I have heard of something like MODDS before and just reviewed it online. Upon reading the entire document it appears, as my weak memory suspects, MODDS isn't the movement analysis itself but rather a programmatic structure within which a movement analysis is conducted. It actually does not go very far in describing the actual core components of an MA other than to suggest that it should be conducted on a technical platform: "Utilizes a quantitative, objective terminology (DIRT) to describe the skiing in precise technical terms" which is a very common instructional process that, as usual, is going to be limited to the knowledge of the student and the time constraints of a typical lesson.
Broken down as follows:
“M” Identify the skier’s goal/MOTIVATION. Understand emotional/motivational/physical and cognitive goals of the student and use these as a filter for understanding the physical movements that you see. Using a skier’s goals and motivations is something that is going to occur at least with all fully qualified instructors and is often referred to as student centric learning. It quickly opens up a path of communication and harnesses a student’s pre-existing motivation of learning.
“O” OBSERVE: physically watching the skier. Observe the skier in a situation that provides the best possible opportunity for the skier to show what they are working on, and for you to observe what the skier is doing. Safety should remain your primary focus. If time allows, observe the skier from more than one viewpoint. Observation is obviously unavoidable in the context of any type of instruction and usually includes ”student demo, safety, multiple viewpoints, etc., etc.
“D” DESCRIBE: Objective description of what you observed. Know and use your movement analysis model to describe the skiing that you see. Utilize quantitative, objective terminology (DIRT) to describe the skiing in precise technical terms. Challenge yourself to also describe your observations in common terms that the student can understand. Note: providing feedback is different that describing your movement analysis. Description, like observation is obviously unavoidable in the context of any type of instruction. Here is where a fully qualified instructor is going to use “instructor terminology” as a universal base of understanding that will need to be catered or mitigated to a student’s level of such knowledge. It is my opinion that a focus on experiential outcomes from drills and cues will far outway the efficacy of utilizing the finer components of duration, intensity, rate and timing other than for uniquely specific scenario’s.
“D” DETERMINE cause and effect relationships. Describe the cause and effect relationships between the body movements and ski performance you observed. If more that one cause and effect relationship is identified, prioritize your findings. Understand your personal system for prioritizing movements. Does this system account for the skier’s goal in this series of turns? Determination of what is happening like observation and description is obviously unavoidable in the context of any type of instruction. This is the “why” of what is happening and the “how” to make it happen differently. Identifying the correct input to achieve the desired output is something we facilitate in all our decision making. As in all types of instruction where retention has its limits, a sequence of priority must be utilized.
“S” SUGGEST a prescription for change. Based on your findings, develop a clear and relevant prescription for change that relates to the skier’s goal. As are the other elements listed above, suggestions are obviously unavoidable within the context of instruction and, as are observations, descriptions and determinations, suggestions are given within the context of student motivations while utilizing a balance of professional terminology with a student’s level of understanding of such terminology.
In conclusion, MODDS is the simple breakdown of the structure and order of the components of a typical lesson and is an acronym for the purpose of remembering the components and their order for the primary use in instructor training rather than that of training the student. MODDS is an organizational construct resulting from the reverse engineering of effective instructional practices that have existed long before the coining of this acronym. Never the less, it is an excellent topic for discussion in this thread category.