arms remaining closer to the torso. The knee was more flexed, but there was less flexion in the hips keeping the torso more upright. Skiers raised their center of mass 25% more during the uphill double pole and obtained maximal heel rise closer to the timing of the pole plant. The primary observations from this study were that in the uphill double pole the tempo was higher, the range of motion for all joint angles was less, the torso was more upright, and more force was applied through the poles. During higher speed terrain sections such as slight downhills or flats, the skiers decreased stroke tempo, allowed more movement through the shoulder, elbow and hip joints, and increased follow-through with the hands. From a recreational skier’s point of view, if the goal is simply an easy ski day, the relaxed slower tempo double pole will be the preferred technique variation.

Many skiers believe the double pole is predominantly an upper body exercise, however, an interesting study (Holmberg et al., 2006) evaluated the contribution of the lower body to the total workload of the double pole by restricting motion of the knees and ankles. The study compared several physiological markers as well as maximal speed achieved for elite skiers under two conditions. All variables were measured for the skiers double poling with either “locked” or “free” knee and ankle joints. The results showed that when the knee and ankle joints were free to move during maximal double poling, skiers achieved a higher maximum velocity, higher VO2 peak, and a longer time to exhaustion. This study emphasized that the coordinated movements at the knee and ankle joints are an essential part in the development of a skillful double pole. In other words, the double pole technique is a whole body movement.

Another recently published study (Dahl et al., 2017) measured more precisely how the work of double poling is distributed between the upper and lower body. This research was performed by Jorgen Danielsen who studied the double pole technique as part of his PhD dissertation thesis while a student at the Norwegian University of Science and Technology. An excellent article published in Norwegian SciTech News (Sliper, 2018) contains a review of his original research.

Danielsen compared double poling on flats, moderate inclines and steep inclines at varying intensities. He found that when double poling at lower-intensity about 60% of the total work comes from the upper body and 40% from the lower body. As the intensity and incline increase, more work comes from the lower body until about 50% comes from each. This lower body work occurs primarily during the recovery phase as the extension of ankles, knees and hips bring the body upward and forward in preparation for the next pole stroke (Danielsen et al., 2015).

Danielsen emphasized that although the lower body contributes 50% or more of the work, the upper body needs to be strong enough to perform the double pole efficiently. From my experience coaching skiers and from my own training, I have observed that when significant core and upper body strength has been developed through strength training or participation in other sports, an efficient double pole technique can be acquired without difficulty.

We have seen that the double pole motion is used in virtually all techniques of both classic and skating, and we have examined some of the technical aspects of how the double pole is performed. Now, the question may be asked, how do we develop a stronger and more efficient double pole in order to gain maximum benefits to our skiing performance?

First, we need to have a sufficient level of overall body and core strength in order to develop proper on-snow technique. After these strength prerequisites are achieved, specific on-snow training will yield optimum benefits. A year round strength training program that moves from general to specific and varies throughout the year is best. If you are new to strength training, I would advise seeking out the guidance of a strength training professional to ensure proper development and prevent injuries. There are many exercises that can be done using only bodyweight if you are not inclined to the weight room.

With sufficient general strength, the next step is to work with a ski instructor or coach to develop proper technique. Without proper technique, you will train and ski below your potential and more importantly, without proper technique there is an increased possibility of overuse injuries. Being forced to take time off due to injuries is something we definitely want to avoid.

Finally, you can incorporate on-snow specific training including long distance double poling sessions (endurance training) and shorter interval sessions (sprint training) over varied terrain. The foundation of moderate intensity endurance double pole sessions should be developed before adding intensity in the form of short interval type sessions.

A recent study (Vandbakk et al., 2017) compared the effects of adding either sprint interval training or continuous double pole training to the regular training of female cross-country skiers. Both training groups showed significant improvements in double pole peak speed and VO2 peak, as well as in upper body strength and power. In general, we see that both long moderate intensity double pole sessions and short sprint double pole sessions offer benefit to the skier.

 

Here are a couple of ideas for specific double pole training on snow:

 

1.  Long distance double pole sessions (one time per week).

Warm-up easy skiing for 15 to 20 minutes. Double pole only (low to moderate intensity) over varying terrain. Start with a manageable but challenging amount and build from there.

10 to 20 minutes is a good starting point, but keep it within your comfort zone and ability.

Be aware of good form with each stroke and finish before you lose form. Cool down easy skiing.

 

2.  Interval Sessions (one time per week)

These sessions can be incorporated into your training after you are comfortable with moderate intensity over distance. Short sessions build speed, adaptability, and extra strength.

Always warm-up and cool down with easy skiing for 15 to 20 minutes.

Each work interval should be approximately 15 to 30 seconds with a 1:4 work to rest ratio. (For example, 15 seconds accelerate to maximum speed with 1 minute easy ski recovery.)

4 to 6 repetitions is a good starting point working up to 8 to 10 repetitions over several weeks. After adapting to flat terrain, you may wish to try these short sprints on an uphill to vary your body mechanics. Again start with a comfortable number of repetitions. There are many ways to vary interval workouts, and if you are interested in this type of training, a ski coach is always a good option.

Whether you are skiing just for fun, fitness, or competitive achievements, the double pole technique is an important skill to master and deserves your attention. A well-developed double pole will add strength to all of your skiing techniques. Developing a general foundation of overall body strength, becoming skilled in the double pole technique, and acquiring specific double pole fitness will accelerate you to the next level of excellence in skiing.

 

References

 

Dahl, C., Sandbakk, Ø., Danielsen, J., & Ettema, G. (2017). The Role of Power Fluctuations in the Preference of Diagonal vs. Double Poling Sub-Technique at Different Incline-Speed Combinations in Elite Cross-Country Skiers. Frontiers in physiology, 8, 94. https://doi.org/10.3389/fphys.2017.00094.

Danielsen, Jørgen et al. “Mechanical Energy and Propulsion in Ergometer Double Poling by Cross-country Skiers.” Medicine and Science in Sports and Exercise vol. 47,12 (2015): 2586-94. doi:10.1249/MSS.0000000000000723.

Holmberg HC, Lindinger S, Stöggl T, Björklund G, Müller E. Contribution of the Legs to Double-poling Performance in Elite Cross-Country Skiers. Med Sci Sports Exerc. 2006 Oct;38(10):1853-60. doi: 10.1249/01.mss.0000230121.83641.d1.

Midling, A. S. (2018, February 20). Proper poling technique can decide Olympic winners.

Norwegian SciTech News.

https://norwegianscitechnews.com/2018/02/proper-poling-technique-can-decide-olym pic-podium-position/.

Stöggl TL, Holmberg HC. Double-Poling Biomechanics of Elite Cross-country Skiers: Flat versus Uphill Terrain. Med Sci Sports Exerc. 2016 Aug;48(8):1580-9. doi: 10.1249/MSS.0000000000000943.

Vandbakk K, Welde B, Kruken AH, Baumgart J, Ettema G, Karlsen T, Sandbakk Ø. Effects of upper-body sprint-interval training on strength and endurance capacities in female cross-country skiers. PLoS One. 2017 Feb 27;12(2):e0172706. doi: 10.1371/journal.pone.0172706.

How do you like to learn? Are you a visual, auditory, reading-writing, or kinesthetic learner? You have likely been asked these questions in clinics and may have asked your students similar questions during your lessons. At times throughout my career, I have tried to determine my students’ preferred learning style and worked to tailor my teaching towards this preference.

Recently I have heard several comments that learning styles have been debunked, and that they are not supported by research. There is some truth to this. Pashler et al. (2009) found that there is no adequate evidence base to justify incorporating learning-styles assessments into general education practice. Rogowsky, Calhoun, and Tallal (2015) also found no statistically significant relationship between the preference for a particular learning style and learning.

There are several reasons for the above findings. First, what people prefer is not, per definition, what is best for them (Kirschner, 2016). Our preferences can change, and often what we prefer may not match what is most beneficial for us. Second, learning styles may pigeon-hole learners into discrete categories, when the reality is that there may be significant overlap among variables related to learning styles or preferences. Finally, even if we are aware of our students’ preferred learning style, it may be difficult or even detrimental to try to tailor the learning environment to their specific learning preference.

Does this mean that we should abandon the concept of learning styles? Not so fast. The Visual, Auditory, Reading-Writing, Kinesthetic (VARK) Model above all is designed to be a starting place for a conversation among teachers and learners about learning (Fleming, 2006). By facilitating awareness of the different ways that we can perceive and process information, learning styles may still be a useful tool in our repertoire.

In addition, teaching often reflects the teacher’s preferred teaching style rather than students’ preferred learning style (Fleming, 2006). Reflecting upon learning styles may help us be accountable to using a variety of styles that address different learning preferences, rather than defaulting to our preferred style. VARK’s strength lies in its educational value for helping people think about their learning in multiple ways and giving them options that they might not have considered (Fleming, 2006).

Personally, I have found the most success with an approach that uses a range of visual, auditory, reading-writing and kinesthetic cues. A variety of teaching strategies creates a rich environment that helps students to solidify their understanding and subsequently supports skill development. People rarely learn in only one way. Therefore, appealing to all learning styles or preferences will likely be more fun, engaging, and lead to more success for your students.

With all students, and especially with children, remember to consider how their Cognitive, Affective and Physical development may impact your teaching. For example, a three-year-old student will have less previous auditory and kinesthetic experiences, so you may simplify your language, provide plenty of demonstrations, and allow them time to process the new kinesthetic sensations they are experiencing. A teenage student will be able to process more complex explanations and auditory cues, and may also need some kinesthetic cues to help them understand why things feel different after a growth spurt.

I encourage you to get creative. Try sending a follow-up text to your students with some diagrams and notes, or getting your students to write down their feedback. Perhaps include movement and sensations to your next indoor instructor training clinic. You could even get your students to come up with their own unique cues, challenging them to address the visual, auditory, reading-writing and kinesthetic realms.

In conclusion, uncovering your students’ learning preference and tailoring your lesson to that style may not be the most effective approach. However, being aware of each learning style can still be beneficial and can help facilitate conversations with your students. Address different learning styles through your lessons, and make your delivery complete- but short. The PSIA-AASI Teaching Children Snowsport Manual (Aiken and Jordan, 2021) summarizes the concept of learning styles well: “Show ‘em, tell ‘em, and let ‘em do it!”.

By Scott Birrell
-Rocky Mountain Children’s Committee

 

References

Aiken, M., Jordan, K. (2021). PSIA-AASI Teaching Children Snowsports. American Snowsports Education Association, Inc.

Fleming, N. Baume, D. (2006). Learning Styles Again: VARKing up the right tree! Educational Developments, SEDA Ltd, Issue 7.4, Nov. 2006, p. 4-7.

Kirschner, P. A. (2016). Stop Propogating the Learning Styles Myth. Computers & Education (106). 166-171. Elsevier. https://doi.org/10.1016/j.compedu.2016.12.2006

Pashler, H., McDaniel, M. Rohrer, D., & Bjork, R. (2009). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9(3), 105e119. http://dx.doi.org/10.1111/j. 1539-6053.2009.01038.x.

Rogowsky, B. A., Calhoun, B. M., & Tallal, P. (2015). Matching learning style to instructional method: Effects on comprehension. Journal of Educational Psychology, 107(1), 64e78. http://dx.doi.org/10.1037/a0037478.

Please click here to view the discounted lodging for 2022/23 events. 

Find the Pre Program Activity Linked HERE for – Choosing to Lead

As the winter season fast approaches, all of us passionate educators are getting into our pre-season strides.  Boards and skis are getting waxed, new gear is arriving in the mail, and the early season stoke is starting to hit.  The first turns are coming, goals are getting set, and the planning of the next six months is kicking off.

As those goals are getting set, many skiers and riders are having thoughts of spending more time in the park and enhancing their freestyle skills.  For some it’s a laundry list of new tricks and skills to learn, for others it may be as simple as following through on spending more time in the park to become more rounded, a goal that can easily take a back seat as snow falls, terrain opens, and soft turns become the number one priority.

At many resorts, the early season park is a great way to kick off freestyle learning.  There are only a couple runs open and the quality of those runs diminishes quickly throughout the day.  But what I see happen often is as the early season park picks up, it deters some of us from going in.  Let’s be honest, it can be a super intimidating place to step into, especially if your experience is limited.  On the other side of that coin, the park is filled with eager learners who spray positive energy around and love building up their peers.  So, for those of you who have been wanting to get into the park more, let’s talk about some ways to make it happen and get your goals on the path of achievement early in the year.

Step 1:  Get in there!

While it can be a bit overwhelming at first, the big step is to ride through the baffle, past that SMART style sign, and get into the park.  Before even thinking about the features, check out the vibe, the set up, and think about what you feel comfortable with.  As you process the environment and those around you, you can begin to get ready to meet your goals.

Step 2:  Bring your smile and good vibrations!

Sure, it can be a lot to get in the park and watch all the expert riders start getting their skills back, especially when you’re watching athletes all the way up to the professional level.  But the big secret is that most people in the park are super nice and friendly, especially the high-level athletes.  The best way to work past personal pressure or uncertainty is to embody “respect gets respect” and start handing out compliments like candy on Halloween.  If you see something cool, let that person know you liked it.  It’s not often that a compliment is met with negativity, and on many levels, this can open up opportunities for conversation and connection, just like you do with your guests at lineup.

Step 3:  know your SMART style!

About the only thing that gets to park riders is inexperienced riders in bad places.  Knowing good places to stop, inspect, watch and move is key!  Getting on the safe side of a feature where you’re not in anyone’s way can help you determine if you’re ready for a feature, different ways to get over that feature, and even provide ideas to push yourself on that feature.  It’s also a great way to make some noise and show support and encouragement for others, which is what the freestyle culture is all about.  Then having the right route to the next feature or out of the park will help you remain fluid and build your own confidence as you work your way into focusing on your own riding.

Step 4:  Drop at the right time for you!

Few things are appreciated more than handing off a drop into someone else.  If you see someone else lining up to hit the same feature as you, don’t be afraid to give them the drop.  Not only does it make you look like the good and courteous skier or rider that you are, but it keeps those jitters of dropping in front of someone away and keeps you from doing something you’re unsure of when you don’t feel ready.  Many mistakes happen when nerves kick in, and this can help keep that off the table.  Don’t feel rushed, or like you must drop when you’re not ready.  Give some room, do what you need to do, and give yourself the space you need to focus on your skills!

Step 5:  Have a solid hike session!

Nothing is better for your skills and mindset then a good hike session!  It doesn’t need to be all day, but a good 30 to 45 minutes of hiking a feature will seriously up your reps, help you build confidence, and it’s even a solid workout!  Hiking is such a huge benefit for your riding, and the best way to get some feedback from your peers.  You’ll be amazed at the people you will meet and relationships you can build if you hike with a smile, and it can give you the opportunity to provide feedback to others.

These tips, if used with other knowledge gained from other educators, will help set you up for success.  For cognitive learners, make sure you have enough information to feel confident, and then bring it to the park!  Kinesthetic learners, remember that a little info to help things make sense is a better avenue than huck it and hope.  No matter what kind of learner you are, learning happens by doing, so get out there and do!  In my experience, spending more time in the park, even if you do not consider yourself a park rider, is the best way to build confidence and change your vibe in our industry.  I can’t tell you how many lifelong friends I have made in the park, and early in my career it came from overcoming the fear and intimidation of not feeling like a park rider.

Happy shredding and have an amazing winter season!

Ronnie Barr

PSIA-AASI RM Freestyle Committee

Head Coach of Snowboarding, Ski and Snowboard Club Vail

Are We There Yet? By Dana Forbes, CEO

If you are reading this, you are either too young to know what’s coming and take for granted how quickly you will get “there” or you are already ”here” and you know it happened in a blink. This letter is to the 20- and 70-year olds, and everyone in between. 

If you are in your 70’s, fifty years ago you were in your 20’s and tearing up the ungroomed slopes on your Gravdal skis and new all plastic buckle boots. For many of you, you were living in the moment, no different than the 20-year-old instructor today. Similarly, you likely didn’t consider that 50 years from then, you may be doing the exact same thing…except now the equipment and grooming is substantially better, even though your body is not. 

We don’t know what we don’t know, you know? But now that you 70-year-olds are “here” you know. I hope for the majority of you reading this, that you planned. You planned for the day when you would get to “here.” You were prepared for the day your body couldn’t do it anymore and that you paid into your retirement, secured a health savings account to cover the surgeries, and paid into a home or property where you could enjoy retirement. Unfortunately, my guess is some of you did not, and are now scrambling to figure it out. For those of you facing a surgery you cannot afford, check out https://www.keesbfoundation.org/, a foundation to help instructors pay for medical costs. And be sure to do the research on social security and the benefits of waiting a year or two more before you collect, it makes a huge difference. Lastly, I want you all to know I am not here to make you feel badly about this but rather in the true essence of the teacher, have you help me educate those coming behind you to not make any of the mistakes you may have.

This next part is for you “20” somethings so please keep reading. Did you go to college and decide to take a year or two off to teach, or maybe you delayed college all together for just a couple of years while this covid stuff passed? Are you telling yourself that you will get a “real” job someday soon? That there will be time in the future to start to save and plan? Or maybe this was your plan, to teach your whole life. Whatever the case, now is the time, not later. I encourage you to take FULL advantage of any retirement fund you are offered and to pay the MAX into it. I insist that you take care of your bodies and eliminate the concept that you will ski your way into shape each season and start a strength and conditioning program daily. The biggest favor you can do yourself is to start saving ASAP. Per Suze Orman, “someone who saves $250 a month starting at age 25 will have nearly $500,000 saved up by age 65, assuming a 6% annualized return. If they wait until age 40, saving $250 a month will give them a retirement pot of only $175,000 by age 65. If they start at 40 and want to end up with the same pot as their 25-year-old self, they will need to save $700 a month for those 25 years.” 

Now for everyone in between whose window is narrowing. It is the eve of my 50th birthday, so believe me when I say I can relate. It is you, who likely just rubbed your knee which aches more now than it used to. It is you, who just got new boots and after struggling to get them on, reflected and asked yourself “was it this difficult last year?” It is you, who after two decades of delay, decided 10 years ago that you better double down and put the max into that 401k and now in this financial crisis have looked at your meek investment portfolio and cringe at the losses. It is you, who know where “here” is and are finally admitting someday, sooner than we like, will be there. For you, it’s not too late. Did you know in 2022, those age 50 or older can contribute an additional $6,500 to their 401(k) plan each year, as well as an extra $1,000 across Traditional and Roth IRAs combined? There are so many opportunities out there to take advantage of and now is the time.

Moral of the story…

We have all chosen this path because we love the mountains and living in these amazing places. While that comes with sacrifices now, we are fine with it because every morning when we strap on our boots, we know the day ahead is going to be amazing. What I want for us all is to have that feeling daily, long after the boots turn to sneakers with Velcro and maybe the mountains to beaches

When we were kids my guess is we shared a common question approximately 32 minutes into a 7-hour car ride to see our grandparents, “Are we there yet?” Some of us are, some of us will soon be and some are far off, but it goes without saying, we will all get there, so do yourself a favor and start now so you can be ready.

 

There is more to selecting cross country classic skis than the price.

By Martin Wiesiolek, PSIA-RM Education Staff

There is a good chance that the classic skis in your local used gear shop will not set you up for success in learning skiing or honing your skills unless they are matched to your weight, height, typical snow conditions where you will be skiing, and your ability level.

Classic Ski Flex, Camber and Structure

For classic cross country skis to perform well, you should consider three factors:

1. Ski flex design: needs to be correct for the skier’s weight and ability level
2. Ski camber: needs to be appropriate for the snow conditions
3. Ski base structure: should be specific to the typical snow temperature and moisture content of where you ski

For beginner to intermediate classic skiers, skier weight and ability level are the most important factors. For intermediate to advanced skiers, typical snow conditions at their favorite ski areas or races play an important role too.

 

Ski Flex

The ski flex (tension) must be appropriate for the skier’s weight and skill level.

The ski flex is three things:

1. Cross country skis have a certain amount of pre-tensioning that creates the camber (bowing up) in the ski. The pre-tension is the distance between the ski and the snow surface, without any pressure (weight) on the ski.

2. When the skier steps on the skis and stands evenly on both feet they create a residual tension, which is the small gap left between the ski and the snow surface underneath the binding area.

3. The camber pressure is the force necessary to press the ski down on a flat surface until only a 0.2 mm gap in the binding area between the skis and the surface can be measured. In other words, the camber pressure is the force necessary to connect the ski with the snow. The 0.2 mm gap left underneath the binding area is needed for the layers of grip wax or the skin.

Ski manufacturers provide ski flex reference tables for selecting ski length for the skier’s weight, which ensures that the ski will flex just right:

• For propulsion: a skier would apply force to one ski to cause the ski’s grip zone to come in solid contact with the snow allowing the skier to push off from that ski;
• For gliding on both skis: a skier stands on both feet with their weight evenly distributed over both skis allowing the ski’s grip zone to hover just a bit above the snow preventing the ski from gripping;
• For gliding on one ski: a skier glides with their weight on one ski and while the ski’s grip zone is in the snow because the ski is flattened, the ski glides with minimum resistance because the ski isn’t over flexed (bowing down).

If you are a beginner skier and your weight falls near the low number of the recommended weight range for the ski, select the ski length for the next lower weight range (a shorter ski).

To see the classic skis flex: https://youtu.be/NUNkdz61GkY

Consequences of  a ski being too stiff and not flexing enough for a skier: Pushing off becomes almost impossible as the skier cannot compress the ski enough for the grip zone to make contact with the snow. Additionally, the skier glides on tips and tails of the ski resulting in poor ski control and in extra resistance through friction in cold/soft snow conditions.

Consequences of the ski being too soft and flexing too much for the skier: The ski is slow due to the skier compressing the ski through the camber, thus resulting in permanent contact of the grip zone with the snow.

If buying used skis, you should have a professional shop help you determine if the skis are properly flexed for your weight. If you have no access to a competent shop, you can do a paper test. Here’s how to do a paper test:

With your weight equally distributed between both feet, stand on the skis with toes at the binding clip or the spot just behind where the ski balances. A friend should be able to slide a paper back and forth beneath the skis under your feet. When you shift all of your weight to one side or the other, the weighted ski should compress enough to trap the paper against the floor.

You can also search the internet to find the flex chart for the year, make, and model of your skis.

 

Ski Camber (Cold, Universal, Plus)

Snow conditions should dictate the camber of the ski.

Cross country skis bow upward in the middle, and that upward bowing of the ski is called the ski camber. A low camber ski has long contact zones with the snow while a high camber ski has short contact zones.

Ski Camber for Cold and Dry Snow

For a ski to be as fast as it can be and easy to maneuver in cold, dry snow, it should generally have a low camber and a relatively long area of contact in the tip and tail sections. The same amount of friction spread over a larger area (longer contact zones) translates into less friction per square inch and therefore faster glide in dry snow.

Ski Camber for Wet and/or Dirty Snow

In snow that has a high moisture content (“wet snow”) you would want a high camber ski that will fight suction and thus remain fast and maneuverable. A low camber and more contact between the ski base and the snow would result in more suction and more opportunity to pick up dirt creating more friction and more suction. The suction effect would lead to the ski braking. Also, dirty snow, even when cold and dry, creates the same braking effect as the wet snow. A low camber ski would result in more opportunities for dirt to attach itself to the ski base, making the ski slow due to the added friction. The dirt in the ski’s base structure affects the hydrophobic nature of the base material. In short, high-camber skis should be used in wet snow to fight the suction effect and/or to reduce friction in dirty snow.

Ski Base Structure

Snow conditions should dictate the structure of the ski’s base.

When your ski glides on snow it melts a microscopically thin film of water, which is what the ski glides on. If there is too much water your ski will develop suction with the snow’s surface, slowing the ski down. If there is too little water forming between your skis and the snow, this  friction will  also slow down your skis.

Ski Structure for Cold and Dry Snow

For a ski to be as fast as it can be and easy to maneuver in cold, dry snow, its base finish should have a structure designed for dry, abrasive snow crystals. Fine and smooth ski base finish will prevent the sharp-edged snow crystals from snagging the base and thus slowing creating a braking effect on the ski. Such structure is achieved with stone grinding, which is a process where a ski grinding/tuning machine uses special rotating stones to remove sealed base material, flatten the base, and apply final structure to the ski base surface. For skis that will be used in cold, dry snow, the final structure will be very smooth.

Ski Structure for Wet and/or Dirty Snow

For a ski to perform well in wet snow conditions it needs to have a high camber with a wet/warm structure on the base to minimize the contact with the wet snow.

Basic rules of cross country ski camber and structure:

• Long contact zones and fine structure reduce friction of cold and dry snow
• Short contact zones and deep structure reduce suction of warmer and wet snow

 

Hopefully this information helps you select a perfect pair of classic skis. Don’t hesitate to contact me with any comments or questions:  martin@nordicskipro.com or through https://nordicskipro.com

 

Here’s a newer addition to the newsletter, suggested by a member committed to lifelong learning.  Three suggestions will be offered in each newsletter as something to explore while stirring your cocoa, your cocktail, and your spirit off the hill.   If you have new and inspiring articles, podcasts, books, movies, etc. that might spark others’ learning, please share them with jtarlow@psia-rm.org.  Sometimes looking outside our own resources can expand our perspectives on our work with others or ourselves.  Curious? Happy exploring!

Book: For a thorough look at coaching that grew out of work by one of the early associates of Tim Gallwey and the inner Game work, try Coaching for Performance by Sir John Whitmore.  Look for the newest (5^th) edition of what has been called the world’s #1 coaching book.  While it has a focus on coaching in business, most of the information is directly transferable to the slopes.

Video: A video delving into the realm of People Skills Fundamentals:  Putting High-quality Connections into Practice – a video by Jane Dutton and Monica Worline, leading experts, authors, and teachers at the Ross School of Business, University of Michigan. Learn about the benefits at time stamp 13:55.
If you’d rather read, click HERE.

Article: An educator’s thoughts on reframing the question “How did that feel?” into “What did you feel?”  Self-Awareness: The Connection Between “Emotional” Feeling and “Physical” Feeling by Peter Hoppock, PSIA-C Examiner Emeritus.  The article begins on page 4.

As we slide into November here are some events that would round out prepping for a successful season, we have something for everyone, take a look!

Adaptive: Welcoming Guests with Disabilities into Cross Country Classic Skiing Dec 9 Gold Run– Cross country skiing is a natural entry portal into snowsports for people of all ages and backgrounds, including those with disabilities. Join this interactive and game-filled session to explore group lessons with adaptive application for stand-ski guests with cognitive, behavioral health, or physical diagnoses including the use of communication tools, learning tools, and teaching methodologies applicable to all participants. BethAnn Chamberlain, US Para Nordic coach and a para Nordic athlete will make a guest appearance in the afternoon of this session.

Alpine: Fall Workshop, Dec 12-13 Winter Park: Get an early season tune-up for your technique from top PSIA-AASI Rocky Mountain Divisional Trainers. Share your knowledge of contemporary skiing, teaching, and technical skills, as well as guest retention with your peers. Individual feedback will create a focus for development to take you into a successful season and beyond.

Cross Country: Rendezvous, Dec 8-9 Gold Run: The biggest skiing and teaching event of the season! Learn a new cross-country discipline, or explore modern cross-country skiing, teaching and people skills with members of the PSIA National Team and Rocky Mountain Educational Staff in a small group learning environment. This event is a must for instructors looking to enhance their cross-country ski skills, become a more effective ski instructor, or work towards a higher level of instructor certification. Many clinic topics to choose from, with 1 or 2 day options available.

Freestyle: Technical Foundations of Freestyle, Dec 6 Online– This online clinic will focus on the mechanics of freestyle and implement a freestyle lens to Movement Analysis. Participants will have the opportunity to hone their technical understanding through group discussion as well as time spent viewing movement patterns. Participants will develop problem solving skills and knowledge of cause & effect relationships, and practice formulating lesson plans for skiers viewed from video. Emphasis will be placed on freestyle riding at beginner and intermediate levels while connecting concepts to all skill levels.

Snowboard: All Mountain Performance, Snowboard Anything! Nov 30-Dec 1 Aspen Mountain – Want to be a better snowboarder and instructor? The All-Mountain Performance clinic explores varying terrain, snow conditions and speeds to help you develop the tactics, technique, and attitude required to shred all terrain in any condition. You will also learn the skills to be a more effective instructor to enable your clients to also snowboard all terrain in any condition!

Supervisors/Managers: Choosing to Lead, Nov 22 Online – You’ve stepped up to transition from a high performing individual to a leader supervising other to reach their highest potential. Set yourself up for success by learning key management tools, tactics, and tips to effectively communicate, manage expectations with feedback, and foster engagement.  Membership is not required to attend this clinic.

Telemark: Early Season Primer with Video, Dec 10-11 Loveland – This 2 day clinic will use video and the available terrain to get you ready. See your habits and movement patterns and develop a focus help you take the next step. Possible terrain choices may include groomers, easy bumps, powder, and variable conditions. While any terrain open may be skied options will be available. You should currently be comfortable on blue/intermediate terrain. Video will be used to enhance learning. Get your Tele on!

 

To view/download the MSM flyer click HERE

 

Here is a preview of PSIA-AASI Rocky Mountain’s 21/22 program lineup! This is a PDF of our internal, behind the scenes, working event document.  It’s not very exciting to look at but should provide you with all you need to plan your 21/22 training and certification season.

We are actively adding the events you see in the attached PDF to our online calendar here: https://www.psia-rm.org/events/

21_22 Master Calendar – Sheet3

Originally Published Dec 18, 2012:

Christian Keller walks out into the crisp breezy chill of the Snowy Mountains every morning with his eyes twinkling and ears curled back to make room for his glimmering smile.  His 30 year old pink florescent Solomon boots clank on the metal grate as he walks over the bridge and turns to me. His thick Swiss accent he says “Douglas.  I think there is knee deep powder today!” He pauses, tilts his head into schoolboy wink and continues, “You just need to kneel down!”  His timing is still perfect even at 77 years.

Keller has a weather worn face with a freakishly young grin placed on top of it.  He conducts himself with ageless grace, small, fit and neat.  His movements are no longer fast and reflexive; as I am sure they once were, but smart and deliberate.  His demeanor is quiet and gentle among his colleagues, and warm and often flirtatious with his clients.  I only have seen him in his European team uniform or his Perisher blue instructors’ suit.  His hat rests on top of his head above the ears to give him a little extra room to fit his over sized grin.

I wonder if he owns jeans.  I don’t imagine he has a need for shorts or flip flops.  You see; Keller has done over 50 years of teaching, back to back.  To put that into perspective, he’s been teaching skiing in different hemispheres continuously since Eisnenhower was president.   I am not sure this is the picture most of us have when we think about the ‘endless winter’.  But Christian Keller’s quest has made him an icon and an inspiration for generations of ski instructors.

Keller was born in 1935 in Southern Switzerland near the Italian border.  The border was his family’s life.  His father was a customs agent and it was war in Europe in those days.  His family moved every three years. “We were like Gypsies,” Keller jokes.  His father taught him to ski as many families would have then.  Keller took to skiing for fun and for sport.  Then, just as now, he skied for love not competition.  “I was very slow,” Christian joked about his ski racing.  He skied with boyhood friends, “In those days we could ski rather than gymnastics for school sports.  So I would ski, unless the weather was bad out.”

At the end of his youth, his family moved back to southern Switzerland near the Italian border.  This is where he would end school and start his magical career.  “That was our playground.  Sometimes we skied one hour to school.  We would walk up the hill, then down the other side to the school.”  His skis were made of wood with a leather strap.  There were two metal pins in the front to hold his boot on top of the ski.  “We used the same leather boots for walking and for skiing.  Then, we used the old telemark turn for steering”.

Keller left school and became a tradesman in the sheet metal and welding industry for four years.  Back then one was required to have a job or a trade before you could become an instructor so you would be able to earn a living.

Keller started teaching skiing in 1958 and did his first back to back winter in Smiggin Holes in 1966 just two years after it opened.  Then “Smiggins” as it’s known, only had 10 instructors.  The Perisher valley itself was made of several small individual resorts, Smiggins, Perisher, Blue Cow and Guthega.

Keller remembered his first trip across the world to teach down under in 1966.  “I flew through Delhi, then Bangkok, then Hong Kong, then over to Sydney.”  “We drove in through Canberra and then on to Cooma.  Then I drove through the Old Jindabyne when the dam was being built.”  That town is now long sunk under a lake with same name. “We drove up the road toward Smiggins and there was still all the vegetation, the bushes, and the trees, but no snow!  I thought gosh, what am I heading for!  Then just as we turned the corner into Smiggins, there was snow on the hill.  But it was just barely enough to turn a ski!”   Smiggins is the lowest of all the now combined Perisher ski resorts.  These days it is struggles to keep coverage there throughout the Australian season.   “It snowed quite a lot more then,” Keller remembers.

In the following years Keller settled into the ‘back to back’ life style.  He weathered the worst conditions imaginable.  Winds blew off the south pacific bringing shards of ice that eventually piled into snowfall.   He would then trudge back to winter again in the European Alps, where glaciers and small isolated towns locked yet another season under his belt.  He eventually settled in working in St. Moritz in the northern hemisphere.   I asked exactly when he started there, “Now that is getting personal” he joked while wagging a knotty finger at me.  No matter which hemisphere he is in, the attitude is the same, a warm smile each day for anyone that walks up to greet him.

His career down south meandered.  After four years in Smiggins he moved over to Perisher, about two kilometers up the road and 100 meters in elevation.  This resort offered more terrain.  Keller remembers a day in late September racing down the off the Olympic T-bar.  The Olympic j bar is powered by a small diesel engine strokes so slowly you can tap your foot to each up and down of the cylinders.  Black smoke pours out into crisp air and a dogleg left up the ridge frightens the average skier.  It was here where he raced down the face at more than 30 degrees.  “It was well groomed and prepared for such and endeavor.  I went straight down at 180 kilometers an hour, then crashed very hard at the bottom near the Sun Valley T bar.  I crashed so hard I broke my skis in half.  Then my friend offered me to use his skis to go again.  So I did!  140 kilometers and hour then straight down.”  He did not break the borrowed skis.

There was comradery between the different ski schools and many of the pioneers that started teaching at adjacent resorts are now among Keller’s best friends and his coworkers now at the combined Perisher resort. Keller remembers years in which there was so much snow he could jump over the chairlift towers on Mt Perisher some 30 feet in the air.  “They would use bulldozers to create T-bar tracks, then at night the wind would blow all the snow back in.” Other years Keller recalled terrible drought.  “At Smiggins we only had a ribbon of snow.  A client would go down and turn right, then down again.  If they missed the turn to left, they were in the mud!”  He laughed.  “I remember teaching the sous chef at the Smiggin Hotel one year.  She was very tall and it was very warm.  She didn’t stop and went right over the creek and then slowly rolled back.  She landed in the water up to her chest.  I ran over to help, and she said no….it’s cool in here!”

After 12 years in Perisher, a new ski resort emerged in the area, Blue Cow. Keller moved over to this resort that lay off the back of Perisher and offered longer runs and better beginner terrain.  The problem was it had no roads to it.  So a tunnel was dug in from the valley far below near Jindabyne all the way up through Perisher valley, then into the “terminal” at Blue Cow.  “At first they couldn’t complete the tunnel from Perisher to Blue Cow for trains.  They ran diesel busses up the tunnel that year.  In the morning it was okay, but by afternoon the smoke was terrible!  If a bus broke down, they would use a bulldozer to pull it along the tunnel.  It was a terrible smoke.”

“After 16 years the wind blew me back to Perisher” Keller says with another glint of his boyish grin.  Winds at Blue Cow are often over 100k’s and all lifts (including carpets) go on wind hold.

Keller seems stitched into the fabric of Australian skiing.  He would go on to teach generations of skiers.  He tells stories of parents dropping children into his lesson saying “Listen to Christian.  He taught me how to ski!”  Later, that child, all grown up, would repeat the same advice to their child decades later.  He still sees people he taught to ski two or more generations ago and they always remember to say “hi.”  “That is very rewarding,” he says full dimples showing.

“Now I even teach beside people I taught to ski over 30 years ago!  That is really fun.”  When asked what he most enjoys about instructing.  “There are always challenges to overcome.”  His eyes widen now.  “If I get beginner that has its challenges.  If I get a person that can ski, that too has challenges.  I love the freedom, and being outside in the air.”

Now Christian has logged in over a hundred seasons of full time skiing between Perisher and St. Moritz.  At an average of 240 days or so a year that puts him over 24,000 days of full time teaching!  That is a phenomenal number by any standard, and he shows no sign of slowing down, although he does admit to a little jet lag here and there.  When I asked Keller how long he thought he could keep up the perpetual winter he looked at me wryly.  “I think I have a few more years to go still.  When I can’t keep up anymore I may have to become fulltime playboy instead of just a part time one!”

Written by Doug Sanders

Christian Keller (pictured above)

The past three months have created what seems like an endless series of events that have left us feeling out of control. These events have encouraged us to work on reaching out for support from friends and colleagues, staying mentally healthy with regular physical activity, and being ready to adapt to whatever unexpected situation we find ourselves in each morning. Despite the challenges that everyone has overcome, these past three months, the PSIA-AASI RM Cross Country Education Staff and the greater XC community have found ways to adapt and grow. This new (or maybe renewed) recurring column in the Instructor-to-Instructor Newsletter is one example of positive growth we have initiated within the XC community. This first edition highlights several things we have been working on as an XC Ed Staff as well as some happenings around the greater XC community within our division.

Nordic Skiing Saved Winter: 
The Nordic community in Crested Butte and the Crested Butte Nordic got some wonderful press about their efforts to keep grooming so that the community could keep skiing and remain active while still staying safe during the earliest period of the COVID-19 pandemic in Colorado. Link to the article can be found here.

We know that skiers in CB were not the only ones using XC skiing to stay connected with the snow.  Stories abound of XC skiers finding the enjoyment of crust skiing in Summit County, on the Grand Mesa, and off Rabbits Ear Pass.

Zoom Meetings allowed for more time together:
The XC Ed Staff has an annual end of season meeting in early April to review the past season’s events and start planning for the next season. Usually this consists of a few hours following a day of skiing together before everyone needs to hit the road to get home. However, this year the Spring Meeting was a Zoom call which turned into three different calls. A silver lining to having to meet over a Zoom call is that we had fewer time restrictions which allowed us to have some of our most productive meetings and planning sessions in years. As an Ed Staff we are extremely excited for next winter and have already started planning our events for next season while also considering contingencies for whatever restrictions we might encounter. One outcome of these efforts is a survey that was sent out recently to you, our membership, to help us offer clinics that are the most relevant to XC instructors at the annual Cross Country Instructor Rendezvous in early December. Getting this feedback over the summer will allow us to plan and prepare in the fall so that the Rendezvous can help all instructors kick off their season with a great learning experience.

National Task Force involvement:
Across all disciplines of PSIA-AASI, National Task Forces have been working on developing new Learning Outcomes and related educational resources. The RM Division Cross Country Education Staff has been extremely involved in the Cross Country Task Force and the sub-working groups. With RM Division representation on every working group and several Ed Staff members on each conference call we are truly helping move Cross Country ski education forward across the country and showing our leadership by sharing our best practices with other divisions.

The 20/21 Season will happen:
One thing we do know for sure in this period of uncertainty is that winter will return and there will be opportunities to ski again. We have set a schedule for XC educational events and are continually working on how we are going to run them with participant, clinic leader, and general public health our first priority. We are all missing the connection with others and the wonderful community of you, our fellow XC skiers, and are working to find the best ways to safely gather next winter. We look forward to seeing everyone on snow or in a virtual clinic (or a hybrid of both) this coming season. As highlighted by CB Nordic at the end of the 19/20 season, XC skiing can happen safely and allow everyone to save their ski seasons. Be well and see you soon!

Can a resurrection fern help us get through this pandemic?

We all have moments that define us, change us, and reroute our course. Some of the most
impactful moments are traumatic ones and often something that you suffer through alone, like
a breakup or being bullied. After one of these moments in my life, I was driving around, and I
heard a song by Iron and Wine called Resurrection Fern. The lyrics were left up to my
interpretation and made me curious about the title, so I looked up what a resurrection fern
was. Turns out it’s a real thing, a fern. After reading the definition, something resonated with
me. “A resurrection fern is this remarkable plant that can lose up to 97% of its water during
extreme drought. It shrivels up into a graying brown clump of leaves appearing to be dead but
when given water again it comes back to life and looks green, healthy, alive. While it never
actually dies, it gets its name from this apparent “resurrection”. In contrast, many plants can
lose as little as 10% of their water and no amount of water will bring them back.” Wildlife
Guide. (n.d.)

Right now, you are probably thinking, “why is she telling us about plants?” In my opinion,
people are similar. Our response to the events in our lives can impact us more so then the
event itself. The word response comes from the word responsibility. Taking responsibility for
how we react to certain things in life is why some of us give up easily, while others persevere.
Another interesting tidbit about the resurrection fern is that it needs a host plant or other
substrate on which to anchor. “This fern is a type of epiphytic fern, meaning that it grows on
top of other plants or structures and that it reproduces by spores, not seeds. And while the
resurrection fern grows on top of other plants, they do not steal nutrients or water from this
host plant.” Wildlife Guide. (n.d.)

Wow, now you’re probably worried this is a botany lesson, however, if you think about those
people who can get through some of the most challenging things and quickly bounce back, like
the fern, are the same people who have strong support systems within their communities.
What is occurring in the world right now could possibly be one of the most traumatic things you
will experience in your lifetime. One of us may lose someone close to you as a result of being
sick, many of us will suffer grave financial distress, and all of us will suffer psychological and
emotional hardship. As a country (world), we are all going through this together. Now narrow
that down further to our sliding community and we are REALLY going through it together. While
we may all have different fears regarding- perhaps getting sick, losing a job, dreading the long
term impact on the economy, or not being able to be with loved ones when they need us most;
fear is fear, trauma is trauma, sadness is sadness, and we are ALL familiar with those things
right now.

I consider myself so lucky in my life- as your CEO, mother of two amazing kids (well 1.5), Gym
owner, Steamboat Springs resident with my not so svelte dog. When I reflect on the parts of my
life that have felt most successful to me, I often come to realize that had I not had my son when
I was just 17, I doubt I would be where I am today. I believe my work ethic originated at a young
age when I had no choice but to provide for someone other than myself. In my quest as a
leader, I often find myself trying to inspire motivation in others, and truthfully, I have never
really felt successful in that. Turns out you cannot teach or tell someone to be motivated.
Motivation comes as a result of an event in your life, usually one that is traumatic, unexpected,
and extremely uncomfortable.

I am not going to lie, I am pretty tired of people talking about the “good” that will come from
COVID-19, because from my seat, I struggle to agree. But what I do know from experience is
about what it takes to survive in this industry at the age of 18, teaching skiing full-time with a
one year old to feed. I know the trauma of having a child so young motivated me to stay with it
through many mud seasons, several bad snow years, and highs and lows in the economy. Not
only was I forced to be motivated, but I tried my best to embody GRIT as well. Grit is not just a
simple elbow-grease term for rugged persistence. It is an invisible display of endurance that lets
you stay in an uncomfortable place, work hard to improve upon a given interest and then do it
again and again. My hope is that when this community comes back together next fall, we are
more motivated than ever to do what we need to so this industry can survive. I hope each and
every one of you is there because you had this community to support you and vice versa
through these challenging times. I have always wanted a tattoo of a resurrection fern, but they
are kind of ugly, therefore I opted for a single tattoo on my spine, just one word in all
caps…UNBROKEN. I was not built to break, and neither were you.

Dana Forbes
CEO PSIA/AASI Rocky Mountain

References:
1. Wildlife Guide. (n.d.). Retrieved from https://www.nwf.org/educationalresources/
wildlife-guide/

Click Here to read Have You Telemarked Lately?

This is the 19/20 events line up in catalogue form.  If you want to sign up for an event click HERE

PSIA_CurriculumGuideBook