AN Education first approach can enhance the journey

I recently did a post on LinkedIn about the importance of enjoying the journey referring to the training/certification/working journey of a ski instructor. And this prompted me to write this blog to expand on the ideas addressed in that post.

PSIE & PSIC Trainers at Treble Cone, New Zealand

For the Professional Ski Instructors of Europe and the Professional Ski Instructors of Canada the journey is of paramount importance and our training and certification pathway is structured in such a way as to make that journey an enjoyable and rewarding experience.

It is often said that the journey is more important than the destination. This means that the process of training, learning, and developing our skills as a ski instructor should not be rushed - it should be a time of growth, adventure, and an experience to savour. An experience that is filled with curiosity, an openness to learning and being challenged - intellectually, physically, and emotionally. 

IT IS AN EDUCATION FIRST APPROACH.

This does not mean that certification or achieving specific goals along the way is not important as setting and reaching goals provides motivation and gives us a sense of achievement which in turn refuels our motivation. And when we do achieve a goal or a particular level within the certification pathway these milestones should be celebrated. And if the process of getting there was challenging yet enjoyable then reaching that goal will be more worthwhile (see notes at the end for more on enjoying the journey).

So education first, certification second means that the learning should be transformative and the certification should be a by product of that process. But how can learning be transformative?

Transformative learning

Transformative learning theory in adult education was developed by Jack Mezirow. It is about understanding the meaning of our experience. It is a process that encourages autonomous thinking. Individual learners experience a shift in how they perceive and understand the world by challenging beliefs, values, and assumptions. Reframing - cognitively, emotionally, and behaviourally - allows us to develop more helpful and positive mindsets and habits.

How can transformative learning be applied to skiing and the snowsports instructor?

Critical reflection: In skiing we are often taught that there is a correct way of doing things whether that be 'technique' or 'teaching'. We need to continually challenge our beliefs and assumptions about how to best do our job. We need to be open to other approaches and ideas from peers and other training organisations.

Frame of reference: We have over time developed a structure through which we interpret our world - both the wider world and our world of teaching snowsports! Transformative learning means becoming more open and inclusive which often involves a reframing process.

Perspective transformation: This process leads to individual growth and a much greater awareness of our ourselves, our beliefs, and our actions making us better instructors for our guests and better team members in our snowsports schools.

Therefore, learning that is transformative is deeper, more meaningful, and promotes growth. It gets us to really think for ourselves and develop our autonomy. This does not mean we have to accept other ideas or ways of doing things but it means we consider alternative approaches and are open to not always being right or feeling we need to be right. Being involved in the snowsports teaching profession is a wonderful way to develop as an individual and to develop skills that are not just useful for the snowsports environment but for the wider world as well.

facilitating Transformative learning

For learning to be transformative there needs to be communication and debate. Learners need to be encouraged and challenged in their current understanding and open to other ideas and alternative ways of doing things.

In skiing performance this means that achieving an outcome, such as how the skis interact with the snow, can be explored to see what movement patterns and skills are needed to achieve this desired outcome. The inputs will not be exactly the same for everyone so the group can work together to see firstly, whether the outcome is achieved and secondly, how each individual achieves it! This helps learners understand how different body types and equipment set up will influence the way in which the outcome is achieved.

And when teaching, each individual instructor will often choose a different approach with their learners to develop their performance. The question is not whether that approach is right or wrong but how effective it is in developing the performance. Again, discourse is needed so that our assumptions and beliefs are challenged. Therefore, transformative learning is a social process.

Trainers need to create learning that has clear objectives, involves group problem solving, is participatory, and interactive. This is where a good understanding of Mosston's teaching styles is very helpful so that the trainer can work with instructors beyond the discovery threshold. Promoting discovery learning requires the trainer to ask questions that lead to thinking and problem solving and to reframe learner's questions based on their current level of understanding.

Finally, is a sport such as skiing learners need to be challenged cognitively, emotionally, and physically with the right level of challenge so that current abilities are stretched just enough to bring about change. This can help set the conditions for flow state to occur which in itself can be a transformative experience. The PSIC's Method provides the ideal framework for achieving this.

At the PSIE & PSIC we allow and encourage you to trust the process of learning however messy or challenging it might be! But remember it is the challenge that creates true enjoyment!

NOTES

1) In my book Learn, Enjoy, Flow & Grow which is nearly 5-years old, I dedicate a chapter to enjoying the journey. The book is available in paperback, ebook, and audio and available via https://www.derektatecoaching.fr/learn-enjoy-flow-grow

2) More information on the The Method can be found on https://www.psie.pro/_files/ugd/297c15_32a4d4940cbf4cbaa8b08fc5bbaf7b26.pdf

and in the blog post Learning Zones and The Method

References

Mezirow, J. (2008). An overview on transformative learning. Lifelong learning, 40-54.

Tate, D. (2012). Teaching Styles in a Snowsports Environment. Ski instructors handbook: teaching tools and techniques. Parallel Dreams Publishing.

About the author

Derek Tate is an alpine skiing coach and director of British Alpine Ski School Chamonix. He is the President and co-founder of the Professional Ski Instructors of Europe, a mental skills coach, positive psychology practitioner, strengths practitioner, and author. His recent books include, "Six Steps for Training the Mind", "Learn, Enjoy, Flow & Grow" and "Transformational Flow Coaching". You can learn more from his author page. He is a member of PSIE, BASI, and IASI.