What is your name?

Jay Keddy

Which group are you working with and what is your main role?

Women's World Cup GS-SG group Assistant coach

Which ski club are you from?

Crabbe Mountain, NB.

How many years have you been coaching & tell us about your coaching pathway, teams/age groups you have worked with?

Started coaching in 1992 at Crabbe mtn. 9-12 yrs old. 1996-98 Lake Louise fis team, 1999-2004 NSA AND 2004-present ACA. Began as dryland coach and sl/gs assistant coach.

Do you have a ski racing background?

Grew up racing local Atlantic and New England fis races. Multi sport training with cycling and tennis in summers.

Do you have a coach mentor(s)?  If yes, who and what have you learned from them?

First coaches were Richard Willis and Claude Marquis and later with Alpine Canada Jim Pollock and Mark Sharp. I was never the most talented so I had to really focus and work hard to improve. Coaching wise it was about clear and calm communication with the end goal always in view and being adaptable.

What is your academic and specific ski coaching education?

University of New Brunswick kinesiology degree and athletic therapy training, Alpine CSCF level 4 International, CSIA 2 and CAC ChPC cert.

How would you describe your coaching philosophy?

I've learned that the athletes are very hard on themselves already, so being positive and always encouraging them to move forward and focus on the next step is important. Process/solution focused.

What is your proudest achievement as a coach?

Many podiums over the last 20 yrs but representing Canada at the Olympics in Canada (2010) was the best part.

What would you say to a young coach that wants to become a career ski coach?

It's a long journey. The more you take care of yourself physically and mentally the more enjoyable it will be. You have to have fun as well. Don't give up when the results don't come easily. Always look to learn from teams and coaches from other countries and other sports.

Who is your favourite ski racer of all times and why?

Impossible to name just one.

How would you describe your current group of athletes in one word?

Fire

What is your name?

Mary Beth Hemphill

Which group are you working with and what is your main role?

CAST Women’s Ski Team. I support both the Slalom and GS-Speed group as a Dryland Coach and On-hill Assistant.

Which ski club are you from?

Osler Bluff Ski Club, in Ontario.

How many years have you been coaching & tell us about your coaching pathway, teams/age groups you have worked with?

This is my sixth year coaching Alpine Skiing. I was a Strength & Conditioning and Crossfit Coach for five years before coaching skiing. In 2019, I started ski coaching U14 at Craigleith Ski Club. The following year I was an assistant with the Ontario Men’s and Women’s Ski Teams. After that, I returned to Craigleith Ski Club as the U16 Head Coach. I held that role for three years, along with leading fitness testing and dryland training for the club. In my third season, I lead the Women’s U16 team specifically.

Do you have a ski racing background?

Yes! I grew up racing at Osler Bluff Ski Club, and then raced on the Ontario Development and Ontario Ski Team for five years. I earned a place to ski race in the NCAA at Williams College.

Do you have a coach mentor(s)?  If yes, who and what have you learned from them?

I have had a lot of great mentors—I’m super grateful!! Two of my first and most influential mentors are my Ontario Ski Team coaches, Jeff Lackie and Cam Twible. From them, I learned what it looked like and felt like to have exceptional and professional care and programming in our sport. They set the standard for me from the start about how to conduct myself as a coach, and how to demonstrate care for athletes. Katie Twible has also been a strong positive influence in my life. Katie has helped me believe in myself and self-advocate. She also helped me continue to develop my tool kit in terms of environment creation, helping athletes develop. The Cam’s—Cam Stephen and Cam McKenzie included me in everything when we worked together at the PSO level. I learned a lot about what the coaching side of that level of sport looks like, and I am so grateful for their attention to including me. I had a lot of great learning opportunities at Craigleith. I’m grateful to have had my start in ski coaching there. Lastly, I am super grateful to my school mentor, Nick Snow, for being in my corner as I developed into more of a leader this past season.

What is your academic and specific ski coaching education?

I hold my Development Level Certification Coaching level. I completed the University of British Columbia’s High Performance Coaching and Technical Leadership Certificate course. I will receive my designation for this in June of 2025.

How would you describe your coaching philosophy?

Athlete-centred and communicative. I treat athletes first and foremost with respect. I work with athletes to make a plan that works toward their objectives. I try to gear my coaching toward long-term development — “How can I get them ready for what is coming next?” I am honest and as clear as possible in my communication.

What is your proudest achievement as a coach?

Leading a team of 18 U16-age young ladies, and two coaching colleagues last year was a very rewarding experience. We (the staff) worked together to empower the athletes to identify and clarify their team values and culture. It was super cool to see the ladies buy into this process. Because they got on board, we were able to bring a big group of young athletes together in a respectful and supportive way, which is not an easy feat!! I’m also proud of the growth my colleagues demonstrated that year. They crushed it. #TEAMDC

What would you say to a young coach that wants to become a career ski coach?

It’s important to take charge of your own development. Being curious, asking a lot of questions, and spending time critically thinking about your craft are helpful attributes. Lastly, learning through experience, observation, and informal conversations or mentor opportunities are super powerful ways to develop. I recognize that it can feel intimidating to approach other coaches, especially those who are older than you or who work at higher levels than you, to try to learn from them... But in my experience, many coaches are open to sharing if you respect them and their time, and demonstrate that you care and can listen.

Who is your favourite ski racer of all times and why?

(This was really tough to just pick one!!) Tessa Worley—amazing GS skier and tactician. Consistent and long career.

How would you describe your current group of athletes in one word?

(Also super tough to pick just one!!) Resilient 

How many years have you been coaching & tell us about your coaching pathway, teams/age groups you have worked with?

Since 2007. 16 years. U-6 to U-14. FIS Club level, NorAM, Europa Cup, WC. Started at the club level in Quebec and Alberta, worked at FIS level, provincial level men and women's side, Development team, FIS/EC European private team and national team.

Do you have a ski racing background?

Yes. I raced until 15 years old.

Do you have a coach mentor(s)?  If yes, who and what have you learned from them?

Yes. Different people had played a mentor role in my career. People with advanced experience in ski racing at different levels with different backgrounds (national team coaches, club program director, provincial team coach, etc).

What is your academic and specific ski coaching education?

Academic: Diplôme d'études collégiales en technique de Compatibilité et gestion and Baccalauréat en Intervention sportive (Université Laval) profile coaching. 

Coaching education : ACA Performance Level coach, NCCP Level 3, Reconditioning Level 1, continued education related to sport science, management, etc

How would you describe your coaching philosophy?

Teach, guide and support for the development of an athlete's autonomy. Give your best every day and make your best better! Alone you go fast, but together you go far! Listen to the athletes to understand them better. Coaching should be a two-way interaction between coach and athlete (not one way only). Reaching for excellence is the pursuit of the best self in all aspects: technically, physically, mentally, tactically, etc. The reason for being of the sport is being a tool for human development and growth.[JR1] 

What is your most proud achievement as a coach?

When the athletes succeed in reaching their biggest goals that seemed impossible especially when the process has been challenging.

What would be your feedback to a young coach that wants to become a career ski coach?

You can learn from anybody. Get to know you and your strengths and challenge yourself in the desire to growth with every opportunity. Invest yourself in projects you believe. Act with purpose.

Who is your favourite ski racer of all times and why?

Aksel Lund Svindal. For me he is the definition of excellence. Because of his skiing performances, but also through his human being. Always on top of his art even after multiple setbacks and always there to help and work with his teammates and the newcomers to reach the top with him.

What is one word that would describe your current group of athletes?

Energy!

How many years have you been coaching & tell us about your coaching pathway, teams/age groups you have worked with?

I have been coaching for 21 years and I have a degree in Sports Science. I’ve coached different age groups in various clubs, I was a full-time ski instructor for 2 years. I coached for a ski academy and Laval University Ski Team. I worked for the Quebec Ski Team for 12 years. I was the women’s coach for 11 years, and the head coach for the men’s and women’s teams for one year.

Did you come from a ski racing background?

Yes many years of ski racing

Do you have a coach mentor(s)?  If yes, who and what have you learned from them?

Yes, of course. Martin Durocher has been a colleague and mentor for many years. I’ve learned the concept of accountability and responsibility. We always value creativity and initiatives. Pierre Ruel has always been around to inspire me. I like his new school approach and his constant search of excellence. Tim Gfeller and Mark Sharp are also very positive models. I always respect their input, their communication skills and their passion.

What is your academic and specific ski coaching education?

Degree in Physical and health education & sport intervention+ performance level

How would you describe your coaching philosophy?

 am a very passionate coach. I see myself as a guide and I support the athletes in their journey. I like to think outside the box and create training environments that will stimulate the athletes’ learning and their curiosity.

What is your most proudest achievement as a coach?

I was the leader of the Quebec Ski Team from 2011 to 2023. We had success, but also a lot of adversity. So I am proud of my loyalty and resiliency through the years.

Who is your favourite ski racer of all times and why?

Erik Guay, He has inspired a generation of skiers, he’s accessible, still passionate and involved

How would you describe your current group of athletes in a few words?

extraordinary potential, a united group of girls

How many years have you been coaching & tell us about your coaching pathway, teams/age groups you did work have worked with?

12 years Have coached U12-U16 Alpine, including program director for a club team. I then moved to ski cross and have coached a provincial team and now the national team.

Do you have a ski racing background?

Yes, ski raced for 8 years

Do you have a coach mentor(s)?  If yes, who and what have you learned from them?

Jordan Williams, he has taught me to be creative in how I learn and teach to adapt to different learning styles and continue engagement.

What is your academic and specific ski coaching education?

I have a PL trained coaching certification, and I am currently enrolled in the NCCP Advanced Coaching Diploma Program.

What is your most proudest achievement as a coach?

Being the first female national ski cross coach in Canada.

What would you say to a young coach that wants to become a career ski coach?

Seek opportunity anytime you can swing it. My most impactful learning experiences were sought out by myself simply asking to shadow provincial and national team coaches any time I could to pick their brains.

Who is your favourite ski racer of all times and why?

Sandra Naeslund. She is an incredible overall athlete and although she has been dominant in the women’s field in ski cross she continues to push herself and seek more. She is also incredibly humble.

How would you describe your current group of athletes in one word?

Determined

How many years have you been coaching & tell us about your coaching pathway, teams/age groups you have worked with?

I've been coaching now for 15 years. I began while in High school and loved the path it has taken me on. I coached from 5-year-olds up to the FIS level and worked in New Zealand coach in Whakapapa before joining Alpine Canada. Worked with a very talented group of U14 girls for a couple years under Jim Davis, Glenn Thompson and Steve Smart. Their professionalism made me fall in love with higher performance sport and supporting athletes on their journey.

Do you have a ski racing background?

Not really, short and sweet. I grew up at the base of panorama ski resort and spent every moment we could on the mountain.

Do you have a coach mentor(s)?  If yes, who and what have you learned from them?

JS Labrie was definitely my mentor for the 7 years as we worked together at the international level. For me coaching at the different levels provided such different paths that are all amazing and individual. Saying this, to be able to survive and thrive at the international level you need a very separate set of skills from coaching. Relationships become everything, to create contacts and help people around you will be your lifeline later down the road. JS had an amazing group of people that he called on, We usually worked with other nations and supported them and through that we always have contacts to help us all over the world which makes the journey more enjoyable and logistically easier. JS also always looked to raise the bar of what is possible with our group, we travelled all over to new training venues and locations to bring new challenges to our athletes and create very special DTE’s.

What is your academic and specific ski coaching education?

Performance level, CSIA 2, Currently in the Pursuit 18-month program with OTP, mainly ski specific.

What is your proudest achievement as a coach?

I always feel the proudest when we arrive at the Games with a prepared staff and athletes. The feeling of knowing all the boxes have been ticked and you've learned from experiences is a very special moment. From that point on I try to enjoy the ride - ups, downs and everything in between.

What would you say to a young coach that wants to become a career ski coach?

Never stop looking to improve. The reality of coaching at the higher level is that you're rarely at the bottom of the hill 'coaching'. TAKE PRIDE IN YOU DAILY TRAINING ENVIRONMENT - Learn the timing system, make the dye, run dryland. Also go and volunteer at races! You learn so much from being behind the scenes from the other side and you'll become a confident coach on race day.

Who is your favourite ski racer of all times and why?

Currently I've been loving watching Marco Odermatt, it’s not always pretty or textbook skiing but it’s fast and in the end of the day - that's all that matters.

How would you describe your current group of athletes in one word?

Hungry.

How many years have you been coaching & tell us about your coaching pathway, teams/age groups you have worked with?

I’ve been coaching for 20 years. I started with I2, K1, at the Club level with Mont Ste-Marie. K2 and FIS with the National Capital Outaouais Ski Team and PSO level with the Men's Quebec Team. For CAST, I started with the men's Devo team and now with the World Cup group. I'm grateful to all those who supported me and gave me opportunities at every stage. I feel like every level of development emphasizes different soft skills and hard skills, so having experienced a progression is valuable. During my FIS / PSO coaching year, I would organize summer camps for younger athletes which helped hone my skill development strategies and revisit basic drills and progressions which end up being just as important with the older athletes.

I’ve also specialized in ski boot fitting which has been a journey in parallel to my coaching development.  I continue to work with many young athletes in Canada and of course support our World Cup athletes with consistent support for their feet and performance.  As a racer I always felt this was a gap in our system so I’ve really double down on my development in this area for well over 15 years.

Do you have a ski racing background?

Yes and no. My family was not involved in ski racing, I picked it up from friends who were in the ski club.  I learned to ski at 9 or 10, and ski racing at around 12 years old. I played mainly baseball, tennis and mountain biked but quickly became obsessed with ski racing. I raced 3-4 years of FIS and immediately transitioned to coaching.  Paul Cook (father of Madison, Rebecca and Dustin) offered me a job right away at Mont Ste Marie when I stopped racing. 

Do you have a coach mentor(s)?  If yes, who and what have you learned from them?

I’m incredibly fortunate to have been inspired by many different coaches both inside and outside of skiing.

I grew up skiing on a small hill in the Gatineau region, 140m vertical. It’s amazing the creativity and passion our coaches had to give us good training and a great experience, despite the lack of vertical! Mark Kristofic, Becky Picher, Derek Falls, David Jones all had a lasting impact on me as a person and coach.

Jeep Picher (Becky’s father), an Outaouais ski zone legend, would give me extra coaching on weekdays. My dad drove me to Edelweiss valley mid-week to ski with Jeep and a few other kids. We would mainly freeski super G type turns with no gates and mostly visualize the course setting and talked about reading terrain.  We also hit as many jumps and gaps as possible. 

NCO Ski Team

I joined the NCO Ski Team 2nd year FIS. Coincidently, coaching legend and Canadian Skiing HOF 1994 inductee, Don Lyon was making his return to ski coaching.  As a very raw and green developing racer I was lucky to have one of the most decorated Canadian ski coaches at the helm of our program.  Don was a SG/DH guy, I recall our first day on snow in Mt Hood was with SG skis on September Palmer re freeze – it was also my first EVER day on SG skis.  Without knowing it, I received my speed team orientation over the next couple years.  I still use some cues for position and inspection from Don. 

My main technical influence would be Mike Mclaughlin.  He was (and still is) a super strong skier and really emphasized fluidity, rhythm and efficiency, things I always talk about to this day. 

I was employed by an iconic Canadian retailer, Tommy and Lefebvre.  Kevin and Natalie Pidgeon took me under their wing and fully supported my ski racing journey as well as developing a racing service program which set the standard in Canada for helping athletes perform their best.  Ski racing was in our DNA, we lived and breathed it year-round.  It was formative time for me, and I will never forget Tom Macdonald, Freddi Rodier, Charlie Nichols, what a ride it was.  The Ottawa/Outaouais ski community at large is special and I am so proud to keep representing our region everywhere I go!

My current colleagues on the Men’s Speed Team are all intelligent and motivate people that push me to be better. I feel as though we’re developing a rapport that is contributing to everyone’s growth. 

What is your academic and specific ski coaching education?

NCCP and ACA Coaching levels. I came from the old level 3. Otherwise, lots of formal and informal learning and professional development. When it comes to understanding movement and the relationship between our joints, I was particularly inspired by Gary Ward. He’s a therapist that started as a ski boot fitter and valued the potential in helping people from the ground up, and the incredible impact of being able to move with structure, fluidity and efficiency. His courses offer a great perspective on human movement and posture. Understanding the body really helps make connections in your athletes skiing.

How would you describe your coaching philosophy?

To inspire and empower those around me through my work ethic, my willingness to innovate and desire to find solutions.

What is your proudest achievement as a coach?

It's difficult to say. I'm always trying to better myself as a person and a coach and it's not necessarily results that will impact my level of pride or satisfaction. Obviously at the end of the day, we are here to win, and that is important to our whole team, however, I think it's important to have a broader goal, and some patience, which will lead to results. Also in skiing, you could have 3 athletes on the podium, but most of the team not on the podium, so there is always a balance of pride. Yes, you're proud and celebrate your top performers on the day, but you know that you need to elevate yourself and the rest of the team to reach their goals. I have to say, the moments that get me are when athletes start to understand and communicate at a higher level about their skiing and strategy. Not necessarily with complexity, but with more confidence and specificity. As a coach you always try to cultivate the correct ideas, provide an environment for growth and empower the athletes to apply the skills, but when they do it independently and you know they understand the concept, that makes me proud.  Creating those learning opportunities is very rewarding part of the whole coaching process.

What would you say to a young coach that wants to become a career ski coach?

Coaching is multi-dimensional, become well rounded, seek knowledge from all aspects inside and outside of your sport. I would coach different sports and put yourself in a position where you're uncomfortable and have to overcome uncertainty and unknown. Always keep learning. Approach things with a beginners mind always trying to grow personally and professionally. Understanding the fundamentals will set you free. There are many different styles of skiing, grounded in principles. Studying the biomechanics and physics will guide your coaching and be more a more efficient use of time. Look to simplify. It's a complex movement, how simple can you make it? Coaching people. Work on communicating, connecting, modeling the behavior you're promoting. Technique and tactics are one category, but getting the most out of your athletes and communicating effectively is just as important.

Who is your favourite ski racer of all times and why?

Thomas Grandi. He showed Canada can win on the world stage, on the best tracks. I loved his skiing style and flow and his Alta Badia skiing is etched into my memory.

How would you describe your current group of athletes in one word?

Versatile

ACA-CSC Minimum Standards

One of the pillars of Alpine Canada Alpin's (ACA) strategic plan and priorities is coach development. Coaching excellence at all levels is the cornerstone of effective long term athlete development. The most effective athlete development programs are athlete centered, coach driven, administratively supported and based on the ACA LTAD 3.0. Quality coaching is not a destination; it is an ongoing process of continual improvement across the athlete and coach development journies. Quality coaching does not always guarentee championshps and medals, but it can ensure the quest for such outcomes are worth it and inspire individual athletes to enjoy skiing for life. 

The ACA-CSC policy for coach accreditation reviews the minimum standards for hiring coaches and representing athletes at major competitions. The ACA-CSC minimum standards are intended to:

• Provide the foundation for more effective long term athlete development
• Increase the number of Certified vs. Trained coaches 
• Increase the number of experienced coaches (Certified and Certified Advanced) at all levels in the development system

ACA-CSC Policy for Coach Accreditation

Professional Development 

Alpine Canada and the ACA-CSC require coaches who are actively coaching in the current season, to complete annual professional development to maintain thier annual status as a "Licensed" registered coach in "good standing" status. ACA-CSC tracks annual professional development activity in personal records for each member in the ACA SnowReg coach platform. Best practice: Coaches should be licensed before working with athletes. Coaches must renew their license every year. 

The purpose of the program is:

• To promote continuous improvement and life-long learning for coaches
• To help reduce the risk of accidents
• To promote coaching excellence at every level in the Canadian development system
• To help professionalize ski coaching

A listing of professional development opportunities available to coaches and coach developers has been listed in the tables below. While the list contains over 175 different professional development opportunities,  every club and/or region offers professional development opportunities at the beginning of the season and/or throughout the season. 

Professional Development Hosted by ACA-CSC Partner Organizations

Professional development activities may be organized by clubs, regions, Provincial and Territorial Sport Organizations (PTSO), ACA-CSC, the Canadian Alpine Ski Team, or the Canadian Ski Coaches Federation as ACA-CSC partners within the ski community. ACA-CSC provides an online management tool that allows professional development credits to be assigned to each coach’s record. Depending on the content and duration of the activity, ACA-CSC awards Education (ED) and/or Risk Management (RM) credits to professional development activities that are submitted and pre-approved by the PTSO.

• The training organizer must complete this form and send it to their PTSO (Provincial/Territorial Sport Organization) at least two weeks prior to the event.
• The PTSO representative is responsible for approving or rejecting the training, creating the event in SnowReg, sharing the registration link, and assigning the appropriate number of credits.
• It is the responsibility of the training organizer to share the SnowReg registration link with participants, validate registrations before the event, and manage the professional development activity.
• After the event, the training organizer must confirm attendance and enter it into SnowReg. Then, they must submit the event for closure within 48 hours so participants can receive their training credits.
• Only completed workshops and evaluations are eligible for Education and Risk Management credits for coaches.

Eligibility Criteria for Regional Training

• The training must be delivered by someone external to the club.
• The training must be a structured education content (not a coordination or planning meeting).
• It is strongly recommended that the PD content is related to the coach development pathway. 
• The training must last at least 3 hours.
• The training must have defined learning objectives.
• An attendance list or certificate must be provided.
• A short evaluation or reflective feedback may be requested from participants.

Examples of Eligible Training Activities

• CPR (Cardiopulmonary Resuscitation) Training
• Stop the Bleed Training
• STRIVE App Training
• Workshop on communication management with parents, athletes, and club coaches
• Level 2 Officials Training
• Training delivered by a Mentor Coach Developer (MCD), Recognized Presenter (RP), or a mentor accredited by the PTSO (Provincial/Territorial Sport Organization) or the NCCP (National Coaching Certification Program)

Professional Development Hosted by Outside Agencies

Coaches must send ACA-CSC proof of attendance and completion of the event for credits purposes. The event must be relevant ski coaching professional development. ACA-CSC will determine whether the activity qualifies for licensing credit and assign activities appropriate credits. To inquire or send ACA-CSC proof of outside agency professional development please send an email to coach@alpinecanada.org.

Facilitated Professional Development 

Evaluation Professional Development 

eLearning Professional Development 

NCCP Professional Development 

General Professional Development (Outside Agencies) 

CSIA Professional Development 

Policies and Procedures

General Policies 

Alpine Canada Criteria & Publications 

Privacy Policy

Safe Sport 

Safe Sport Policies

CSA Coaches Duties - Appendix A

Emergency Action Plan - Appendix B

ACA Code of Conduct Coach Agreement

Safe Sport ACA-CSC Coach Screening Policy

CSA Ski Club Risk Management Handbook 

CSA Incident Report Form - Appendix C (updated 2019) 

CSA The Need for Sport Accident Insurance Policy (S.A.I.P.)

Terrain Usage Policy

Coach Licensing and Membership Policies

ACA Coach Licensing Policy

Policy for Integrating Foreign Coaches

Coach Certification & Development Policies

ACA Policy for Coach Accreditation with Transfer Policies appendix 

ACA Re-evaluation policy

ACA Video evaluation policy 

ACA Coach Developer Policy

Criminal Record Check

Conducting Criminal Record Check  with ACA-CSC, Canadian ski coaches assists in the selection of safe, honest and ethical individuals reducing the potential risks to athletes and employers. 

Policy Statement

Alpine Canada Coach Education as a department within ACA, mandated the application of this policy to all ACA-CSC accredited coaches as of the 2017 - 2018 season. To ensure consistency, ACA has engaged Sterling BackCheck to undertake the formal screening process. 

Criminal Record Checks

• Criminal record checks are valid for two (2) years/seasons.  
• All Criminal record checks must be valid for the entire season at the time of dues payment and renewal.
• Coaches will be required to complete a new criminal record check at the time of registration renewal if the criminal record check will not be valid for the entire season. 

Where to obtain your criminal record check

ACA and SnowReg Interpodia are partnered with Sterling BackCheck to provide an inhenced police infromation check service. ACA would like ALL active coaches to use this service to expedite the processing of a coaches annual license. Please note this service does take 48 hours to process electronically before being transferred to your ACA-CSC coach profile for licensing. 

The cost for this service is offered at a discounted rate of $25.00 (plus taxes) and can be paid for during annual dues renewal in the ACA SnowReg Interpodia platform. 

Access to Results

Coaches will be notified by email from Sterling BackCheck of their results within 48 hours. In addition, ACA will receive a copy of the results. 

Results of the criminal record check will be recorded in the ACA- Canadian Ski Coaches (ACA-CSC) database and will be made available to club and PTSO employers of professional and volunteer coaches working in ski racing programs across Canada. Employer access is provide through the ACA SnowReg Interpodia platform club and PTSO portal. Only recognized organizations, PTSO and Club Admins, who have completed a confidentiality agreement are permitted access. 

ACA-CSC Safe Sport Screening Policy

Alpine Canada | Safe Sport

Safe Sport Training - Direct Athlete Contact

FAQ

Coach Licensing

Why do coaches need to be licensed?

• To promote life-long learning and for coaches to take responsibility for that learning.
• To promote coaching excellence at every level in the system. High quality coaching at all levels is the cornerstone of long term athlete development and is one of the main goals of Alpine Canada Alpin-Canadian Ski Coaches (ACA-CSC).
• To be current in the business of ski coaching to better meet the needs of athletes and to help reduce the risks of injury. 
• Coaching in alpine ski is being seen more and more as a professional endeavor.
   

Who needs to be licensed?

• Anyone who is actively working or is planning to work in a program as a coach, mentor, evaluator, program designer or coach educator needs to be licensed annually by ACA-CSC.
• If you are not coaching, you do NOT need to be licensed.
• If you are teaching skiing in a ski school and not coaching, you do NOT need to be licensed.
• If you are coaching outside of Canada, you do NOT need to be licensed.
   

What do I need to do to be "Licensed" by ACA-CSC annually?

• Licensing requirements for active coaches vary depending on coach certification status. Click here for the Policy.

How do I get credits that count towards a coach license?

• Coaching education sessions offered by ACA-CSC,Provincial Sport Organizations (PSO), regions or clubs may qualify for credit depending on their content and duration.
• Most CSIA courses qualify for licensing credit. Coaches may also apply for credit for courses taken outside of skiing and ski racing.
• 1 ED credit = half a day on snow or indoors on relevant topics.
• 1 RM credit = a minimum of 1 hour of ski racing specific risk management content
   

Will I lose my certification status if I am not licensed annually or if I stop coaching for a while?

• No, once you have achieved a certification status (e.g. Development Level Trained, Entry Level Certified etc.) you will never lose it. However, if you start coaching actively again, you should accumulate the required number of licensing credits before you start coaching again. 

How are licensing credits accumulated?

• The annual license cycle is August 1 – July 31. If enough credits have not been accumulated by July 31 for the next cycle, coaches may continue accumulating credits for the new cycle until “Licensed” status has been achieved.
• All credits earned between Feb 1 and July 31 count for BOTH the current cycle AND the next cycle.
• Credits from any individual PD activity cannot be split up with some credits applying to one cycle and some applying to the next cycle.

Is there a deadline date to become licensed each year?

• Yes, the deadline date to be “licensed” is January 31 annually. Otherwise, you will lose your status as a “member in good standing” with ACA-CSC. Coaches should be licensed before starting to coach athletes, supervise other coaches or implement programs. Employers are encouraged to include, in coach agreements, reasonable deadline dates for licensed status (in advance of January 31) based on when the coach starts working.

Where do I go to check my licensing status?

• Go to your personal profile page on the ACA SnowReg membership platform: https://snowreg.com/#!/memberships/aca-canadian-ski-coaches-20202021

How do I register professional development activity at my club to count for licensing credits?

• Licensing events are posted and managed by the organizing event host. Only organizations (clubs, provincial sport organizations, regions, ski schools etc.) are permitted log in accounts to ACA-CSC SnowReg membership platform. Individual coaches are not permitted accounts. There is only ONE account per organization. To acquire a new ACA-CSC SnowReg membership platform account or if you have forgotten existing log in details email coach@alpinecanada.org.

How do I get credit for professional development I did on my own?

• You must contact ACA-CSC directly and provide documented proof of what you did (e.g. a St John’s Ambulance First Aid course). ACA-CSC will decide whether the professional development will count for credit and how many credits it will be assigned. To inquire about credits please email coach@alpinecanada.org.

If I don’t complete required professional development annually, do I lose my ACA-CSC certification status?

• No, you will always retain your ACA-CSC certification status (e.g. Development Level TRAINED, Entry Level CERTIFIED etc.). However, if your professional development activity has lapsed and you no longer meet annual licensing requirements, your ACA-CSC record will indicate “Not licensed yet” status. As soon as you satisfy licensing requirements and the ACA-CSC has recorded your PD activity, your licensing status will change to “Licensed”.

Am I covered by third party liability insurance?

• If coaches HAVE achieved “Licensed” status with ACA-CSC they ARE covered by the ACA-CSC liability insurance coverage. If coaches have NOT achieved “Licensed” status with ACA-CSC and are actively coaching, they are NOT in good standing with ACA-CSC. In this case, coaches may not be covered by ACA-CSC liability insurance coverage. This depends on circumstances of the incident and the situation of the coach. This is only a judgment that can be made after the incident.
• Coaches who are free-lancing on their own and not affiliated with a PSO recognized club are NOT covered by ACA-CSC liability insurance.
• For more information on this policy, the CSA Ski Club Risk Management Manual is available for download from Alpine Canada Alpin web site.

Mackenzie Investments Performance Series

Part 3) Mackenzie Investments Performance Series: Better Together “Everyone elevates each other, we feed off each other, and together we're better” – Marie-Michèle Gagnon

Part 2) Mackenzie Investments Performance Series: Better Together “There’s no way that any of us would be able to achieve what we achieve without everyone behind us.” - Roni Remme

Part 1) Mackenzie Investments Performance Series: Better Together “It’s always better when all of us are together and were working towards a common goal. It’s not just team mates versus teammates, it’s Canada versus the rest of the world.” – Erin Mielzynski

Watch the final installment of the Mackenzie Performance series, featuring 2018 Paralympic medalist Kurt Oatway, member of the Canadian Para-Alpine Ski team. Kurt speaks to his journey to success, highlighting the importance of his family, friends, and team members, as well remembering: “to not think too far into the future, and just work on what you can work on right now.”

As a veteran of the Canadian Para-Alpine Ski Team, Alana Ramsay has the experience to push through the ups and downs of the ski racing season: "A bad day is only 24 hours, when you get up the next morning it’s a whole different day." 

Hear from Benjamin Thomsen about the importance of being present in the moment, as well the strength and support behind the #CANskiteam.

Find out what drives #CANskiteam's Dustin Cook to push through the highs and lows of competition.

Canada's Ski Cross athletes talk about life as being a part of the team, and what it takes to be ready for each race.

Presented by Solace

“Every little bit counts, whether it’s how fast your skis are, how fast your suit is, it all adds up to get you medals.” – Reece Howden Hear from our athletes on the journey to the podium, and what it takes to hit your performance goals and taste success.

“This is a sport of hundredths. Every little bit counts.” – Jeff Read

Alpine Canada athletes were able to put themselves to the test at high speeds, in a state of the art wind tunnel before the season started and the impact is already being seen in results this season. Thank you Solace!

It's Ski Racings 100th Anniversary 1920 to 2020!

Take a trip down memory lane with Alpine Canada’s official 100th anniversary video. Curated by renowned sport video producer, Tim Thompson of CBC,  this video highlights the rich tradition of our sport in Canada, with authentic footage captured throughout the last century.

My Ski Story

In 2011 and 2012, Alpine Canada produced a video series called #MySkiStory documenting the incredible journies of some of our current and past national team world-class competitors. 

This video series provides an inspiring glimpse into the journey of our current and past ACA national team ski racers. Watch and listen to these short video clips where they describe in their own words their journey to the achievement of excellence in ski racing. Skier development is a long-term process, this video collection provides insight on how our top Canadian ski racers started in the sport of ski racing and overcame challenges during their careers in order to succeed at both ski racing and life. 

Alpine Skiing

Erin Mielzynski 

Ski Cross

Ashleigh McIvor

Para-Alpine

Josh Dueck

Performance Planning Principles

"Keep a long-term goal in mind, but pay attention to the details and have as much fun as you can along the way." ~ Erik Read  (Rocky Mountain Outlook, 2018).  

Performance planning involves the timing, sequence, and interaction of the different training stimuli to promote the best adaptive response in pursuit of specific goals through the use of essential principles. 

Setting Goals 

Goals provide a central target for effort and provide skiers with a measuring tool to rate their level of success through the use of a proper evaluation process. 

Performing an Initial Needs Analysis

Using a skier's goals, coaches conduct a needs analysis to understand the current status of their skier's abilities. The needs analysis identifies areas of improvements, which can be remedied by setting specific improvement goals and the application of appropriate training interventions in the correct sequence at the proper time.

From the last year of the Train to Train stage, the needs analysis should include medical and physiotherapy screening, physical fitness testing, athletic character assessment, evaluation of technical and tactical skills, review of the skier's equipment set up, development stage, and their lifestyle behaviours outside of training and competition. 

Periodization & Reverse Planning

The goals of periodization are to: 

• Focus on long-term athlete development and building a strong technical foundation.
• Prioritize training into "need to do" and "nice to do." 
• Integrate complementary training at the appropriate times. 
• Provide variation in training loads and stress. 
• Manage fatigue and avoid overtraining and burnout. 
• Achieve a gradual progression towards a performance goal. 
• Peak at the right times.
• Prepare for optimal performance improvement (Warrington, 2010).

Using an annual/seasonal planning template, coaches identify the number of months, weeks, days available before a skier's peak event and then the coach plans backwards from that peak race to maintain an adequate training stimulus to bring about the required adaptation while minimizing fatigue or exhaustion. 

At the earlier stages of development, coaches in partnership with the skier and their parents identify key events that match the skier's goals. Setting and achieving smaller target goals assists in the maintenance of a proper balance of training to competition ratio and the inclusion of adequate recovery time. 

If a skier attends too many competitions, it makes it more difficult to plan their peak performance properly. Some races are sacrificed to peak for the primary goal, and some events serve as training sessions with a specific focus on preparing for peak event. 

A ski racer requires adequate time to prepare to compete at the best of their ability for their peak event(s). A ski racer's competition plan should always focus on quality vs. quantity. 

Monitoring

The process of performance planning promotes coaches to reflect on the structure of a yearly or seasonal plan, and appropriately sequence training and development priorities to achieve peak performance. Coaches and athletes who are actively engaged in the development process maintain daily training records. Completing a brief evaluation at the end of each training session provides a mini-evaluation of where the skier is currently in the process and if the skier is on target to achieve their goal. Daily journaling can promote self-reflection on the process by the skier if appropriately guided by coaches and parents. 

Daily training session monitoring and analysis should include notes on what occurred, training loads and volumes, any changes to the training plan including why, and how well the skier has responded to the training plan. The last reflection point considers to what extent were the training targets achieved and the next steps if the objectives were met or not met. After a complete analysis, modifications are made for the next training day, week(s), month(s), or season to better ensure the skier achieves their overall season goal(s). 

Weekly reviews of the compiled daily training records provide a more thorough review allowing for more accurate adjustments to the training plan to improve future training sessions and achievement of success. 

Skiers should also perform a daily evaluation using an athletic journal from their perspective. Details include notes about their training sessions, overall rating of the training session, coaching feedback, and a total score of their health and wellness status. A skier's daily journal will vary based on the level of skier and their overall goals as described below. 

The parents of younger ski racers in the Gliding Start, Skier Essentials and Learn to Train stages should track the number of hours they participate in sports and physical activity to ensure they are obtaining 60 minutes per day of vigorous physical activity and getting enough recovery time.

As skiers enter the Train to Train stage, they should be encouraged to complete their athlete journal daily and begin to rate their training session, reflect on the day by rating the overall training session, how they felt during training and competition, fluid, nutritional intakes, stressors, and sleep quality/quantity. More advanced ski racers will record how ready they felt for training or competition, their quality and quantity of sleep, quality of the training session, global energy level, muscle soreness, overall mental state and attitude, level of stress, hydration status and rate their nutritional intake for each day. More advanced skiers in the Train to Race and Race to Win stages will also complete a post-competition reflection worksheet reviewing the competition and actions to achieve in the next race to improve performance.   

Parents and skiers are encouraged to share the self-monitoring data with their coaches to ensure a proper amount of stress and recovery are maintained through planned adjustments leading up to the peak event.  

Evaluating & Adjusting the Plan

An evaluation of a skiers performance plan should occur with the skier and their parents at regular intervals. Adjustments to the performance plan are made in partnership with all stakeholders during a formal evaluation/review session. Details of the factors that influenced the performance from both a positive and negative aspect are used during the evaluation process to seek continual improvement. 

Kaisen

Developing goals is the first step in the planning process. Mapping a route towards the attainment of a goal is critical to the achievement of excellence in ski racing. While the identification of a clear path is essential, there are many paths to the podium. Continous improvement throughout a ski racers journey does not happen by accident.

Coaches, parents, and skiers must continually reflect and adapt to achieve their goals through the use of continuous improvement. Leave no stone unturned, be open to adjustment and change. 

Planning a Training Session

Proper planning assists in the effective use of time on snow to promote the development of a strong technical foundation. While there should be time allowed for free skiing and self-expression on and off-piste, skiing for the soul, accumulating technical free ski time with the goal of improving ski technique is critical to long-term success. 

Technical freeskiing, course training, drill skiing, etc. are a part of a typical training day, and the hours spent sitting in the lodge must be minimized. Ski racers should be encouraged to ski all day to take advantage of time on-snow. The development of this culture has to be learned early in the child’s ski racing career.  

Peaking for career-making results from ages 6-15 is not the goal, there are several minutes of downtime during a race day apart from the two or three minutes involved in the actual race run. It is essential to freeski before and after the event to maximize time on-snow and promote the continual development of a strong technical foundation. Competition at the early stages of development should focus on developing fundamental skiing skills by gaining mileage while having fun. 

It is necessary to build programs around more local days and training sessions outside of the usual weekend sessions on snow, particularly in the earlier stages of development. This again requires parental commitment. 

The number of suggested days or sessions on snow in the specific guidelines has been dramatically increased to stress the importance of time on snow in the early years. Again, there will be differences in all regions due to the length of the season, but it is important that clubs understand the responsibility of the critical foundational years of sport and motor skill acquisition.

Quality Sport Experience is FUN!

“It was a different atmosphere from the moment we woke up this morning at 5 am.  Britt and I are morning people, and so when the alarm goes off, we are like ok, yeh, good morning, we’re at the Olympics and finally here to race.” ~Kelsey Serwa, Olympic Gold Medalist Women's Ski Cross, 2018 Pyeongchang Winter Olympic Games. 

As defined by Sport for Life is, "Quality sport is developmentally appropriate, safe and inclusive and well run. Quality sport is based on Long-Term Athlete Development factors and principles. Quality sport optimizes an individual's potential both athletically and personally. Quality sport enables the optimal holistic development of healthy individuals, who, in turn, can make positive contributions to society". 

Good programs that promote the quality sport experience are:

• developmentally appropriate
• participant-centered
• progressive and challenging
• planned and competition is meaningful

Good people, leading well-run programs that promote the quality sport experiences include:

• coaches and officials
• leaders
• parents
• partners

Fun is essential to keeping young skiers involved in ski racing. It's commonly known that attrition from youth sport, in general, is high, as high as 70% (Eitzen & Sage, 2009). This statistic is mostly attributed to negative sport experiences (Fraser-Thomas & Côte, 2006). The number one reason young athletes cite for dropping out of youth sport is that it is no longer "fun." The primary reason they continue to play is that sport participation is "fun" (Visek & Manning, 2014).    

Good places, creating good feelings and promoting the quality sport experience include:

• inclusive and welcoming
• fun and fair
• holistic
• safe

Fun is synonymous with Long-Term Athlete Development and retention in the sport of ski racing.   

Continuous Improvement

Long-term athletic development is an ongoing process, continually evolving with advancements in sports science, technology, and coaching practices. This document reflects current best practices in ski racing, developed in collaboration between ACA and provincial and territorial organizations, and will be updated to align with shared values and new insights.

The principle of Kaizen, or continuous improvement, underpins the long-term athlete development framework, emphasizing dynamic evolution and refinement. Inspired by industrial philosophies of Homer Sarasohn and W. Edwards Deming, it highlights the importance of adaptability and progress in achieving excellence.

Shared Values for Long-Term Development:

• Foster a supportive, safe, and respectful environment.
• Prioritize the greater good for all athletes with fairness and inclusiveness.
• Emphasize skill development, hard work, and accountability.
• Promote health, fitness, and positive mental preparation.
• Encourage collaboration, cost-effectiveness, and adaptability.
• Recognize multiple paths to success while ensuring fun and quality experiences for all participants.

This evolving framework aims to support Canadian skiers in achieving sustainable success while enjoying the journey.

Ski Cross Reference Materials

FORMAT

In World Cup, World Championship and Olympic races, athletes complete a qualification round that is run as a time trial, with racers skiing the course solo. Based on their qualification time, athletes are placed into brackets for heat racing. In heats, four athletes race head to head down the course, with the top two from each heat advancing to the next round. Finals consist of a small final, with athletes competing for places 5 to 8 and a big final which determines the winner of the race, following by 2nd, 3rd & 4th. At the Winter X Games – one of the sport’s biggest events – six skiers compete for head to head instead of four.

Alpine Canada Ski Cross Progression Matrix - one-page summary reviewing the competition recommendations, course guidelines, performance benchmarks and race formats for each development stage. 

Alpine Canada Training and Competition Volumes Matrix - one-page summary reviewing the suggested training to competition ratios, days on snow per year and weekly training volumes for each development stage. 

Alpine Canada Training and Competition Focus Matrix - one-page summary reviewing the suggested training and competition focus for each stage.   

Ski Cross Glossary

Courtesy of CanWest News Service Article from January 15, 2010.

• Banked turn: turn that is set at an angle helping in the direction of the turn.
• Basketball turn: reverse banked turn, off angle, fall-away. The bank works against the direction of the turn.
• Blocking: skiing in a manner to protect yourself from being passed.
• Butter or buttered: skiing a section or terrain very smoothly
• Bounced, or Bouncing: missing transitions through a roller section, or what you do when you "knuckle."
• Boxed or Boxed in: stuck in a place/position that doesn't allow you to do what you want.
• Case, Cased or Casing: coming up short on a jump, landing before the transition.
• Double: a set of two "rollers" that can be jumped or "doubled."
• Drafting: following closely behind another skier.
• Flat turn, GS turn or Alpine turn: a turn that has no feature built to define it, it is flat like a Giant Slalom turn.
• Hole-shot: winning the start and taking the lead
• Knuckle: place on a feature where a flat spot rolls into a transition.
• Knuckled: landing just short of making the transition.
• Locked: stuck on edge, off-balance without the ability to release
• Nail or nailed: skiing a section or terrain very well, fast
• Over-shoot, over-shot: jumping long on a feature, missing the transition, or ideal landing area.
• Pancaked, Pancaking: landing flat and hard, either short or long.
• Rollers: section of terrain made up of rounded, wavy terrain. A skier is usually able to stay on the ground through a roller section.
• Sling-shot: using the draft to accelerate and eventually pass another skier.
• Step up: jump where the landing is higher than the take-off.
• Squeezed: getting caught between two skiers, or a skier and a gate, or fence, and are unable to move
• Step-down: jump where the landing is lower than the take-off.
• Table or table-top: A jump where the take-off is at a similar level as the landing. Where the athlete has the option of clearing the flat portion in the middle and landing on the downslope of the feature or if travelling at a reduced speed can ski across the top.
• Tranny: slang for the transition.
• Transition: an ideal place to land on a feature, where landing is most forgiving, or part of a feature where speed can be generated by "working," "pumping," "milking."Triple: a set of three "rollers" that can be jumped all at once, or "tripled."
• "Working" or Worked: (ex: Working a section, "I worked the rollers really well") Using the terrain to generate speed. (synonymous with pumping, milking)

Alpine Canada Training and Competition Volumes Matrix - one-page summary reviewing the suggested training to competition ratios, days on snow per year and weekly training volumes for each development stage. 

Alpine Canada Training and Competition Focus Matrix - one-page summary reviewing the suggested training and competition focus for each stage.   

Para-Alpine LTAD Progression - multiple page PDF reviewing the suggested training volumes and focus at each one of the development stages. 

• Alpine Canada Athletic Character Tracking Document 
• Alpine Canada Coach Education Athletic Character Webinar: Frank van den Berg, Director of Mental Performance for Calgary Sport Institute Calgary and Jennifer Stielow, Senior Coach Education Manager for Alpine Canada present an overview of the new Athletic Character assessment.  The Athletic Character assessment is focused on developing positive mental fitness in both sport and life.
• Alpine Canada Performance Planning Coach Workbook (2016). Accessed by ACA-CSC member profile only. 
• ACA Physical Fitness Testing Protocol (pdf)
• Alpine Canada Training and Competition Volumes Matrix - one-page summary reviewing the suggested training to competition ratios, days on snow per year and weekly training volumes for each development stage. 
• Alpine Canada Training and Competition Focus Matrix - one-page summary reviewing the suggested training and competition focus for each stage.
• Angela Lee Duckworth: Grit: The power of passion and perseverance|TED Talk  
• Bjerke, Ø., Lorås, H., Pedersen, A. (2016). Variations of the Relative Age Effect Within and Across Groups in Elite Alpine Skiing. Comprehensive Psychology; 5:1-6. doi: 10.1177/2165222816648077
• Brown KA, Patel DR, Darmawan D. Participation in sports in relation to adolescent growth and development. Transl Pediatr 2017;6(3):150-159. doi: 10.21037/tp.2017.04.03
• Carol Dweck: The power of believing that you can improve| TEDxNorrkoping
• Centre for Sleep and Human Performance
• Children in Sport 
• CSIA Teaching Children Manual
• Dieticians of Canada Feeding Infants and Toddlers With leadership and support from the BC Ministry of Health, Dietitians of Canada created focused messages and tips for parents on feeding infants and toddlers from 0-24 months.
• Dieticians of Canada Raising Healthy Kids Raising Our Healthy Kids is a series of short 60 – 90-second videos providing information to parents and care providers on healthy growth and development of children up to 12 years of age.
• Eitzen DS, Sage GH. Sociology of North American Sport. 8th ed. Boulder, CO: Paradigm Publishers; 2009. 
• Faigenbaum, Avery D., Westcott, Wayne L.. Youth Strength Training Programs: Human Kinetics. 2009. 
• Fraser-Thomas J, Côte J. Youth sports: implementing findings and moving forward with research. Athl Ins. 2006;8(3):12-27.
• Gambetta V. (2007). Athletic Development: The Art & Science of Functional Sports Conditioning. Champaign, IL: Human Kinetics.
• Health Canada - Canada's Food Guide
• Sport for Life - Long Term Development in Sport & Physical Activity 3.0. Higgs, Colin & Way, Richard & Harber, Vicki, Jurbala, Paul, Bayli, Istvan. (2019). Long-Term Development in Sport and Physical Activity 3.0. Canadian Sport for Life. ISBN: 978-1-927921-62-3.
• Istvan Balyi, Richard Way, Colin HIggs. Long Term Athlete Development. Human Kinetics. 2013. 
• Malina, R. M. & Bouchard, C. (1991). Growth, maturation and physical activity. Champaign, IL: Human Kinetics. 
• McGuigan M. (2017). Monitoring training and performance in athletes. Champaign, IL: Human Kinetics.
• Müller, L., Müller, E., Hildebrandt, C., Kronexl, E., & Raschner, C. (2015). Influential Factors on the relative age effect in alpine ski racing. PLOS ONE, 10(8), e0134744.
• National Coaching Certification Program 
• Petichkoff LM. Youth sports participation and withdrawal: Is it simply a matter of fun? Pediatr Exercise Sci. 1992;4:105-110.
• Physical Literacy Concept Paper Ages 0-12 Years
• Physical Literacy Consensus Statement
• Physical Literacy Movement Prep
• PLAYfun is used by a trained professional* to assess a child in 18 fundamental skills/tasks, such as running, throwing, kicking and balance.
• PLAYbasic is a simplified version of PLAYfun that can be administered quickly by a trained professional in movement analysis to provide a snapshot of a child’s level of physical literacy.
• PLAYself is used by children and youth to evaluate their own physical literacy.
• PLAYparent is used by parents of school-aged children to assess their child’s level of physical literacy.
• PLAYcoach is used by coaches, physiotherapists, athletic therapists, exercise professionals and recreation professionals to record their perceptions of a child’s level of physical literacy
• PLAYinventory is a form used to record and track a child’s leisure-time activities throughout the year
• Sleep, Recovery and Human Performance - Canadian Sport for Life
• SEPTEMBER 2016 – PHYSICAL FITNESS TESTING WEBINAR RECORDING: This webinar provides an overview of Alpine Canada’s nationwide physical fitness testing protocol presented by Alpine Canada’s Director of Sport Science, Matt Jordan, PhD (c), CSCS. The goal of the new physical fitness testing protocol is to ensure Canadian skiers are developing ski-specific fitness abilities as they progress through the athlete development pathway.https://alpinecanada.adobeconnect.com/p5cwrcb1yg2/
• Sport For Life Long Term Athlete Development Stages
• Sport for Life Mental Fitness for LTAD 
• Sport for Life: The Role of Monitoring Growth in Long-Term Athlete Development Istvan Balyi & Richard Way 
• TA Foundation Athlete Development Study (2016)
• Willinger, H. Banff Alpine Racers alumnus Read and Philp give back to local club. Rocky Mountain Outlook. Feb. 22 2018.
• Dr. Joan N. Vickers, Professor, Faculty of Kinesiology, University of Calgary is the author of Perception, Cognition and Decision training – The Quiet Eye in Action, Human Kinetics Publishers, 2007. 
• Visek, Amanda & M Achrati, Sara & Manning, Heather & Mcdonnell, Karen & S Harris, Brandon & Dipietro, Loretta. (2014). The Fun Integration Theory: Toward Sustaining Children and Adolescents Sport Participation. Journal of physical activity & health. 12. 10.1123/jpah.2013-0180. 
• Visek, Amanda & Mannix, Heather & Chandran, Avinash & Cleary, Sean & Mcdonnell, Karen & DiPietro, Loretta. (2018). Perceived importance of the fun integration theory’s factors and determinants: A comparison among players, parents, and coaches. International Journal of Sports Science & Coaching. 13. 174795411879805. 10.1177/1747954118798057. 
• Warrington, G. Dr. (2010). Planning for Performance http://www.sportireland.ie/Coaching-Ireland/Publications-/Planning-For-Performance.pdf . Coaching Ireland
• Watch the Sport for Life video: What is Physical Literacy? 

ACA-CSC Webinar Series 

ACA-CSC provides educational webinars for our ACA-CSC registered coaches throughout the year. The links below are representative of some of the webinars provided by ACA-CSC for registered coaches. Visit the ACA-CSC Snow Reg platform for more information on upcoming webinars. 

Coach Webinar Series 2021 - 2022:

• Physical Fitness: https://vimeo.com/623698404/03302bb339
• Safe Sport: https://vimeo.com/632426356/649d3aa096 
  • Safe Sport Presentation PDF English
• Coaching the Female Athlete: https://vimeo.com/637889877
• The Foot, the Ankle and Boot Fitting: https://vimeo.com/642127163
  • The Foot, the Ankle and Boot Fitting - part 1 PDF
  • The Foot, the Ankle and Boot Fitting - part 2 PDF

Past  Webinars 2020 - 2021 Season:

• The Power of Coaching Webinar: https://youtu.be/y8M7KcxDjSI
• Introduction to Ski Cross Progressions: https://youtu.be/QLgtmys7n9g
• Introduction to Ski Cross Webinar Resource Material

SnowReg Tutorial Videos

How to renew your ACA-CSC membership - YouTube

How to renew your ACA-CSIA membership - YouTube

Links to Supporting Reference Materials 

Alpine Canada Performance Planning Coach Workbook (2016). 

Eitzen DS, Sage GH. Sociology of North American Sport. 8th ed. Boulder, CO: Paradigm Publishers; 2009. 

Fraser-Thomas J, Côte J. Youth sports: implementing findings and moving forward with research. Athl Ins. 2006;8(3):12-27.

Gambetta V. (2007). Athletic Development: The Art & Science of Functional Sports Conditioning. Champaign, IL: Human Kinetics.

McGuigan M. (2017). Monitoring training and performance in athletes. Champaign, IL: Human Kinetics. 

Petichkoff LM. Youth sports participation and withdrawal: Is it simply a matter of fun? Pediatr Exercise Sci. 1992;4:105-110. 

 Willinger, H. Banff Alpine Racers alumnus Read and Philp give back to local club. Rocky Mountain Outlook. Feb. 22 2018.  

Visek AJ, Manning HM. The FUN MAPS: A Youth Sport Scientific Breakthrough. Olympic Coach. 2014;25(4):39-42.

Visek AJ, et al. The Fun Integration Theory: Toward Sustaining Children and Adolescents Sport Participation. Journal of Physical Activity and Health. 2015;12:424-433

Warrington, G. Dr. (2010). Planning for Performance http://www.sportireland.ie/Coaching-Ireland/Publications-/Planning-For-Performance.pdf . Coaching Ireland.

FIS Competition 2023/2024

Coaches are reminded that entry into FIS events is governed by the FIS International Competition Rules (ICR) and it is your responsibility to ensure you are aware of the rules before intending to enter athletes to these competitions. Different levels of FIS competitions have different rules for acceptance. 

Below is a link to the FIS resources in which you should be aware of in advance of travel to FIS competitions. If you require clarification on competition entry requirements, quota allocation etc., please ensure you connect with Alpine Canada in advance of the event, (minimum 14 days) via raceentries@alpinecanada.org

Canada follows a strict process for race entry intents, and with the increasing number of Canadian athletes in international programs, it is critical you are knowledgeable on rules, processes and quotas for the season.

If you are not already signed up for the FIS international race intent site, please connect with your PTSO to be advised on the process of registration for your province/athletes.

FIS Resources:

FIS ICR: https://assets.fis-ski.com/image/upload/fis-prod/assets/ICR_15.07.2023.pdf

FIS Points Rules: https://assets.fis-ski.com/image/upload/fis-prod/assets/FIS_Points_Rules_Alpine_23.06.23.pdf

FIS Continental Cup Rules: https://assets.fis-ski.com/image/upload/fis-prod/assets/COC_Rules_2324_13.06.2023.pdf

FIS Quotas: https://assets.fis-ski.com/image/upload/fis-prod/assets/FIS_Quotas_23.24.pdf

FIS Continental Cup Quota Periods: https://assets.fis-ski.com/image/upload/fis-prod/assets/Periods2324.pdf

*** must review quota periods in accordance with the above, found @ https://www.fis-ski.com/en/inside-fis/document-library/alpine-documents

Additional resources to support your season can also be found via Alpine Canada

https://alpinecanada.org/community/criteria-publications 

WOMEN IN SPORT RESOURCES

Canadian Association for the Advancement of Women and Sport and Physical Activity (CAAWS) - We are dedicated to creating an equitable and inclusive Canadian sport and physical activity system that empowers girls and women – as active participants and leaders – within and through sport. With a focus on systematic change, we partner with governments, organizations and leaders to challenge the status quo and to advance solutions that result in measurable change.

Coaching Association of Canada Women in Coaching - Women represent an untapped resource throughout the sport community. Women have different life and leadership experiences, values, and attitudes which equip them with valuable sport expertise and perspective. Women in Coaching is a national campaign to increase the number of coaching opportunities for women, at all levels of sport. Directed by the CAC, the program enjoys the support of many individuals and organizations committed to improving the coaching environment for women in sport.

Fast and Female - Fast and Female’s vision: create a positive, empowering culture for all girls in sports.

Tucker Center for Research Girls & Women in Sport - The first of its kind in the world, the Tucker Center is an interdisciplinary research center leading a pioneering effort to examine how sport and physical activity affect the lives of girls and women, their families, and communities.

Own the Podium Women in Coaching Initiative - The coaching enhancement program (CEP) has prioritized providing financial support to the Coaching Association of Canada's Women in Coaching program, in addition to targeted investment opportunities for female coaches at the next generation and pathway levels. 

Women's in Sport Foundation - The Women's Sports Foundation is dedicated to creating leaders by ensuring girls access to sports.

Women in Sport - United Kingdom website with links to research around women in sport. 

Coach in Training 

Coach in Training - Supporting an accredited ACA-CSC Coach:

An introduction to alpine ski coaching for athletes transitioning from competitive ski racing, volunteer coaches, and parents interested in assisting an accredited coach with the management of a group at the Gliding Start and Skier Essentials stage of development with their local club. This program is meant to pair up a prospective coach with a mentor coach during the initial stages of learning how to be a coach while supporting young developing ski racers.

Coach in Training - CSIA Level 1 & 2 Certified Instructors:

In the ACA-CSC coach accreditation policy since 2015, clubs can hire CSIA members as a first time new hire if they are coaching athletes under the age of 12 years for the period of 12 months from the date they start coaching. 

For clubs seeking to utilize CSIA certified individuals, ACA requires a list of names from the club so ACA-CSC can verify the prospective coach status and certification level with CSIA. Once verified ACA will manually input them into the membership database as a temporary member since they still need to be an ACA-CSC registered licensed coach to work with developing ski racers. 

Register to become an ACA-CSC Coach in Training!

ACA-CSC Coach In Training program overview PDF

ACA-CSC Coach Accreditation policy

ENTRY LEVEL COACH - Gliding Start and Skier Essentials

The Entry Level (EL) certification pathway provides new coaches with the tools to efficiently run a training session in the free ski and gate training environments for the Gliding Start or Skier Essentials skier. 

Entry-level coaches understand how to plan a daily training session, set up a proper, age-appropriate training environment while considering skier safety at all times. Entry-level coaches are focused on developing fundamental ski technique through the use of the STRIVE program. This certification status will allow a coach to work in a ski club or ski school and coach at an entry-level ski racing program with U6 to U12 skiers. 

Entry Level Coach Pathway

Individuals seeking to become ski race coaches at the Skier Essentials development stages start the coach development pathway by enrolling in an Entry-level course. To enroll in an Entry Level course, you must be 15 years of age on the first day of the course. No exceptions. 

Coaches start their training by completing all the Entry Level training modules through an approved ACA-CSC course, delivered by your local PTSO.To start working with young skiers, all coaches must be licensed registered coaches in good standing. ACA-CSC Licensing Policy.

Coaches continue their entry-level training and the Entry-Level Coach Portfolio throughout their first year with a local club mentor until they are ready to take their on-snow practical coaching evaluation and become Entry Level Certified coaches. Coaches are required to complete their entry-level portfolio with their local mentor and the NCCP “Make Ethical Decisions” prior to undergoing their on-snow practical coaching evaluation. 

Next Steps after Entry-Level Certification

Once coaches are Entry Level Trained, they can progress to the Development Level training course if they are working with more advanced athletes in the Learn to Train stage of development. Coaches who are working with para-alpine ski racers are encouraged to complete their para-alpine coach certification by completing both the para-alpine eLearning and on-snow modules. Coaches who are working as head coaches at the Skiers Essentials development level are encouraged to complete the next steps of the Entry Level Advanced Certified pathway to be fully equipped to lead staff coaches and develop skiers at the Skier Essentials level. 

DEVELOPMENT LEVEL COACH - Learn to Train and Train to Train 

Development level (DL) coaches are working with skiers in the Learn to Train and Train to Train development stages. 

Development level coaches are educated in the course setting principles used in slalom and giant slalom at the U14 and U16 levels. Coaches safely apply fundamental teaching and learning principles during training and competitions to promote the consolidation of a skier's technique and application of tactics in giant slalom and slalom. Development Level certified coaches have the knowledge and expertise to safely guide skiers when learning speed and ski cross terrain management skills. 

Development Level coaches complete their Development Level Coach Portfolio prior to undertaking their Development Level Evaluation. Development level coaches focus on developing proficiency in the coaching core competencies prior to evaluation: valuing, leading, interacting with people, problem-solving and critical thinking.  

PERFORMANCE LEVEL COACH - Train to Race and Race to Win

Performance Level (PL) coaches are working with ski racers at the Train to Race and Race to Win stages. Ski racers at these stages are following the competitive pathway to compete at the highest level of ski racing.

Performance Level coaches are skilled at performance planning, analyzing performance, environment setting, sequencing of training to promote the consolidation of technique in a variety of tactical situations, and supportive of ski racers during training and competition. Coaches should plan to complete the training and certification process over multiple seasons. 

Performance level coaches focus on the coaching core competencies: valuing, leading, interacting with people, problem-solving and critical thinking. The Performance Level Trained coaches utilizes the Performance Level Coach Learning Journal to prepare for evaluation. 

Performance level coaches undertake four evaluations to become a certified coach at the competition-development level of coaching including:

• Performance planning evaluation (annual training plan) 
• Managing a performance program evaluation (management of the annual training plan and athlete development)
• In training evaluation 
• In competition evaluation 

To coach ski racers, all coaches must be licensed registered coaches in good standing. Review the licensing policy here.

Ski Cross Coach

Trained ski cross (SX) coaches understand the proper sequencing involved in developing terrain management skills over SX terrain features, setting considerations for SX, inspection skills required in SX, heat racing, rules and regulations related to SX and course safety requirements.

Trained SX coaches are also, at the minimum, Entry Level certified coaches who have completed an online safety and training progression course in addition to attending and completing the ACA-CSC Ski Cross on-snow module. 

The Ski Cross trained status is a specialization status much like para-alpine and focuses on developing skiers in the sport of ski cross from the Skier Essentials stage through the Train to Race stages preparing them for the high levels of competition experience at the Race to Win stage.

Para-Alpine Coach

Skiers in para-alpine compete in several different sport classes, depending on the activity limitation that their impairment causes. Standing classes are LW2-LW9: LW2 to LW4 are for skiers with leg impairment; LW5 to LW8 for skiers with arm impairments and LW9 for skiers with a combination of arm and leg impairments. Sit-skiing classes are LW10 to LW 12: All sit-skiers have impairments affecting their legs. Skiers with visual impairment are classified B1 to B3.

Canada has won medals in para-alpine skiing at every Paralympic Winter Games since 1976 including 13 on home soil in Vancouver-Whistler in 2010 and 10 in PyeongChang. Canada’s amazing Para alpine ski team is lead by head coach and architect Jean-Sébastien Labrie, who has masterminded the Para alpine program for Alpine Canada since he took the head coaching helm in 2008.

Key statements that a coach should consider prior to entering Para-alpine coaching

1. As is the case for any other participant or athlete, sport represents a vehicle for personal achievement, development, health, enjoyment, etc. for para-athletes. 
2. You are a coach and they are athletes; do not change your coaching philosophy or the way you deal with the athletes or their parents because you are now coaching para-athletes. 
3. Jean-Sébastien Labrie’s advice is simple for aspiring coaches: never stop learning. ‘’Get informed and educated about coaching and your sport,’’ Labrie said. ‘’You are always learning not only about technique but about the mental aspect and performance factors.” (CPC Coach Spotlight, November 29, 2019).
4. Remember, you are not alone! There are many experienced people and groups who can help you, and quality resources that are available. 

Coaches interested in coaching para-alpine athletes can follow the ACA-CSC Para-alpine coach certification pathway at the Entry Level (EL) and Development Level (DL). The para-alpine coach pathways include elements of the able-bodied EL and DL pathways and Para specific eLearning modules compatible for both EL Para and DL Para programs. 

The Performance Level (PL) coaching context is the final stage, this context has the least modification, as working with Para-athletes in the high-performance setting follows very similar protocols, both on and off-snow. 

“At a high level, it’s almost more about all the things in the surroundings that affect the athlete rather than the technique. You need to be open to new technologies and be at the cutting edge of everything that’s affects performance says J.S. Labrie, CPC Coach Spotlight, November 29, 2019.

Coach Developer - Learning Facilitator 

Coach developers are coaches who are already involved in the NCCP and have actively coached for many years. Coach developers may have backgrounds in physical education, kinesiology, or similar areas of study. Coach Developers, train and coach the coaches. They are not simply experienced coaches or transmitters of coaching knowledge – they are trained to develop, support, and challenge coaches to go on honing and improving their knowledge and skills to provide positive and effective sport experiences for all participants. 

Coach Developers need to be experts in learning, as well as experts in coaching and technical concepts. ACA, PTSO’s and Master Coach Developers are all involved in identifying and training coach developers. ACA sets national standards. Selection of applicants for LF training and designation shall be made in partnership between ACA and PTSO representative responsible for co-ordinating coach education courses.

All coach developer - Learning Facilitators are required to be fully licensed as a registered coach in good standing to facilitate courses. To review licensing requirements review the ACA-CSC licensing policy.  

The pathway to become an ACA-CSC and NCCP Approved Coach Developer - Learning Facilitator

Every ACA-CSC course or workshop is led by a trained Learning Facilitator (LF) who has undergone a standardized training process. LFs are crucial to the development of skilled, knowledgeable coaches who are then able to develop safer, happier athletes. The goal of an LF is to effectively facilitate sessions that result in the development of coaches who can demonstrate their abilities and meet the standards established for certification. An LF should have the appropriate knowledge, skills, and attitudes to facilitate workshops using the competency-based approach. In addition, they serve as contributing members of the community and ambassadors for the ACA, PTSOs and the NCCP.

Selection of Coach Developer - Learning Facilitators

The success of Alpine Canada, it's member PTSO's and their clubs, and the NCCP training depends on the quality of the individuals selected as Learning Facilitators. Selection of applicants to undergo LF training to recieve the LF designation shall be made in consultation with the PTSO representative.  
Coach Developer - Learning Facilitators must possess the following traits:  

• Good communicators: can speak clearly and communicate professionally
• Good presenters: are comfortable presenting in front of a group, are well spoken, can keep presentations to time limits, and able to adapt to questions and changes
• Good facilitators: can facilitate discussions, actively listen, evoke participation, and move discussions along when need be
• Good organizers: are well prepared, organized, and professional
• Good technical experts: have good knowledgeable of technical/tactical ski racing concepts
• Also learning facilitators are approachable, ethical, responsible, and self-confident

Kaizen - Continuous Improvement 

After a coach obtains the LF trained or LF certified accreditation within the ACA Coach Education Coach Developer pathway, Learning Facilitators must conduct at a minimum one (1) course every two years in order to maintain their active status as a coach developer - learning facilitator. Failure to meet ongoing accreditation standards will result in the inactivation of the Learning Facilitator status on the coachs profile. Coach Developers are required to attend a sport specific coach developer update every two years or when there are significant changes to the curriculum or administration processes. More information on the coach developer pathways and standards required for accreditation review the ACA Coach Education Coach Developer Policy.

Coach Developer - Coach Evaluator

Coach developers are coaches who are already involved in the NCCP and have actively coached for many years. Coach developers may have backgrounds in physical education, kinesiology, or similar areas of study. Coach Developers, train and coach the coaches. They are not simply experienced coaches or transmitters of coaching knowledge – they are trained to develop, support, and challenge coaches to go on honing and improving their knowledge and skills to provide positive and effective sport experiences for all participants. 

Coach Developers need to be experts in learning, as well as experts in coaching and technical concepts. ACA, PTSO’s and Master Coach Developers are all involved in identifying and training coach developers. ACA sets national standards. Selection of applicants for Coach Evaluator training and designation shall be made in partnership between ACA and PTSO representative responsible for co-ordinating coach education courses.

All coach developer - Coach Evaluators are required to be fully licensed as a registered coach in good standing to evaluate and certify coaches. To review licensing requirements review the ACA-CSC licensing policy.  

The pathway to become an ACA-CSC and NCCP Approved Coach Developer - Coach Evaluator

A Coach Evaluator’s (CE) role is to contribute to the development of coaches after they have acquired their NCCP training. This includes assessment, evaluation, debriefing, and follow-up with coaches trying to achieve Certified status. CEs are experts in the observation process and have in-depth knowledge of the outcomes, criteria, and evidences that comprise the evaluation tools that establish NCCP standards for coaches of a sport context. CEs act as ambassadors for Alpine and the NCCP and as a resource to coaches seeking to augment and validate their coaching abilities. 

A Coach Evaluator’s role is to contribute to the development of coaches after they have acquired their NCCP training. This includes assessment, evaluation, debriefing, and follow-up with coaches trying to achieve Certified status. Coach Evaluators are experts in the observation process and have in-depth knowledge of the outcomes, criteria, and evidence that comprise the evaluation tools that establish NCCP standards for coaches of a sport context. Coach Evaluators act as a resource to coaches seeking to augment and validate their coaching abilities.

Selection of Coach Developer - Coach Evaluators

The success of any evaluation program rests to a large degree on the quality of the individuals selected as Coach Evaluators. It is critical that quality control be exerted when appointing someone as a Coach Evaluator, as not everyone possesses the experience, skills, or attitudes to be effective in this position. Applicants for Coach Evaluator training and designation will be selected in consultation between ACA and the appropriate PTSO. Coach Evaluators are also highly encouraged to complete the NCCP Mentorship training module. Coach Evaluators must possess the following:

• A thorough understanding of the ACA evaluator guidelines document in the relevant context
• Completed all context relevant training as an evaluator as described in the NCCP pathway
• A minimum of 3 years of coaching experience in the context in which evaluation takes place;
• Successfully completed the NCCP Make Ethical Decisions on line evaluation requirements;
• Credibility with their peers;
• High ethical standards and leadership skills;
• A desire to see the coach certification system as well as the sport grow;
• Time and energy to commit to the evaluation process;
• Proven guiding and facilitation skills;
• The ability to be critically reflective and ask questions
• The ability to listen actively to the candidate.
• In good standing with ACA Coach Education

Kaizen - Continuous Improvement 

After a coach obtains the CE trained or CE certified accreditation within the ACA Coach Education Coach Developer pathway, Coach Evaluators must conduct at a minimum three (3) evaluations every five (5) years in order to maintain their active status as a coach developer - coach evaluator. Failure to meet ongoing accreditation standards will result in the inactivation of the coach evaluator status on the coachs profile. Coach Developers are required to attend a sport specific coach developer update every two years or when there are significant changes to the curriculum or administration processes related to the certification process in the ACA Coach Development Pathways. More information on the coach developer pathways and standards required for accreditation review the ACA Coach Education Coach Developer Policy. 

Master Coach Developers

Coach developers are coaches who are already involved in the NCCP and have actively coached for many years. Coach developers may have backgrounds in physical education, kinesiology, or similar areas of study. Coach Developers, train and coach the coaches. They are not simply experienced coaches or transmitters of coaching knowledge – they are trained to develop, support, and challenge coaches to go on honing and improving their knowledge and skills to provide positive and effective sport experiences for all participants. 

Coach Developers need to be experts in learning, as well as experts in coaching and technical concepts. ACA, PTSO’s and Master Coach Developers are all involved in identifying and training coach developers.

The role of the Master Coach Developers (MCD) is to train, to evaluate, to support, and to mentor Coach Developers, i.e. Learning Facilitators (LFs), Coach Evaluators (CEs), and other MCDs. In addition, MCDs play a key role in promoting the NCCP. Master Coach Developers must possess adequate knowledge and expertise in facilitation to assist in training Coach Developers and to lead workshops and professional development experiences for Coach Developers. 

It is expected that Master Coach Developers will have more responsibility in a supportive role with Coach Developers during workshops, evaluations, and in Coach Developer development. MCDs should be willing and able to lend support to Coach Developers, program administrators, and delivery host agencies. 

All Master Coach Developers are required to be fully licensed as a registered coach in good standing to evaluate and certify coach developers. To review licensing requirements review the ACA-CSC licensing policy.  

The pathway to become an ACA-CSC and NCCP Approved Master Coach Developer 

A Master Coach Developer is a coach who has completed the learning facilitator pathway and the coach evaluator pathway within their coaching context of expertise. A Master Coach Developer is the coach of the coach developement workforce, learning facilitators and evaluators, in their local province or territory who can support both coach developer roles as described below.

• The goal of an LF is to effectively facilitate sessions that result in the development of coaches who can demonstrate their abilities and meet the standards established for certification. An LF should have the appropriate knowledge, skills, and attitudes to facilitate workshops using the competency-based approach. In addition, they serve as contributing members of the community and ambassadors for the ACA, PTSOs and the NCCP. 

• A Coach Evaluator’s role is to contribute to the development of coaches after they have acquired their NCCP training. This includes assessment, evaluation, debriefing, and follow-up with coaches trying to achieve Certified status. Coach Evaluators are experts in the observation process and have in-depth knowledge of the outcomes, criteria, and evidence that comprise the evaluation tools that establish NCCP standards for coaches of a sport context. Coach Evaluators act as a resource to coaches seeking to augment and validate their coaching abilities.

Selection of ACA Education Master Coach Developers

Application to become an MCD is to be made directly to ACA Education by emailing coach@alpinecanada.org. Applicants will be selected in consultation with the appropriate PTSO Coach Education lead and PTSO athletic director. 

Master Coach Developers must possess the following: 

• Have five (5) years of experience or more as an LF;
• Have successfully completed the NCCP Make Ethical Decisions online evaluation;
• Are trained or educated in an area related to coaching or coach education;
• Have relevant coaching experience in alpine ski racing;
• Expert technical and tactical knowledge of ski racing
• Knowledge and understanding in the NCCP coach developer pathway;
• Contextual understanding and knowledge in athlete skill development and growth and development, including content included in the ACA LTAD 3.0; 
• Experienced in training and instructional methods in an adult education environment
• Successful completion of the NCCP Making Ethical Decisions on line evaluation
• Successful completion of the MCD training sessions
• Demonstrable skill in the NCCP core competencies: leading, valuing, interacting, problem solving, critical thinking
• Must be have completed all NCCP requirements in the Coach Developer pathway

Kaizen - Continuous Improvement 

Upon gaining either trained or certified status within the Coach Education, Coach Developer pathway, LF’s, CE’s and MCD’s MUST conduct, at minimum, one (1) course every two (2) years in order to maintain their active status. Failure to meet ongoing accreditation standards will result in the removal of LF. CE or MCD status from the coach profile. All Master Coach Developer’s must attend a yearly update and contribute actively to annual curriculum reviews and updates to maintain their Master Coach Developer status. 

More information on the coach developer pathways and standards required for accreditation review the ACA Coach Education Coach Developer Policy.

Pathway FAQ

HOW ARE SKI INSTRUCTORS DIFFERENT THAN SKI COACHES?

Ski Instructors- CSIA

Resorts and hills across Canada operate snow-schools, where learners get their initial on-snow lessons and experience. These lessons are led by Instructors.Instructors work with gliding start and skier essentials skiers, who are learning fundamental movements and how to ski. In order to become a qualified instructor, candidates complete the Level 1 Course through the Canadian Ski Instructors Alliace (CSIA). If delivering snow-school lessons at your local resort sounds like the right fit for you, visit www.snowpro.com to get started.
 

Ski Coaches

Ski Clubs, Provincial / Territorial Teams and our National Team rely on the expertise of Coaches to help ski racers learn new skills, compete at the highest level, and reach their athletic potential.

Coaches work with skiers and ski racer to develop specific competitive ski racing skills, while training for success in competitive ski racing disciplines, and developing the experience and confidence needed to win at progressively higher levels. To become a trained and licensed coach, you will begin by taking an introductory coaching course. This course is delivered in partnership between ACA-CSC, provinces and territories, and the National Coaching Certification Program. The course is then followed by a short checklist of follow up action items to complete and meet the minimum NCCP standards. .

If mentoring and developing ski racers sounds like the right fit for you, then you’ve come to the right place.
 

Physical Training for Para-Alpine

Visually Impaired

Goals: develop proprioceptive awareness and balance to increase confidence in spatial moving, if possible, improve chemistry and communication with a guide.

Considerations:

• Not usually any physical restrictions, no modifications to testing procedures.
• Need to educate and progress from bodyweight movements to movements with external objects and object manipulation.
• Landing and jumping progressions can help build spatial awareness, increasing balance and coordination.
• Outdoor conditioning workouts will most often require a guide with experience.

Sitting

Goals: Develop and improve sitting positioning, balance, core strength, scapular, rotator cuff and potentially hip stabilizers.

Considerations:

SAFETY: gain awareness of their ASIA (American Spinal Injury Association) status and lesion level. Before starting a program, gain a clear understanding of their current function (both sensation and motor).

• Orthostatic hypertension: gradually change positions.
• Autonomic dysreflexia (T6 and above): ensure they have used the washroom before their workouts and there are no bladder infections, restrictive clothes or other potentially noxious stimuli present.
•  Respiratory function: do they need an assisted cough?
• Caution with overtraining as this will affect their ability to carry out activities of daily living.
• They may need more help than usual with moving themselves and equipment around the weight room or training area.
• Be aware of areas without feeling and rubbing pressure points during specific movements.

Standing

Goals: Address muscular imbalances that may occur. Engage and encourage proper movement patterns, but understand that they may not be perfect.

SAFETY: If working with an amputee, ensure that skin care is managed, particularly if training in a hot environment.

• Understand the differences in each athlete's range of motion, strength and optimal positioning.
• All of the facets of training (strength, power, agility, etc.) can be trained; however, they all may look different between athletes and possibly within an athlete (i.e. left and right sides).
• Some athletes (e.g. Cerebral Palsy or stroke) may need different movements for each side of their body, don’t neglect the less functioning side.

The coaching and integrated support staff (IST) must communicate and know each athlete’s functional status, technical levels and abilities. This will allow for better flow and alignment of physical, tactical, mental and technical development to create the best possible environment for maximal overall growth.

LTAD Parent Tips

Choosing a Program

Equipment

The proper equipment set up and fit can give the ski racers increased chances of having success in training and competition. Poorly fit, improperly adjusted, or un-tuned equipment can prevent the ski racer from successfully developing their technical and tactical skills while inhibiting their ability to perform on demand at races. 

SKIS

Ski selection, both model and length are personal and take into account a ski racers ability and goals. Optimal ski length is determined in the following order: ability, weight and strength. Ski racers should consult their coach and work with a ski rep to gain the best access to the best equipment for the ski racer. 

Skis should always be well taken care of including sharpened edges, wax on the bases and bindings adjusted correctly. It is the responsibility of the ski racer at this stage to maintain their ski equipment on a daily basis in preparation for both training and competition. 

Train to Race ski racers should have at the minimum:

• Two pair of giant slalom skis.
• Two pair of slalom skis.
• One pair of Super G skis, optional second pair if ski racer is strong in SG.
• One pair of Downhill skis, optional second pair if ski racer is strong in DH.
• One pair of all mountain "rock skis," not twin tipped, that allow ski racers to ski the whole mountain without worry or fear of damaging their race skis. These skis can be purchased at a ski swap, and they are meant to be taken off-piste as part of a ski racers development and refinement of their technical skiing skills in a variety of terrain and snow conditions. 

Ski clubs should be encouraged to provide loaner speed skis, super g and downhill, to ski racers who are entering in the train to race stage.

BOOTS

Boots must be professionally fitted to ensure proper flex, alignment and ankle articulation. Ski boots that inhibit the ankle to flex correctly will result in the ski racers inability to pressure the front of the ski adequately and place them in the dangerous backseat position on the ski. 

Properly fitting boots are required to execute technical skiing skills successfully in a variety of tactical situations.  Properly fitting boots will allow a ski racer to engage the ankle and apply shin pressure. The cuff of the boot should fit firmly around the lower leg. Less experienced ski racers should ski in a softer boot, as ski racers gain more experience and strength to flex the boot they can start using a more stiff four buckle boot.

HELMETS 

Ski racers are required to wear a properly fitting hard shell helmet for giant slalom, super g, and kombi ski cross. It's best to check with your local club coach to ensure the ski racer has the proper helmet set up for each discipline.

All ski racers who are competing in FIS races are required to have the proper markings on the helmets to ensure it meets the safety standards for alpine ski racing. 

Helmet fitting tips:

Make sure the pads fit flush against the skier's cheeks and forehead. 

• The back of the helmet should not touch the nape of the neck.
• The helmet should fit snugly with a fastened chin strap. 
• The helmet should sit level with the front edge just above the skier's eyebrows.
• The helmet should not shift when the skier shakes their head from side to side or front to back. 
• The helmet should work with the skier's goggles and fit comfortably when both are worn together. Have the skier try on the helmet with their goggles when purchasing a new helmet. 

HELMETS DO NOT LAST FOREVER! WORN AND DAMAGED HELMETS SHOULD BE REPLACED TO ENSURE THEY CAN ADEQUATELY ABSORB POSSIBLE FUTURE IMPACTS. 

GOGGLES

• Goggles should have double lenses to help avoid goggle fog which inhibits a skier's ability to see. 
• Ski racers must have a variety of goggle lenses available for different types of light and visibility; dark lens during bright days and low light lenses for flat light or bad weather days.
• Goggles should fit comfortably on the skier's face when wearing a helmet. There should be no gaps between the helmet and the goggles, especially when ski racers are training/racing in the speed disciplines. 

SKI RACING SPECIFIC GEAR

Ski racing does require a few more pieces of specific gear to protect and promote ski racer confidence. Ski racers in this stage will train in more formal ski racing environments on a more frequent basis, racing suits and protective and mandatory. 

BACKPACK/GEAR BAG 

Ski racers should have a backpack where they keep all their gear in one location both at home and at the ski hill. Ski racers should check the items in their pack to ensure they have everything for training or races promotes independence, being responsible and accountable for their equipment. 

SKI POLES

• Depending on the event contested ski racers will use different pole setups.
• Slalom, ski poles will have hand guards also known as pole guards, affixed to a straight ski pole.  
• Giant slalom ski poles will have a little bend in the pole for increased aerodynamics to fit around the body. 
• Speed ski poles used in super g and downhill will be bent to fit around the body to enhance aerodynamics.

RACING SUIT FEATURES

Racing suits at this stage are defined by the discipline contested:  

• There are speed suits, giant slalom and slalom suits. 
• Anatomically designed contour fit
• Front stretch zipper​
• Available from ACA Shop. 

PROTECTIVE GEAR

All ski racers should use protective gear when training in gates. Protective gear becomes personal choice at this stage of development, however, all ski racers are required to wear all protective gear required by the FIS Rules & Regulations for the discipline being contested. Local clubs and provinces may also have minimum requirements for protective gear.

• Shinguards
• Mouthguard or helmet chin guard
• Pole guards & Armguards
• Back Protector 
• Helmet

Maintaining Balance & Education

While it is a challenge to raise active ski racers, it's not impossible to create a balance between participation in sports, family time, social time and education. 

MAINTAINING A BALANCED FAMILY LIFE THAT FOSTERS THE DEVELOPMENT OF HEALTHY HABITS INCLUDES:

• Scheduling family time and activities where the family can be active together.
• Ensure that everyone in the family has time for rest and regeneration. 
• Finding a balance between school, sports, and encourage ski racers to participate in other sports as desired. 
• Working in partnership with your ski racer to develop a simple monitoring routine to assist ski racers with their recovery between training and competition bouts. 
• Allow time for social interaction with other ski racers and friends in an unstructured environment like the park or ski area.
• Reduce screen time.  
• Getting involved, as a parent, through volunteer activities at the ski racer's club.

EDUCATION BALANCE VARIES BETWEEN GRADES 11 & 12 AND INCLUDES SOME OF THE FOLLOWING PREVENTATIVE ACTIVITIES: 

During this stage, ski racers begin to investigate their post-secondary options including university, completion of a gap year, attending a technical/trade school, or work-study.

The choice that a ski racer will make is largely dependent on their:

• Academic goals
• Athletic goals 
• Career goals

In grade 11 and 12 (FIS U18) ski racers are faced with finishing up their secondary schooling and require the time away from ski racing to prepare and take Provincial exams for graduation. This does make scheduling and attending some key race events challenging at times. Each school and ski racer is different; it's essential for the coaches, parents and teachers to be aware of the individual ski racers goals and aspirations on and off the snow. Coordination and collaboration between skiing, school and parents is a critical success factor. 

Now is the time to be realistic about future plans to ensure inclusion of post-secondary school requirements. Review the education plan with the coach to ensure both athletic and academic goals are achievable. Develop a personalized plan for grad that meets admission requirements. Usually a combination of school and online. 

Grades are part of the process to reach the outcome goal of academic success. Ski racers should view school like they see a sport where homework equates to training and exams compare to competitions. To be successful academically and athletically, ski racers must prepare before taking the test. Success never comes easy; it requires hard work and careful planning and preparation to succeed in sport and school. 

• Encourage active study breaks where the ski racers can complete a little physical activity from 5 - 15 minutes. Activities can include preventative and mobility exercises, core exercises, a spin on a bike, or a quick run around the block to raise the heart rate. 
• Encourage the use of a student planner or calendar to assist with maintaining balance.
• Encourage the ski racer to communicate with their teachers; parent communication should reinforce the student contact when necessary. 
• Provide appropriate notice for school absences. 

Finding the right balance between sport and education is a permanent challenge for a young athlete. Take a look at this video which offers some advice on reaching your objectives.

LTAD PARENT TIPS

CHOOSING A CLUB

• Are the coaches certified in the National Coaching Certification Program? 
• What coaching experience do they have and at what levels? 
• Do they have healthy short and long-term goals?
• Has the club undertaken the Responsible Coaching Movement pledge?
• Do they have secure 'Safe in Sports Policies'? 
• Do they follow the ACA LTAD guidelines?
• What is the overall reputation of the club for providing a quality sports environment for ski racers at the Train to Train stage?
• Does the program emphasize the proper development of the fundamental movement, foundational technical skiing skills and tactical application of the foundational skiing skills?
• Do they provide an off-season conditioning program? Is there an increased cost for this service?
• Do they work with a complementary sports club to offer multi-sport exposure to develop athleticism?
• Do they participate in annual fitness testing at least three times per year? 
• What is the club reputation amongst parents of current ski racers?
• How many days on snow (volume) is available to your ski racer and is it consistent with the ACA LTAD recommendations for the Train to Train stage?
• What is the cost? Volunteer expectations?
• What is the driving time to the hill (proximity)?
• Is there an equipment pool available? Do they host an annual ski swap where lightly used equipment can be purchased?
• Do they host a pre-season equipment purchase event with knowledgeable coaches and technicians present to help with equipment fitting and selection?
• Are they committed to creating efficiencies for the parents and ski racers?

EQUIPMENT

The proper equipment set up and fit can help provide the ski racer with a positive sports experience that gives the ski racer increased chances of having success in training and competition. Poorly fitting, improperly adjusted or un-tuned equipment can prevent a ski racer from successfully developing their technical and tactical skills.

Ski racers seeking the competitive pathway will have their boots professionally fitted and will begin to learn how to tune their equipment. 

For more information on equipment selection, please review the following webisodes aimed at selecting and fitting equipment for the U10 to U14 ski racer and boot setup for the U16-U18 skier racer while working in partnership with your ski racers coach to ensure the ski racer has the best equipment set up to promote proper skill development and execution in training and competition.

Alpine Canada Partners and Equipment Pool Suppliers

TO REVIEW EQUIPMENT REQUIREMENTS FOR THE TRAIN TO TRAIN STAGE, PLEASE VISIT THE TRAIN TO TRAIN EQUIPMENT PAGE. 

MAINTAINING BALANCE & EDUCATION

Maintaining a balanced family life that fosters the development of healthy habits includes:

• Scheduling family time and activities where the family can be active together.
• Ensure that everyone in the family has time for rest and regeneration. 
• Finding a balance between school, sports, and encourage ski racers to participate in other sports as desired. 
• Working in partnership with your ski racer to develop a simple monitoring routine to assist ski racers with their recovery between training and competition bouts. 
• Allow time for social "play" time with other ski racers and friends in an unstructured environment like the park or ski area. 
• Getting involved, as a parent, through volunteer activities at the ski racer's club. 

Education balance varies between grades 8 & 9 and 10 and includes some of the following preventative activities: 

• Encourage the use of a student planner or calendar to assist with maintaining balance.
• Encourage the ski racer to communicate with their teachers; parent communication should reinforce the student contact when necessary. 
• Provide appropriate notice for school absences. 
• In grade ten (U16), ski racers seeking the competitive pathway are recommended to take one course online. Math is a good option for an online course. 
• Parents of U16 ski racers must also maintain an open line of communication between teachers, school counsellors and coaches.  
• Each school and ski racer is different; it's essential for the coaches, parents and teachers to be aware of the individual ski racers goals and aspirations on and off the snow. 

EDUCATIONAL REFERENCE:

Adams, K. BC Alpine AGM Presentation: Education and Ski Racing - Finding a Balance

LTAD PARENT TIPS

CHOOSING A CLUB

Choosing a club that fits your family is one of the most critical decisions. Here are some sample questions to use when researching the best organization for you and your ski racer. 

• Are the coaches certified in the National Coaching Certification Program? 
• What coaching experience do they have and at what levels? 
• Do they have reasonable short and long-term goals?
• Has the club taken the Responsible Coaching Movement pledge?
• Do they have secure 'Safe in Sports Policies'? 
• Do they follow the ACA LTAD guidelines?
• What is the overall reputation of the club for providing a quality sports environment for ski racers at the Learn to Train stage?
• Does the program emphasize the proper development of fundamental movement and foundational technical skiing skills?
• Do they provide an off-season conditioning program? Do they work with complementary sports clubs to promote the development of physical literacy? Is there an increased cost for this service?
• Do they participate in annual fitness testing?
• What is the club reputation amongst parents of current athletes?
• How many days on snow (volume) is available to your child and is it consistent with the ACA LTAD recommendations for the Learn to Train stage?
• What is the cost? Volunteer expectations?
• What is the driving time to the hill (proximity)?
• Do they host a pre-season equipment purchase event with knowledgeable coaches and technicians present to assist with proper equipment selection?
• Is there an equipment pool available? Do they host an annual ski swap where lightly used equipment can be purchased?
• Are they committed to creating efficiencies for the parents and ski racers?

EQUIPMENT

The proper equipment set up and fit can help provide the young skier with a positive sports experience that gives the skier increased chances of having success with developing their fundamental skiing skills. Poorly fitting, improperly adjusted or un-tuned equipment can prevent a skier from successfully developing their fundamental skiing skills. 

For more information on equipment selection, please review the following webisode aimed at selecting and fitting equipment for the U10 to U14 ski racer and work in partnership with your local club coach to ensure the ski racer has the best equipment set up to promote proper skill development and execution. 

Alpine Canada Partners and Equipment Pool Suppliers

TO REVIEW EQUIPMENT REQUIREMENTS FOR THE LEARN TO TRAIN STAGE, PLEASE VISIT THE LEARN TO TRAIN EQUIPMENT PAGE. 

MAINTAINING BALANCE & EDUCATION

Maintaining a balanced family life that fosters the development of healthy habits includes:

• Scheduling family time and activities where the family can be active together.
• Ensure that everyone in the family has time for rest and regeneration. 
• Find a balance between school, sports, and encourage multisport exposure.
• Work in partnership with your young ski racer develops a simple monitoring routine to assist ski racers with their recovery between training and competition bouts. 
• Allow for social "play" time with other ski racers and friends in an unstructured environment like the park playground or ski area. 
• When ski racers begin to participate in a more structured sports program, parents should become involved through volunteer activities at their ski racer's local club. 
• Encourage the use of a student planner or calendar to ensure a balance is maintained.
• Encourage the young ski racer to communicate with their teachers, parent communication should reinforce the student contact when necessary. 
• Provide appropriate notice for school absences. 

REFERENCES:

Adams, K. BC Alpine AGM Presentation: Education and Ski Racing - Finding a Balance

LTAD PARENT TIPS

CHOOSING A CLUB

Choosing a club that fits your family is one of the most critical decisions. Here are some sample questions to use when researching the best organization for you and your child. 

• Are the coaches certified in the National Coaching Certification Program? 
• What coaching experience do they have and at what levels? 
• Do they have healthy short and long-term goals?
• Has the club taken the Responsible Coaching Movement pledge?
• Do they have secure 'Safe in Sports Policies'? 
• Do they follow the ACA LTAD guidelines?
• Does the program emphasize the proper development of fundamental movement and skiing skills?
• What is the driving time to the hill (proximity)?
• What is the overall reputation of the club for providing a quality sports environment for athletes at the Gliding Start stage?
• What is the club reputation amongst parents of current athletes?
• How many days on snow (volume) is available to your child and is it consistent with the ACA LTAD recommendations?
• What is the cost? Volunteer expectations?
• Is there an equipment pool available?
• Are they committed to creating efficiencies for the parents?

EQUIPMENT

Poorly fitting, improperly adjusted or un-tuned equipment can prevent a child from successfully developing their fundamental skiing skills. 

The proper equipment set up and fit can help provide the young skier with a positive sports experience that gives the skier increased chances of having success with developing their fundamental skiing skills. Poorly fitting, improperly adjusted or un-tuned equipment can prevent a skier from successfully developing their fundamental skiing skills. 

For more information regarding equipment selection for your child, please work in partnership with your local club coach to ensure your skier has the best equipment set up to promote proper skill development and execution. 

Alpine Canada Partners and Equipment Pool Suppliers

To review equipment requirements for the Gliding Start stage, visit the equipment category on the Gliding Start stage. 

MAINTAINING BALANCE

Raising active children in today's busy world can be challenging. Family time and being engaged with your children at this stage assists with creating the habit of being physically active for life.

Maintaining a balanced family life that fosters the development of healthy habits includes:

• Scheduling family time and activities where the family can be active together. Skiing is a great family activity. 
• Making sure everyone in the family has time for rest and regeneration.
• Finding a balance between sports and encouraging multi-sport exposure.
• Allowing for social "play" time with other children in a supervised but unstructured environment like the park playground.
• When children begin school, monitor the child’s response to ensure a right balance is maintained between physical activity and regeneration of mind and body. 
• Use the PLAYinventory form found underneath physcial literacy page to record and track a child’s leisure-time activities throughout the year.
• Parents becoming involved through volunteer activities, when children begin to participate in a more structured sports program, at the child’s local club. 

LTAD PARENT TIPS

CHOOSING A CLUB

Choosing a club that fits your family is one of the most critical decisions. Here are some sample questions to use when researching the best organization for you and your skier. 

• Are the coaches certified in the National Coaching Certification Program? 
• What coaching experience do they have and at what levels? 
• Do they have healthy short and long-term goals?
• Has the club taken the Responsible Coaching Movement pledge?
• Do they have secure 'Safe in Sports Policies'? 
• Do they follow the ACA LTAD guidelines?
• What is the overall reputation of the club for providing a quality sports environment for skiers at the Skier Essentials stage?
• Does the program emphasize the proper development of fundamental movement and skiing skills?
• Do they work with complementary sports clubs to promote the development of physical literacy? Is there an increased cost for this service?
• Do they participate in annual fitness testing?
• What is the club reputation amongst parents of current skiers?
• How many days on snow (volume) is available to your skier and is it consistent with the ACA LTAD recommendations for the Skier Essentials stage?
• What is the cost? Volunteer expectations?
• What is the driving time to the hill (proximity)?
• Is there an equipment pool available? Do they host an annual ski swap where lightly used equipment can be purchased?
• Do they host a pre-season equipment purchase event with knowledgable coaches and technicians present to help with proper equipment selection?
• Are they committed to creating efficiencies for the parents and skiers?

EQUIPMENT

The proper equipment set up and fit can help provide the young skier with a positive sporting experience that provides the skier an increased chance of success in developing their fundamental skiing skills. Poorly fitting, improperly adjusted or un-tuned equipment can prevent a skier from successfully developing their fundamental skiing skills. 

During this stage, skiers will begin more formalized ski race training in a variety of events that requires ski racing specific gear. 

For more information on equipment selection, please review the following webisode aimed at selecting and fitting equipment for the U10 to U14 ski racer and work in partnership with your local club coach to ensure the ski racer has the best equipment set up to promote proper skill development and execution. 

 Alpine Canada Partners and Equipment Pool Suppliers

To review equipment requirements for the Skier Essentials stage, please visit the Skier Essentials Equipment page. 

MAINTAINING BALANCE

Raising active children in today's busy world can be challenging. Family time and being engaged with your children at this stage assists with creating the habit to be physically active for life. 

Maintaining a balanced family life that fosters the development of healthy habits includes:

• Scheduling family time and activities where the family can be active together. Skiing is a great family activity. 
• Ensure that everyone in the family has time for rest and regeneration. 
• Find a balance between school, sports, and encourage multisport exposure. 
• Allow for social "play" time with other children in a supervised but unstructured environment like the park playground. 
• When children begin to participate in a more structured sports program, parents should become involved through volunteer activities at their child's local club.