Razie, That progression was by Zenny's request, so it needed to be at the level I described. From that embryonic beginning comes a student's understanding of proper upper and lower body participation. As Chad so accurately identified simultaneous movement at the feet and in the torso is the key to that release. If as you suggest we did a sequential foot first release, the rest of the body would be late to the party. That does not mean a strong focus on how we use our feet is incongruent with the simultaneous use of the rest of the body though.
At a much higher level a white pass sideslip using that same foot only, foot and knee, and finally a whole body participation progression will reveal the problems with the foot first idea.
From a practical standpoint I have used this sort of progression for years and I have to say roughly half of my level eight and nine students struggle to perform this simple release because they fail to allow the upper body to flow into the new turn as they release the edge platfom.
Last try. This is a serious question Jasp.
You are a trainer of instructors. When you lead a training group through this White Pass progression and some fail to do a White Pass adequately during the session, do you send them out to work on it on their own, telling them to work on it until they successfully can move the upper body over the skis? If they don't eventually succeed over time, do you ascribe that failure to "laziness" or lack of commitment to change?
Or do you work with them in that lesson or maybe later, more privately, to help guide them towards success? I'm thinking that if you do something additional, you'll focus on the upper body, but I could be wrong. If you do more, what is it you do? Are there drills or metaphors that you've found successful for some people?
I am asking because I hear all the time that instructors who don't continue to grow their skills are lazy. Maybe. But I also think it may be because they try but end up giving up because of confusion about how to proceed when success eludes them. If I'm right, they could do better with more support. This is a philosophical question related to teaching. When does a teacher stop teaching in order to hand the responsibility over to the student?
How do ski area trainers handle the weaning process? How do you handle it?