Qualitative analysis of the final form exams of the skill awards program from Alpine Canada / Kimberley A. Kubeck

In 1987, Alpine Canada introduced a skill development program
\nfor skiers aged 7 to 15 years of age who were enrolled in one of
\nCanada's entry level racing programs. One of the objectives of
\nthe program is to raise the skiing skill level of Canadian
\nyoungsters. The program includes eight levels of skiing
\nproficiency. Progression through each of the levels is based on
\nthe performance of a final form exam which is the culmination of
\nall the basic skill drills at that level. An investigation was
\nconducted in order to develop a theoretical model of a giant
\nslalom ski turn as the framework for the subsequent qualitative
\nanalysis of the skills in the eight final form exams.
\nUsing standardized video procedures, data was collected at
\nsix different testing sites. Sixty-two performances were selected
\nfor qualitative analysis in order to determine; (a) the
\nexistence of critical features, and (b) the description of
\ncritical features at each of the eight skill levels. The data was
\nsubsequently processed using a variety of descriptive techniques.
\nThe data analysis resulted in the identification of 14
\nfeatures which were used to anticipate the manifestation of
\ncritical features, five features which acted as links between the
\nphases of the turn, and eight critical features which were
\nfundamental to the efficiency of the turn. Balance constraints
\nappeared to take precedence over aerodynamic considerations for
\nthe skiers at all eight skill award levels. Although the mastery
\nrequirements of the critical features increased from Level 1 to
\nLevel 8, individual critical features were not equally weighted
\nby all skiers. Variability between performances was attributed to
\nthe different ways in which the non-mastered features were
\nmanifested.
\nFuture research needs to focus on the development of
\ndeterministic models for all alpine skiing disciplines. In
\naddition, the importance of the development of observation plans
\nin order to guide and standardize both quantitative and
\nqualitative skill analyses was highlighted.

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