This excerpted article, written by PSIA-AASI National Team member Lyndsey Stevens, appears in the Spring 2025 issue of 32 Degrees. You can read the entire article here.

***

What qualities define the job description of a snowsports instructor? A common expectation would be technical knowledge and skill set. Of course, any teacher would be expected to have strong presentation skills. However, an instructor’s ability to use effective two-way communication with their student can improve the quality of the lesson from good to fantastic.

When an instructor uses strategic methods to actively listen, it improves their ability to build a relationship based on trust. Furthermore, active listening can empower an instructor to adapt to a student’s needs and motivations. When it comes down to it, many students take lessons simply to connect with someone in snowsports and enjoy camaraderie on the mountain.

One of many teaching tools instructors can use to help understand student motivations is the Y Model, which is represented by a brandy snifter shaped diagram and exemplifies the vast interests that students may gravitate toward within snowsports. While the Y Model can help instructors understand student motivations, active listening helps instructors understand the “why” behind those motivations. Perhaps a student wants to learn to navigate through the trees because they’re struggling to keep up with their friends. Or they may want to learn a particular freestyle trick because they identify with and are inspired by a certain professional athlete.

Listening to students and asking questions allows an instructor to customize the learning experience. Asking questions about students’ previous experience, their understanding of their own skill set, and why they’re motivated to learn can help an instructor make a lesson plan before getting on snow. Most importantly, this can allow an instructor to develop rapport and begin to build relationships with students based on trust. Let’s explore some methods for active listening.

MAINTAIN EYE CONTACT

Maintaining eye contact shows attentiveness and interest in the speaker. (This can be challenging in an outdoor environment and inclement weather; therefore, sometimes goggle contact may have to be employed instead.) Watching others ski or ride or checking their phone can make the speaker feel that the listener is distracted and not present. On the other hand, forced unbroken eye contact can make the speaker feel intimidated or uncomfortable. Maintaining eye contact 60-70 percent of the time while the speaker is talking shows attentiveness and provides an opportunity for the listener to reflect.

Best Practices: When working with a group of students, sitting on the end seat of the chairlift allows the instructor to face all the students riding with them and offer eye (or goggle) contact with the entire group. When engaging in group discussions on the hill, position individuals in the group so that everyone can see each other.

MINIMIZE DISTRACTIONS

The mountain environment is full of distractions, including noisy chairlifts, snowmaking machines, grooming equipment, and skier/rider traffic. The speaker will likely feel unheard if listeners are shifting focus to the environment outside the discussion. Phones and music can also detract focus in conversations. Non-verbal communication through body language, such as yawning, fidgeting with equipment, or exchanging interactions with others in the group, can be distracting and frustrating to the speaker.

Best Practices: Guiding students away from noisy machinery and high traffic areas reduces safety risks while also allowing the students and instructor to focus on discussions. Instructors can consider using the “do not disturb” setting on their phone and encourage students to do the same to help everyone in the group stay connected in the conversation.