High Country Fishing Charters is an equal opportunity employer and service provider operating under special use permit on the San Juan National forest. U.S. Coast Guard licensed & insured. Colorado Outfitters Lic. # 2352 Float Trips, Wade Trips, Learn to Fly Fish        Scott Taylor          970-946-5229        bass@highcountrycharters.com              Ski School Progressions and Exercises THE CAP MODEL The CAP model is the foundation of children’s instruction in the United States. It is the key that allows instructors and coaches to enhance skill development in children. The acronym C.A.P. stands for Cognitive, Affective, and Physical. By understanding what typically happens with children in these areas, we can tailor our teaching to suit our students’ capabilities. C.A.P. Abilities in Children Cognitive (how they think) Affective (how they feel, value, believe) Physical (how they move) Verbal/linguistic abilities Responsibility and independence Internal beliefs/values (intrapersonal skills) Fundamental movement patterns; General/sport specific strengths Logical/mathematical abilities Teamwork/sportsmanship (interpersonal skills) Body development /proportions Ski specific concepts and understanding Sense of self (self concept /esteem) Motivation to ski/ride- Internal and external Overall fitness Skiing/riding ability “This information will guide: What goals we select and the objectives we plan; the manner we choose to present information; how we guide practice tasks and check that the student understands; and how you summarize the lesson.” A. Smith Boucher (JET). The Model divides the characteristics of children into four age groups, 3-5, 6-9, 10-13, and 14- 17 years old. It also stresses that these age groupings are used as references (what we see in one child at five we may still see in another at seven). A main theme of the CAP Model is that we should teach the whole child, not just concentrate on their physical development, (as we might if only teaching skiing or riding movements). As children’s instructors, we are really in the business of child development. To accomplish this, we need to recognize and stimulate the Cognitive and Affective capabilities of children in our teaching, as well as their Physical capabilities. Children will learn more effectively if you target all three areas. C.A.P. Characteristics  Young Children (approximate ages 3-5) C Egocentric. The world revolves around them.   Can only process one thing at a time. No more than one verbal task   Cannot reverse direction/thought processes. Instructor must face same direction as student when demonstrating.   Relates to the world through fantasy/pretending. Use pretend situations and themes to teach.   Use reasoning based on reality/how things look and happen. Skis and chair lifts may appear to be “alive”   Learning to judge space/distance/speed. Kids may run into each other when stopping as a group. A Not aware of other needs and wants/plays besides others, not with them. It does not matter if another child is crying, they still want attention and to have fun.   Learning to share. May still hesitate or not want to share a toy.   Non-Competitive/playing is winning. There should only be winners, no losers.   Likes slapstick humor. It’s OK to be goofy!   Good is good, bad is bad moral development. They will rarely do something they know is wrong. P Head is large in proportion to upper body, trunk longer than legs. Like skiing with 40 lbs. on your shoulders!   Similar strength in boys and girls.   Whole body moves as a unit. Leg rotation is very difficult, whole body rotation is much easier.   Gross motor movements well defined, fine motor movements still developing. Fine balancing and edging movements are difficult.   Better balance and flexibility in girls than in boys. Girls may become more quickly balanced. Older Children (approximate ages 6-9) C Sees the world from more than one point of view. Can work in a team or with others.   Can process more than one task at a time. But not too many, (2 to3)   Able to judge space, distance and time. Can see amount of turns required for a determined space.   Able to understand rules and consequences, (but tend to act first) May disregard what they know is the right thing to do because they are excited.   Often over estimate abilities/cognitive conceit. “I can do anything!”   Able to understand concrete thinking/logic Can use deductive reasoning. A Developing awareness of other feelings. Can consider others before self.   Becoming competitive/self worth tied to accomplishment Coaching should emphasize competition with self.   Willing to take on responsibility/formulate rules. Wants to be a part of the decision making process.   Knock-knock jokes, toilet talk are popular. Keep it appropriate. P Center of Mass is moving down. Balance is becoming easier.   Fine muscle coordination developing. More refined movements become possible.   “Clever as a fox” morals. See adults as a challenge to their own cleverness. Tweens (approximate ages 10-13) C Able to use abstract reasoning. Can imagine, visualize   Can use problem solving skills. Able to understand cause and effect relationships. A Self-esteem vulnerable/can be very self conscious. Use lots of positive reinforcement.   Often worried about position in group/influenced by peers. Motivated by group praise/embarrassed if singled out. P Rapid growth/body changes. Strength and coordination may not match bone growth.   Center of Mass/balance change rapidly. May not balance as well as they used to. Teens (approximate ages 14-17) C Realizing that they are like everyone else. Confidence may be building.   Abstract thinking continues to develop. Can visualize more complex images. A Can start to laugh at themselves. May not be so sensitive.   Couples/how do they seem to opposite sex. Concerned with appearance.   Using conscience for moral reasoning. P Growing into an adult body. Can expect adult movement patterns.
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