American Association of Snowboard Instructors

Eastern Division

AASI
Level I Exam Guide
 AASI-E Level I Exam Guide
AASI Certification Process........................................................................................................ 2
About This Guide...................................................................................................................... 3
The Level I Experience ............................................................................................................. 4
Training: Getting Started .................................................................................................... 4
Make Training a Regular Part of your Riding ...................................................................... 5
Training: Sample Training Plan .......................................................................................... 5
Application Process............................................................................................................. 7
Participation: Make the Effort ............................................................................................. 8
Understanding the AASI Assessment Form ........................................................................ 9
After Your Level I Exam .................................................................................................... 11
Copy of AASI Assessment Form ............................................................................................ 12
AASI Level I Certification Standards....................................................................................... 13
Level I Course Format ............................................................................................................ 14
American Snowsports Education Foundation (ASEA) ............................................................ 15
Possible Riding Tasks ............................................................................................................ 16

Published and Copyright © 1999 by The American Association of Snowboard Instructors - Eastern Division
a partner of the Professional Ski Instructors of America - Eastern Division
1-A Lincoln Ave., Albany, NY 12205-4900

All rights reserved. No part of this publication may be reproduced in any form, stored in information retrieval systems, or
transmitted, by any electronic or mechanical means, without permission in writing from the publisher; with the exception that
PSIA-E Member Schools may reproduce copies of this document for use by their employees.

Printed in the United States of America

First Edition written by Brian Spear & Neville Burt
Current edition written by Holly Andersen
Reviewed and endorsed by the AASI Steering Committee, AASI-Eastern Division
Revised – September 2006

Revised – September 2006

 AASI-E Level I Exam Guide

The AASI Certification Process

The process to become a certified snowboard instructor is a journey through training at your home moun-
tain, practicing what they have taught you in the clinics you have attended, becoming accustomed to pro-
viding for the needs for your guests, and teaching those guests who challenge what you know about
snowboarding. There are a number of reasons one may decide to teach snowboarding: The love of the
sport, relaxation on the weekends, creating a lifestyle that fulfills your goals. For all these reasons, and the
ones that you make on your own, teaching snowboarding should be the best job you have ever had.

It may be short sighted to believe that teaching snowboarding is a way to make cash while you ride.
Teaching snowboarding is much more than just teaching someone to do this thing, and then to do that
thing. It is much more helping guests to develop the sport for themselves. Many of the longer-lived instruc-
tor careers began with the concept of teaching as sharing the sport with people who genuinely want to
learn to ride.

As you begin to develop your career as a snowboard instructor, be mindful of this quality of great instruc-
tors who have been leaders in our industry: persistence. Their bond between teaching and riding is so
tight that it becomes seamless. They never need to stop “riding” in order to begin “teaching” because the
two are connected. They are always themselves learning, and training, and changing how they think
about snowboarding.

As instructors, we have the responsibility of representing our mountain, school, and sport. One of the
goals to strive for, as a snowboard instructor, is to personify excellence. Becoming affiliated with a school
is the first step. Becoming an effective instructor is the next step that will take much training, stamina,
commitment, and persistence. Teaching in any form is a constant learning experience and just like snow-
boarding, the answers are not in black and white.

“Nothing in the world can take the place of persistence. Talent will not: nothing is more common than un-
successful men with talent. Genius will not: unrewarded genius is almost a proverb. Educations alone will
not, the world is full of educated derelicts. Persistence and determination alone are omnipotent. The slo-
gan “press on” has solved and always will solve the problems of the human race”-John Calvin Coolidge.

No one in AASI will tell you why you should or should not be a certified instructor, but rather, they will ex-
emplify characteristics that are beneficial in the pursuit of the qualities to be an established instructor.
There are no hard and fast rules to make you a good instructor. For example, if you attend four different
clinics on teaching beginners, that does not make you a good beginner’s instructor. It is the actual practice
and participation in the teaching of the sport where you will acquire the knowledge of the “what to dos”
and “what not to dos.”

Throughout your experiences in your first years of teaching, keep an open mind and understand that
learning is a process, and those who are trying to share it with you each have something to share with you
that you can learn from.

Enjoy the journey…

Revised – September 2006 2

 AASI-E Level I Exam Guide

About This Guide

The snowboard trainers at your area will help you prepare for an AASI Level I Certification Course. Make
sure you ask them to participate and continuously check for feedback from them on your progress. This
Guide will enhance and supplement that training. This Level I Guide is an introduction to the certification
process and should help you decipher the information you will be over whelmed with about riding, teach-
ing and our profession. The Level I Course is an assessment. This Study Guide is very important in help-
ing you to prepare for this assessment. This certification exam is not to be taken lightly, and you are
encouraged to train to the fullest extent possible. If you have never taught a snowboard lesson, this exam
is not for you.

The assessment at the Level I Certification Course is based on your familiarity and understanding of the
information outlined here and detailed in the AASI Manual. We will provide you with more information
about these topics as part of the educational process during the Level I Course.

This guide describes what AASI expects of a Level I Exam candidate, as well as what you can expect
from the Level I Certification Course. Be assured, before reading further, that this guide is not the source
for information about teaching snowboarding. The AASI manual and, more importantly, experience train-
ing and/or teaching provide the information necessary to attain certification. This guide is an outline of
what you should expect, what the standards are, and what you can do to prepare for them.

The Level I exam course will be your introduction to AASI and will be very informational and will provide a
great forum to ask questions. The Level I experience should be looked at like a college class; you get out
of it what you put in. If you choose to stay quiet and not participate, chances are you may not get what you
want out of it, therefore, we encourage you to participate as much as possible and be yourself.

Should you have any questions about the certification process throughout your training, seek guidance
from trainers at your mountain, or ask questions on the AASI Member forum at www.aasi.org. There
should also be resources at your schools library, and from your peers at the mountain.

Should you choose to obtain a copy of the AASI Snowboard Manual or other reading materials, you can
order a copy from the divisional office at: PSIA-E/AASI, 1-A Lincoln Ave., Albany, NY 12205-4900, Phone
- 518-452-6095. The AASI Manual contains the information you will need to prepare for your Level I Certi-
fication Course.

Revised – September 2006 3

 AASI-E Level I Exam Guide

The Level I Experience

Training: Getting Started
Please use this guide to help you with Level I training. You, and you alone, are responsible for coordinat-
ing your training for this course. Ask your area trainers, supervisors and managers to assist you in prepar-
ing for your Level I Course. Follow this guide and participate in clinics at your area to gain an
understanding of, and experience with, the AASI concepts. It is not your trainer’s responsibility to hound
you to train or to study. The sole responsibility for preparing yourself for an exam clinic is yours. Please
understand: it is necessary to develop your understanding in all three categories you will be evaluated on,
if you are a hot rider, but can’t explain movements to a beginner, you have not prepared yourself for this
exam. If you have read the AASI Manual, but have never taught a snowboard lesson, you have not pre-
pared yourself for this exam.

Level I Certification requires candidates to demonstrate knowledge and application of the concepts found
in the AASI manual. These concepts are simple, but require experience using them to develop under-
standing. This experience comes best from combining riding, teaching, and training. Training comes in
many forms: reading the manual, participating in discussions, clinics, teaching students, video analysis.
Training and training programs are often under utilized. Sometimes instructors believe they have gone
through the training required at their hiring, and that that is enough. Although most times that is a good
start, each time that instructor is presented with a difficulty on the hill- they are presented with an option:
Either continue doing the same thing over and over which may work, or which many not, or continue their
training so when they encounter the situation again, they will have the tools necessary to change what
they are doing and try something that may work better for the guest.

Communication and Commitment are the keys to getting started with an effective training plan. Talk to
a “mentor” instructor, supervisor, director or manager about starting a training program. Use the sample-
training plan in this manual as a guide, making sure to cater it to your specific needs. Communicate with
your mentor or trainer and assess your current level of experience and performance. This assessment will
be your starting point.

Take Matters into Your Own Hands. When teaching, take all different ages and experience types. If you
enjoy teaching adults, take children. If you have dialed in your beginner lesson, take someone who is
there for their second visit and teach them. The wider the variety of people you teach, the more back-
ground you will have. Be open to different learning situations and new challenges. Use a copy of the as-
sessment form in this guide and record your performance on videotape (riding and teaching). Then with
your trainer, assess your performance and decipher what you need to work on next.

Also, ask others who have taken the Level I exam about their experiences. Some may have had banner
experiences and they can inform you on how they trained and possibly achieve a merit pass. Others may
be able to tell you how they did not prepare to the extent necessary and how they could have done better.
These first hand accounts will help you understand both aspects of the process. It will also give you a
more personal perspective on the process and will help you prepare mentally.

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 AASI-E Level I Exam Guide

The Level I Experience continued

Make Training a Regular Part of your Riding Experiences

Start a regular training cycle. Meet with your trainer, mentor or peers on a regular basis to discuss new
concepts and ideas. Provide time to work with these ideas while you ride and teach. Remember to dis-
cuss the concepts again after you have worked with them, this is an important and often forgotten part of
training. When discussing concepts, use a variety of approaches (i.e. riding, talking over beverages, clinic
format, locker room discussions, etc.) to really feel out the concept for yourself. Too often, we as instruc-
tors, feel that training must happen in the form of a clinic group.

Occasionally have special training, like video, running gates or a pipe session. Video is a great tool for re-
cording your development in the training process. Record teaching programs and presentations, not just
riding. Special training can also be completely separate from the resort and snow. For example, much can
be learned by inviting some experienced instructors to a training dinner. The motivational aspects of spe-
cial training are as important as the informational aspects; be creative with special training sessions.

Work in teams. It is much easier to maintain your training schedule if you have the support of a team. We
often refer to the Level I as an “experience.” Working with a training team can heighten the process of
training and achieving Level I. Creating this team will take some effort on your part. Recruit like-minded
others to join you in your pursuit of Level I Certification.

Set realistic goals; do not rush it. A rushed training program can do more harm than good. Remember that
experience and understanding are all that count in the end so filling your head with a bunch of snowboard-
ing terms is not as useful as understanding the meaning of a few of those terms. Ask your trainer to help
set a target date for the Level I. You may want to check the AASI Course Schedule for Level I Courses at
an area and time you can attend.

If your schedule is tight, replace quantity with quality. The quality of training is generally more important
than the quantity. Just as our clients do not need us to ride with them constantly; we do not need to be
constantly in a “training session.” Take regular input from experienced instructors in a quality session and
work with the concepts as you ride and teach. In this way you will get the most out of the training hours
you have available.

Training- Sample Level I Training Plan

This sample-training plan is for an outline of actions you may what to take to prepare yourself for this
exam. Ideally, training and development is a year-round effort. Summer months are a great time to at-
tain or maintain a high fitness level, search for and read written materials, correspond with like-minded
others, check out the AASI member forum, and generally not allow snowboarding to become totally re-
moved from the brain. Another suggestion is to read other supplemental materials that will keep your
mind racing about all the latest happenings and gear.

Early December: Set up a short meeting with trainer/supervisor, with the intention of discussing per-
sonal and professional development. Then review records of accomplishments of last season, time
commitment/restrictions, strengths, weaknesses, goals, etc. Whether you are part-time or full time,
plan on teaching one week at Christmas, and as many weekends and holidays as you can. If you work
at a mountain that is open at night, plan on riding a few nights a week.

Revised – September 2006 5

 AASI-E Level I Exam Guide

The Level I Experience continued

Mid December: Have a friend at the school videotape your riding and teaching. Your review of the tape
with your trainer is clutch, because your trainer is able to point out things you can improve on, and
tricks that will make your job easier. Your trainer’s review of your riding is important to demonstrate
things you need to work on, and how those aspects of your riding relate to AASI Standards.

A sample training plan could be very similar to this:

• Once a week meeting with trainer to check in with progress.
• Once a week schedule to take a clinic from a trainer to improve your teaching, technical, or per-
sonal riding.
• Before signing up for your Level I exam, make sure you lead three clinics with new instructors,
mentored by a trainer. Have the trainer provide you with feedback on how you did.
• Before signing up for your Level I exam, have a trainer or another instructor who has a higher
certification level than you, mentor you in an actual lesson. Have the instructor provide you with
feedback on how you did.
• In free time, or time between lessons, answer questions provided in this guide, old exam ques-
tions, questions out of the Level II study guide, or any other materials you can put your hands
on. The more you know, the better off you will be.

End of December through Early January: Enjoy the extra work you can get during this time, and use
it as an opportunity to teach groups you are not used to teaching.

End of January: Have a short meeting with your mentor to discuss how you are doing. Take the
time to discuss feedback you received from a variety of people and decide what your training should
focus on now. Make sure you take into account all factors during this time with your trainer.

Beginning of February: Have a repeat sit down with your trainer. Since everything changes day to
day, make sure you are still on the right track and you are working toward things you both think you
should be focusing on.

End of February: Do it again! Have that same meeting with your trainer, however, make sure in the in-
terim you have taken a movement analysis clinic.

Before Level I Exam: Lay out all of your gear, making sure you pack for sunshine, rain, blizzards, and
below-zero weather. If you tend to be hard on your gear, bring back ups in case your bindings break,
board cracks, or any other emergency. Make all your travel plans and arrive at your location in time to
get good nights sleep.

Level I Exam: Relax and enjoy 2 days of sharing information with peers. Show them what you have
learned and what your experience has taught you. Be prepared to teach, team-teach, ride on terrain
that challenges your skills, and generally keep an open mind. Always remember that this is an assess-
ment, so represent your trainers and your mountain the best way you can.

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 AASI-E Level I Exam Guide

The Level I Experience continued

Application Process- Preparation and Scheduling

Choosing a Level I Course
Your supervisor or trainer can help you locate the AASI schedule of events. They should have a poster of
events in your school, but if not you can view it on the AASI website. The schedule is designed to bring
Level I Courses as close to your resort as possible. This does not mean, however, that you need to take a
course at your home resort. Taking a course at another resort is often a great experience. Part of the
Level I experience is meeting and interacting with instructors from other resorts. This interaction with other
instructors is one of the many benefits of AASI. Snowboarding is changing, developing every day and of-
ten what is being developed in Maine has a different spin than what is being developed in Pennsylvania.
Plan ahead; if possible, visit another resort for your Level I Certification Course.

When choosing an exam location, ask others at your mountain to see if anyone else is planning to attend.
This could help you save in travel and lodging costs, as well as having moral support around. Don’t expect
to be in the same group with others from your mountain. Often, the education staff members at the event
try to break up people from the same mountain.

Course deadline
The three-week deadline means that applications must be received in the office no later than 3 weeks
before an event, and is a necessity for many reasons involving staffing, lodging, administrative and fi-
nancial considerations. It is also a consideration for you to plan ahead, pack accordingly, and schedule
lodging for yourself.

Event application forms can be obtained on our website at www.psia-e.org, by calling the office to receive
a fax, often at your snowsports, and in any edition of our SnowPro Magazine. Think about sending your
application in way ahead of time; apply for the course at least 4 weeks before the event. This will allow the
days necessary for the US Postal service to deliver your application to the office before the three-week
deadline. Faxing it eliminates this problem.

Applications received after the deadline are not guaranteed a spot in the course. Events with low sign-ups
are subject to possible cancellation. It is therefore in your best interest to submit your application well in
advance of the event deadline. Avoid the aggravation and disappointment; register early.

Remember to fill out all the required information on the application. Your director’s signature is required for
enrollment in the Level I Course. Your director’s signature attests to the fact that you have received the
appropriate amount of training, taught the required amount of hours, and are prepared to pass the Level I
Course. In a sense, the person who signs your card “co-signs” on your performance. Your performance at
the Level I Course is a direct reflection on you, your trainers, and the person who signs the application
card.

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 AASI-E Level I Exam Guide

The Level I Experience continued

Participation: Make the effort

Make the effort to participate in the Level I Certification Course. Participation involves everything from
packing the right clothing to showing up to registration on time and answering questions that are posed to
your group. The Level I experience is directly proportional to the effort you invest in the course and your
preparation. You earn your Level I by training and experience. The Level I Course is an opportunity to
demonstrate what you know and learn more in the process. Do not miss the learning that takes place at
the Level I, we call it an “experience” for a reason. Participation is an essential part of the design of the
event, keep in mind that this is a learning experience, as well as an assessment of your teaching, riding,
and technical knowledge. Should you ask questions expressing lack of the basic understanding neces-
sary to demonstrate to the Education staff member that your knowledge and skills are at that standard of
this course, it will be taken into consideration at the final evaluation of your performance.

Equipment
There is no “best board type” or “best system” to ride at the Level I Course. Avoid, if possible, bringing
brand new gear, or gear that you have not spent a great deal of time on. Bring and ride the equipment
on which you feel most comfortable. Dress like a pro with the weather in mind. Be prepared. Bring extra
parts and equipment if you tend to be rough on your gear. Remember that the weather and snow at the
course varies from mountain to mountain, day to day, and minute to minute. It is wise to keep your
equipment tuned and well maintained at all times, and your Level I exam is no exception.

Level I Exam-Key Points to Remember

- If you have prepared yourself as it details in this guide, you have nothing to worry about.
Remember that snowbaording is fun, and have a great time.

- Helping others in your group and working together demonstrates what an effective team player
and teacher you can be. The Ed staff member leading the group will see that.

- This is a test, it is only a test. The exam clinic is not about getting the pin, it is an acknowledge-
ment of the skills and knowledge you have worked so hard to obtain.

- The Ed staff member who will be leading the group has gone through the same exam you are
going to be going through at their first certification clinic. They understand the anxiety you may
be feeling. They are there to be your ally, your friend, and help you do your best.

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 AASI-E Level I Exam Guide

The Level I Experience continued

Assessment Form
Read and review the Assessment form through the year and subsequently throughout your training
program. Because all these categories will be scored, it is a great cheat sheet to check your training
against. For example, if you review the assessment form, and see that the CAP Model is on there, but
you don’t know what it is, it will be important for you to learn this information prior to your event clinic.

Assessment Criteria
The assessment form breaks down each main category; riding, teaching, and professional knowledge,
into eight elements. These elements are listed here and briefly described. Use these descriptions as a
training tool to assess your own performance and compare your thoughts with what your trainers ob-
serve in your performance.

Observed Performance Lettering Scale

The assessment form uses a lettering scale (A-F) to represent observed performance. There are eight
elements in each of the three main categories of riding, teaching methodology, and professional knowl-
edge. Each element is assigned a letter to reflect the level to which that element was observed
throughout the day. The letters are not a score. “X” is used for elements that do not apply.
A: This element appears continuously, at a superior level.
B: This element appears frequently, above required level.
C: This element appears regularly at a satisfactory level.
D: This element appears, but not with the necessary consistency.
E: This element is beginning to appear.
F: This element was not observed or is not present.
X. This element was not applicable

Since the purpose of the AASI assessment form is to provide feedback, Ed-Staff members may circle
“Attain” as the score for the category, yet still give a few low scores in the feedback area. If you see this
on an assessment form, consider it a message that the standard was met during the day; although
there are areas that need attention in order to remain at or above the standard.

Riding
Versatility – Adapt to changes in terrain, task, conditions and styles of riding.
Stability – Timing and subtlety of adjustments to movements and performance necessary to stay in
control.
Movement: Rotation – Effectiveness of rotational movements of various joints.
Movement: Flexion/Extension – Effectiveness of flexing/extending movements of various joints.
Performance: Tilt – Refers to use and precision of snowboard edge angle.
Performance: Pivot – Refers to use and precision of snowboard rotation.
Performance: Twist – Refers to use and precision of torsional flex.
Performance: Pressure distribution – Refers to distribution and use of pressure between the board
and the snow.

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 AASI-E Level I Exam Guide

The Level I Experience continued

Teaching Methodology
Professionalism – Look like, act like, be a pro.
Group Safety – Risk management as it applies to the candidate, group and other guests.
Creates positive learning environment – Stress free, non-judgmental and respectful of others’ feel-
ings.
Communicates ideas and concepts – Includes both verbal and non-verbal communication.
Presents ideas in a logical sequence – Applies to a logical order of lesson content for the intended
audience.
Organizes group; keeps group on task – Refers to ways of organizing the group to provide variety,
clarity and choice when learning; focusing activities to the task.
Demonstrates different forms of feedback – Includes both verbal and non-verbal communication.
Pace; talk vs. action – Appropriate balance of talking and riding based on the makeup of the group
or lesson; makes learning enjoyable.

Pro Knowledge
Movement Concepts – Relate body movements to snowboarding.
Performance Concepts – Relate snowboard performance to snowboarding.
Cause and effect relationships – Relate snowboard performance to movement. Relate movement to
snowboard performance.
Movement Analysis – This refers to the process of watching a rider, describing some of the ob-
served movements and understanding the relevance and effects of those movements.
Teaching and Learning Concepts – Refers to the knowledge of current educational theory.
The CAP model – Refers to the use of this educational model describing cognitive, affective and
physical issues of human development to make lesson content more appropriate to different stu-
dents. Note: Refer to the ATS Children’s Manual for information about the CAP Model.
Lesson content – Refers to the relevance, effectiveness and correctness of information used to
teach snowboarding.
Equipment – Refers to knowledge of past and present snowboard equipment technology and its in-
fluence and application to teaching, learning and riding.

Scoring of Criteria
The AASI Ed Staff Member conducting your exam will fill out the assessment form and give you a copy
at the end of the event. Each element will be evaluated using the following scale. No score, ‘N/A ‘ or
‘Maintain ‘ may indicate elements not specifically observed. The course conductor, not the candidate, is
responsible for elements not specifically addressed in the course. For example, when there is a light-
ning storm and half the course is held inside, not every element may be checked off on the assessment
form.
Maintain - This element may appear, but not with the necessary consistency.
Attain - This element appears regularly at a satisfactory level.

Special Notes:
The course conductor determines the specifics of what happens during a Level I Course. The needs of
the group are the primary concern. Remember that the assessment form is a training and feedback
tool, not an outline of how the Level I Course will be conducted. You are being assessed constantly
during the Level I Course. For example, the equipment and clothing you choose are a small part of the
professionalism and equipment scores, although you may never be questioned on the choices you
have made. If everyone in your group has modern equipment and has an understanding of how to use
it, the course conductor will not need a dissertation on the subject in order to fill out the assessment
form. The course happens on the hill; the assessment form is filled as a review of your overall perform-
ance.

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 AASI-E Level I Exam Guide

The Level I Experience continued

Course Outcomes
The Assessment Form indicates several possible outcomes for the Level I Course.

Maintain Registered Status (circled as Maintain R) – Candidates who have more than one element in
a category that need improvement before reaching the Level I standard may maintain Registered status
with the AASI. Registered members receive written materials from the association and may participate
in events.

Attain Level I (circled as Attain 1) – Candidates who demonstrate the Level I standard attain Level I
Certification. On the assessment form, candidates must have no more than one element needing im-
provement in order to pass each category. Candidates must pass all three categories in order to pass
the course.

After Your Level I Exam

The Level I is not the end, merely the beginning of your career in snowboarding. Use what you learn at
the Level I to prepare you for continued development. Please don’t rush your development. There is no
hurry to get Level II Certification. Relax and Celebrate your accomplishment. Go back to your home re-
sort and teach a few hundred lessons. After all, teaching is what we do best.

“The years teach us much the days never knew”- Ralph Waldo Emerson

There are many things to do after Level I:

Write down a few thoughts that occurred to you during the Level I Course. Years from now you will be
amazed at what you wrote about your Level I.
Begin to collect and/or read books from the Further Reading chapter of the AASI manual.
Visit snowboard schools at different resorts and ride with other AASI pros.
Share what you learned at the Level I Course with other instructors at your home area.
Participate in discussions in the PSIA/AASI Member forum, via www.aasi.org
Regularly visit and interact on the divisional homepage, www.psia-e.org
Read and/or write articles for our divisional newsletter, the “Snow Pro”.
Encourage and recruit others to snowboard and teach snowboarding.
Participate in other educational courses offered by AASI, specifically Level 100 and 200 courses.
Use what you have learned to help make snowboarding easier for everyone!

Revised – September 2006 11

 AASI ASSESSMENT FORM Teaching Methodology Score: Maintain Level Attain Level

Resort exam given Teaching Methodology Feedback

Day: (circle) One Two Three Professionalism ............................................ X A B C D E F

Group safety ................................................. X A B C D E F
Date:
Create positive learning environment .......... X A B C D E F
Candidate Name # Communicates ideas and concepts ............. X A B C D E F
Exam level 1 2 3 RR Presents ideas in a logical sequence ........... X A B C D E F
Assessment by Signature Organizes group: keeps group on task ........ X A B C D E F
Demonstrates Varied Feedback..................... X A B C D E F
Pace: talk vs. action ..................................... X A B C D E F
Overall Course Outcome: (circle below) Written Score:
Maintain Level R 1 2 3 (Circle if applicable)
Teaching Comments (optional):
Attain Level 1 2 3 Riding Retake
Written Retake

This assessment form is for members and the education staff to assess performance against
the written national standards. Use an X for elements that do not apply. Score proficiency in
each element using the following scale.
Riding Score: Maintain Level Attain Level
A: This element appears continuously, at a superior level.
B: This element appears frequently, above required level. Riding Feedback
C: This element appears regularly at a satisfactory level.
D: This element appears, but not with the necessary consistency. Versatility ...................................................... X A B C D E F
E: This element is beginning to appear. Stability (balance) ......................................... X A B C D E F
F: This element was not observed or is not present. Movement: Rotation ..................................... X A B C D E F
X: This element was not applicable
Movement: Flexion/Extension ...................... X A B C D E F
Performance: Tilt .......................................... X A B C D E F
Pro knowledge score: Maintain Level Attain Level
Performance: Pivot ....................................... X A B C D E F
Pro Knowledge Feedback Performance: Twist ...................................... X A B C D E F
Movement Concepts .................................... X A B C D E F Performance: Pressure distribution .............. X A B C D E F
Performance Concepts ................................ X A B C D E F
Cause and effect relationships ..................... X A B C D E F Riding Comments (optional):
Movement Analysis ...................................... X A B C D E F
Teaching and Learning concepts ................. X A B C D E F
CAP Model ................................................... X A B C D E F
Lesson content ............................................. X A B C D E F
Equipment Knowledge .................................. X A B C D E F Additional Comments (optional):

Pro Knowledge Comments (optional):

_____________________________________________________________

American Association of Snowboard Instructors - 1-A Lincoln Avenue, Albany, NY 12205

Rev. 09/2006
 AASI-E Level I Exam Guide

AASI Level I Certification Standards

AASI Standards are based on knowledge and application of information gained from the AASI manual,
books from the “Further Reading” section, and more importantly, riding and experience teaching snow-
boarding. The depth of understanding required for Level I Certification is described in the brief state-
ment below. The breadth of understanding and riding proficiency is represented by percentages on the
Y-Model. Should you like to see the entire Y model and its components, please see the AASI Manual.

Level I Certified Members:

Perform and demonstrate comprehension of AASI concepts. Explain, illustrate, describe and expand
on, using his/her own words. Grasp meaning and intent, measure, interpret and summarize.

All Mountain Riding

180°s Switch Carving Expected Proficiency

50%

Dynamic Turn

Expected Proficiency
90%

Basic Turn

New Rider

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 AASI-E Level I Exam Guide

Level I Course Format

The Level I Certification is generally a two-day course. There are also three-day night exams available.
The group works with the same Education Staff Member for the entirety of the exam. During the course,
the Education Staff member will evaluate candidates on riding, teaching methodology and professional
knowledge.

Registration begins promptly at 8:00 AM on Day 1 of the event. Please be on time.

Approximate Schedule of Event - subject to conditions and situation

Day 1 8:00-8:30 AM Course Registration
8:30-8:45 AM Introductions of Ed Staff and Announcements
8:45-9:00 AM Meet in groups with Ed-Staff
9:00-12:30 PM On-Hill Morning Assessment
12:30-1:30 PM Lunch
1:30-3:30 PM On Hill Afternoon Assessment
3:30-4:00 PM Close of the Day, Instructions for Day 2

Day 2 8:00-8:45 AM Sign in for second day

9:00-12:30 PM On-Hill Morning Assessment
12:30-1:00 PM Lunch (flexible)
1:00-3:00 PM On-Hill Afternoon Assessment
3:00-4:00 PM Assessment time complete, Ed Staff member will leave to complete
evaluations and any necessary paperwork. Candidates are free to ride
and do what they choose.
After 4:00 PM Awards Ceremony, Presentation of Outcomes. Candidates will pick
certificate and paperwork. Fill out and return event evaluation.

Riding assessment is based on overall observed on-hill performance. Level I candidates are expected to
demonstrate a basic, well-rounded riding ability. Level I candidates can expect to be challenged during the
course and are encouraged to try new things.

Teaching methodology assessment is based on observed group discussion and interaction, plus any
assigned or optional teaching segments. Level I candidates are expected to interact with their peers as
professionals and promote positive learning environments while sharing information relative to beginner
and novice snowboarding.

Professional knowledge assessment is based on observed instructor behavior, discussions, interac-

tion with the group, and questions asked on an individual basis. Level I candidates are expected to
show awareness and general understanding of the concepts in the AASI manual in order to earn a
passing score.

After the awards ceremony, feel free to talk to your conductor about how you did at the event, and what
you can do better in the future. They are there to answer any questions you may have and to help you
prepare to attain the next level.

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 AASI-E Level I Exam Guide

American Snowsports Education Foundation (ASEA)

AASI was created by PSIA, both of which now operate under the umbrella of the American Snowsports
Education Association. As an AASI certified instructor, you are part of the ASEA team. Just as skiers and
snowboarders share the same riding environment on the hill, ski and snowboard instructors share the
same working environment within resort operations, and your divisional staff do their best to represent all
disciplines of snowsports education. In order to be a functional team player, it is important to understand
the ASEA organization.

• Under the ASEA umbrella, PSIA and AASI combined have over 28,000 members.
• ASEA has nine geographic divisions: Alaska, Central, Eastern, Intermountain, Northern Inter-
mountain, Rocky Mountain, Northern Rocky Mountain, Northwest, and Western.
• PSIA was formed in 1961.
• AASI was established in 1997.
• In 2004 the corporate name was changed to “American Snowsports Education Association”
(ASEA) to convey a more realistic picture of the organization and to show it’s intent to embrace
instructors of all snowsports.

ASEA’s purpose is to:

• Meet the educational needs of the membership.
• Provide educational leadership.
• Develop and make educational materials available to its members, the industry and public.

ASEA’s goals are to:

• Serve the membership.
• Recruit new members.
• Make its programs:
o As safe as possible.
o Fun for the guest.
o Centered on learning.
• Serve the resorts where members work.
• Serve the snow sports industries.

ASEA Seeks To:

• Promote snow sports instruction.
• Promote recognition of instructors as valued members of their industries.
• Enhance opportunities for self-improvement and professional development.

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 AASI-E Level I Exam Guide

Possible Riding Tasks

The focus of a Level I Exam is on what is actually required of instructors when teaching, what we do to
show students what we have explained, or our ability to show movements and snowboard performances.
Since snowboarding embraces a diversity of riding styles, be more concerned with your ability to show
movements, movement patterns and performance than any “final form” of a specific task. The riding score
will be a function of your ability to change, or to adapt, your riding style to the conditions.

Knowledge of different movement options is required for Level I. You may be asked to ride any or all of
the listed tasks, once or several times during the course. Often we will ride the same task using different
movement options. The possible riding tasks provided here include a combination of free-riding and
teaching demonstrations. Most tasks are listed with multiple movement and performance options.

Learning to ride these tasks is both fun and easy. Information, definitions, and descriptions of tasks and
terms are in the AASI manual. Anyone can help you with your training, including your students, as we use
these tasks when we teach. Since our objective is to show movement and performance, ask someone to
describe what they see. If you are showing a movement, anyone should be able to see it, regardless of
their knowledge of snowboarding. Ride these tasks in all types of conditions; few Level I Courses happen
in ideal conditions. At your Level I Course, both you and the Education Staff Member who is your group
leader are responsible for your safety. Education Staff Members are trained to consider the safety of the
group when choosing riding tasks. Do not attempt maneuvers that are beyond your comfort level. Please
come to the course prepared to ride the following tasks:

Heel and toe edge slips

Slip down the fall line:
- With equal weight on both feet. Do not rotate. Twist the snowboard to keep it across the fall line.
- With equal weight on both feet. Do not twist the snowboard. Rotate the board to keep it across the fall
line.
- Do not twist or rotate. Use pressure distribution to keep the snowboard across the fall line.
- Ride over undulating terrain such as mild bumps or rollers. Use any combination of the above, as neces-
sary, to keep the upper body traveling directly down the fall line.

Linked Traverses & Garlands

Ride as a falling leaf using one of the following as the primary method of changing direction.
- Twist the snowboard
- Pressure distribution along the length of the board
- Rotate the snowboard

Basic Turns
Make turns that are fluid, rhythmical, and symmetrical at a prescribed speed. Ride turns with emphasis on
different movements and the use of combinations of board performances.
- Twist the snowboard to enter turns and rotate through the remainder of the turn.
- Tilt the board to enter, then rotate.
- Twist and then press.
- Tilt then press.
Experiment with the other 12 combinations of the board performances and find the ones that work best,
as well as the ones that are not as effective (i.e. rotate board to enter and then twist to finish).

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 AASI-E Level I Exam Guide

Possible Riding Tasks continued

Dynamic turns
Make turns that are fluid, rhythmical, and symmetrical at the prescribed speed. Allow the snowboard to
travel away from and back toward your center of mass. Dynamic turns show body movements. The path
of the rider should be different from the path of the snowboard. Use movement to transmit energy to and
through the snowboard. Use similar combinations of movement and performance, as with basic turns, for
example, twist then press, etc.

Carving: Dynamic and Basic

Carved turns happen when the edge of the board slices the snow with minimal slippage. “Full lay out”
carves are not required but an elementary control of speed through turn shape is. Practice these turns in
both basic and dynamic forms.

Skidded turns: Dynamic and Basic

Skidded turns are where the edge of the board travels laterally as well as along its length. Practice both
basic and dynamic skidded turns on all intermediate terrain and conditions. Vary the degree of skid in dif-
ferent turns, for example, ride sets of turns which leave a track of different widths.

Switch and Fakie

Basic switch maneuvers could include garlands, basic turns, straight runs, and j-turns. It is advisable to
practice riding “backwards.” Performance level when riding switch reflects the skill of the rider and is in-
fluenced greatly by board and stance choices. Do not alter your board and stance preferences to perform
this task. Ride the equipment and stance you enjoy.

180°s
This maneuver is used in a traverse, or straight run. At low speed, jump and rotate the board through
180°; practice these until you are comfortable performing them. There are many 180° options, including
but not limited to flat board spins, nose rolls, tail rolls, and various airs. Creativity is encouraged.

Air
Specific maneuvers are not required, but may be experienced in the teaching or riding portions of the
course. Be prepared to attempt to remove your snowboard from the surface of the snow.

Basic freestyle maneuvers

The Level I Course does not have a “freestyle” focus, however, you may ride basic freestyle maneuvers in
the teaching and riding portions of the course. Ollies, nollies, nose rolls, flat board spins and basic grabs
are great exercises for low level snowboard lessons and a necessary part of an instructor’s “bag of tricks.”
Practice basic freestyle maneuvers on flat terrain before coming to the Level I Course.

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AMERICAN ASSOCIATION OF SNOWBOARD INSTRUCTORS
EASTERN DIVISION
1-A Lincoln Avenue
Albany, NY 12205-4900
(518) 452-6095
www.psia-e.org