PSIA-AASI Children’s Specialist Standards

Practice flashcards covering the PSIA-AASI Children’s Specialist 1 and 2 standards, including the CAP model, certification levels, and skill fundamentals.

CAP Model

A foundational element of these standards that considers the cognitive realm (how people think), the affective realm (how they react/socialize), and the physical realm (how they grow and move).

Learning ConnectionSM model

A framework providing a balance of crucial people skills, teaching skills, and technical skills to highlight fundamentals applicable to technical and tactical decisions.

Children’s Specialist 1 ($CS\,1$)

An instructor certificate level qualified to teach beginner/novice through intermediate zone children on green (beginner) and blue (intermediate) terrain.

Children’s Specialist 2 ($CS\,2$)

An instructor certificate level qualified to teach children through the advanced zone on expert (black) terrain.

$CS\,1$ Prerequisites

Instructor must be a current PSIA-AASI certified Level I ($I$) instructor, complete the $CS\,1$ workbook/e-learning course, and ski or ride at their current certification level.

$CS\,2$ Prerequisites

Instructor must be a current PSIA-AASI certified Level II ($II$) instructor, complete the $CS\,2$ workbook/e-learning course, and ski or ride at their current certification level.

People Skills

Fundamentals focused on developing relationships based on trust, engaging in meaningful communication, and managing the behaviors and emotions of self and others.

Teaching Skills

Fundamentals involving collaboration on goals, managing terrain and pacing, promoting play/experimentation, and adapting to the learner’s changing needs.

Technical Skills

Fundamentals involving the ability to convey accurate technical information for the sport and perform movement analysis (observation, evaluation, and prescription).

Learning Outcomes

Statements that clearly represent what an instructor can demonstrate upon successful completion of each level of certification.

Learning Experiences

Training tasks or experiences, such as videos or lesson observations, that aid a candidate in gaining knowledge and understanding relative to a subject area.

Assessment Activities

The specific activities a candidate performs, such as simulated lessons or discussions, to demonstrate that learning has occurred.

Assessment Criteria

Performance details that specify the level of standard to which learning outcomes have been met, measured by a 6-point scale.

Assessment 6-point Scale

A scale ranging from $1$ (essential elements not present) to $6$ (essential elements appear continuously at a superior level).

Psychomotor development

The relationship between cognitive functions and physical movement, specifically involving motor-skill acquisition and growth stages in children.

Cognitive Realm

The aspect of the CAP Model relating to how children think and perceive information.

Affective Realm

The aspect of the CAP Model relating to how children react, socialize, and manage emotions.

Physical Realm

The aspect of the CAP Model relating to how children grow and learn to move.

American Teaching System™

A system that specifies three skier/rider zones: Beginner/Novice, Intermediate, and Advanced.

Movement Analysis

The process of observing and evaluating cause-and-effect relationships between a child’s growth, skill milestones, and equipment to offer a prescription for change.