AASI Certified Level I
Snowboard
Assessment Form
Candidate:
Date:
Location:
Region:
Assessors:
Level I
Meets Standards
Does Not Meet Standards
Assessment Scale for Certified Level I:
1
Essential elements were not observed or not present.

2
Essential elements are beginning to appear.

3
Essential elements appear, but not with consistency.

4
Essential elements appear regularly at a satisfactory level.

5
Essential elements appear frequently, above required level.

6
Essential elements appear continuously, at a superior level.
Assessment Criteria
Instructor Decisions & Behavior
Attained
Did Not Attain
Professionalism and Self-Management: Maintains a professional environment by demonstrating self-awareness and self-management. (Continual Assessment)
Needs/Safety
Address group and individual safety and physiological needs.
Behavior Management
Exhibits positive behavior in response to feedback.
Section Average: Must be 4 or above to meet Learning Outcome
People Skills
Attained
Did Not Attain
Communication: Engages in meaningful verbal and non-verbal communication with the group as a whole. (Assessed when Teaching)
Communication
Use verbal and non-verbal communication in a professional manner.
Active Listening
Ask questions to learn about others.
Actionable Feedback
Deliver actionable feedback.
Section Average: Must be 4 or above to meet Learning Outcome
Relationships with Others: Identifies likely motivations and emotions of individuals and understands group dynamics. (Assessed when Teaching)
Interaction
Initiate group interaction to build group dynamics.
Motivations/Emotions
Identify the motivations and emotions of students.
Section Average: Must be 4 or above to meet Learning Outcome
Movement Analysis
Attained
Did Not Attain
Articulates an accurate cause-and-effect relationship between body and board performance within any single snowboarding fundamental in a specific phase of a turn/ATML - taking equipment choices and stance setup into consideration - to offer a relevant prescription for change.
Describe Performance
Accurately describe board performances and body movements in at least one snowboarding fundamental during one phase of a turn/ATML.
Equipment
Observe and describe how equipment choices and stance setup affect performance and safety.
Cause and Effect
Accurately describe a cause-and-effect relationship in one phase of a turn/ATML, relative to any snowboarding fundamental.
Evaluate
Evaluate the described performance and compare it to more efficient performance.
Prescription
Prescribe a specific change in one relevant snowboarding fundamental to affect the desired outcome.
Section Average: Must be 4 or above to meet Learning Outcome
Technical Understanding
Attained
Did Not Attain
Uses current PSIA-AASI resources to identify and describe elements of a personal or observed performance, applying the snowboarding fundamentals and considering tactics and equipment choices.
Describe Performance
Accurately identify and describe personal performance, referencing at least one snowboarding fundamental during one phase of a turn/ATML.
Understanding of Ideal
Describe desired performance, referencing at least one snowboarding fundamental.
Change Performance
Convey understanding by changing personal performance based on comparison and feedback of one snowboarding fundamental at a time.
Utilizes Resources
Use Level I-specific information from current PSIA resources relative to the desired outcome.
Section Average: Must be 4 or above to meet Learning Outcome
Teaching Skills
Attained
Did Not Attain
Assess & Plan: Plans learning outcomes and organizes progressive learning experiences relevant to beginner/novice students.
Assess
Identify student motivations, performance, and understanding.
Collaborate
Select basic progression with clear direction and focus.
Plan Lesson
Plan lessons that involve productive use of movement, practice time, and terrain.
Section Average: Must be 4 or above to meet Learning Outcome
Implement: Facilitates learning experiences that guide students toward the agreed-upon outcome and engages them in the process.
Pacing
Pace a clear progression to allow students appropriate time to explore and/or play toward desired outcomes.
Organize
Organize the learning environment to align with the initial assessment of the group.
Descriptions, Demonstrations, Feedback
Give the group relevant information that encourages learning.
Physical Risk
Limit physical risk.
Emotional Risk
Manage levels to maintain engagement in the learning environment.
Section Average: Must be 4 or above to meet Learning Outcome
Reflect/Review: Communicates performance changes that target the learning outcome to help students identify that a change has been made.
Describe Change
Communicate changes in performance.
Relate Change
Relate changes in performance to lesson outcomes.
Section Average: Must be 4 or above to meet Learning Outcome
Riding Performance
Attained
Did Not Attain
Utilizes the snowboarding fundamentals to demonstrate specific outcomes.
Integrate Fundamentals
Integrate at least two of the snowboarding fundamentals to achieve desired outcomes.
Individual Fundamentals
Highlight body movements and board performances of individual snowboarding fundamentals.
Versatility
Be versatile, by varying one element of TID (timing, intensity, and duration) to affect desired outcomes.
Speed & Tactics
Adjust speed by altering tactical choices.
Section Average: Must be 4 or above to meet Learning Outcome
Assessment Activities (click to select):
X
50-50
Bumps/Off Piste
C-Turns
Carved Turns
Flat Spins
Garlands
J-Turns
Ollies/Nollies
Side Slips
Skating
Skidded Turns
Straight Air
Switch Turns
Transition Feature
Traverses
Highlighted Fundamentals (click to select):
X
Control the relationship of the center of mass to the base of support to direct pressure along the length of the board
Control the relationship of the center of mass to the base of support to direct pressure across the width of the board
Control the magnitude of pressure created through the board/surface interaction
Control the board's pivot through flexion/extension and rotation of the body
Control the board's tilt through a combination of inclination and angulation
Control torsional flex of the board using flexion/extension and rotation of the body
This assessment form was last updated on February 4, 2022.