[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-199451-en":3,"doc-seo-199451-105":30,"detail-sidebar-cat-0-en-105":90},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":20,"is_downloadable":20,"audit_status":20,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":14,"update_tm":28,"read_time":29},199451,1099523882367,"Jordan Avery","https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc",4,"Exam","OET Clinic Evaluation Guidelines Dec 2016 v1","OET clinic evaluation guidelines for senior-level ski and toboggan training outline the candidate’s responsibilities across lesson planning, group-aware instruction, safe skill development, and performance assessment. The document specifies teaching skills such as ADAPT, PSIA riding fundamentals, and a feedback model emphasizing immediacy, focus, and PISE (Positive, Improvement, Specific, Evaluation). It also defines patroller skiing/riding, patroller transition and snow management objectives, and toboggan handling goals for unloaded and loaded scenarios, including monitoring and emergency control.","Overall Objectives: Candidate is expected to cover major components related to Senior level ski and toboggan training; this includes the following critical performance objectives:  \n• Understand objectives and concerns of the group  \n• Develop and implement an appropriate lesson plan and progression based upon the skill/ability of the group  \n• Demonstrate proper communication including PSIA terminology while teaching, scoring and listening  \n• Assess candidate’s performance and provide appropriate tasks and feedback to promote improvement in a safe environment  \n• Demonstrate appropriate skiing/riding and toboggan skills for participants  \n• Score each participant with respect to the senior OET exam  \nTeaching Skills  \n• ADAPT  \n􀂃 Assess – observe and identify what strengths and development areas the patroller has. Score appropriately.  \n􀂃 Develop-craft a lesson for ‘ONE’ development area that will do the MOST GOOD!  \n􀂃 Assign Tasks – think of an activity or drill that can help and builds off any prior drills/activities (progression) and includes components of kinesthetic, visual & verbal learning  \n􀂃 Practice – give the patroller ample time to practice (eg, multiple runs, varying and appropriate terrain)  \n􀂃 Test (Feedback)– assess progress and repeat ADAPT as necessary with new drills/activities  \n• PSIA Riding Fundamentals  \n􀂃 Control the relationship of the Center of Mass to the base of support to direct pressure along the length of the skis.  \n􀂃 Regulate the magnitude of pressure created through ski/snow interaction.  \n􀂃 Control pressure from ski to ski and direct pressure toward the outside ski.  \n􀂃 Control edge angles through a combination of inclination and angulation.  \n􀂃 Control the skis rotation (turning, pivoting, steering) with leg rotation, separate from the upper body.  \n• Feedback Model  \n􀂃 Feedback needs to be (1) immediate, (2) focused on one thing, and (3) PISE = Positive, Improvement, Specific, Evaluation  \n􀂃 Good teaching habits (eg, clear face, stand below group, talk clearly, safe location)  \n􀂃 Avoid using: “I want to see you do…”, or “I didn’t like when you…”  \n􀂃 Focus on: “Did you notice how you did…”, or “How did it feel when…”(and give a drill/activity to address the most critical area to make improvement)  \nPatroller Skills Objectives  \n• Snowplow: Does the patroller maintain effective movement by slipping the edge(s) without railing during terrain changes?  \n• Sideslip: Does the patroller maintain effective movement by slipping the edge(s) in either direction without traversing?  \n• Transition Maneuver:  \nSkiing: Does the patroller maintain consistent speed with braking edge(s) on the snow while changing direction and not deviating from the “fall line” corridor?  \nBoarder: Does the patroller maintain consistent speed during direction change going from one braking edge to the other while spinning the board in the “fall line” corridor?  \nToboggan Handling Skills Objectives  \n• Unloaded: Does the patroller safely and efficiently control the toboggan in the fall line to the accident site?  \n• Loaded – Front/Driving: Does the patroller safely and efficiently control the toboggan in the fall line by using appropriate skill maneuvers while monitoring the patient?  \n• Unloaded – Back/Tail-rope: Does the patroller safely and efficiently manage the tail rope, while maintaining optimal position for braking or an emergency stop by using appropriate skill maneuvers?  \nSkiing Skills Objectives  \nShort Radius Turns  \n• Maintains fall line decent  \n• Carve turns with minimal skidding and no traversing  \n• Does the candidate link turns with consistent size and shape measuring no greater than 15 feet with minimal skidding?  \n• Fluid Telemark turns with trailing foot heel lift and adequate foot separation with no parallel components. No lifting of skis off the snow.  \nMedium Radius Turns  \n• Carves turns with minimal skidding and no traversing.  \n• Link turns with consistent size and shape between 15 and 30 feet wit","cbCailpWDGW2VkrC","https://ap.wps.com/l/cbCailpWDGW2VkrC","pdf",126349,1,2,"English","en",105,"# Overall Objectives\n## Teaching Skills\n## Feedback Model\n## Patroller Skills Objectives\n## Toboggan Handling Skills Objectives\n## Skiing Skills Objectives\n## Eastern Div OET 2016","[{\"question\":\"What are the key overall objectives for a candidate in senior ski and toboggan training?\",\"answer\":\"The candidate covers major components of senior-level ski and toboggan training, including lesson planning and progression, proper communication using PSIA terminology, assessing performance safely, and scoring participants for the senior OET exam.\"},{\"question\":\"What does ADAPT require in the teaching process?\",\"answer\":\"ADAPT includes assessing and scoring strengths and development areas, developing a lesson targeting one development area, assigning progression-based tasks using kinesthetic/visual/verbal learning, providing ample practice time, and testing progress with repeat adjustments as needed.\"},{\"question\":\"How is feedback expected to be delivered during instruction?\",\"answer\":\"Feedback must be immediate, focused on one thing, and structured with PISE: Positive, Improvement, Specific, Evaluation. It also emphasizes effective teaching habits and avoiding negative phrasing like “I want to see you do…” or “I didn’t like when you…”.\"}]","OET Clinic Evaluation Guidelines Dec 2016 v1 | PDF",1788506020,5,{"code":4,"msg":31,"data":32},"ok",{"site_id":24,"language":23,"slug":33,"title":13,"keywords":34,"description":14,"schema_data":35,"social_meta":85,"head_meta":87,"extra_data":89,"updated_unix":28},"oet-clinic-evaluation-guidelines-dec-2016-v1","",{"@graph":36,"@context":84},[37,52,67],{"@type":38,"itemListElement":39},"BreadcrumbList",[40,44,47,50],{"item":41,"name":42,"@type":43,"position":20},"https://docshare.wps.com","Home","ListItem",{"item":45,"name":46,"@type":43,"position":21},"https://docshare.wps.com/document/","Document",{"item":48,"name":12,"@type":43,"position":49},"https://docshare.wps.com/document/exam/",3,{"item":51,"name":13,"@type":43,"position":11},"https://docshare.wps.com/document/oet-clinic-evaluation-guidelines-dec-2016-v1/199451/",{"url":51,"name":13,"@type":53,"author":54,"headline":13,"publisher":56,"fileFormat":59,"inLanguage":23,"description":14,"dateModified":60,"datePublished":61,"encodingFormat":59,"isAccessibleForFree":62,"interactionStatistic":63},"DigitalDocument",{"name":9,"@type":55},"Person",{"url":41,"name":57,"@type":58},"DocShare","Organization","application/pdf","2026-09-07","2026-09-04",true,{"@type":64,"interactionType":65,"userInteractionCount":20},"InteractionCounter",{"@type":66},"ViewAction",{"@type":68,"mainEntity":69},"FAQPage",[70,76,80],{"name":71,"@type":72,"acceptedAnswer":73},"What are the key overall objectives for a candidate in senior ski and toboggan training?","Question",{"text":74,"@type":75},"The candidate covers major components of senior-level ski and toboggan training, including lesson planning and progression, proper communication using PSIA terminology, assessing performance safely, and scoring participants for the senior OET exam.","Answer",{"name":77,"@type":72,"acceptedAnswer":78},"What does ADAPT require in the teaching process?",{"text":79,"@type":75},"ADAPT includes assessing and scoring strengths and development areas, developing a lesson targeting one development area, assigning progression-based tasks using kinesthetic/visual/verbal learning, providing ample practice time, and testing progress with repeat adjustments as needed.",{"name":81,"@type":72,"acceptedAnswer":82},"How is feedback expected to be delivered during instruction?",{"text":83,"@type":75},"Feedback must be immediate, focused on one thing, and structured with PISE: Positive, Improvement, Specific, Evaluation. 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