| dc.description.abstract | In 1987, Alpine Canada introduced a skill development program
for skiers aged 7 to 15 years of age who were enrolled in one of
Canada's entry level racing programs. One of the objectives of
the program is to raise the skiing skill level of Canadian
youngsters. The program includes eight levels of skiing
proficiency. Progression through each of the levels is based on
the performance of a final form exam which is the culmination of
all the basic skill drills at that level. An investigation was
conducted in order to develop a theoretical model of a giant
slalom ski turn as the framework for the subsequent qualitative
analysis of the skills in the eight final form exams.
Using standardized video procedures, data was collected at
six different testing sites. Sixty-two performances were selected
for qualitative analysis in order to determine; (a) the
existence of critical features, and (b) the description of
critical features at each of the eight skill levels. The data was
subsequently processed using a variety of descriptive techniques.
The data analysis resulted in the identification of 14
features which were used to anticipate the manifestation of
critical features, five features which acted as links between the
phases of the turn, and eight critical features which were
fundamental to the efficiency of the turn. Balance constraints
appeared to take precedence over aerodynamic considerations for
the skiers at all eight skill award levels. Although the mastery
requirements of the critical features increased from Level 1 to
Level 8, individual critical features were not equally weighted
by all skiers. Variability between performances was attributed to
the different ways in which the non-mastered features were
manifested.
Future research needs to focus on the development of
deterministic models for all alpine skiing disciplines. In
addition, the importance of the development of observation plans
in order to guide and standardize both quantitative and
qualitative skill analyses was highlighted. | |
