The simple answer is yes and no. This discussion will (should) probably evolve into a discussion of teaching and learning styles, along with experience level.
Physicsman and I are cut from similar cloth. (He's the scientist, I'm the engineer.) We both take the scientific approach to problems. Quantifying things is something that is natural to us. It is part of our learning and teaching style. To find out the how and why, we tear apart and analyse the bits and pieces that make up the whole. Then we put them back together to see how they interact. (Now I know why I love Movement Analysis.
At lower levels, teaching a sport is about gross motor skills. There is a lot of watch this, do this, try this, feel this. The student is trying to figure out what goes where, how do I control this, and why should I do this. This is the time when the "WOW" and "AH HA" expressions are used. There is a lot of art in teaching at this level. Guiding your students to success is tricky and you need to have the proper skills to do it.
At high levels, then you can start to get really scientific. (Look at what they use to coach Olympic atheletes.) I see the stuff that you brought up in your initial post as being used primarily on the Olymipic and Professional Levels. (At least for now, when the cost are so high.) While you can see the gross skills represented, its the minute changes that this equipment can really help with. Wiring up someone like Bode Miller and saying let it rip would give you a baseline to start with. Then you'd tweak things to see what happens. If you pressure here, just a little, do you move down the course faster? Using this stuff could help a pro identify the slight changes that give him the competitive edge.
That doesn't mean we can't use this stuff with beginners. You could wire up a beginner and move her into an efficient stance then say "Feel that? That's what you should feel when skiing." It should help a little, but I don't think it will be all that useful to start out with.
What would be fun would be to see where and when this type of stuff should be used in teaching. Sort of like figuring out when to introduce the pole plant to your students.