I have a suggestion,vsg and other candidates. It comes from an approach we've used in hiring (and we used it in examining a while back)--called behavioral interviewing.
I'll preface this by giving you a remark that Mermer Blakeslee came up with. That is, your exam is a commercial for your ski teaching. You are trying to show a snapshot of what you really do in a positive light.
Having said that, I believe that the concept of behavioral interviewing is useful: only past performance predicts future behavior. Don't ever tell what you would do, rather state/show what you have done. This is your best commercial.
In other words, when you see the video and get your assignment, the FIRST thing that comes to your mind should be, "Have I had a student like that?". At that point you have left the "what are they looking for?" arena and returned to your experience as your primary resource. (If you haven't had the experience, you shouldn't be at the exam.) And, by the way, all your training in MA, etc. will appear and combine very nicely when you're focused on your experience. However, your exclusive focus on your MA won't necessarily evoke your experience.
Once you have asked yourself the primary question, then you can play the tape of how that lesson went--including the part that indicates what mistakes you made in the lesson and how you would rather have done it. This approach puts flesh on the bones and makes your presentation/performance come alive with authenticity.
A performance/commercial with compentence can pass the exam. One with competence AND authenticity will absolutely shine.
One other little trick, that you can do RIGHT NOW in this exam. When you see the skier to be examined and you're about to build your plan, imagine yourself skiing like that skier. What does that skier HAVE to do to accomplish these particular movements? What kind of attitude/character/emotion might that skier be expressing with those movement patterns? Once you know that, then you are in the skin of the student. And ONLY then can you be authentically engaged in the growth/correction/enhancement/empowerment process of that person's learning.
The examiner who sees these two processes will be seduced by them. Guaranteed!
I would say good luck, but you don't need it. All you need is the magic stuff you use every day in your greatest lessons.