As the son of a PE teacher who led ski trips, I was fortunate to learn to ski as a child. In my twenties I worked two ski seasons. I have been a keen skier ever since.
Admittedly a privileged activity, but with mountains, clean air, regular exercise and unlimited physical challenge, there is value in skiing. Naturally, I would like our daughter to learn to ski and share in these positive experiences. But she can find new experiences tricky.
How could we support this journey?
We played at skiing first, building awareness and understanding (think). We know people where we go who started their children in group lessons age 4-5. We waited a bit longer. We tried to balance the benefits of learning to ski at a younger age with this readiness factor.
We deliberately chose the April holidays as the time to learn. Warmer, more friendly weather conditions (feel). And we have been extremely lucky to link up in the first two weeks of lessons with a good friend from our daughter’s class at school (connect).
Now for the instruction.
In their famous red jackets, the ESF have a clear model that works: Experts teaching: Address the hard bits: Practice technical skills: Trust the process: Simple award scheme. By the end of each week, we will return your child a more competent skier. And they do.
Our daughter was afforded a positive orientation towards skiing in terms of understanding, feeling and connection. But it was only after two weeks of instruction that she acquired the movement competence and technical skills that made her want to ski more (move).
The hook was the physical/move component. As soon as she could do it, she enjoyed it. She recently said she would rather go skiing than go shopping. This is something.
In 20+ years of teaching PE lessons, time and again, I have seen the powerful relationship between physical/movement competence and positive engagement. From here, we enable holistic development opportunities, and the fun and memories, we want to share with our children.
