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however, much of the information given is left for the student to interpret (Vagners, 1995). Since there is a greater reliance on verbal communication, feedback from the student is important to ensure the student fully understands the information presented. For small lessons, delivering information of the activity while on the lift is a great way to give students the most out of a lesson by increasing time efficiency.


Analysis of Student

An important aspect of feedback is collecting information through observation of the students’ performance while skiing. Observing qualities of the students skiing such as balance, stance, rotation, and coordination help the instructor determine what their goal for the students’ progress during the lesson (Cigrovski, 2014). Students may feel many different emotions during a ski lesson that contribute to how they view their experience skiing, picking up on how the student is feeling through their verbal and nonverbal communication can help the instructor choose the best response (Canadian, 2017). Gathering information about the students skiing ability and emotional state give the instructor a reference to what style and tone of communication would benefit the student the most.

Delivering Feedback

Giving feedback is a very important factor that determines what the student will take away from the lesson. Generally, the instructors goal for communicating feedback is to be positive and motivating to help encourage the student’s effort. If a student is timid or unconfident in their ability’s the instructor can reduce apprehensions related to practicing new skills by increasing feedback in the form of empathetic and encouraging statements (Tessier, 1). Talking about fear and anxiety related to the activities of the lesson with the student can let the student know that fear or apprehension is normal as they develop new skills; Student can feel many different emotions as result of the lesson a few are: excitement, joy, nervousness, exhilaration, and frustration (Education, 2012). Interpreting dynamic movement of the body is a skill instructors develop over time and can be very useful for determining how students are feeling and can help an instructor adapt their teaching and communication to best work with the student’s emotional state (Education, 2012). Determining why the student is taking a ski lesson can also help an instructor determine what style of feedback best fits the student. If a student is taking a lesson because they wish to master skiing feedback such as “that looks much better” could be very encouraging; or if the student is ego oriented, feedback such as “that was the smoothest transition I’ve seen today!” could positively affect how the student views the lesson (Erickson, 2015).



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