In what way should movement analysis influence cueing during teaching?

• A. Cueing should be unrelated to observed movement.
• B. Use only generic cues not tied to faults observed.
• C. Observe patterns, identify faults, and apply targeted cues to correct.
• D. Wait until the end of the lesson to give cues.

Answer: (C)

Movement analysis should drive cueing by using what you observe to guide how you respond in real time. Look for patterns in how the skier moves and where those patterns produce faults. Then choose cues that directly address the specific fault and guide the movement toward the desired outcome. Cues should be short, clear, and tied to a concrete action the student can feel or test on the next turn.

For example, if you notice a pattern of early upper-body rotation that leads to edge loss, you cue something actionable like keeping the torso more square to the slope and guiding weight toward the outside ski. The goal is to connect the feedback to the actual movement the student is making and to reinforce the correction immediately in the ongoing turn.

Waiting until the end of the lesson to cue misses opportunities to stop a faulty pattern from becoming ingrained, and using generic cues that aren’t tied to what you observed won’t help the student connect the feedback to their skiing or make a real correction.