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The value of light-hearted play in teaching technical recreational sport skills is immense. Children as well as adults can learn more quickly and completely with a games-oriented approach. Often without realizing the hidden goal of excellent skiing or paddling, participants respond to intriguing tasks in a game, immerse themselves in good practice, and expand their means of safely participating in the sport. Ultimately, they become more proficient in the activity. The instructor or leader must understand how to select activities that target specific skill development, safely manage the play environment, and direct play to build enjoyable intensive learning experiences. This paper provides tips and strategies related to selection of a game with a hidden skill agenda, game duration and intensity, total participation, role of the leader, creation of fair teams, cooperation versus competition, selection of appropriate terrain, and simple rules that maintain safety. Examples include five skiing, skating, and paddling games that show how a few simple games can be modified for the ski or water playground. (Author/SV)

This compact training session on avalanche risk reviews snow crystal formations and common generalities about avalanches. Two types of avalanches--loose and slab--are described, and the characteristics of each are given along with danger signs that accompany each one. Three books are highly recommended for further information. (TD)

The illustrated manual contains instructions for teaching blind and partially sighted students to ski. It is noted that blind students should be coached, instructed, and encouraged in the same manner as sighted students although additional safety precautions should be employed. Psychological implications for the blind student learning to ski are given to include building confidence through mastery of graduated experiences and imagining various positions and terrains. Instructors are advised to allow students to feel all parts of the ski while learning nomenclature, to converse with students prior to instruction, to begin slowly and never forget safety, to stay close to the student, and to provide a marker for the student to wear to caution other skiers. It is suggested that instructors lead the partially sighted and follow the blind, alert students when to unload from a Poma lift, take certain positions to aid students in riding the chair lift, and ski backwards holding student's ski tips for teaching wedged turns. Suggested for training instructors to teach the blind is blocking vision of one instructor, who then follows directions of another instructor. (MC)

The three track method of teaching amputees to ski is presented in the illustrated manual. Problems unique to amputee skiers--care of hands, conditioning, care of stump, fatigue, excessive standing, wind, and balance--are discussed in terms of their implications to the amputee skier and practical solutions in attempting to solve them. Specific performance goals and step-by-step progressions are presented for walking; falling; getting up; hop turns; sidestepping; straight running; stopping; riding chair, T-bar, and Poma lifts; traverse; uphill Christy; Christy turn; Christy with preturn; and shortswing. Both pictures and drawings of the outrigger ski are included. (Author/DB)

Outward Bound (OB) backpacking and Nordic ski programs aim to integrate humanistic goals (i.e., personal awareness and understanding and compassion for others) with the school's curriculum. Program goals fall in three areas--personal, group, and academic. In designing a successful course which will achieve the goals, there are several phases, all equally important: planning, student involvement, classroom preparation, connecting experience, and follow-up or evaluation. Following these phases, this guide presents ideas to aid teachers in designing and carrying out their own OB programs. Covered are: teachers' role and responsibilities; fund raising; food planning; students' projects; suggested activities in geology, ecology, weather, map and compass, human history, and creative writing and art; activities during the course--introduction games, group journals, environmental awareness exercises, group experiences, values clarification, poetry, stories, readings, and personal interviews; and course evaluation. Appendices include: an OB short school program proposal form, time line chart, backpacking and short ski program models, sample menus, insulation and chill factor charts, common animal tracks, first aid kit and clothing lists, a general bibliography of ski touring literature, rules for preventing hypothermia and for avoiding and surviving snow avalanches, and a ski touring program evaluation form. (NQ)

This booklet contains the rules governing competitive skiing as defined by the National Association for Girls and Women in Sport, an educational organization designed to serve the needs of participants, teachers, coaches, leaders and administrators in sports programs for girls and women. Topics covered include: meet organization, race officials, general competitive rules, timing, computation of results, protest and appeals, and special rules for slalom, giant slalom and cross-country. (JD)

The official rules of the National Association for Girls and Women in Sport governing skiing competition are outlined. (JD)

This document is composed of 10 manuals which provide both general and specific guidelines to facilitate the inclusion of Canadian students with disabilities in physical education programs. An introductory manual identifies general concepts, strategies, and practical approaches that can be used in an inclusive physical education program. It discusses the benefits of inclusive physical education, the importance of using appropriate terminology, the value of a team approach, safety considerations, assessment, the Individual Education Plan, and principles of program modification and evaluation. Some assessment measures are appended. Eight other manuals each focus on a specific disability and have sections on the following topics: the values of an inclusive physical education program, planning an inclusive program, program modifications, technical aids, instructional strategies, a glossary, checklists, and suggested resources. The manuals address the following types of students: (1) students who use a wheelchair; (2) students who are deaf or hard of hearing; (3) students with an intellectual disability; (4) students with cerebral palsy; (5) students with multiple disabilities; (6) students with amputations; (7) students with a visual impairment; and (8) students who are physically awkward. A supplementary manual offers suggestions for maximizing opportunities for students with disabilities in the sport of skiing. (DB)

Identifies common ground between alpine skiing and snowboarding, and discusses the basis in physics for the differences. (MVL)

Cross-country skiing instruction can be done both inside and outside the gymnasium. This article provides activities to be performed inside to prepare students for skiing. Outside organization techniques and drills are suggested. A list of common errors is given. (DF)

The last of five booklets on specific sports instruction in Special Olympics presents information on teaching cross country skiing to mentally retarded persons. The approach uses goals, short term objectives, task analyzed activities, assessments and teaching suggestions for individualizing and integrating the sports skills instruction with other curriculum areas. Instruction is designed to be given by volunteers. Initial sections discuss hints for being a good teacher, organizational suggestions, and information on clothing, equipment and a dryland training program. A skills assessment determines the student's present functioning level. The following specific skills are addressed: ready position, recovery, forward walking, star turns, climbing, straight run, wedge, turns, diagonal stride, and double poling. Sections on rules and safety and racing conclude the guide. (CL)

The first of five guides in the Sports Skills Instructional Program focuses on teaching alpine skiing to mentally retarded students. Each unit contains the following elements: overview, long-term goal, short-term objectives, modifications and adaptations, sports skill assessment, teaching skill, skill sequence, task analysis, teaching suggestions, recording forms, and information on infusing the skill to general academic areas. Following description of a dryland training program, a home fitness program is reviewed. Skill assessment is presented, followed by a focus on 11 specific skills: walking, recovery, side stepping, straight run, wedge, wide track parallel, pole plant, linked parallel turns, kick turn, herringbone, and lifts. Racing and safey and rules units conclude the guide. (CL)

The guide provides a series of checklists and guidelines to assist Quebec outdoor education teachers and/or leaders and their principals in planning safe, enjoyable, educational experiences for elementary and secondary school students. The basic planning checklist itemizes specific tasks under eight categories: (1) preliminary discussion with principal/department head, (2) creation of the budget, (3) financing the trip or visit, (4) administrative tasks, (5) creation of the program, (6) equipment, (7) pre-trip/activity preparation of students, and (8) emergency procedures. Emergency procedures outlined for search and rescue emphasize prevention, block search techniques, evacuation, first aid, and strategies for encounters with wild animals. General equipment lists suggest basic items for individuals and group, and for seasonal, day, and extended trips. Separate sections for canoe tripping, ski touring, and cycling provide definitions, student-staff ratios, and minimum and desirable skill/experience levels for both staff and students for day and extended trips. (NEC)