Using the TIED Model to Develop Adaptable Technicians and Adaptable Teachers

The production of adaptable teachers is BASI’S overriding theme at this Interski conference.

BASI has undeniable success in creating instructors that can fit into any school anywhere. A BASI instructor is unbound by a prescriptive technique or an imperative lesson plan. It is not a new achievement. BASI has long embodied pragmatism and inclusion. A BASI instructor has always been considered a safe-pair-of-hands however disparate the situation.

BASI instructors work far and wide, from dry slopes and snow domes at home, to rolling carpets in South Africa, to the Alps, Rockies, Southern Alps, Snowy Mountains, Andes, Hida Mountains, and the Bulgarian Rhodope Mountains of this congress. British instructors have always had to adapt or fail. This lecture explored a process BASI uses to continue to develop and augment versatile teachers.

The TIED model (Task-Information-Evaluation-Development) was presented as a means to sculpt an adaptable instructor. Specifically, the lecture focused on the Evaluation element: why is the student not able to achieve the desired outcome. The lecture highlighted the need for an adaptable instructor to find solutions that are not merely technical, but may be resolved in other Performance Threads.

 TIED

EQUIPMENT

IMG-20190316-WA0014

The lecture expressed the importance of trainee instructors to understand specific blockages in performance that equipment can cause, from ski choice and tuning to boot stiffness, last, cuff adjustment, leg alignment.

ENVIRONMENT

407261e8-a531-4cf4-953a-5867c50fd040-large16x9_hurricane_ridge

  • Visibility
  • Temperature
  • Snow conditions
  • Difficulty of terrain
  • Altitude

The lecture emphasised the importance of relating back to the TIED model, for instance adjusting the difficulty of the task.

PSYCHOLOGICAL

Manu-Tuilagi-009

Can you imagine tackling this??

  • Attentional focus
  • Arousal levels
  • Emotional thresholds

The lecture reinforced the need for aspirant instructors to be trained on the psychological aspect of performance and basic tools that they should have knowledge of.

PHYSICAL

6h9mtboc1r021

  • Strength/Power
  • Agility
  • Physical application when performing
  • Stability

There are two sides to this:

1.The actual physical strength/power/agility of the performer and how they can be better prepared.

2.The application of whatever physical power they have in the live performance. Are they underpowered/overpowered?

HOW MUCH TRAINING DO INSTRUCTORS GET IN THIS AREA?

TACTICAL

Dunlop-Spaghetti-Junction-1

  • Methods of speed control
  • Turn shape

At this point the lecture turned to the strand of bumps as a salient means to highlight the tactical thread (and indeed no other strand so immediately pulls together the requisites of equipment, environment, physicality, psychology, tactics, and technique).

TECHNICAL

drawing-legos-side-4

  • Steering
  • Movements
  • Posture and balance

It was suggested that trainee instructors understand this is sometimes the least important area that can be developed, and the other threads should have been attended to as effectively as possible.

 

Conclusion

The lecture affirmed the general target of BASI, to produce well-rounded, adaptable teachers. It used the TIED model and the evaluation element to show one way that BASI is striving to achieve this, and make the skill of versatility ever more important in the training and assessment of aspirant teachers. The lecture asked a pertinent question: how much emphasis is put on the training of instructors outside of the technical strand? By embracing the performance threads, where technique is a mere element, a coach can develop a rounded and pragmatic skier, able to react and make decisions at will. By embracing the performance threads, a trainer can develop rounded and pragmatic teachers, able to better performance efficiently and effectively.

Leave a Reply

Your email address will not be published.