This is the fourth post in a series about how to continue to “Level Up” your teaching and riding game at any level. Here, we sit down with PSIA-AASI’s Josh Pighetti, who just earned his PhD from Penn State University in snowsports education. He’s the first person to earn a “Doctor of Snowsports” degree in the country.

Josh is also a Level III alpine, Level I snowboard, and Level I adaptive instructor who does most of his teaching at Disabled Sports Eastern Sierra in Mammoth, California. He’s been instrumental behind the scenes working on PSIA-AASI Performance Guides and Standards.

Q: Josh, how do you explain what you just accomplished to other instructors?
A: I’m still processing this one. Most simply put, I earned my PhD in Recreation, Park, and Tourism Management from Pennsylvania State University. Over the last few years, I’d been researching how snowsports instructors can inspire their students to continue learning and participating. Through observations of PSIA-AASI National Team members in action, combined with in-depth interviews with them and their students, I found that inspirational instruction consists of five major elements:

• Technical Expertise
• Instructional Communication
• Masterful Teaching
• Personal and Professional Character
• Student-Centered Approach

These elements form the framework of inspirational instruction, shaping how we can inspire lifelong engagement and passion in snowsports.

Q: How does it feel to have reached this goal?
A: First off, I feel lighter and more playful on my skis and board!

All joking aside, I’m absolutely thrilled. Earning my PhD is undoubtedly one of my biggest accomplishments, made even more meaningful by the journey I took toward this goal. I worked toward my degree while also celebrating major life milestones including getting married, starting a family, and earning my Level III. This accomplishment marks the beginning of an exciting new chapter in my learning journey and career as a snowsports instructor.

Q: What are the three most important things you feel you learned on this educational journey?
A: First and foremost, I have come to realize and harness the transferability of skills between snowsports education and all other aspects of life including my graduate school journey. Second, I have gained a deeper appreciation for the power of passion and support – a strong sense of purpose, coupled with encouragement from family and friends, plays a crucial role in perseverance and dedication. Third, and closely tied to my research, I’ve learned that inspiration cannot be forced and we may never know when or how we have inspired others.

Q: What does “Becoming Inspirational in Snowsports Teaching” mean to you?
A: I see being inspirational as helping our students gain a sense of competence, autonomy, and belonging in snowsports. We can help our students gain a sense of competence by guiding them toward effective movement on snow and toward mastery of the sport, helping them recognize their development.

Then, we can help our students gain a sense of autonomy in snowsports by enhancing their independence on the mountain and providing them with opportunities to make decisions and take ownership in their learning.

And finally, we can help our students gain a sense of belonging by welcoming them into the snowsports community, engaging them in snowsports culture, and building connections with them.

Q: How has this process informed and impacted your understanding of the importance of people skills?
A: This process has significantly deepened my understanding of the importance of people skills (see the Learning Connection^SM ) in several key ways. At the beginning, people skills enable us to truly understand and connect with our students, fostering meaningful and trusting relationships.

When we understand and connect with our students, we can then build and strengthen social bonds and cultivate a community around snowsports. Additionally, when we develop our people skills, we become better equipped to create engaging and valuable learning experiences for our students. Understanding their needs and motivations allows us to adapt our teaching approaches effectively.

Lastly, people skills shape how we communicate and demonstrate our technical expertise, with a focus on making learning relevant and valuable to each individual student. Overall, this process has reinforced that people skills are essential – not only for building trust, social bonds, and community, but also informing the decisions we make when masterfully teaching and sharing our technical expertise.

Q: What’s it like to be the first person to have a PhD In Snowsports Education?
A: I’m quickly realizing that being the first brings countless opportunities. I’m looking forward to collaborations with the best skiers, riders, and educators in PSIA-AASI to support instructors across the country. I hope to illuminate a potential pathway for other instructors who aspire to further their education and career through research in snowsports education. I also hope to have the chance to positively influence the snowsports industry by inspiring more people to become passionate and lifelong skiers and riders.

Read the other posts in the series:

Achieving Your Professional Goals as a Snowsports Instructor

How to Slam Dunk Your Assessment

Leveling Up with Steamboat Snowboard Instructor Leah Jones