[/qb][/quote]I have a question. Definitively how would you suggest an instructor can avoid this what I will call ?over thinking? learning process some students fall into? (Personally I have read several of the books on this subject and attempted, since I am VERY cognitive, to change my learning process with GREAT difficulty!)
As an instructor, treat yourself as a learner as you would treat your students. (If we treated students as we treat ourselves, would they ever come back?). When you decide on the outcome you want, set up tasks that will create contrasting perceptual experiences that are aimed at both finding the bullseye, and deliberatly aimed away staying away from bullseye.
A task that requires adjusting to try and make the turn shape, carving, skidding, pressure, flow, etc "feel" different mobilizes and challenges kinesetic awareness skills of the body to adjust until the target feeling is found. This allows mental focus to be to simply observe (not cause) "how did I do that?", or "what did I change or do differently?". Afterward verbalizing "what my skis told me was........" is a good way to avoid the "I think what I did was.....".
I wonder if we too often try to ski this or that specific outcome, which is a "performance" activity (tends to create a very left brain focus on "how to cause it correctly"). When we experiment with noticing how we adjust our movement patterns to shift (for example) from turns that feel and sound more scraped to ones that feel and sound more sliced we create more of a kinesetic, or right brain, learning activity of skiing as a process of adjusting, not a perfectly repeated pattern. "In the groove" is a cool place to visit, but only when you have a variety of ones to choose from.
Most important, as was alluded to in comments on meditation, is paying attention to internal mental chatter. Is it trying and causing as in "Edge more, edge more $*@#!" or observing, "oh, that was interesting..."?
An adaptation here of the trueism: If you don't know what you are doing, you can't do what you want", might be "If you don't know what you are focused on, you can't focus on what you should".