What are the 5 characteristics of a service?
- Intangibility: means that it is not an object or product that we can look at or try before buying. Until the purchase, we do not actually know what we have bought, we have to rely on recommendations, past experiences, intuition.
- Inseparability: means that services, unlike products, are produced and consumed at the same time
- Variability: services change, the same service is not performed the same way every time.
- Transience: we cannot store the service.
- Difficulty in determining and monitoring quality: after a service is provided, it depends on the individual how they feel. The quality and value of a service depends primarily on the opinions, values and expectations of existing and potential customers.
What are the 12 factors of service quality?
- Honesty, impartiality, trust
- Neatness of the contractor, tidy, clean and pleasant environment and for your equipment.
- Accessibility; easy access to the service organization.
- Qualification and professionalism of the contractors.
- Communicativeness, message transfer and feedback must be clear to the customer.
- Responsiveness; the attitude towards the customer is such that they feel welcome.
- Flexibility to meet customer needs.
- Availability or the time that the service organization has available for customers.
- Care, attention, patience, sympathy for customers.
- Courtesy, politeness and respect towards customers.
- Reliability, service performed accurately and on time, according to the promise made to the customer.
- Commitment, employees’ sense of belonging to the service organization, job satisfaction, diligence, conscientiousness, pride.
What two assumptions is the successful implementation of the snow sports learning service based on?
- To be successful, you need to be more than just friendly. Friendliness is key, but it is far from covering the full breadth of the concept.
- Winter sports tourism or any other tourist activity merely survives if those involved can provide high-level services.
What are 6 skills/abilities that help us better understand and communicate with the client?
- respect,
- communicativeness,
- professionalism,
- ability to deal with conflicts and disagreements,
- controlling emotional outbursts,
- willingness to learn from one’s own and others’ mistakes
What are the two types of customers?
- External customers = customers who visit winter sports centers on holidays, weekends or during vacations. The customer is not always the person the teacher actually teaches. Example: Teaching children: the customer is not just the child, but the child with his parents.
- Internal customers = everyone who works in a winter sports center: fellow teachers, staff responsible for the maintenance and operation of ski lifts, etc; satisfaction of customers is dependent on these others.
What is most important regarding the desires and expectations?
- finding out what the client wants so one can tailor the lesson to their preferences
- the wishes and goals of the client, so the teacher can keep track of what has been achieved
What is most important in professional ethics?
The teacher’s attitude, the way they approach the client. Without this, other steps will be unsuccessful.
What are 6 forms of non-verbal communication and how do they influence the relationship with the client?
- Body language; Allows you to convey “messages” that people believe more than “messages” that are transmitted with the help of linguistic expressions, words, language.
- Expression and eye movements; Eye contact between the teacher and the client means that they accept each other.
- Facial expressions; A good teacher tries to maintain a positive attitude towards the client at all times and is aware that the client is only interested in their relationship. Relaxed facial expressions are most appropriate.
- Hand and body posture; The teacher uses hand gestures and body movements to supplement the explanation while speaking.
- Touch and perception; An attentive instructor is tactful when it comes to assistance and always asks the client for permission. To a client in distress or danger, the instructor always first explains the intention.
- Physical distance and intimate space; Three types, intimate (= 0-0.5m, allows for direct contact), personal (= 0.5-1.5m, usual for individual learning), and sociable (= 1.5m and above, suitable for group learning).
What are 5 forms of verbal communication and how do they influence the relationship with the client?
- Modulation: Modulation is the changing of pitch, timbre and speed in speech. A teacher who is not capable of good modulation sounds monotonous, and his message can therefore quickly lose its purpose.
- Volume: Volume, strength or auditory impression of the voice. The teacher usually adjusts the volume of the voice according to the number of clients (group or “one on one”) and weather conditions (wind, snow…). The teacher always positions himself so that all clients can see and hear him, and checks with questions whether “this is really so”.
- Speed: The teacher adapts the speed of speech to the client, especially taking into account their age.
- Emphasis: Accent, or the way voices stand out in terms of volume or tone.
- Amount of words: A good teacher does not “tie the knots”, the client quickly “gets lost” when the teacher’s explanation is too extensive.
What are the four main groups of questions?
- Open questions are those that the client can answer with a variety of answers. Usually the teacher starts them with: where, how, what, when, please describe.
- Closed questions are those that the client answers with a simple yes or no, a short answer, or a phrase or word. Closed questions are necessary whenever we want specific information. They start with: how much, who, and when.
- General questions are those that the teacher can ask everyone in the group. Such questions encourage conversation without singling out any individual.
- Direct questions are any questions that are aimed at a specific individual. Such questions are most often combined
Explain attentive listening.
Attentive listening = means that the teacher is attentive and ready to accommodate the client’s wishes and needs, meaning that he is not present just for the sake of “sport” and “earning money”.
—> eye contact, nodding and helping, understanding, repeating for confirmation, asking relevant questions, not “jumping in”
What are three different kinds of people when it comes to learning?
- Auditory (20%): perceives the world around them primarily or predominantly auditory. These clients learn best with clear and concise verbal explanations. They usually ask a lot of questions and are the last to practice, as they need to “run through” the information in their heads first.
- Kinesthetic (35%): Those who perceive primarily through touch and feeling. Kinesthetic learners are usually more aware of the mechanics of the body, and use learning by doing. The similarity of movement patterns from other sports and everyday activities helps them learn new activities. Clients often stand still and practice the movement with their eyes closed, noting which parts of the body move during the movement. These students are usually the first in the group to begin hands-on practice.
- Visual (45%): perception is mainly visual. Clients learn through observation. For visual types of learners, precise demonstrations shown from different angles are extremely important. By using associations or connections, clients will remember the experience more easily.
—> Use stories when explaining. Even short examples from practice say much more than just a dry explanation. The use of technical aids also helps, such as smartphones and the Internet.
Explain the sandwich feedback system.
- The first piece of bread: In the first step, we capture the positive details (what we saw, heard, felt, what stood out).
For example: I liked your determination and dedication….. - Filling - meat, cheese, spread or vegetables: In the second step, we list possible improvements. We still use I-messages (in my opinion, it seems to me, this is how I see it…).
For example: I can honestly say that you have really mastered the winding on the red track now, so I think that with a little practice we can easily try the turns together on a high-difficulty track (black track)… - The second piece of bread: In conclusion, we would like to give a general assessment, which is properly argued and necessarily positive.
For example: …. you managed to upgrade the turns to the point that we could easily meander along the red lines, I am impressed by how quickly you managed to do it, that is truly fantastic, bravo
What are ways to overcome fear?
- choosing appropriate terrain
- choosing less trafficked areas
- boarding in pairs or a group (“if they can do it so can i”)
- developing a mutually respectful relationship with the client
- use humor to break the ice and establish a relationship
What is the right approach to market your knowledge?
The right approach is the so-called “soft sell”. The client is “invited back” by the teacher because of the goals he or she can achieve with his or her help. One of the easiest ways, on how to start a conversation with a client on this topic is for the teacher to ask the client what they are planning to do tomorrow before the end.
Explain how to deal with a complaint.
- Let the client vent their anger, rage, and emotions.
- Express sympathy; communicating understanding and willingness to find a solution
- Actively seek a solution; talking to the client about what they feel is needed
- Find a resolution; be honest and frank about promises to client
What are the most important things to remember/ask when meeting a student?
- name
- goals and expectations
Explain didactic principles and the four kinds.
Didactic principles = guidelines derived from various theoretical and empirical scientific knowledge and relate to the entire educational process and its individual components, aspects and events that take place within it
Four types:
1. Graduality: we must always choose the terrain and therefore the speed carefully and start on the most suitable (flat, undemanding) slope and continue on an increasingly demanding slope. We always choose slopes with a nice and safe finish.
2. Appropriateness: our approach and way of working must be adapted to the students’ age and interest.
3. Education: we must calm the students’ impatience and have a good (educational) influence on the children.
4. Safety: we always take safety as much as possible (10 FIS rules!).
What is the best way to explain something?
In a what, how and why structure.
We define the element or what we will learn. We use terminology that is understandable and adapted to the age of the students. We always demonstrate correctly, precisely and emphasize movements.
What are the 7 ways to teach a student something?
- Implementation assistance: The student tries to perform the exercise that the teacher has explained and demonstrated. The teacher helps and encourages him. It is important that we have enough time.
- Independent performance: The moment we feel that the student can begin independent performance, we suggest it and encourage them.
- Training: Training is a process in which a student gains coordination and is able to correct himself. A group of students can practice independently, in pairs, in threes or in a group. The teacher can help the student with advice, or arrange for an exchange of opinions between students, if it is a pair or group.
- The expediency process: Training is followed by a process of intentionality. The characteristic of this process is that the body posture becomes intentional and the only correct one. Superfluous, corrective movements are eliminated. New nerve pathways are established, which activate only certain muscles in the correct sequence and with the correct strength. This results in greater energy efficiency and a more aesthetic performance.
- Strengthening: Consolidation means that the student gradually practices what he has learned on increasingly challenging terrain. Various consolidation exercises can be added to the characters, e.g. riding with hands on the back.
- Checking: We can check progress in many ways: record, take pictures, organize or set a challenge.
- Conversation: It is necessary to talk to students, ask them about their feelings and wishes. In this way, we can more easily resolve any ambiguities and get a lot of useful feedback that makes it easier for us to learn further. While the student is trying and practicing, he often finds out for himself what he needs to fix or what went wrong, so we listen to him first and use his comments later to achieve the goal. Useful advice, explanations should be depersonalized or depersonalized. Instead of “Lean forward so that you can turn faster”, we would say “Lean forward so that the board turns faster”. In this way, any negative feelings of the student will be redirected to the equipment, snow, etc.
How does one conclude a lesson or day? (6)
- talk to students about their feelings, and encourage them to say as much as possible; eg. what did you like the most, what did you think of this exercise, where were you most surprised, what was the hardest/easiest.
- we renew the achieved learning goals and highlight the greatest achievements,
- we tell students what we think they have achieved,
- give them guidance for individual learning,
- suggest ways to improve their knowledge,
- give students our contact information and assure them that they can call us if they have any additional questions,
- let’s thank them for their cooperation
What are 4 factors on which snowboarding analysis depends?
- Weather and snow conditions; they inexorably shape the learner’s experience, especially temperature changes and the associated changes in the snowpack (ice, fresh snow, wet snow…).
- Equipment; correct and efficient use of surfing equipment (shoes, bindings, binding placement, type of board, proper board preparation, mandatory and recommended protective equipment, appropriate clothing…).
- Psychological factors that can affect performance are most often self-confidence or lack thereof, fear, inexperience, modest/high goals, low/high expectations.
- The physical condition of the learner; level of development of motor skills (strength, speed, agility, coordination, balance, precision, endurance), fitness level, susceptibility to injuries and various physical deficiencies
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Equipment And Maintenance15
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Snowboarding Types And Rules3
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First Aid6
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Between The Body And Spirit5
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Basics Of Biomechanics1
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Learning And Teaching22
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Children’s Learning3
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1 - Basics Of Snowboarding2
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2 - Sliding5
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3 - Stringing Basic Turns3
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4 - Sliding With 180 Turns3
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5 - Turn With Upward Relief3
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7 - Carving3
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8 - Ollie3
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9 - 50/50 Box3
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11 - Frontside 1803
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16 - Frontside Boardslide Box3
