or Connect
New Posts  All Forums:Forum Nav:

Fluidity of Movement - Page 2

post #31 of 33
The upside down traverse is a very cool image. Thanks!
post #32 of 33
I remember Dave Ingraham's "upside down" traverse too. He was at Copper Mountain when I used to work at Keystone, and for the better part of a season, "getting upside down" was all the rage throughout Summit County. It was a fun thing to play with!

If it had a downside, I think some instructors were getting too harsh on their edges, too angulated too soon in their turns, as they tried to get into the "upside down position," then they just held that position statically. It actually contradicts the Mahres' idea of AVOIDING angulation until the forces to the outside developed and more edge was needed. The Mahres emphasized the "tall" and unangulated stance for nearly the entire first half of the turn, to the fall line--essentially "banking" for the first half, and angulating progressively throughout the second--until that final explosive extension out of the turn.

Best regards,
Bob Barnes
post #33 of 33
I think it's a very cool image--and how like us to take a figurative thing literally! Another way of putting it is "tip to the new edges and show your bases up the hill." You might explain that one doesn't want to do this like a naked man in a trench coat asking for a date (*FLASH*) but instead pace it like a slow striptease.

Much of what we say to students is imagery. Ski like a cat. Analogies, metaphors, similies--they're all the same species: word pix. I think a problem ensues when we only exploit the visual part. It puts perspective outside, and what the teacher wants to is to help the student bring that perspective inside. This means that the analogy must be felt to be fully apprehended and incorporated as an intentional movement suite.

Consider a student who is attempting to angulate, as Bob described. You know she didn't stumble on this technique without coaching. Someone gave that person a visual image that she is trying to emulate, but she isn't feeling WHY. (WHY is understanding that is in your bones, your joints, tendons, muscles, neuronal pathweays, etc. and FEELS RIGHT.)

Once the student's attention is redirected from "replication of the model" to awareness of the feedback from the ski, the student can begin to experiment with how fast to tip, how early, how late, how far, etc.
New Posts  All Forums:Forum Nav:
  Return Home
  Back to Forum: Ski Instruction & Coaching