Teaching Cross-Country Skiing

Fox and Geese

• Equipment

Large, brightly colored fabric squares or short swim noodles for taggers to carry; a large circle to ski in that is divided into six or eight wedges

• Description

In this tag game, skiers (geese) must ski in the existing tracks as they move around the circle attempting to avoid being tagged by the It (fox). See figure 5.1 for the setup. Select several skiers to be foxes and identify them with either swim noodles or brightly colored fabric squares. The center of the circle is the safety zone (goose nest); one skier at a time can ski into this zone and stand until another skier wants to come in. The first skier must then leave. The last skier to be tagged becomes the next fox. No poles are used. This game can be played with skiers wearing both skis or just one ski.

Friski

• Equipment

Frisbee, cones to mark bases

• Description

This game is baseball played with a Frisbee and on skis! To start the game, the at-bat skier throws the Frisbee as far as she can and then skis off to first base. A caught Frisbee on the fly is an out. To tag a skier out, another skier holding the Frisbee must tag the skier. A run is scored when the skier makes it safely around the bases. No poles are used.

Germ Tag

• Equipment

Cones to mark playing area

• Description

In this tag game, one person is “The Germ” who tries to tag other skiers moving around the playing area. When “The Germ” tags another skier, the body part tagged is rendered useless. For example, if a leg is touched by “The Germ,” that skier must ski on one ski. Skiers may be tagged more than once. If skiers run out of forearms, shoulders, legs, and equipment, they run in place until another skier frees them by tagging them.

Benefits of Cross-Country Skiing

Cross-country skiing can be enjoyed by a wide range of students, from the youngest kindergartners to those secondary students who are so difficult to please. This activity can challenge students who are in excellent cardiovascular condition, or it can provide a gentle workout in the appropriate training zone for students who are just getting into shape. Moreover, for the students who really don't care about “getting in shape,” cross-country skiing can simply be a very fun activity. And while having fun, those students will still gain benefits related to cardiovascular fitness, strength, and balance. By getting your class outside during the winter months to exercise, you are showing your students that they can easily stay warm while out in cold temperatures. Cross-country skiing provides many benefits, including some great physical benefits.

The physical benefits of cross-country skiing are well known. If you look at Olympic cross-country skiers, you can see the positive effects on the body that result from training for cross-country skiing. The average elite female cross-country skier carries 11 percent body fat, and elite male skiers carry 5 percent. These percentages are well below the average for people who are considered to be athletic—17 percent for females and 10 percent for males (Fox, Bowers, and Foss, 1993). The high number of calories burned while skiing helps to keep skiers trim and lean. One hour of moderate cross-country skiing can burn approximately 470 calories for a 130-pound person and nearly 700 calories for a 190-pound person. Therefore, cross-country skiing is a great way to burn calories while having fun!

Cross-country skiing is also an efficient way to exercise a large number of muscles at once. Because skiers use ski poles as a means of propulsion, the upper body gets much more of a workout when cross-country skiing compared to when running or cycling. When a skier is using the diagonal stride, the biceps and triceps provide power to the ski poles. When the double-pole technique is used, the skier's core muscles, pectoralis major, deltoids, and latissimus dorsi are put to work. Of course, the leg muscles also do their fair share. The quadriceps (the muscle group on the front of the thigh) and the gastrocnemius (the large, powerful muscle on the back of the lower leg) provide the forceful “kick” and propel the skier forward. People who use cross-country skiing as a workout over several weeks will discover that the muscles of their entire body increase in strength. As a result, cross-country skiing and other activities become easier.

Cross-country skiing involves the use of the large muscle groups of both the upper and lower body; therefore, during this activity, there is a large demand for oxygen to be supplied to these muscles. The body's ability to supply oxygen to the working muscles is referred to as V.O2max. Because of the large number of muscles that are working hard when a person is skiing, V.O2max measurements in skiers are very high. Well-trained cross-country skiers have efficient cardiovascular systems; in fact, elite cross-country skiers have the highest recorded V.O2max levels of any group of athletes (Saltin and Astrand, 1967).

Cross-country skiing on a regular basis has a tremendous effect on a person's cardiovascular system. In addition to gaining strength in the muscles of the upper and lower body, people who use cross-country skiing as a workout method over several weeks will also discover that their heart is stronger. A strong heart pumps more efficiently, sending out more blood to the muscles with each contraction. Through weeks of skiing, people often discover that their resting heart rate has decreased. Highly trained Olympic cross-country skiers have resting heart rates between 28 and 40 beats per minute. Compare that to the resting heart rate of the average person, which is 60 to 80 beats per minute! With the highly active lesson plans found in this book, you should have no problem raising your students' heart rates. In fact, some students may need to take short breaks to catch their breath and let their heart rate drop slightly so that it returns to the appropriate training zone. Younger children are very good at doing this naturally. If you have heart rate monitors, you should use them to check students' heart rates during and immediately after the lessons. You will be impressed with the amount of time your students are spending in their training zones!

The benefits of cross-country skiing extend beyond the physiological to overall general health and well-being. A lot of evidence exists (Fraioli et al., 1980) indicating that regular physical activity increases the release of mood-lifting endorphins in the body. After one of the energetic and fun lessons you lead, students will be smiling and laughing; they will be relaxed and in a better mood than when you started class. In addition, students will leave class with a sense of accomplishment, knowing that they have developed new skills in a fun activity. They will also know that they can use these skills beyond class time for many years to come. The results of a Finnish research study on the activity levels of boys and girls showed the benefits of cross-country skiing: Among boys, the proportion of persistent exercisers was highest for those who participated in cross-country skiing, jogging, and bodybuilding (Aarnio et al., 2002). By teaching cross-country skiing, you are providing students with fantastic exercise during class time, and you are also helping them learn an activity that many students will pursue outside of class. Cross-country skiing is an activity that students can do with their families, with friends, or alone. With help from the lesson plans in this book, you are the catalyst to make that happen!

Diagonal Stride

The diagonal stride is the technique used most commonly when people are cross-country skiing on classic, or diagonal, skis. In this technique, the skier uses a kicking action followed by a weight shift to the gliding ski; after the weight shift, the skier quickly performs a poling action with the arm opposite the kicking leg. The diagonal stride can be done in groomed tracks at a slow to high speed. It can also be done across a wide open area of ungroomed and deep snow, but the movement will be considerably slower. The diagonal stride technique is very versatile, and the movement pattern is similar in nature to walking. These factors make the diagonal stride a popular technique that is easy to learn. See figure 3.1 for the diagonal stride critical features and technique biomechanics.

Critical Features

Start with the feet side by side	Kick back and down with the right foot as the right arm swings forward and the left arm swings backward. Make sure the poles are angled backward.
Plant the right pole even with the left foot so you can push off the pole and glide on the left ski.	Return the right foot next to the left foot as you prepare to kick with the left foot. The left arm swings forward, the right arm swings backward, and the poles are angled backward.
Glide on the right ski. Then plant the left pole even with the right foot for the push-off, and return the left foot to a side-byside position with the right foot, preparing for a right-leg kick.

Beginner Skier

For beginner skiers, the diagonal stride technique (see figure 3.2) will more closely resemble a shuffling of both feet on the snow and will not have a distinct kick or glide phase. Many new or young skiers do not have the leg strength to dynamically balance well enough to shift their body weight over a gliding ski. Frequently, the young skier will slide the foot forward so that the foot moves in front of the knee. Poles will be used for balance purposes rather than for propulsion. The skier may flick the pole basket out ahead of the hand, and the pole plant may be vertical.

Common Errors

• Skiers use the poles for balance by planting the pole vertically and farther away from the body (see figure 3.2a).
• The foot slides in front of the knee (see figure 3.2a).
• No real kick is made; instead, the skier shuffles and slides the skis forward (see figure 3.2a).
• Body weight is not completely transferred to a gliding ski (see figure 3.2c).
• Skiers move the right arm and right leg forward at the same time.

Teaching Hints

• Watch skiers walk in the gymnasium. Make sure that they are using a contralateral arm and leg pattern while walking (as the right arm swings forward, the left leg should be stepping forward). This is the same pattern that the students will use when skiing; therefore, if they do not perform it correctly when walking, chances are they will not perform the motion correctly when on skis.
• Use a variety of ski games and activities to increase the students' comfort level on skis. Your students' confidence will improve once they learn how to control and steer their skis.
• Have the students spend lots of time using just one ski. Make sure that they frequently switch the foot that the ski is on. New skiers will soon be gliding on one ski without even thinking about it when playing a game or doing scooters.
• Don't use poles at all for the first six beginner lessons. Always have students spend part of every lesson skiing without poles, whether it is for a warm-up, drill, activity, or game.
• Encourage skiers to work on balance and leg strength at home. They can do this by standing on one foot when brushing their teeth or when watching TV.

Activities and Games That Help Teach the Skill

If you have your skiers wear just one ski, they will be forced to shift their body weight over the gliding ski immediately after the kick. Changing the ski over to the other foot can be done quickly and easily, so students can practice gliding on both legs in a short amount of time. Game play using one ski is also a good way to teach skiers to steer and control their ski—and they often don't even realize they're learning it!

• Scooters—Make sure that skiers work both legs by switching the ski to the other foot.
• Jumping Jack Tag (see page 80)—No poles are used.
• Any of the tag games played with skiers on one ski

The intermediate skier can perform a kick and can glide on one ski, even if only for a short period of time (see figure 3.3). Intermediate skiers, who are usually a bit older than the typical beginner skier, will have increased leg strength and fairly good balance. Skiers at this level are able to perform the diagonal stride rhythmically; however, you should review the basics with them and encourage them to think about what they are doing. Skiers sometimes hurry to beat their friends or partners, and this can decrease their skill proficiency to the point where they are almost back to the beginner level. To help intermediate skiers improve their diagonal stride, you should use noncompetitive drills, games, and activities that the skiers will not rush through.

Common Errors

• Skiers straddle the tracks and do not commit completely to the gliding ski after the kick.
• Skiers are unable to continuously repeat the kick and glide rhythmically with their arms and legs working contralaterally.
• The pole is planted in front of the foot (see figure 3.3a).
• Skiers hurry because they are trying to beat their friends, and technique falls apart.
• Skiers do not use the poles for propulsion (see figure 3.3b).
• Poles are planted vertically rather than angled backward.

Teaching Hints

• Continue to have the students ski without poles for a part of every lesson. This helps improve balance and confidence.
• In activities with no poles, encourage skiers to swing their arms down the track by swinging their arms out in front of their body as their hands reach down the track.
• Encourage skiers to start with their feet side by side and to figure out which foot they will kick with first. Standing in place, they should slide that ski backward and then figure out which arm should be moved forward and which arm should be moved backward. Skiers should return their feet to the side-by-side position before they actually start the diagonal stride. Do not use poles.
• Tell skiers that if they lose the correct rhythm, they should stop, put their feet side by side, and then start again.
• When adding poles to the practice of the diagonal stride, go through the sequence introduced in Intermediate Lesson 4 (see chapter 4), where skiers start with the poles out of the snow and then slowly lower the poles to the snow. If they lose their diagonal stride rhythm, skiers pull the poles out of the snow and start again.

Activities and Games That Help Teach the Skill

• Slow-Mo Ski—This activity forces skiers to think about what they are doing in the diagonal stride movement. Once skiers get the correct feel and rhythm of the diagonal stride, the Slow-Mo Ski activity will continually challenge them to increase their glide phase. Practice this exercise without poles.
• Scooters—Skiers should work on scooters regularly. This exercise will help to improve skiers' balance and will force them to shift their body weight over the gliding ski. Stress the importance of the arms moving contralaterally, and make sure that skiers work both legs.
• Advanced Skier

Advanced skiers will be confident in their ability to use the diagonal stride to move rhythmically and quickly from place to place. These skiers have increased leg strength and improved balance, which will improve their performance of the diagonal stride. They have an easier time committing their weight to the gliding ski, so the shift of body weight over the gliding ski should be visible. Advanced skiers will have discovered that using the poles for propulsion really makes a difference in their forward speed and momentum; therefore, they will plant the poles angled backward and in the area across from the foot.

Common Errors

• The skier's foot slips when performing the kick, resulting in a lack of forward propulsion.
• Skiers make a noisy, slapping sound when diagonal striding.
• The kick is executed late.
• Skiers do not fully commit to the gliding ski.
• Skiers “sit” with deeply bent knees.
• The pole plant is still slightly vertical.

Teaching Hints

• The kick should be made when the feet are side by side. If the feet are allowed to slide too far apart before kicking, the foot may slip.
• The kick should be downward, not backward.
• The kick should be done almost simultaneously with the pole plant. The kick will be started just slightly before the pole plant.
• Hips should be kept high and forward. Skiers shouldn't slump. The lean should start at the ankles.

Activities and Games That Help Teach the Skill

Continue to play games with skiers wearing just one ski. Make the playing area larger and make teams smaller so that skiers are forced to move greater distances with increased speed.

• Scooter count—Skiers should strive to reduce the number of scooter pushes made and should attempt to glide as long as they can. They should swing their hands down the track, reaching out in line with the ski.
• Slow-Mo Ski—Practice first without poles and eventually with ski poles. Skiers should be using the correct contralateral arm and leg pattern. They should be able to perform the slow-motion diagonal stride for at least 150 yards (137 m) without stopping.

Get Ready to Ski

This lesson is primarily used to prepare students for the rest of the ski lessons. Students will be doing ski, boot, and pole fittings at stations set up around the gym. If there is time at the end of class, the physical activity portion of the lesson will involve learning or playing games that students will later be playing on snow. Refer to chapter 5 to select a relevant activity. You can distribute copies of the Clothing Guide for Cross-Country Skiing handout. Students should take these home for their parents to read. This information should also be put on the department's website and should be sent in an e-mail to parents a week before the class moves outside.

NASPE Content Standard

• Standard 1

Equipment

Tape, video player, video about cross-country skiing

Assessments and Reproducibles

• Boot Size Record, page 199
• Pole Size Record, page 224
• Ski Size Record, page 228
• Boot Sizer: Boys and Girls, page 200
• Boot Sizer: Men and Women, page 201
• Pole-sizing directions, page 225
• Ski-sizing directions, page 231
• Get Ready to Ski station signs, pages 207-210
• Clothing Guide for Cross-Country Skiing, page 202

Suggested site: gymnasium. Set up station signs (see figure 4.1).

• Station 1: Boots—Photocopy several boot sizers (for boys and girls or men and women, depending on the age of your class) and tape them to the floor. Post the boot size record on the wall.
• Station 2: Poles—Photocopy several pole-sizing charts and tape them to the wall along with a copy of the pole size record.
• Station 3: Skis—Photocopy several ski-sizing charts and tape them to the wall along with a copy of the ski size record.

Fitness Development

Students should use the following locomotor skills to move between stations:

1. From the starting area to the boots station, students use an exaggerated arm swing while walking (see figure 4.2). They should walk energetically, swinging the arms forward and backward with an exaggerated arm swing.

2. From the boots station to the poles station, students use repetitive standing broad jumps (see figure 4.3). They should perform standing broad jumps—one right after the other—using good form.

3. From the poles station to the skis station, students use diagonal side-to-side jumps (see figure 4.4). Students start with feet together and perform a standing broad jump angled slightly forward and to the right. They then repeat the jump, angling slightly forward and to the left. Students should continue this pattern until they reach the next station.

4. From the skis station to the starting area, students use the gorilla walk (see figure 4.5). To perform the gorilla walk, students first assume the all-purpose sport stance, or skier's slouch (see figure 3.26, page 46). They lean forward from the ankles until they start to fall forward and have to take a step forward to catch themselves. Students repeat this action until they reach the next station.

Here are some other locomotor movements that could be done between stations:

• Forward bounding leap—Students leap through the air by taking off on the right foot and landing on the left foot. Then they repeat the leaping action, this time taking off with the left foot and landing on the right foot. Students continue this pattern until they reach the next station.
• Hopping—Students take off on the right foot, spring energetically into the air, and land on the right foot. They repeat this action with the left foot. Students continue this pattern until they reach the next station.

Having all students find boots, skis, and poles of the correct size for them

[Make a short presentation about cross-country skiing using pictures, video, and other available resources. If possible, have a ski coach, a member of the high school ski team, or a parent who skis come to class to help introduce students to the sport of cross-country skiing. Then introduce the lesson's activity as follows.]

Today we are going to be figuring out the right size skis, boots, and poles for each of you. You can see the equipment at the stations set up around the gym. At each station, you'll find size identification charts that tell you what length skis and poles will work best for you and what size ski boot you will need. You will be working with a partner to help each other determine the right size. At each station, you will also find a chart for recording your size. Make sure you put your name and size on that chart before moving on to the next station. Please leave the equipment at the station when you move on to the next station. When you move from station to station, you will use the movement that the sign at that station tells you to do. You will be using exaggerated arm swings (see figure 4.2), repetitive standing broad jumps (see figure 4.3), diagonal side-to-side jumps (see figure 4.4), and the gorilla walk (see figure 4.5).

Students move from station to station, fitting equipment and recording sizes on charts.

Boots

Use the Boot Sizer: Boys and Girls chart to help students determine their boot size. Students should record their sizes on the Boot Size Record chart. Most ski boots are sized in European shoe sizes, so you should explain to students that their boot size may be marked with a different number than they are accustomed to. Boots should feel comfortable, like a comfortable walking shoe. The student's toes should not rub on the front, and the student's heels should not slip up and down in the back. Boots that are too large will be awkward to ski in. If boots are too constrictive, the feet will not stay warm. Make sure that students lace their boots up all the way so that no laces are left dangling.

Poles

Use the pole-sizing chart to help students find the right size for their poles. Students should then record the size on the Pole Size Record chart. Remember the following:

• Poles must have adjustable straps.
• Classic poles should reach to under the arm when the skier is standing on the floor (see figure 4.6).
• If poles are too long or too short, the skier will have difficulty mastering the technical skills necessary to become competent in cross-country skiing.

Skis

Use the ski-sizing chart to help students find the right size for their skis. Students should then record the size on the Ski Size Record chart. Remember the following:

• Classic skis should reach to just below the wrist of the skier's outstretched arm (see figure 4.7).
• If the skis are not the correct length, the skier will have difficulty mastering the technical skills necessary to become competent in the sport.

Check to make sure that each student has recorded a ski boot size (in the European number), ski length, and pole length on the equipment size charts found at each station.

Who can tell me a good way to choose the correct length of ski to use? Let's have everyone stand up and put their right foot forward. Which arm should also be forward? Now put your left foot forward. Which arm should be forward? This is the same motion we will be using when we are outside on our skis. In our next class session, we are going to practice putting our skis on, and we'll learn some skills that we will eventually be doing outside on the snow. Don't forget to use the Clothing Guide for Cross-Country Skiing handout to get ready for when we do move outside. When you come to class next time, you should check the Boot Size Record chart, find your boots, and put them on. Have a great day. I will see you next time!

Fox and Geese

• Equipment

Large, brightly colored fabric squares or short swim noodles for taggers to carry; a large circle to ski in that is divided into six or eight wedges

• Description

In this tag game, skiers (geese) must ski in the existing tracks as they move around the circle attempting to avoid being tagged by the It (fox). See figure 5.1 for the setup. Select several skiers to be foxes and identify them with either swim noodles or brightly colored fabric squares. The center of the circle is the safety zone (goose nest); one skier at a time can ski into this zone and stand until another skier wants to come in. The first skier must then leave. The last skier to be tagged becomes the next fox. No poles are used. This game can be played with skiers wearing both skis or just one ski.

Friski

• Equipment

Frisbee, cones to mark bases

• Description

This game is baseball played with a Frisbee and on skis! To start the game, the at-bat skier throws the Frisbee as far as she can and then skis off to first base. A caught Frisbee on the fly is an out. To tag a skier out, another skier holding the Frisbee must tag the skier. A run is scored when the skier makes it safely around the bases. No poles are used.

Germ Tag

• Equipment

Cones to mark playing area

• Description

In this tag game, one person is “The Germ” who tries to tag other skiers moving around the playing area. When “The Germ” tags another skier, the body part tagged is rendered useless. For example, if a leg is touched by “The Germ,” that skier must ski on one ski. Skiers may be tagged more than once. If skiers run out of forearms, shoulders, legs, and equipment, they run in place until another skier frees them by tagging them.

Benefits of Cross-Country Skiing

Cross-country skiing can be enjoyed by a wide range of students, from the youngest kindergartners to those secondary students who are so difficult to please. This activity can challenge students who are in excellent cardiovascular condition, or it can provide a gentle workout in the appropriate training zone for students who are just getting into shape. Moreover, for the students who really don't care about “getting in shape,” cross-country skiing can simply be a very fun activity. And while having fun, those students will still gain benefits related to cardiovascular fitness, strength, and balance. By getting your class outside during the winter months to exercise, you are showing your students that they can easily stay warm while out in cold temperatures. Cross-country skiing provides many benefits, including some great physical benefits.

The physical benefits of cross-country skiing are well known. If you look at Olympic cross-country skiers, you can see the positive effects on the body that result from training for cross-country skiing. The average elite female cross-country skier carries 11 percent body fat, and elite male skiers carry 5 percent. These percentages are well below the average for people who are considered to be athletic—17 percent for females and 10 percent for males (Fox, Bowers, and Foss, 1993). The high number of calories burned while skiing helps to keep skiers trim and lean. One hour of moderate cross-country skiing can burn approximately 470 calories for a 130-pound person and nearly 700 calories for a 190-pound person. Therefore, cross-country skiing is a great way to burn calories while having fun!

Cross-country skiing is also an efficient way to exercise a large number of muscles at once. Because skiers use ski poles as a means of propulsion, the upper body gets much more of a workout when cross-country skiing compared to when running or cycling. When a skier is using the diagonal stride, the biceps and triceps provide power to the ski poles. When the double-pole technique is used, the skier's core muscles, pectoralis major, deltoids, and latissimus dorsi are put to work. Of course, the leg muscles also do their fair share. The quadriceps (the muscle group on the front of the thigh) and the gastrocnemius (the large, powerful muscle on the back of the lower leg) provide the forceful “kick” and propel the skier forward. People who use cross-country skiing as a workout over several weeks will discover that the muscles of their entire body increase in strength. As a result, cross-country skiing and other activities become easier.

Cross-country skiing involves the use of the large muscle groups of both the upper and lower body; therefore, during this activity, there is a large demand for oxygen to be supplied to these muscles. The body's ability to supply oxygen to the working muscles is referred to as V.O2max. Because of the large number of muscles that are working hard when a person is skiing, V.O2max measurements in skiers are very high. Well-trained cross-country skiers have efficient cardiovascular systems; in fact, elite cross-country skiers have the highest recorded V.O2max levels of any group of athletes (Saltin and Astrand, 1967).

Cross-country skiing on a regular basis has a tremendous effect on a person's cardiovascular system. In addition to gaining strength in the muscles of the upper and lower body, people who use cross-country skiing as a workout method over several weeks will also discover that their heart is stronger. A strong heart pumps more efficiently, sending out more blood to the muscles with each contraction. Through weeks of skiing, people often discover that their resting heart rate has decreased. Highly trained Olympic cross-country skiers have resting heart rates between 28 and 40 beats per minute. Compare that to the resting heart rate of the average person, which is 60 to 80 beats per minute! With the highly active lesson plans found in this book, you should have no problem raising your students' heart rates. In fact, some students may need to take short breaks to catch their breath and let their heart rate drop slightly so that it returns to the appropriate training zone. Younger children are very good at doing this naturally. If you have heart rate monitors, you should use them to check students' heart rates during and immediately after the lessons. You will be impressed with the amount of time your students are spending in their training zones!

The benefits of cross-country skiing extend beyond the physiological to overall general health and well-being. A lot of evidence exists (Fraioli et al., 1980) indicating that regular physical activity increases the release of mood-lifting endorphins in the body. After one of the energetic and fun lessons you lead, students will be smiling and laughing; they will be relaxed and in a better mood than when you started class. In addition, students will leave class with a sense of accomplishment, knowing that they have developed new skills in a fun activity. They will also know that they can use these skills beyond class time for many years to come. The results of a Finnish research study on the activity levels of boys and girls showed the benefits of cross-country skiing: Among boys, the proportion of persistent exercisers was highest for those who participated in cross-country skiing, jogging, and bodybuilding (Aarnio et al., 2002). By teaching cross-country skiing, you are providing students with fantastic exercise during class time, and you are also helping them learn an activity that many students will pursue outside of class. Cross-country skiing is an activity that students can do with their families, with friends, or alone. With help from the lesson plans in this book, you are the catalyst to make that happen!

Diagonal Stride

The diagonal stride is the technique used most commonly when people are cross-country skiing on classic, or diagonal, skis. In this technique, the skier uses a kicking action followed by a weight shift to the gliding ski; after the weight shift, the skier quickly performs a poling action with the arm opposite the kicking leg. The diagonal stride can be done in groomed tracks at a slow to high speed. It can also be done across a wide open area of ungroomed and deep snow, but the movement will be considerably slower. The diagonal stride technique is very versatile, and the movement pattern is similar in nature to walking. These factors make the diagonal stride a popular technique that is easy to learn. See figure 3.1 for the diagonal stride critical features and technique biomechanics.

Critical Features

Start with the feet side by side	Kick back and down with the right foot as the right arm swings forward and the left arm swings backward. Make sure the poles are angled backward.
Plant the right pole even with the left foot so you can push off the pole and glide on the left ski.	Return the right foot next to the left foot as you prepare to kick with the left foot. The left arm swings forward, the right arm swings backward, and the poles are angled backward.
Glide on the right ski. Then plant the left pole even with the right foot for the push-off, and return the left foot to a side-byside position with the right foot, preparing for a right-leg kick.

Beginner Skier

For beginner skiers, the diagonal stride technique (see figure 3.2) will more closely resemble a shuffling of both feet on the snow and will not have a distinct kick or glide phase. Many new or young skiers do not have the leg strength to dynamically balance well enough to shift their body weight over a gliding ski. Frequently, the young skier will slide the foot forward so that the foot moves in front of the knee. Poles will be used for balance purposes rather than for propulsion. The skier may flick the pole basket out ahead of the hand, and the pole plant may be vertical.

Common Errors

• Skiers use the poles for balance by planting the pole vertically and farther away from the body (see figure 3.2a).
• The foot slides in front of the knee (see figure 3.2a).
• No real kick is made; instead, the skier shuffles and slides the skis forward (see figure 3.2a).
• Body weight is not completely transferred to a gliding ski (see figure 3.2c).
• Skiers move the right arm and right leg forward at the same time.

Teaching Hints

• Watch skiers walk in the gymnasium. Make sure that they are using a contralateral arm and leg pattern while walking (as the right arm swings forward, the left leg should be stepping forward). This is the same pattern that the students will use when skiing; therefore, if they do not perform it correctly when walking, chances are they will not perform the motion correctly when on skis.
• Use a variety of ski games and activities to increase the students' comfort level on skis. Your students' confidence will improve once they learn how to control and steer their skis.
• Have the students spend lots of time using just one ski. Make sure that they frequently switch the foot that the ski is on. New skiers will soon be gliding on one ski without even thinking about it when playing a game or doing scooters.
• Don't use poles at all for the first six beginner lessons. Always have students spend part of every lesson skiing without poles, whether it is for a warm-up, drill, activity, or game.
• Encourage skiers to work on balance and leg strength at home. They can do this by standing on one foot when brushing their teeth or when watching TV.

Activities and Games That Help Teach the Skill

If you have your skiers wear just one ski, they will be forced to shift their body weight over the gliding ski immediately after the kick. Changing the ski over to the other foot can be done quickly and easily, so students can practice gliding on both legs in a short amount of time. Game play using one ski is also a good way to teach skiers to steer and control their ski—and they often don't even realize they're learning it!

• Scooters—Make sure that skiers work both legs by switching the ski to the other foot.
• Jumping Jack Tag (see page 80)—No poles are used.
• Any of the tag games played with skiers on one ski

The intermediate skier can perform a kick and can glide on one ski, even if only for a short period of time (see figure 3.3). Intermediate skiers, who are usually a bit older than the typical beginner skier, will have increased leg strength and fairly good balance. Skiers at this level are able to perform the diagonal stride rhythmically; however, you should review the basics with them and encourage them to think about what they are doing. Skiers sometimes hurry to beat their friends or partners, and this can decrease their skill proficiency to the point where they are almost back to the beginner level. To help intermediate skiers improve their diagonal stride, you should use noncompetitive drills, games, and activities that the skiers will not rush through.

Common Errors

• Skiers straddle the tracks and do not commit completely to the gliding ski after the kick.
• Skiers are unable to continuously repeat the kick and glide rhythmically with their arms and legs working contralaterally.
• The pole is planted in front of the foot (see figure 3.3a).
• Skiers hurry because they are trying to beat their friends, and technique falls apart.
• Skiers do not use the poles for propulsion (see figure 3.3b).
• Poles are planted vertically rather than angled backward.

Teaching Hints

• Continue to have the students ski without poles for a part of every lesson. This helps improve balance and confidence.
• In activities with no poles, encourage skiers to swing their arms down the track by swinging their arms out in front of their body as their hands reach down the track.
• Encourage skiers to start with their feet side by side and to figure out which foot they will kick with first. Standing in place, they should slide that ski backward and then figure out which arm should be moved forward and which arm should be moved backward. Skiers should return their feet to the side-by-side position before they actually start the diagonal stride. Do not use poles.
• Tell skiers that if they lose the correct rhythm, they should stop, put their feet side by side, and then start again.
• When adding poles to the practice of the diagonal stride, go through the sequence introduced in Intermediate Lesson 4 (see chapter 4), where skiers start with the poles out of the snow and then slowly lower the poles to the snow. If they lose their diagonal stride rhythm, skiers pull the poles out of the snow and start again.

Activities and Games That Help Teach the Skill

• Slow-Mo Ski—This activity forces skiers to think about what they are doing in the diagonal stride movement. Once skiers get the correct feel and rhythm of the diagonal stride, the Slow-Mo Ski activity will continually challenge them to increase their glide phase. Practice this exercise without poles.
• Scooters—Skiers should work on scooters regularly. This exercise will help to improve skiers' balance and will force them to shift their body weight over the gliding ski. Stress the importance of the arms moving contralaterally, and make sure that skiers work both legs.
• Advanced Skier

Advanced skiers will be confident in their ability to use the diagonal stride to move rhythmically and quickly from place to place. These skiers have increased leg strength and improved balance, which will improve their performance of the diagonal stride. They have an easier time committing their weight to the gliding ski, so the shift of body weight over the gliding ski should be visible. Advanced skiers will have discovered that using the poles for propulsion really makes a difference in their forward speed and momentum; therefore, they will plant the poles angled backward and in the area across from the foot.

Common Errors

• The skier's foot slips when performing the kick, resulting in a lack of forward propulsion.
• Skiers make a noisy, slapping sound when diagonal striding.
• The kick is executed late.
• Skiers do not fully commit to the gliding ski.
• Skiers “sit” with deeply bent knees.
• The pole plant is still slightly vertical.

Teaching Hints

• The kick should be made when the feet are side by side. If the feet are allowed to slide too far apart before kicking, the foot may slip.
• The kick should be downward, not backward.
• The kick should be done almost simultaneously with the pole plant. The kick will be started just slightly before the pole plant.
• Hips should be kept high and forward. Skiers shouldn't slump. The lean should start at the ankles.

Activities and Games That Help Teach the Skill

Continue to play games with skiers wearing just one ski. Make the playing area larger and make teams smaller so that skiers are forced to move greater distances with increased speed.

• Scooter count—Skiers should strive to reduce the number of scooter pushes made and should attempt to glide as long as they can. They should swing their hands down the track, reaching out in line with the ski.
• Slow-Mo Ski—Practice first without poles and eventually with ski poles. Skiers should be using the correct contralateral arm and leg pattern. They should be able to perform the slow-motion diagonal stride for at least 150 yards (137 m) without stopping.

Get Ready to Ski

This lesson is primarily used to prepare students for the rest of the ski lessons. Students will be doing ski, boot, and pole fittings at stations set up around the gym. If there is time at the end of class, the physical activity portion of the lesson will involve learning or playing games that students will later be playing on snow. Refer to chapter 5 to select a relevant activity. You can distribute copies of the Clothing Guide for Cross-Country Skiing handout. Students should take these home for their parents to read. This information should also be put on the department's website and should be sent in an e-mail to parents a week before the class moves outside.

NASPE Content Standard

• Standard 1

Equipment

Tape, video player, video about cross-country skiing

Assessments and Reproducibles

• Boot Size Record, page 199
• Pole Size Record, page 224
• Ski Size Record, page 228
• Boot Sizer: Boys and Girls, page 200
• Boot Sizer: Men and Women, page 201
• Pole-sizing directions, page 225
• Ski-sizing directions, page 231
• Get Ready to Ski station signs, pages 207-210
• Clothing Guide for Cross-Country Skiing, page 202

Suggested site: gymnasium. Set up station signs (see figure 4.1).

• Station 1: Boots—Photocopy several boot sizers (for boys and girls or men and women, depending on the age of your class) and tape them to the floor. Post the boot size record on the wall.
• Station 2: Poles—Photocopy several pole-sizing charts and tape them to the wall along with a copy of the pole size record.
• Station 3: Skis—Photocopy several ski-sizing charts and tape them to the wall along with a copy of the ski size record.

Fitness Development

Students should use the following locomotor skills to move between stations:

1. From the starting area to the boots station, students use an exaggerated arm swing while walking (see figure 4.2). They should walk energetically, swinging the arms forward and backward with an exaggerated arm swing.

2. From the boots station to the poles station, students use repetitive standing broad jumps (see figure 4.3). They should perform standing broad jumps—one right after the other—using good form.

3. From the poles station to the skis station, students use diagonal side-to-side jumps (see figure 4.4). Students start with feet together and perform a standing broad jump angled slightly forward and to the right. They then repeat the jump, angling slightly forward and to the left. Students should continue this pattern until they reach the next station.

4. From the skis station to the starting area, students use the gorilla walk (see figure 4.5). To perform the gorilla walk, students first assume the all-purpose sport stance, or skier's slouch (see figure 3.26, page 46). They lean forward from the ankles until they start to fall forward and have to take a step forward to catch themselves. Students repeat this action until they reach the next station.

Here are some other locomotor movements that could be done between stations:

• Forward bounding leap—Students leap through the air by taking off on the right foot and landing on the left foot. Then they repeat the leaping action, this time taking off with the left foot and landing on the right foot. Students continue this pattern until they reach the next station.
• Hopping—Students take off on the right foot, spring energetically into the air, and land on the right foot. They repeat this action with the left foot. Students continue this pattern until they reach the next station.

Having all students find boots, skis, and poles of the correct size for them

[Make a short presentation about cross-country skiing using pictures, video, and other available resources. If possible, have a ski coach, a member of the high school ski team, or a parent who skis come to class to help introduce students to the sport of cross-country skiing. Then introduce the lesson's activity as follows.]

Today we are going to be figuring out the right size skis, boots, and poles for each of you. You can see the equipment at the stations set up around the gym. At each station, you'll find size identification charts that tell you what length skis and poles will work best for you and what size ski boot you will need. You will be working with a partner to help each other determine the right size. At each station, you will also find a chart for recording your size. Make sure you put your name and size on that chart before moving on to the next station. Please leave the equipment at the station when you move on to the next station. When you move from station to station, you will use the movement that the sign at that station tells you to do. You will be using exaggerated arm swings (see figure 4.2), repetitive standing broad jumps (see figure 4.3), diagonal side-to-side jumps (see figure 4.4), and the gorilla walk (see figure 4.5).

Students move from station to station, fitting equipment and recording sizes on charts.

Boots

Use the Boot Sizer: Boys and Girls chart to help students determine their boot size. Students should record their sizes on the Boot Size Record chart. Most ski boots are sized in European shoe sizes, so you should explain to students that their boot size may be marked with a different number than they are accustomed to. Boots should feel comfortable, like a comfortable walking shoe. The student's toes should not rub on the front, and the student's heels should not slip up and down in the back. Boots that are too large will be awkward to ski in. If boots are too constrictive, the feet will not stay warm. Make sure that students lace their boots up all the way so that no laces are left dangling.

Poles

Use the pole-sizing chart to help students find the right size for their poles. Students should then record the size on the Pole Size Record chart. Remember the following:

• Poles must have adjustable straps.
• Classic poles should reach to under the arm when the skier is standing on the floor (see figure 4.6).
• If poles are too long or too short, the skier will have difficulty mastering the technical skills necessary to become competent in cross-country skiing.

Skis

Use the ski-sizing chart to help students find the right size for their skis. Students should then record the size on the Ski Size Record chart. Remember the following:

• Classic skis should reach to just below the wrist of the skier's outstretched arm (see figure 4.7).
• If the skis are not the correct length, the skier will have difficulty mastering the technical skills necessary to become competent in the sport.

Check to make sure that each student has recorded a ski boot size (in the European number), ski length, and pole length on the equipment size charts found at each station.

Who can tell me a good way to choose the correct length of ski to use? Let's have everyone stand up and put their right foot forward. Which arm should also be forward? Now put your left foot forward. Which arm should be forward? This is the same motion we will be using when we are outside on our skis. In our next class session, we are going to practice putting our skis on, and we'll learn some skills that we will eventually be doing outside on the snow. Don't forget to use the Clothing Guide for Cross-Country Skiing handout to get ready for when we do move outside. When you come to class next time, you should check the Boot Size Record chart, find your boots, and put them on. Have a great day. I will see you next time!

Fox and Geese

• Equipment

Large, brightly colored fabric squares or short swim noodles for taggers to carry; a large circle to ski in that is divided into six or eight wedges

• Description

In this tag game, skiers (geese) must ski in the existing tracks as they move around the circle attempting to avoid being tagged by the It (fox). See figure 5.1 for the setup. Select several skiers to be foxes and identify them with either swim noodles or brightly colored fabric squares. The center of the circle is the safety zone (goose nest); one skier at a time can ski into this zone and stand until another skier wants to come in. The first skier must then leave. The last skier to be tagged becomes the next fox. No poles are used. This game can be played with skiers wearing both skis or just one ski.

Friski

• Equipment

Frisbee, cones to mark bases

• Description

This game is baseball played with a Frisbee and on skis! To start the game, the at-bat skier throws the Frisbee as far as she can and then skis off to first base. A caught Frisbee on the fly is an out. To tag a skier out, another skier holding the Frisbee must tag the skier. A run is scored when the skier makes it safely around the bases. No poles are used.

Germ Tag

• Equipment

Cones to mark playing area

• Description

In this tag game, one person is “The Germ” who tries to tag other skiers moving around the playing area. When “The Germ” tags another skier, the body part tagged is rendered useless. For example, if a leg is touched by “The Germ,” that skier must ski on one ski. Skiers may be tagged more than once. If skiers run out of forearms, shoulders, legs, and equipment, they run in place until another skier frees them by tagging them.

Benefits of Cross-Country Skiing

Cross-country skiing can be enjoyed by a wide range of students, from the youngest kindergartners to those secondary students who are so difficult to please. This activity can challenge students who are in excellent cardiovascular condition, or it can provide a gentle workout in the appropriate training zone for students who are just getting into shape. Moreover, for the students who really don't care about “getting in shape,” cross-country skiing can simply be a very fun activity. And while having fun, those students will still gain benefits related to cardiovascular fitness, strength, and balance. By getting your class outside during the winter months to exercise, you are showing your students that they can easily stay warm while out in cold temperatures. Cross-country skiing provides many benefits, including some great physical benefits.

The physical benefits of cross-country skiing are well known. If you look at Olympic cross-country skiers, you can see the positive effects on the body that result from training for cross-country skiing. The average elite female cross-country skier carries 11 percent body fat, and elite male skiers carry 5 percent. These percentages are well below the average for people who are considered to be athletic—17 percent for females and 10 percent for males (Fox, Bowers, and Foss, 1993). The high number of calories burned while skiing helps to keep skiers trim and lean. One hour of moderate cross-country skiing can burn approximately 470 calories for a 130-pound person and nearly 700 calories for a 190-pound person. Therefore, cross-country skiing is a great way to burn calories while having fun!

Cross-country skiing is also an efficient way to exercise a large number of muscles at once. Because skiers use ski poles as a means of propulsion, the upper body gets much more of a workout when cross-country skiing compared to when running or cycling. When a skier is using the diagonal stride, the biceps and triceps provide power to the ski poles. When the double-pole technique is used, the skier's core muscles, pectoralis major, deltoids, and latissimus dorsi are put to work. Of course, the leg muscles also do their fair share. The quadriceps (the muscle group on the front of the thigh) and the gastrocnemius (the large, powerful muscle on the back of the lower leg) provide the forceful “kick” and propel the skier forward. People who use cross-country skiing as a workout over several weeks will discover that the muscles of their entire body increase in strength. As a result, cross-country skiing and other activities become easier.

Cross-country skiing involves the use of the large muscle groups of both the upper and lower body; therefore, during this activity, there is a large demand for oxygen to be supplied to these muscles. The body's ability to supply oxygen to the working muscles is referred to as V.O2max. Because of the large number of muscles that are working hard when a person is skiing, V.O2max measurements in skiers are very high. Well-trained cross-country skiers have efficient cardiovascular systems; in fact, elite cross-country skiers have the highest recorded V.O2max levels of any group of athletes (Saltin and Astrand, 1967).

Cross-country skiing on a regular basis has a tremendous effect on a person's cardiovascular system. In addition to gaining strength in the muscles of the upper and lower body, people who use cross-country skiing as a workout method over several weeks will also discover that their heart is stronger. A strong heart pumps more efficiently, sending out more blood to the muscles with each contraction. Through weeks of skiing, people often discover that their resting heart rate has decreased. Highly trained Olympic cross-country skiers have resting heart rates between 28 and 40 beats per minute. Compare that to the resting heart rate of the average person, which is 60 to 80 beats per minute! With the highly active lesson plans found in this book, you should have no problem raising your students' heart rates. In fact, some students may need to take short breaks to catch their breath and let their heart rate drop slightly so that it returns to the appropriate training zone. Younger children are very good at doing this naturally. If you have heart rate monitors, you should use them to check students' heart rates during and immediately after the lessons. You will be impressed with the amount of time your students are spending in their training zones!

The benefits of cross-country skiing extend beyond the physiological to overall general health and well-being. A lot of evidence exists (Fraioli et al., 1980) indicating that regular physical activity increases the release of mood-lifting endorphins in the body. After one of the energetic and fun lessons you lead, students will be smiling and laughing; they will be relaxed and in a better mood than when you started class. In addition, students will leave class with a sense of accomplishment, knowing that they have developed new skills in a fun activity. They will also know that they can use these skills beyond class time for many years to come. The results of a Finnish research study on the activity levels of boys and girls showed the benefits of cross-country skiing: Among boys, the proportion of persistent exercisers was highest for those who participated in cross-country skiing, jogging, and bodybuilding (Aarnio et al., 2002). By teaching cross-country skiing, you are providing students with fantastic exercise during class time, and you are also helping them learn an activity that many students will pursue outside of class. Cross-country skiing is an activity that students can do with their families, with friends, or alone. With help from the lesson plans in this book, you are the catalyst to make that happen!

Diagonal Stride

The diagonal stride is the technique used most commonly when people are cross-country skiing on classic, or diagonal, skis. In this technique, the skier uses a kicking action followed by a weight shift to the gliding ski; after the weight shift, the skier quickly performs a poling action with the arm opposite the kicking leg. The diagonal stride can be done in groomed tracks at a slow to high speed. It can also be done across a wide open area of ungroomed and deep snow, but the movement will be considerably slower. The diagonal stride technique is very versatile, and the movement pattern is similar in nature to walking. These factors make the diagonal stride a popular technique that is easy to learn. See figure 3.1 for the diagonal stride critical features and technique biomechanics.

Critical Features

Start with the feet side by side	Kick back and down with the right foot as the right arm swings forward and the left arm swings backward. Make sure the poles are angled backward.
Plant the right pole even with the left foot so you can push off the pole and glide on the left ski.	Return the right foot next to the left foot as you prepare to kick with the left foot. The left arm swings forward, the right arm swings backward, and the poles are angled backward.
Glide on the right ski. Then plant the left pole even with the right foot for the push-off, and return the left foot to a side-byside position with the right foot, preparing for a right-leg kick.

Beginner Skier

For beginner skiers, the diagonal stride technique (see figure 3.2) will more closely resemble a shuffling of both feet on the snow and will not have a distinct kick or glide phase. Many new or young skiers do not have the leg strength to dynamically balance well enough to shift their body weight over a gliding ski. Frequently, the young skier will slide the foot forward so that the foot moves in front of the knee. Poles will be used for balance purposes rather than for propulsion. The skier may flick the pole basket out ahead of the hand, and the pole plant may be vertical.

Common Errors

• Skiers use the poles for balance by planting the pole vertically and farther away from the body (see figure 3.2a).
• The foot slides in front of the knee (see figure 3.2a).
• No real kick is made; instead, the skier shuffles and slides the skis forward (see figure 3.2a).
• Body weight is not completely transferred to a gliding ski (see figure 3.2c).
• Skiers move the right arm and right leg forward at the same time.

Teaching Hints

• Watch skiers walk in the gymnasium. Make sure that they are using a contralateral arm and leg pattern while walking (as the right arm swings forward, the left leg should be stepping forward). This is the same pattern that the students will use when skiing; therefore, if they do not perform it correctly when walking, chances are they will not perform the motion correctly when on skis.
• Use a variety of ski games and activities to increase the students' comfort level on skis. Your students' confidence will improve once they learn how to control and steer their skis.
• Have the students spend lots of time using just one ski. Make sure that they frequently switch the foot that the ski is on. New skiers will soon be gliding on one ski without even thinking about it when playing a game or doing scooters.
• Don't use poles at all for the first six beginner lessons. Always have students spend part of every lesson skiing without poles, whether it is for a warm-up, drill, activity, or game.
• Encourage skiers to work on balance and leg strength at home. They can do this by standing on one foot when brushing their teeth or when watching TV.

Activities and Games That Help Teach the Skill

If you have your skiers wear just one ski, they will be forced to shift their body weight over the gliding ski immediately after the kick. Changing the ski over to the other foot can be done quickly and easily, so students can practice gliding on both legs in a short amount of time. Game play using one ski is also a good way to teach skiers to steer and control their ski—and they often don't even realize they're learning it!

• Scooters—Make sure that skiers work both legs by switching the ski to the other foot.
• Jumping Jack Tag (see page 80)—No poles are used.
• Any of the tag games played with skiers on one ski

The intermediate skier can perform a kick and can glide on one ski, even if only for a short period of time (see figure 3.3). Intermediate skiers, who are usually a bit older than the typical beginner skier, will have increased leg strength and fairly good balance. Skiers at this level are able to perform the diagonal stride rhythmically; however, you should review the basics with them and encourage them to think about what they are doing. Skiers sometimes hurry to beat their friends or partners, and this can decrease their skill proficiency to the point where they are almost back to the beginner level. To help intermediate skiers improve their diagonal stride, you should use noncompetitive drills, games, and activities that the skiers will not rush through.

Common Errors

• Skiers straddle the tracks and do not commit completely to the gliding ski after the kick.
• Skiers are unable to continuously repeat the kick and glide rhythmically with their arms and legs working contralaterally.
• The pole is planted in front of the foot (see figure 3.3a).
• Skiers hurry because they are trying to beat their friends, and technique falls apart.
• Skiers do not use the poles for propulsion (see figure 3.3b).
• Poles are planted vertically rather than angled backward.

Teaching Hints

• Continue to have the students ski without poles for a part of every lesson. This helps improve balance and confidence.
• In activities with no poles, encourage skiers to swing their arms down the track by swinging their arms out in front of their body as their hands reach down the track.
• Encourage skiers to start with their feet side by side and to figure out which foot they will kick with first. Standing in place, they should slide that ski backward and then figure out which arm should be moved forward and which arm should be moved backward. Skiers should return their feet to the side-by-side position before they actually start the diagonal stride. Do not use poles.
• Tell skiers that if they lose the correct rhythm, they should stop, put their feet side by side, and then start again.
• When adding poles to the practice of the diagonal stride, go through the sequence introduced in Intermediate Lesson 4 (see chapter 4), where skiers start with the poles out of the snow and then slowly lower the poles to the snow. If they lose their diagonal stride rhythm, skiers pull the poles out of the snow and start again.

Activities and Games That Help Teach the Skill

• Slow-Mo Ski—This activity forces skiers to think about what they are doing in the diagonal stride movement. Once skiers get the correct feel and rhythm of the diagonal stride, the Slow-Mo Ski activity will continually challenge them to increase their glide phase. Practice this exercise without poles.
• Scooters—Skiers should work on scooters regularly. This exercise will help to improve skiers' balance and will force them to shift their body weight over the gliding ski. Stress the importance of the arms moving contralaterally, and make sure that skiers work both legs.
• Advanced Skier

Advanced skiers will be confident in their ability to use the diagonal stride to move rhythmically and quickly from place to place. These skiers have increased leg strength and improved balance, which will improve their performance of the diagonal stride. They have an easier time committing their weight to the gliding ski, so the shift of body weight over the gliding ski should be visible. Advanced skiers will have discovered that using the poles for propulsion really makes a difference in their forward speed and momentum; therefore, they will plant the poles angled backward and in the area across from the foot.

Common Errors

• The skier's foot slips when performing the kick, resulting in a lack of forward propulsion.
• Skiers make a noisy, slapping sound when diagonal striding.
• The kick is executed late.
• Skiers do not fully commit to the gliding ski.
• Skiers “sit” with deeply bent knees.
• The pole plant is still slightly vertical.

Teaching Hints

• The kick should be made when the feet are side by side. If the feet are allowed to slide too far apart before kicking, the foot may slip.
• The kick should be downward, not backward.
• The kick should be done almost simultaneously with the pole plant. The kick will be started just slightly before the pole plant.
• Hips should be kept high and forward. Skiers shouldn't slump. The lean should start at the ankles.

Activities and Games That Help Teach the Skill

Continue to play games with skiers wearing just one ski. Make the playing area larger and make teams smaller so that skiers are forced to move greater distances with increased speed.

• Scooter count—Skiers should strive to reduce the number of scooter pushes made and should attempt to glide as long as they can. They should swing their hands down the track, reaching out in line with the ski.
• Slow-Mo Ski—Practice first without poles and eventually with ski poles. Skiers should be using the correct contralateral arm and leg pattern. They should be able to perform the slow-motion diagonal stride for at least 150 yards (137 m) without stopping.

Get Ready to Ski

This lesson is primarily used to prepare students for the rest of the ski lessons. Students will be doing ski, boot, and pole fittings at stations set up around the gym. If there is time at the end of class, the physical activity portion of the lesson will involve learning or playing games that students will later be playing on snow. Refer to chapter 5 to select a relevant activity. You can distribute copies of the Clothing Guide for Cross-Country Skiing handout. Students should take these home for their parents to read. This information should also be put on the department's website and should be sent in an e-mail to parents a week before the class moves outside.

NASPE Content Standard

• Standard 1

Equipment

Tape, video player, video about cross-country skiing

Assessments and Reproducibles

• Boot Size Record, page 199
• Pole Size Record, page 224
• Ski Size Record, page 228
• Boot Sizer: Boys and Girls, page 200
• Boot Sizer: Men and Women, page 201
• Pole-sizing directions, page 225
• Ski-sizing directions, page 231
• Get Ready to Ski station signs, pages 207-210
• Clothing Guide for Cross-Country Skiing, page 202

Suggested site: gymnasium. Set up station signs (see figure 4.1).

• Station 1: Boots—Photocopy several boot sizers (for boys and girls or men and women, depending on the age of your class) and tape them to the floor. Post the boot size record on the wall.
• Station 2: Poles—Photocopy several pole-sizing charts and tape them to the wall along with a copy of the pole size record.
• Station 3: Skis—Photocopy several ski-sizing charts and tape them to the wall along with a copy of the ski size record.

Fitness Development

Students should use the following locomotor skills to move between stations:

1. From the starting area to the boots station, students use an exaggerated arm swing while walking (see figure 4.2). They should walk energetically, swinging the arms forward and backward with an exaggerated arm swing.

2. From the boots station to the poles station, students use repetitive standing broad jumps (see figure 4.3). They should perform standing broad jumps—one right after the other—using good form.

3. From the poles station to the skis station, students use diagonal side-to-side jumps (see figure 4.4). Students start with feet together and perform a standing broad jump angled slightly forward and to the right. They then repeat the jump, angling slightly forward and to the left. Students should continue this pattern until they reach the next station.

4. From the skis station to the starting area, students use the gorilla walk (see figure 4.5). To perform the gorilla walk, students first assume the all-purpose sport stance, or skier's slouch (see figure 3.26, page 46). They lean forward from the ankles until they start to fall forward and have to take a step forward to catch themselves. Students repeat this action until they reach the next station.

Here are some other locomotor movements that could be done between stations:

• Forward bounding leap—Students leap through the air by taking off on the right foot and landing on the left foot. Then they repeat the leaping action, this time taking off with the left foot and landing on the right foot. Students continue this pattern until they reach the next station.
• Hopping—Students take off on the right foot, spring energetically into the air, and land on the right foot. They repeat this action with the left foot. Students continue this pattern until they reach the next station.

Having all students find boots, skis, and poles of the correct size for them

[Make a short presentation about cross-country skiing using pictures, video, and other available resources. If possible, have a ski coach, a member of the high school ski team, or a parent who skis come to class to help introduce students to the sport of cross-country skiing. Then introduce the lesson's activity as follows.]

Today we are going to be figuring out the right size skis, boots, and poles for each of you. You can see the equipment at the stations set up around the gym. At each station, you'll find size identification charts that tell you what length skis and poles will work best for you and what size ski boot you will need. You will be working with a partner to help each other determine the right size. At each station, you will also find a chart for recording your size. Make sure you put your name and size on that chart before moving on to the next station. Please leave the equipment at the station when you move on to the next station. When you move from station to station, you will use the movement that the sign at that station tells you to do. You will be using exaggerated arm swings (see figure 4.2), repetitive standing broad jumps (see figure 4.3), diagonal side-to-side jumps (see figure 4.4), and the gorilla walk (see figure 4.5).

Students move from station to station, fitting equipment and recording sizes on charts.

Boots

Use the Boot Sizer: Boys and Girls chart to help students determine their boot size. Students should record their sizes on the Boot Size Record chart. Most ski boots are sized in European shoe sizes, so you should explain to students that their boot size may be marked with a different number than they are accustomed to. Boots should feel comfortable, like a comfortable walking shoe. The student's toes should not rub on the front, and the student's heels should not slip up and down in the back. Boots that are too large will be awkward to ski in. If boots are too constrictive, the feet will not stay warm. Make sure that students lace their boots up all the way so that no laces are left dangling.

Poles

Use the pole-sizing chart to help students find the right size for their poles. Students should then record the size on the Pole Size Record chart. Remember the following:

• Poles must have adjustable straps.
• Classic poles should reach to under the arm when the skier is standing on the floor (see figure 4.6).
• If poles are too long or too short, the skier will have difficulty mastering the technical skills necessary to become competent in cross-country skiing.

Skis

Use the ski-sizing chart to help students find the right size for their skis. Students should then record the size on the Ski Size Record chart. Remember the following:

• Classic skis should reach to just below the wrist of the skier's outstretched arm (see figure 4.7).
• If the skis are not the correct length, the skier will have difficulty mastering the technical skills necessary to become competent in the sport.

Check to make sure that each student has recorded a ski boot size (in the European number), ski length, and pole length on the equipment size charts found at each station.

Who can tell me a good way to choose the correct length of ski to use? Let's have everyone stand up and put their right foot forward. Which arm should also be forward? Now put your left foot forward. Which arm should be forward? This is the same motion we will be using when we are outside on our skis. In our next class session, we are going to practice putting our skis on, and we'll learn some skills that we will eventually be doing outside on the snow. Don't forget to use the Clothing Guide for Cross-Country Skiing handout to get ready for when we do move outside. When you come to class next time, you should check the Boot Size Record chart, find your boots, and put them on. Have a great day. I will see you next time!

Fox and Geese

• Equipment

Large, brightly colored fabric squares or short swim noodles for taggers to carry; a large circle to ski in that is divided into six or eight wedges

• Description

In this tag game, skiers (geese) must ski in the existing tracks as they move around the circle attempting to avoid being tagged by the It (fox). See figure 5.1 for the setup. Select several skiers to be foxes and identify them with either swim noodles or brightly colored fabric squares. The center of the circle is the safety zone (goose nest); one skier at a time can ski into this zone and stand until another skier wants to come in. The first skier must then leave. The last skier to be tagged becomes the next fox. No poles are used. This game can be played with skiers wearing both skis or just one ski.

Friski

• Equipment

Frisbee, cones to mark bases

• Description

This game is baseball played with a Frisbee and on skis! To start the game, the at-bat skier throws the Frisbee as far as she can and then skis off to first base. A caught Frisbee on the fly is an out. To tag a skier out, another skier holding the Frisbee must tag the skier. A run is scored when the skier makes it safely around the bases. No poles are used.

Germ Tag

• Equipment

Cones to mark playing area

• Description

In this tag game, one person is “The Germ” who tries to tag other skiers moving around the playing area. When “The Germ” tags another skier, the body part tagged is rendered useless. For example, if a leg is touched by “The Germ,” that skier must ski on one ski. Skiers may be tagged more than once. If skiers run out of forearms, shoulders, legs, and equipment, they run in place until another skier frees them by tagging them.

Benefits of Cross-Country Skiing

Cross-country skiing can be enjoyed by a wide range of students, from the youngest kindergartners to those secondary students who are so difficult to please. This activity can challenge students who are in excellent cardiovascular condition, or it can provide a gentle workout in the appropriate training zone for students who are just getting into shape. Moreover, for the students who really don't care about “getting in shape,” cross-country skiing can simply be a very fun activity. And while having fun, those students will still gain benefits related to cardiovascular fitness, strength, and balance. By getting your class outside during the winter months to exercise, you are showing your students that they can easily stay warm while out in cold temperatures. Cross-country skiing provides many benefits, including some great physical benefits.

The physical benefits of cross-country skiing are well known. If you look at Olympic cross-country skiers, you can see the positive effects on the body that result from training for cross-country skiing. The average elite female cross-country skier carries 11 percent body fat, and elite male skiers carry 5 percent. These percentages are well below the average for people who are considered to be athletic—17 percent for females and 10 percent for males (Fox, Bowers, and Foss, 1993). The high number of calories burned while skiing helps to keep skiers trim and lean. One hour of moderate cross-country skiing can burn approximately 470 calories for a 130-pound person and nearly 700 calories for a 190-pound person. Therefore, cross-country skiing is a great way to burn calories while having fun!

Cross-country skiing is also an efficient way to exercise a large number of muscles at once. Because skiers use ski poles as a means of propulsion, the upper body gets much more of a workout when cross-country skiing compared to when running or cycling. When a skier is using the diagonal stride, the biceps and triceps provide power to the ski poles. When the double-pole technique is used, the skier's core muscles, pectoralis major, deltoids, and latissimus dorsi are put to work. Of course, the leg muscles also do their fair share. The quadriceps (the muscle group on the front of the thigh) and the gastrocnemius (the large, powerful muscle on the back of the lower leg) provide the forceful “kick” and propel the skier forward. People who use cross-country skiing as a workout over several weeks will discover that the muscles of their entire body increase in strength. As a result, cross-country skiing and other activities become easier.

Cross-country skiing involves the use of the large muscle groups of both the upper and lower body; therefore, during this activity, there is a large demand for oxygen to be supplied to these muscles. The body's ability to supply oxygen to the working muscles is referred to as V.O2max. Because of the large number of muscles that are working hard when a person is skiing, V.O2max measurements in skiers are very high. Well-trained cross-country skiers have efficient cardiovascular systems; in fact, elite cross-country skiers have the highest recorded V.O2max levels of any group of athletes (Saltin and Astrand, 1967).

Cross-country skiing on a regular basis has a tremendous effect on a person's cardiovascular system. In addition to gaining strength in the muscles of the upper and lower body, people who use cross-country skiing as a workout method over several weeks will also discover that their heart is stronger. A strong heart pumps more efficiently, sending out more blood to the muscles with each contraction. Through weeks of skiing, people often discover that their resting heart rate has decreased. Highly trained Olympic cross-country skiers have resting heart rates between 28 and 40 beats per minute. Compare that to the resting heart rate of the average person, which is 60 to 80 beats per minute! With the highly active lesson plans found in this book, you should have no problem raising your students' heart rates. In fact, some students may need to take short breaks to catch their breath and let their heart rate drop slightly so that it returns to the appropriate training zone. Younger children are very good at doing this naturally. If you have heart rate monitors, you should use them to check students' heart rates during and immediately after the lessons. You will be impressed with the amount of time your students are spending in their training zones!

The benefits of cross-country skiing extend beyond the physiological to overall general health and well-being. A lot of evidence exists (Fraioli et al., 1980) indicating that regular physical activity increases the release of mood-lifting endorphins in the body. After one of the energetic and fun lessons you lead, students will be smiling and laughing; they will be relaxed and in a better mood than when you started class. In addition, students will leave class with a sense of accomplishment, knowing that they have developed new skills in a fun activity. They will also know that they can use these skills beyond class time for many years to come. The results of a Finnish research study on the activity levels of boys and girls showed the benefits of cross-country skiing: Among boys, the proportion of persistent exercisers was highest for those who participated in cross-country skiing, jogging, and bodybuilding (Aarnio et al., 2002). By teaching cross-country skiing, you are providing students with fantastic exercise during class time, and you are also helping them learn an activity that many students will pursue outside of class. Cross-country skiing is an activity that students can do with their families, with friends, or alone. With help from the lesson plans in this book, you are the catalyst to make that happen!

Diagonal Stride

The diagonal stride is the technique used most commonly when people are cross-country skiing on classic, or diagonal, skis. In this technique, the skier uses a kicking action followed by a weight shift to the gliding ski; after the weight shift, the skier quickly performs a poling action with the arm opposite the kicking leg. The diagonal stride can be done in groomed tracks at a slow to high speed. It can also be done across a wide open area of ungroomed and deep snow, but the movement will be considerably slower. The diagonal stride technique is very versatile, and the movement pattern is similar in nature to walking. These factors make the diagonal stride a popular technique that is easy to learn. See figure 3.1 for the diagonal stride critical features and technique biomechanics.

Critical Features

Start with the feet side by side	Kick back and down with the right foot as the right arm swings forward and the left arm swings backward. Make sure the poles are angled backward.
Plant the right pole even with the left foot so you can push off the pole and glide on the left ski.	Return the right foot next to the left foot as you prepare to kick with the left foot. The left arm swings forward, the right arm swings backward, and the poles are angled backward.
Glide on the right ski. Then plant the left pole even with the right foot for the push-off, and return the left foot to a side-byside position with the right foot, preparing for a right-leg kick.

Beginner Skier

For beginner skiers, the diagonal stride technique (see figure 3.2) will more closely resemble a shuffling of both feet on the snow and will not have a distinct kick or glide phase. Many new or young skiers do not have the leg strength to dynamically balance well enough to shift their body weight over a gliding ski. Frequently, the young skier will slide the foot forward so that the foot moves in front of the knee. Poles will be used for balance purposes rather than for propulsion. The skier may flick the pole basket out ahead of the hand, and the pole plant may be vertical.

Common Errors

• Skiers use the poles for balance by planting the pole vertically and farther away from the body (see figure 3.2a).
• The foot slides in front of the knee (see figure 3.2a).
• No real kick is made; instead, the skier shuffles and slides the skis forward (see figure 3.2a).
• Body weight is not completely transferred to a gliding ski (see figure 3.2c).
• Skiers move the right arm and right leg forward at the same time.

Teaching Hints

• Watch skiers walk in the gymnasium. Make sure that they are using a contralateral arm and leg pattern while walking (as the right arm swings forward, the left leg should be stepping forward). This is the same pattern that the students will use when skiing; therefore, if they do not perform it correctly when walking, chances are they will not perform the motion correctly when on skis.
• Use a variety of ski games and activities to increase the students' comfort level on skis. Your students' confidence will improve once they learn how to control and steer their skis.
• Have the students spend lots of time using just one ski. Make sure that they frequently switch the foot that the ski is on. New skiers will soon be gliding on one ski without even thinking about it when playing a game or doing scooters.
• Don't use poles at all for the first six beginner lessons. Always have students spend part of every lesson skiing without poles, whether it is for a warm-up, drill, activity, or game.
• Encourage skiers to work on balance and leg strength at home. They can do this by standing on one foot when brushing their teeth or when watching TV.

Activities and Games That Help Teach the Skill

If you have your skiers wear just one ski, they will be forced to shift their body weight over the gliding ski immediately after the kick. Changing the ski over to the other foot can be done quickly and easily, so students can practice gliding on both legs in a short amount of time. Game play using one ski is also a good way to teach skiers to steer and control their ski—and they often don't even realize they're learning it!

• Scooters—Make sure that skiers work both legs by switching the ski to the other foot.
• Jumping Jack Tag (see page 80)—No poles are used.
• Any of the tag games played with skiers on one ski

The intermediate skier can perform a kick and can glide on one ski, even if only for a short period of time (see figure 3.3). Intermediate skiers, who are usually a bit older than the typical beginner skier, will have increased leg strength and fairly good balance. Skiers at this level are able to perform the diagonal stride rhythmically; however, you should review the basics with them and encourage them to think about what they are doing. Skiers sometimes hurry to beat their friends or partners, and this can decrease their skill proficiency to the point where they are almost back to the beginner level. To help intermediate skiers improve their diagonal stride, you should use noncompetitive drills, games, and activities that the skiers will not rush through.

Common Errors

• Skiers straddle the tracks and do not commit completely to the gliding ski after the kick.
• Skiers are unable to continuously repeat the kick and glide rhythmically with their arms and legs working contralaterally.
• The pole is planted in front of the foot (see figure 3.3a).
• Skiers hurry because they are trying to beat their friends, and technique falls apart.
• Skiers do not use the poles for propulsion (see figure 3.3b).
• Poles are planted vertically rather than angled backward.

Teaching Hints

• Continue to have the students ski without poles for a part of every lesson. This helps improve balance and confidence.
• In activities with no poles, encourage skiers to swing their arms down the track by swinging their arms out in front of their body as their hands reach down the track.
• Encourage skiers to start with their feet side by side and to figure out which foot they will kick with first. Standing in place, they should slide that ski backward and then figure out which arm should be moved forward and which arm should be moved backward. Skiers should return their feet to the side-by-side position before they actually start the diagonal stride. Do not use poles.
• Tell skiers that if they lose the correct rhythm, they should stop, put their feet side by side, and then start again.
• When adding poles to the practice of the diagonal stride, go through the sequence introduced in Intermediate Lesson 4 (see chapter 4), where skiers start with the poles out of the snow and then slowly lower the poles to the snow. If they lose their diagonal stride rhythm, skiers pull the poles out of the snow and start again.

Activities and Games That Help Teach the Skill

• Slow-Mo Ski—This activity forces skiers to think about what they are doing in the diagonal stride movement. Once skiers get the correct feel and rhythm of the diagonal stride, the Slow-Mo Ski activity will continually challenge them to increase their glide phase. Practice this exercise without poles.
• Scooters—Skiers should work on scooters regularly. This exercise will help to improve skiers' balance and will force them to shift their body weight over the gliding ski. Stress the importance of the arms moving contralaterally, and make sure that skiers work both legs.
• Advanced Skier

Advanced skiers will be confident in their ability to use the diagonal stride to move rhythmically and quickly from place to place. These skiers have increased leg strength and improved balance, which will improve their performance of the diagonal stride. They have an easier time committing their weight to the gliding ski, so the shift of body weight over the gliding ski should be visible. Advanced skiers will have discovered that using the poles for propulsion really makes a difference in their forward speed and momentum; therefore, they will plant the poles angled backward and in the area across from the foot.

Common Errors

• The skier's foot slips when performing the kick, resulting in a lack of forward propulsion.
• Skiers make a noisy, slapping sound when diagonal striding.
• The kick is executed late.
• Skiers do not fully commit to the gliding ski.
• Skiers “sit” with deeply bent knees.
• The pole plant is still slightly vertical.

Teaching Hints

• The kick should be made when the feet are side by side. If the feet are allowed to slide too far apart before kicking, the foot may slip.
• The kick should be downward, not backward.
• The kick should be done almost simultaneously with the pole plant. The kick will be started just slightly before the pole plant.
• Hips should be kept high and forward. Skiers shouldn't slump. The lean should start at the ankles.

Activities and Games That Help Teach the Skill

Continue to play games with skiers wearing just one ski. Make the playing area larger and make teams smaller so that skiers are forced to move greater distances with increased speed.

• Scooter count—Skiers should strive to reduce the number of scooter pushes made and should attempt to glide as long as they can. They should swing their hands down the track, reaching out in line with the ski.
• Slow-Mo Ski—Practice first without poles and eventually with ski poles. Skiers should be using the correct contralateral arm and leg pattern. They should be able to perform the slow-motion diagonal stride for at least 150 yards (137 m) without stopping.

Get Ready to Ski

This lesson is primarily used to prepare students for the rest of the ski lessons. Students will be doing ski, boot, and pole fittings at stations set up around the gym. If there is time at the end of class, the physical activity portion of the lesson will involve learning or playing games that students will later be playing on snow. Refer to chapter 5 to select a relevant activity. You can distribute copies of the Clothing Guide for Cross-Country Skiing handout. Students should take these home for their parents to read. This information should also be put on the department's website and should be sent in an e-mail to parents a week before the class moves outside.

NASPE Content Standard

• Standard 1

Equipment

Tape, video player, video about cross-country skiing

Assessments and Reproducibles

• Boot Size Record, page 199
• Pole Size Record, page 224
• Ski Size Record, page 228
• Boot Sizer: Boys and Girls, page 200
• Boot Sizer: Men and Women, page 201
• Pole-sizing directions, page 225
• Ski-sizing directions, page 231
• Get Ready to Ski station signs, pages 207-210
• Clothing Guide for Cross-Country Skiing, page 202

Suggested site: gymnasium. Set up station signs (see figure 4.1).

• Station 1: Boots—Photocopy several boot sizers (for boys and girls or men and women, depending on the age of your class) and tape them to the floor. Post the boot size record on the wall.
• Station 2: Poles—Photocopy several pole-sizing charts and tape them to the wall along with a copy of the pole size record.
• Station 3: Skis—Photocopy several ski-sizing charts and tape them to the wall along with a copy of the ski size record.

Fitness Development

Students should use the following locomotor skills to move between stations:

1. From the starting area to the boots station, students use an exaggerated arm swing while walking (see figure 4.2). They should walk energetically, swinging the arms forward and backward with an exaggerated arm swing.

2. From the boots station to the poles station, students use repetitive standing broad jumps (see figure 4.3). They should perform standing broad jumps—one right after the other—using good form.

3. From the poles station to the skis station, students use diagonal side-to-side jumps (see figure 4.4). Students start with feet together and perform a standing broad jump angled slightly forward and to the right. They then repeat the jump, angling slightly forward and to the left. Students should continue this pattern until they reach the next station.

4. From the skis station to the starting area, students use the gorilla walk (see figure 4.5). To perform the gorilla walk, students first assume the all-purpose sport stance, or skier's slouch (see figure 3.26, page 46). They lean forward from the ankles until they start to fall forward and have to take a step forward to catch themselves. Students repeat this action until they reach the next station.

Here are some other locomotor movements that could be done between stations:

• Forward bounding leap—Students leap through the air by taking off on the right foot and landing on the left foot. Then they repeat the leaping action, this time taking off with the left foot and landing on the right foot. Students continue this pattern until they reach the next station.
• Hopping—Students take off on the right foot, spring energetically into the air, and land on the right foot. They repeat this action with the left foot. Students continue this pattern until they reach the next station.

Having all students find boots, skis, and poles of the correct size for them

[Make a short presentation about cross-country skiing using pictures, video, and other available resources. If possible, have a ski coach, a member of the high school ski team, or a parent who skis come to class to help introduce students to the sport of cross-country skiing. Then introduce the lesson's activity as follows.]

Today we are going to be figuring out the right size skis, boots, and poles for each of you. You can see the equipment at the stations set up around the gym. At each station, you'll find size identification charts that tell you what length skis and poles will work best for you and what size ski boot you will need. You will be working with a partner to help each other determine the right size. At each station, you will also find a chart for recording your size. Make sure you put your name and size on that chart before moving on to the next station. Please leave the equipment at the station when you move on to the next station. When you move from station to station, you will use the movement that the sign at that station tells you to do. You will be using exaggerated arm swings (see figure 4.2), repetitive standing broad jumps (see figure 4.3), diagonal side-to-side jumps (see figure 4.4), and the gorilla walk (see figure 4.5).

Students move from station to station, fitting equipment and recording sizes on charts.

Boots

Use the Boot Sizer: Boys and Girls chart to help students determine their boot size. Students should record their sizes on the Boot Size Record chart. Most ski boots are sized in European shoe sizes, so you should explain to students that their boot size may be marked with a different number than they are accustomed to. Boots should feel comfortable, like a comfortable walking shoe. The student's toes should not rub on the front, and the student's heels should not slip up and down in the back. Boots that are too large will be awkward to ski in. If boots are too constrictive, the feet will not stay warm. Make sure that students lace their boots up all the way so that no laces are left dangling.

Poles

Use the pole-sizing chart to help students find the right size for their poles. Students should then record the size on the Pole Size Record chart. Remember the following:

• Poles must have adjustable straps.
• Classic poles should reach to under the arm when the skier is standing on the floor (see figure 4.6).
• If poles are too long or too short, the skier will have difficulty mastering the technical skills necessary to become competent in cross-country skiing.

Skis

Use the ski-sizing chart to help students find the right size for their skis. Students should then record the size on the Ski Size Record chart. Remember the following:

• Classic skis should reach to just below the wrist of the skier's outstretched arm (see figure 4.7).
• If the skis are not the correct length, the skier will have difficulty mastering the technical skills necessary to become competent in the sport.

Check to make sure that each student has recorded a ski boot size (in the European number), ski length, and pole length on the equipment size charts found at each station.

Who can tell me a good way to choose the correct length of ski to use? Let's have everyone stand up and put their right foot forward. Which arm should also be forward? Now put your left foot forward. Which arm should be forward? This is the same motion we will be using when we are outside on our skis. In our next class session, we are going to practice putting our skis on, and we'll learn some skills that we will eventually be doing outside on the snow. Don't forget to use the Clothing Guide for Cross-Country Skiing handout to get ready for when we do move outside. When you come to class next time, you should check the Boot Size Record chart, find your boots, and put them on. Have a great day. I will see you next time!

Fox and Geese

• Equipment

Large, brightly colored fabric squares or short swim noodles for taggers to carry; a large circle to ski in that is divided into six or eight wedges

• Description

In this tag game, skiers (geese) must ski in the existing tracks as they move around the circle attempting to avoid being tagged by the It (fox). See figure 5.1 for the setup. Select several skiers to be foxes and identify them with either swim noodles or brightly colored fabric squares. The center of the circle is the safety zone (goose nest); one skier at a time can ski into this zone and stand until another skier wants to come in. The first skier must then leave. The last skier to be tagged becomes the next fox. No poles are used. This game can be played with skiers wearing both skis or just one ski.

Friski

• Equipment

Frisbee, cones to mark bases

• Description

This game is baseball played with a Frisbee and on skis! To start the game, the at-bat skier throws the Frisbee as far as she can and then skis off to first base. A caught Frisbee on the fly is an out. To tag a skier out, another skier holding the Frisbee must tag the skier. A run is scored when the skier makes it safely around the bases. No poles are used.

Germ Tag

• Equipment

Cones to mark playing area

• Description

In this tag game, one person is “The Germ” who tries to tag other skiers moving around the playing area. When “The Germ” tags another skier, the body part tagged is rendered useless. For example, if a leg is touched by “The Germ,” that skier must ski on one ski. Skiers may be tagged more than once. If skiers run out of forearms, shoulders, legs, and equipment, they run in place until another skier frees them by tagging them.

Benefits of Cross-Country Skiing

Cross-country skiing can be enjoyed by a wide range of students, from the youngest kindergartners to those secondary students who are so difficult to please. This activity can challenge students who are in excellent cardiovascular condition, or it can provide a gentle workout in the appropriate training zone for students who are just getting into shape. Moreover, for the students who really don't care about “getting in shape,” cross-country skiing can simply be a very fun activity. And while having fun, those students will still gain benefits related to cardiovascular fitness, strength, and balance. By getting your class outside during the winter months to exercise, you are showing your students that they can easily stay warm while out in cold temperatures. Cross-country skiing provides many benefits, including some great physical benefits.

The physical benefits of cross-country skiing are well known. If you look at Olympic cross-country skiers, you can see the positive effects on the body that result from training for cross-country skiing. The average elite female cross-country skier carries 11 percent body fat, and elite male skiers carry 5 percent. These percentages are well below the average for people who are considered to be athletic—17 percent for females and 10 percent for males (Fox, Bowers, and Foss, 1993). The high number of calories burned while skiing helps to keep skiers trim and lean. One hour of moderate cross-country skiing can burn approximately 470 calories for a 130-pound person and nearly 700 calories for a 190-pound person. Therefore, cross-country skiing is a great way to burn calories while having fun!

Cross-country skiing is also an efficient way to exercise a large number of muscles at once. Because skiers use ski poles as a means of propulsion, the upper body gets much more of a workout when cross-country skiing compared to when running or cycling. When a skier is using the diagonal stride, the biceps and triceps provide power to the ski poles. When the double-pole technique is used, the skier's core muscles, pectoralis major, deltoids, and latissimus dorsi are put to work. Of course, the leg muscles also do their fair share. The quadriceps (the muscle group on the front of the thigh) and the gastrocnemius (the large, powerful muscle on the back of the lower leg) provide the forceful “kick” and propel the skier forward. People who use cross-country skiing as a workout over several weeks will discover that the muscles of their entire body increase in strength. As a result, cross-country skiing and other activities become easier.

Cross-country skiing involves the use of the large muscle groups of both the upper and lower body; therefore, during this activity, there is a large demand for oxygen to be supplied to these muscles. The body's ability to supply oxygen to the working muscles is referred to as V.O2max. Because of the large number of muscles that are working hard when a person is skiing, V.O2max measurements in skiers are very high. Well-trained cross-country skiers have efficient cardiovascular systems; in fact, elite cross-country skiers have the highest recorded V.O2max levels of any group of athletes (Saltin and Astrand, 1967).

Cross-country skiing on a regular basis has a tremendous effect on a person's cardiovascular system. In addition to gaining strength in the muscles of the upper and lower body, people who use cross-country skiing as a workout method over several weeks will also discover that their heart is stronger. A strong heart pumps more efficiently, sending out more blood to the muscles with each contraction. Through weeks of skiing, people often discover that their resting heart rate has decreased. Highly trained Olympic cross-country skiers have resting heart rates between 28 and 40 beats per minute. Compare that to the resting heart rate of the average person, which is 60 to 80 beats per minute! With the highly active lesson plans found in this book, you should have no problem raising your students' heart rates. In fact, some students may need to take short breaks to catch their breath and let their heart rate drop slightly so that it returns to the appropriate training zone. Younger children are very good at doing this naturally. If you have heart rate monitors, you should use them to check students' heart rates during and immediately after the lessons. You will be impressed with the amount of time your students are spending in their training zones!

The benefits of cross-country skiing extend beyond the physiological to overall general health and well-being. A lot of evidence exists (Fraioli et al., 1980) indicating that regular physical activity increases the release of mood-lifting endorphins in the body. After one of the energetic and fun lessons you lead, students will be smiling and laughing; they will be relaxed and in a better mood than when you started class. In addition, students will leave class with a sense of accomplishment, knowing that they have developed new skills in a fun activity. They will also know that they can use these skills beyond class time for many years to come. The results of a Finnish research study on the activity levels of boys and girls showed the benefits of cross-country skiing: Among boys, the proportion of persistent exercisers was highest for those who participated in cross-country skiing, jogging, and bodybuilding (Aarnio et al., 2002). By teaching cross-country skiing, you are providing students with fantastic exercise during class time, and you are also helping them learn an activity that many students will pursue outside of class. Cross-country skiing is an activity that students can do with their families, with friends, or alone. With help from the lesson plans in this book, you are the catalyst to make that happen!

Diagonal Stride

The diagonal stride is the technique used most commonly when people are cross-country skiing on classic, or diagonal, skis. In this technique, the skier uses a kicking action followed by a weight shift to the gliding ski; after the weight shift, the skier quickly performs a poling action with the arm opposite the kicking leg. The diagonal stride can be done in groomed tracks at a slow to high speed. It can also be done across a wide open area of ungroomed and deep snow, but the movement will be considerably slower. The diagonal stride technique is very versatile, and the movement pattern is similar in nature to walking. These factors make the diagonal stride a popular technique that is easy to learn. See figure 3.1 for the diagonal stride critical features and technique biomechanics.

Critical Features

Start with the feet side by side	Kick back and down with the right foot as the right arm swings forward and the left arm swings backward. Make sure the poles are angled backward.
Plant the right pole even with the left foot so you can push off the pole and glide on the left ski.	Return the right foot next to the left foot as you prepare to kick with the left foot. The left arm swings forward, the right arm swings backward, and the poles are angled backward.
Glide on the right ski. Then plant the left pole even with the right foot for the push-off, and return the left foot to a side-byside position with the right foot, preparing for a right-leg kick.

Beginner Skier

For beginner skiers, the diagonal stride technique (see figure 3.2) will more closely resemble a shuffling of both feet on the snow and will not have a distinct kick or glide phase. Many new or young skiers do not have the leg strength to dynamically balance well enough to shift their body weight over a gliding ski. Frequently, the young skier will slide the foot forward so that the foot moves in front of the knee. Poles will be used for balance purposes rather than for propulsion. The skier may flick the pole basket out ahead of the hand, and the pole plant may be vertical.

Common Errors

• Skiers use the poles for balance by planting the pole vertically and farther away from the body (see figure 3.2a).
• The foot slides in front of the knee (see figure 3.2a).
• No real kick is made; instead, the skier shuffles and slides the skis forward (see figure 3.2a).
• Body weight is not completely transferred to a gliding ski (see figure 3.2c).
• Skiers move the right arm and right leg forward at the same time.

Teaching Hints

• Watch skiers walk in the gymnasium. Make sure that they are using a contralateral arm and leg pattern while walking (as the right arm swings forward, the left leg should be stepping forward). This is the same pattern that the students will use when skiing; therefore, if they do not perform it correctly when walking, chances are they will not perform the motion correctly when on skis.
• Use a variety of ski games and activities to increase the students' comfort level on skis. Your students' confidence will improve once they learn how to control and steer their skis.
• Have the students spend lots of time using just one ski. Make sure that they frequently switch the foot that the ski is on. New skiers will soon be gliding on one ski without even thinking about it when playing a game or doing scooters.
• Don't use poles at all for the first six beginner lessons. Always have students spend part of every lesson skiing without poles, whether it is for a warm-up, drill, activity, or game.
• Encourage skiers to work on balance and leg strength at home. They can do this by standing on one foot when brushing their teeth or when watching TV.

Activities and Games That Help Teach the Skill

If you have your skiers wear just one ski, they will be forced to shift their body weight over the gliding ski immediately after the kick. Changing the ski over to the other foot can be done quickly and easily, so students can practice gliding on both legs in a short amount of time. Game play using one ski is also a good way to teach skiers to steer and control their ski—and they often don't even realize they're learning it!

• Scooters—Make sure that skiers work both legs by switching the ski to the other foot.
• Jumping Jack Tag (see page 80)—No poles are used.
• Any of the tag games played with skiers on one ski

The intermediate skier can perform a kick and can glide on one ski, even if only for a short period of time (see figure 3.3). Intermediate skiers, who are usually a bit older than the typical beginner skier, will have increased leg strength and fairly good balance. Skiers at this level are able to perform the diagonal stride rhythmically; however, you should review the basics with them and encourage them to think about what they are doing. Skiers sometimes hurry to beat their friends or partners, and this can decrease their skill proficiency to the point where they are almost back to the beginner level. To help intermediate skiers improve their diagonal stride, you should use noncompetitive drills, games, and activities that the skiers will not rush through.

Common Errors

• Skiers straddle the tracks and do not commit completely to the gliding ski after the kick.
• Skiers are unable to continuously repeat the kick and glide rhythmically with their arms and legs working contralaterally.
• The pole is planted in front of the foot (see figure 3.3a).
• Skiers hurry because they are trying to beat their friends, and technique falls apart.
• Skiers do not use the poles for propulsion (see figure 3.3b).
• Poles are planted vertically rather than angled backward.

Teaching Hints

• Continue to have the students ski without poles for a part of every lesson. This helps improve balance and confidence.
• In activities with no poles, encourage skiers to swing their arms down the track by swinging their arms out in front of their body as their hands reach down the track.
• Encourage skiers to start with their feet side by side and to figure out which foot they will kick with first. Standing in place, they should slide that ski backward and then figure out which arm should be moved forward and which arm should be moved backward. Skiers should return their feet to the side-by-side position before they actually start the diagonal stride. Do not use poles.
• Tell skiers that if they lose the correct rhythm, they should stop, put their feet side by side, and then start again.
• When adding poles to the practice of the diagonal stride, go through the sequence introduced in Intermediate Lesson 4 (see chapter 4), where skiers start with the poles out of the snow and then slowly lower the poles to the snow. If they lose their diagonal stride rhythm, skiers pull the poles out of the snow and start again.

Activities and Games That Help Teach the Skill

• Slow-Mo Ski—This activity forces skiers to think about what they are doing in the diagonal stride movement. Once skiers get the correct feel and rhythm of the diagonal stride, the Slow-Mo Ski activity will continually challenge them to increase their glide phase. Practice this exercise without poles.
• Scooters—Skiers should work on scooters regularly. This exercise will help to improve skiers' balance and will force them to shift their body weight over the gliding ski. Stress the importance of the arms moving contralaterally, and make sure that skiers work both legs.
• Advanced Skier

Advanced skiers will be confident in their ability to use the diagonal stride to move rhythmically and quickly from place to place. These skiers have increased leg strength and improved balance, which will improve their performance of the diagonal stride. They have an easier time committing their weight to the gliding ski, so the shift of body weight over the gliding ski should be visible. Advanced skiers will have discovered that using the poles for propulsion really makes a difference in their forward speed and momentum; therefore, they will plant the poles angled backward and in the area across from the foot.

Common Errors

• The skier's foot slips when performing the kick, resulting in a lack of forward propulsion.
• Skiers make a noisy, slapping sound when diagonal striding.
• The kick is executed late.
• Skiers do not fully commit to the gliding ski.
• Skiers “sit” with deeply bent knees.
• The pole plant is still slightly vertical.

Teaching Hints

• The kick should be made when the feet are side by side. If the feet are allowed to slide too far apart before kicking, the foot may slip.
• The kick should be downward, not backward.
• The kick should be done almost simultaneously with the pole plant. The kick will be started just slightly before the pole plant.
• Hips should be kept high and forward. Skiers shouldn't slump. The lean should start at the ankles.

Activities and Games That Help Teach the Skill

Continue to play games with skiers wearing just one ski. Make the playing area larger and make teams smaller so that skiers are forced to move greater distances with increased speed.

• Scooter count—Skiers should strive to reduce the number of scooter pushes made and should attempt to glide as long as they can. They should swing their hands down the track, reaching out in line with the ski.
• Slow-Mo Ski—Practice first without poles and eventually with ski poles. Skiers should be using the correct contralateral arm and leg pattern. They should be able to perform the slow-motion diagonal stride for at least 150 yards (137 m) without stopping.

Get Ready to Ski

This lesson is primarily used to prepare students for the rest of the ski lessons. Students will be doing ski, boot, and pole fittings at stations set up around the gym. If there is time at the end of class, the physical activity portion of the lesson will involve learning or playing games that students will later be playing on snow. Refer to chapter 5 to select a relevant activity. You can distribute copies of the Clothing Guide for Cross-Country Skiing handout. Students should take these home for their parents to read. This information should also be put on the department's website and should be sent in an e-mail to parents a week before the class moves outside.

NASPE Content Standard

• Standard 1

Equipment

Tape, video player, video about cross-country skiing

Assessments and Reproducibles

• Boot Size Record, page 199
• Pole Size Record, page 224
• Ski Size Record, page 228
• Boot Sizer: Boys and Girls, page 200
• Boot Sizer: Men and Women, page 201
• Pole-sizing directions, page 225
• Ski-sizing directions, page 231
• Get Ready to Ski station signs, pages 207-210
• Clothing Guide for Cross-Country Skiing, page 202

Suggested site: gymnasium. Set up station signs (see figure 4.1).

• Station 1: Boots—Photocopy several boot sizers (for boys and girls or men and women, depending on the age of your class) and tape them to the floor. Post the boot size record on the wall.
• Station 2: Poles—Photocopy several pole-sizing charts and tape them to the wall along with a copy of the pole size record.
• Station 3: Skis—Photocopy several ski-sizing charts and tape them to the wall along with a copy of the ski size record.

Fitness Development

Students should use the following locomotor skills to move between stations:

1. From the starting area to the boots station, students use an exaggerated arm swing while walking (see figure 4.2). They should walk energetically, swinging the arms forward and backward with an exaggerated arm swing.

2. From the boots station to the poles station, students use repetitive standing broad jumps (see figure 4.3). They should perform standing broad jumps—one right after the other—using good form.

3. From the poles station to the skis station, students use diagonal side-to-side jumps (see figure 4.4). Students start with feet together and perform a standing broad jump angled slightly forward and to the right. They then repeat the jump, angling slightly forward and to the left. Students should continue this pattern until they reach the next station.

4. From the skis station to the starting area, students use the gorilla walk (see figure 4.5). To perform the gorilla walk, students first assume the all-purpose sport stance, or skier's slouch (see figure 3.26, page 46). They lean forward from the ankles until they start to fall forward and have to take a step forward to catch themselves. Students repeat this action until they reach the next station.

Here are some other locomotor movements that could be done between stations:

• Forward bounding leap—Students leap through the air by taking off on the right foot and landing on the left foot. Then they repeat the leaping action, this time taking off with the left foot and landing on the right foot. Students continue this pattern until they reach the next station.
• Hopping—Students take off on the right foot, spring energetically into the air, and land on the right foot. They repeat this action with the left foot. Students continue this pattern until they reach the next station.

Having all students find boots, skis, and poles of the correct size for them

[Make a short presentation about cross-country skiing using pictures, video, and other available resources. If possible, have a ski coach, a member of the high school ski team, or a parent who skis come to class to help introduce students to the sport of cross-country skiing. Then introduce the lesson's activity as follows.]

Today we are going to be figuring out the right size skis, boots, and poles for each of you. You can see the equipment at the stations set up around the gym. At each station, you'll find size identification charts that tell you what length skis and poles will work best for you and what size ski boot you will need. You will be working with a partner to help each other determine the right size. At each station, you will also find a chart for recording your size. Make sure you put your name and size on that chart before moving on to the next station. Please leave the equipment at the station when you move on to the next station. When you move from station to station, you will use the movement that the sign at that station tells you to do. You will be using exaggerated arm swings (see figure 4.2), repetitive standing broad jumps (see figure 4.3), diagonal side-to-side jumps (see figure 4.4), and the gorilla walk (see figure 4.5).

Students move from station to station, fitting equipment and recording sizes on charts.

Boots

Use the Boot Sizer: Boys and Girls chart to help students determine their boot size. Students should record their sizes on the Boot Size Record chart. Most ski boots are sized in European shoe sizes, so you should explain to students that their boot size may be marked with a different number than they are accustomed to. Boots should feel comfortable, like a comfortable walking shoe. The student's toes should not rub on the front, and the student's heels should not slip up and down in the back. Boots that are too large will be awkward to ski in. If boots are too constrictive, the feet will not stay warm. Make sure that students lace their boots up all the way so that no laces are left dangling.

Poles

Use the pole-sizing chart to help students find the right size for their poles. Students should then record the size on the Pole Size Record chart. Remember the following:

• Poles must have adjustable straps.
• Classic poles should reach to under the arm when the skier is standing on the floor (see figure 4.6).
• If poles are too long or too short, the skier will have difficulty mastering the technical skills necessary to become competent in cross-country skiing.

Skis

Use the ski-sizing chart to help students find the right size for their skis. Students should then record the size on the Ski Size Record chart. Remember the following:

• Classic skis should reach to just below the wrist of the skier's outstretched arm (see figure 4.7).
• If the skis are not the correct length, the skier will have difficulty mastering the technical skills necessary to become competent in the sport.

Check to make sure that each student has recorded a ski boot size (in the European number), ski length, and pole length on the equipment size charts found at each station.

Who can tell me a good way to choose the correct length of ski to use? Let's have everyone stand up and put their right foot forward. Which arm should also be forward? Now put your left foot forward. Which arm should be forward? This is the same motion we will be using when we are outside on our skis. In our next class session, we are going to practice putting our skis on, and we'll learn some skills that we will eventually be doing outside on the snow. Don't forget to use the Clothing Guide for Cross-Country Skiing handout to get ready for when we do move outside. When you come to class next time, you should check the Boot Size Record chart, find your boots, and put them on. Have a great day. I will see you next time!

Fox and Geese

• Equipment

Large, brightly colored fabric squares or short swim noodles for taggers to carry; a large circle to ski in that is divided into six or eight wedges

• Description

In this tag game, skiers (geese) must ski in the existing tracks as they move around the circle attempting to avoid being tagged by the It (fox). See figure 5.1 for the setup. Select several skiers to be foxes and identify them with either swim noodles or brightly colored fabric squares. The center of the circle is the safety zone (goose nest); one skier at a time can ski into this zone and stand until another skier wants to come in. The first skier must then leave. The last skier to be tagged becomes the next fox. No poles are used. This game can be played with skiers wearing both skis or just one ski.

Friski

• Equipment

Frisbee, cones to mark bases

• Description

This game is baseball played with a Frisbee and on skis! To start the game, the at-bat skier throws the Frisbee as far as she can and then skis off to first base. A caught Frisbee on the fly is an out. To tag a skier out, another skier holding the Frisbee must tag the skier. A run is scored when the skier makes it safely around the bases. No poles are used.

Germ Tag

• Equipment

Cones to mark playing area

• Description

In this tag game, one person is “The Germ” who tries to tag other skiers moving around the playing area. When “The Germ” tags another skier, the body part tagged is rendered useless. For example, if a leg is touched by “The Germ,” that skier must ski on one ski. Skiers may be tagged more than once. If skiers run out of forearms, shoulders, legs, and equipment, they run in place until another skier frees them by tagging them.

Benefits of Cross-Country Skiing

Cross-country skiing can be enjoyed by a wide range of students, from the youngest kindergartners to those secondary students who are so difficult to please. This activity can challenge students who are in excellent cardiovascular condition, or it can provide a gentle workout in the appropriate training zone for students who are just getting into shape. Moreover, for the students who really don't care about “getting in shape,” cross-country skiing can simply be a very fun activity. And while having fun, those students will still gain benefits related to cardiovascular fitness, strength, and balance. By getting your class outside during the winter months to exercise, you are showing your students that they can easily stay warm while out in cold temperatures. Cross-country skiing provides many benefits, including some great physical benefits.

The physical benefits of cross-country skiing are well known. If you look at Olympic cross-country skiers, you can see the positive effects on the body that result from training for cross-country skiing. The average elite female cross-country skier carries 11 percent body fat, and elite male skiers carry 5 percent. These percentages are well below the average for people who are considered to be athletic—17 percent for females and 10 percent for males (Fox, Bowers, and Foss, 1993). The high number of calories burned while skiing helps to keep skiers trim and lean. One hour of moderate cross-country skiing can burn approximately 470 calories for a 130-pound person and nearly 700 calories for a 190-pound person. Therefore, cross-country skiing is a great way to burn calories while having fun!

Cross-country skiing is also an efficient way to exercise a large number of muscles at once. Because skiers use ski poles as a means of propulsion, the upper body gets much more of a workout when cross-country skiing compared to when running or cycling. When a skier is using the diagonal stride, the biceps and triceps provide power to the ski poles. When the double-pole technique is used, the skier's core muscles, pectoralis major, deltoids, and latissimus dorsi are put to work. Of course, the leg muscles also do their fair share. The quadriceps (the muscle group on the front of the thigh) and the gastrocnemius (the large, powerful muscle on the back of the lower leg) provide the forceful “kick” and propel the skier forward. People who use cross-country skiing as a workout over several weeks will discover that the muscles of their entire body increase in strength. As a result, cross-country skiing and other activities become easier.

Cross-country skiing involves the use of the large muscle groups of both the upper and lower body; therefore, during this activity, there is a large demand for oxygen to be supplied to these muscles. The body's ability to supply oxygen to the working muscles is referred to as V.O2max. Because of the large number of muscles that are working hard when a person is skiing, V.O2max measurements in skiers are very high. Well-trained cross-country skiers have efficient cardiovascular systems; in fact, elite cross-country skiers have the highest recorded V.O2max levels of any group of athletes (Saltin and Astrand, 1967).

Cross-country skiing on a regular basis has a tremendous effect on a person's cardiovascular system. In addition to gaining strength in the muscles of the upper and lower body, people who use cross-country skiing as a workout method over several weeks will also discover that their heart is stronger. A strong heart pumps more efficiently, sending out more blood to the muscles with each contraction. Through weeks of skiing, people often discover that their resting heart rate has decreased. Highly trained Olympic cross-country skiers have resting heart rates between 28 and 40 beats per minute. Compare that to the resting heart rate of the average person, which is 60 to 80 beats per minute! With the highly active lesson plans found in this book, you should have no problem raising your students' heart rates. In fact, some students may need to take short breaks to catch their breath and let their heart rate drop slightly so that it returns to the appropriate training zone. Younger children are very good at doing this naturally. If you have heart rate monitors, you should use them to check students' heart rates during and immediately after the lessons. You will be impressed with the amount of time your students are spending in their training zones!

The benefits of cross-country skiing extend beyond the physiological to overall general health and well-being. A lot of evidence exists (Fraioli et al., 1980) indicating that regular physical activity increases the release of mood-lifting endorphins in the body. After one of the energetic and fun lessons you lead, students will be smiling and laughing; they will be relaxed and in a better mood than when you started class. In addition, students will leave class with a sense of accomplishment, knowing that they have developed new skills in a fun activity. They will also know that they can use these skills beyond class time for many years to come. The results of a Finnish research study on the activity levels of boys and girls showed the benefits of cross-country skiing: Among boys, the proportion of persistent exercisers was highest for those who participated in cross-country skiing, jogging, and bodybuilding (Aarnio et al., 2002). By teaching cross-country skiing, you are providing students with fantastic exercise during class time, and you are also helping them learn an activity that many students will pursue outside of class. Cross-country skiing is an activity that students can do with their families, with friends, or alone. With help from the lesson plans in this book, you are the catalyst to make that happen!

Diagonal Stride

The diagonal stride is the technique used most commonly when people are cross-country skiing on classic, or diagonal, skis. In this technique, the skier uses a kicking action followed by a weight shift to the gliding ski; after the weight shift, the skier quickly performs a poling action with the arm opposite the kicking leg. The diagonal stride can be done in groomed tracks at a slow to high speed. It can also be done across a wide open area of ungroomed and deep snow, but the movement will be considerably slower. The diagonal stride technique is very versatile, and the movement pattern is similar in nature to walking. These factors make the diagonal stride a popular technique that is easy to learn. See figure 3.1 for the diagonal stride critical features and technique biomechanics.

Critical Features

Start with the feet side by side	Kick back and down with the right foot as the right arm swings forward and the left arm swings backward. Make sure the poles are angled backward.
Plant the right pole even with the left foot so you can push off the pole and glide on the left ski.	Return the right foot next to the left foot as you prepare to kick with the left foot. The left arm swings forward, the right arm swings backward, and the poles are angled backward.
Glide on the right ski. Then plant the left pole even with the right foot for the push-off, and return the left foot to a side-byside position with the right foot, preparing for a right-leg kick.

Beginner Skier

For beginner skiers, the diagonal stride technique (see figure 3.2) will more closely resemble a shuffling of both feet on the snow and will not have a distinct kick or glide phase. Many new or young skiers do not have the leg strength to dynamically balance well enough to shift their body weight over a gliding ski. Frequently, the young skier will slide the foot forward so that the foot moves in front of the knee. Poles will be used for balance purposes rather than for propulsion. The skier may flick the pole basket out ahead of the hand, and the pole plant may be vertical.

Common Errors

• Skiers use the poles for balance by planting the pole vertically and farther away from the body (see figure 3.2a).
• The foot slides in front of the knee (see figure 3.2a).
• No real kick is made; instead, the skier shuffles and slides the skis forward (see figure 3.2a).
• Body weight is not completely transferred to a gliding ski (see figure 3.2c).
• Skiers move the right arm and right leg forward at the same time.

Teaching Hints

• Watch skiers walk in the gymnasium. Make sure that they are using a contralateral arm and leg pattern while walking (as the right arm swings forward, the left leg should be stepping forward). This is the same pattern that the students will use when skiing; therefore, if they do not perform it correctly when walking, chances are they will not perform the motion correctly when on skis.
• Use a variety of ski games and activities to increase the students' comfort level on skis. Your students' confidence will improve once they learn how to control and steer their skis.
• Have the students spend lots of time using just one ski. Make sure that they frequently switch the foot that the ski is on. New skiers will soon be gliding on one ski without even thinking about it when playing a game or doing scooters.
• Don't use poles at all for the first six beginner lessons. Always have students spend part of every lesson skiing without poles, whether it is for a warm-up, drill, activity, or game.
• Encourage skiers to work on balance and leg strength at home. They can do this by standing on one foot when brushing their teeth or when watching TV.

Activities and Games That Help Teach the Skill

If you have your skiers wear just one ski, they will be forced to shift their body weight over the gliding ski immediately after the kick. Changing the ski over to the other foot can be done quickly and easily, so students can practice gliding on both legs in a short amount of time. Game play using one ski is also a good way to teach skiers to steer and control their ski—and they often don't even realize they're learning it!

• Scooters—Make sure that skiers work both legs by switching the ski to the other foot.
• Jumping Jack Tag (see page 80)—No poles are used.
• Any of the tag games played with skiers on one ski

The intermediate skier can perform a kick and can glide on one ski, even if only for a short period of time (see figure 3.3). Intermediate skiers, who are usually a bit older than the typical beginner skier, will have increased leg strength and fairly good balance. Skiers at this level are able to perform the diagonal stride rhythmically; however, you should review the basics with them and encourage them to think about what they are doing. Skiers sometimes hurry to beat their friends or partners, and this can decrease their skill proficiency to the point where they are almost back to the beginner level. To help intermediate skiers improve their diagonal stride, you should use noncompetitive drills, games, and activities that the skiers will not rush through.

Common Errors

• Skiers straddle the tracks and do not commit completely to the gliding ski after the kick.
• Skiers are unable to continuously repeat the kick and glide rhythmically with their arms and legs working contralaterally.
• The pole is planted in front of the foot (see figure 3.3a).
• Skiers hurry because they are trying to beat their friends, and technique falls apart.
• Skiers do not use the poles for propulsion (see figure 3.3b).
• Poles are planted vertically rather than angled backward.

Teaching Hints

• Continue to have the students ski without poles for a part of every lesson. This helps improve balance and confidence.
• In activities with no poles, encourage skiers to swing their arms down the track by swinging their arms out in front of their body as their hands reach down the track.
• Encourage skiers to start with their feet side by side and to figure out which foot they will kick with first. Standing in place, they should slide that ski backward and then figure out which arm should be moved forward and which arm should be moved backward. Skiers should return their feet to the side-by-side position before they actually start the diagonal stride. Do not use poles.
• Tell skiers that if they lose the correct rhythm, they should stop, put their feet side by side, and then start again.
• When adding poles to the practice of the diagonal stride, go through the sequence introduced in Intermediate Lesson 4 (see chapter 4), where skiers start with the poles out of the snow and then slowly lower the poles to the snow. If they lose their diagonal stride rhythm, skiers pull the poles out of the snow and start again.

Activities and Games That Help Teach the Skill

• Slow-Mo Ski—This activity forces skiers to think about what they are doing in the diagonal stride movement. Once skiers get the correct feel and rhythm of the diagonal stride, the Slow-Mo Ski activity will continually challenge them to increase their glide phase. Practice this exercise without poles.
• Scooters—Skiers should work on scooters regularly. This exercise will help to improve skiers' balance and will force them to shift their body weight over the gliding ski. Stress the importance of the arms moving contralaterally, and make sure that skiers work both legs.
• Advanced Skier

Advanced skiers will be confident in their ability to use the diagonal stride to move rhythmically and quickly from place to place. These skiers have increased leg strength and improved balance, which will improve their performance of the diagonal stride. They have an easier time committing their weight to the gliding ski, so the shift of body weight over the gliding ski should be visible. Advanced skiers will have discovered that using the poles for propulsion really makes a difference in their forward speed and momentum; therefore, they will plant the poles angled backward and in the area across from the foot.

Common Errors

• The skier's foot slips when performing the kick, resulting in a lack of forward propulsion.
• Skiers make a noisy, slapping sound when diagonal striding.
• The kick is executed late.
• Skiers do not fully commit to the gliding ski.
• Skiers “sit” with deeply bent knees.
• The pole plant is still slightly vertical.

Teaching Hints

• The kick should be made when the feet are side by side. If the feet are allowed to slide too far apart before kicking, the foot may slip.
• The kick should be downward, not backward.
• The kick should be done almost simultaneously with the pole plant. The kick will be started just slightly before the pole plant.
• Hips should be kept high and forward. Skiers shouldn't slump. The lean should start at the ankles.

Activities and Games That Help Teach the Skill

Continue to play games with skiers wearing just one ski. Make the playing area larger and make teams smaller so that skiers are forced to move greater distances with increased speed.

• Scooter count—Skiers should strive to reduce the number of scooter pushes made and should attempt to glide as long as they can. They should swing their hands down the track, reaching out in line with the ski.
• Slow-Mo Ski—Practice first without poles and eventually with ski poles. Skiers should be using the correct contralateral arm and leg pattern. They should be able to perform the slow-motion diagonal stride for at least 150 yards (137 m) without stopping.

Get Ready to Ski

This lesson is primarily used to prepare students for the rest of the ski lessons. Students will be doing ski, boot, and pole fittings at stations set up around the gym. If there is time at the end of class, the physical activity portion of the lesson will involve learning or playing games that students will later be playing on snow. Refer to chapter 5 to select a relevant activity. You can distribute copies of the Clothing Guide for Cross-Country Skiing handout. Students should take these home for their parents to read. This information should also be put on the department's website and should be sent in an e-mail to parents a week before the class moves outside.

NASPE Content Standard

• Standard 1

Equipment

Tape, video player, video about cross-country skiing

Assessments and Reproducibles

• Boot Size Record, page 199
• Pole Size Record, page 224
• Ski Size Record, page 228
• Boot Sizer: Boys and Girls, page 200
• Boot Sizer: Men and Women, page 201
• Pole-sizing directions, page 225
• Ski-sizing directions, page 231
• Get Ready to Ski station signs, pages 207-210
• Clothing Guide for Cross-Country Skiing, page 202

Suggested site: gymnasium. Set up station signs (see figure 4.1).

• Station 1: Boots—Photocopy several boot sizers (for boys and girls or men and women, depending on the age of your class) and tape them to the floor. Post the boot size record on the wall.
• Station 2: Poles—Photocopy several pole-sizing charts and tape them to the wall along with a copy of the pole size record.
• Station 3: Skis—Photocopy several ski-sizing charts and tape them to the wall along with a copy of the ski size record.

Fitness Development

Students should use the following locomotor skills to move between stations:

1. From the starting area to the boots station, students use an exaggerated arm swing while walking (see figure 4.2). They should walk energetically, swinging the arms forward and backward with an exaggerated arm swing.

2. From the boots station to the poles station, students use repetitive standing broad jumps (see figure 4.3). They should perform standing broad jumps—one right after the other—using good form.

3. From the poles station to the skis station, students use diagonal side-to-side jumps (see figure 4.4). Students start with feet together and perform a standing broad jump angled slightly forward and to the right. They then repeat the jump, angling slightly forward and to the left. Students should continue this pattern until they reach the next station.

4. From the skis station to the starting area, students use the gorilla walk (see figure 4.5). To perform the gorilla walk, students first assume the all-purpose sport stance, or skier's slouch (see figure 3.26, page 46). They lean forward from the ankles until they start to fall forward and have to take a step forward to catch themselves. Students repeat this action until they reach the next station.

Here are some other locomotor movements that could be done between stations:

• Forward bounding leap—Students leap through the air by taking off on the right foot and landing on the left foot. Then they repeat the leaping action, this time taking off with the left foot and landing on the right foot. Students continue this pattern until they reach the next station.
• Hopping—Students take off on the right foot, spring energetically into the air, and land on the right foot. They repeat this action with the left foot. Students continue this pattern until they reach the next station.

Having all students find boots, skis, and poles of the correct size for them

[Make a short presentation about cross-country skiing using pictures, video, and other available resources. If possible, have a ski coach, a member of the high school ski team, or a parent who skis come to class to help introduce students to the sport of cross-country skiing. Then introduce the lesson's activity as follows.]

Today we are going to be figuring out the right size skis, boots, and poles for each of you. You can see the equipment at the stations set up around the gym. At each station, you'll find size identification charts that tell you what length skis and poles will work best for you and what size ski boot you will need. You will be working with a partner to help each other determine the right size. At each station, you will also find a chart for recording your size. Make sure you put your name and size on that chart before moving on to the next station. Please leave the equipment at the station when you move on to the next station. When you move from station to station, you will use the movement that the sign at that station tells you to do. You will be using exaggerated arm swings (see figure 4.2), repetitive standing broad jumps (see figure 4.3), diagonal side-to-side jumps (see figure 4.4), and the gorilla walk (see figure 4.5).

Students move from station to station, fitting equipment and recording sizes on charts.

Boots

Use the Boot Sizer: Boys and Girls chart to help students determine their boot size. Students should record their sizes on the Boot Size Record chart. Most ski boots are sized in European shoe sizes, so you should explain to students that their boot size may be marked with a different number than they are accustomed to. Boots should feel comfortable, like a comfortable walking shoe. The student's toes should not rub on the front, and the student's heels should not slip up and down in the back. Boots that are too large will be awkward to ski in. If boots are too constrictive, the feet will not stay warm. Make sure that students lace their boots up all the way so that no laces are left dangling.

Poles

Use the pole-sizing chart to help students find the right size for their poles. Students should then record the size on the Pole Size Record chart. Remember the following:

• Poles must have adjustable straps.
• Classic poles should reach to under the arm when the skier is standing on the floor (see figure 4.6).
• If poles are too long or too short, the skier will have difficulty mastering the technical skills necessary to become competent in cross-country skiing.

Skis

Use the ski-sizing chart to help students find the right size for their skis. Students should then record the size on the Ski Size Record chart. Remember the following:

• Classic skis should reach to just below the wrist of the skier's outstretched arm (see figure 4.7).
• If the skis are not the correct length, the skier will have difficulty mastering the technical skills necessary to become competent in the sport.

Check to make sure that each student has recorded a ski boot size (in the European number), ski length, and pole length on the equipment size charts found at each station.

Who can tell me a good way to choose the correct length of ski to use? Let's have everyone stand up and put their right foot forward. Which arm should also be forward? Now put your left foot forward. Which arm should be forward? This is the same motion we will be using when we are outside on our skis. In our next class session, we are going to practice putting our skis on, and we'll learn some skills that we will eventually be doing outside on the snow. Don't forget to use the Clothing Guide for Cross-Country Skiing handout to get ready for when we do move outside. When you come to class next time, you should check the Boot Size Record chart, find your boots, and put them on. Have a great day. I will see you next time!

Fox and Geese

• Equipment

Large, brightly colored fabric squares or short swim noodles for taggers to carry; a large circle to ski in that is divided into six or eight wedges

• Description

In this tag game, skiers (geese) must ski in the existing tracks as they move around the circle attempting to avoid being tagged by the It (fox). See figure 5.1 for the setup. Select several skiers to be foxes and identify them with either swim noodles or brightly colored fabric squares. The center of the circle is the safety zone (goose nest); one skier at a time can ski into this zone and stand until another skier wants to come in. The first skier must then leave. The last skier to be tagged becomes the next fox. No poles are used. This game can be played with skiers wearing both skis or just one ski.

Friski

• Equipment

Frisbee, cones to mark bases

• Description

This game is baseball played with a Frisbee and on skis! To start the game, the at-bat skier throws the Frisbee as far as she can and then skis off to first base. A caught Frisbee on the fly is an out. To tag a skier out, another skier holding the Frisbee must tag the skier. A run is scored when the skier makes it safely around the bases. No poles are used.

Germ Tag

• Equipment

Cones to mark playing area

• Description

In this tag game, one person is “The Germ” who tries to tag other skiers moving around the playing area. When “The Germ” tags another skier, the body part tagged is rendered useless. For example, if a leg is touched by “The Germ,” that skier must ski on one ski. Skiers may be tagged more than once. If skiers run out of forearms, shoulders, legs, and equipment, they run in place until another skier frees them by tagging them.

Benefits of Cross-Country Skiing

Cross-country skiing can be enjoyed by a wide range of students, from the youngest kindergartners to those secondary students who are so difficult to please. This activity can challenge students who are in excellent cardiovascular condition, or it can provide a gentle workout in the appropriate training zone for students who are just getting into shape. Moreover, for the students who really don't care about “getting in shape,” cross-country skiing can simply be a very fun activity. And while having fun, those students will still gain benefits related to cardiovascular fitness, strength, and balance. By getting your class outside during the winter months to exercise, you are showing your students that they can easily stay warm while out in cold temperatures. Cross-country skiing provides many benefits, including some great physical benefits.

The physical benefits of cross-country skiing are well known. If you look at Olympic cross-country skiers, you can see the positive effects on the body that result from training for cross-country skiing. The average elite female cross-country skier carries 11 percent body fat, and elite male skiers carry 5 percent. These percentages are well below the average for people who are considered to be athletic—17 percent for females and 10 percent for males (Fox, Bowers, and Foss, 1993). The high number of calories burned while skiing helps to keep skiers trim and lean. One hour of moderate cross-country skiing can burn approximately 470 calories for a 130-pound person and nearly 700 calories for a 190-pound person. Therefore, cross-country skiing is a great way to burn calories while having fun!

Cross-country skiing is also an efficient way to exercise a large number of muscles at once. Because skiers use ski poles as a means of propulsion, the upper body gets much more of a workout when cross-country skiing compared to when running or cycling. When a skier is using the diagonal stride, the biceps and triceps provide power to the ski poles. When the double-pole technique is used, the skier's core muscles, pectoralis major, deltoids, and latissimus dorsi are put to work. Of course, the leg muscles also do their fair share. The quadriceps (the muscle group on the front of the thigh) and the gastrocnemius (the large, powerful muscle on the back of the lower leg) provide the forceful “kick” and propel the skier forward. People who use cross-country skiing as a workout over several weeks will discover that the muscles of their entire body increase in strength. As a result, cross-country skiing and other activities become easier.

Cross-country skiing involves the use of the large muscle groups of both the upper and lower body; therefore, during this activity, there is a large demand for oxygen to be supplied to these muscles. The body's ability to supply oxygen to the working muscles is referred to as V.O2max. Because of the large number of muscles that are working hard when a person is skiing, V.O2max measurements in skiers are very high. Well-trained cross-country skiers have efficient cardiovascular systems; in fact, elite cross-country skiers have the highest recorded V.O2max levels of any group of athletes (Saltin and Astrand, 1967).

Cross-country skiing on a regular basis has a tremendous effect on a person's cardiovascular system. In addition to gaining strength in the muscles of the upper and lower body, people who use cross-country skiing as a workout method over several weeks will also discover that their heart is stronger. A strong heart pumps more efficiently, sending out more blood to the muscles with each contraction. Through weeks of skiing, people often discover that their resting heart rate has decreased. Highly trained Olympic cross-country skiers have resting heart rates between 28 and 40 beats per minute. Compare that to the resting heart rate of the average person, which is 60 to 80 beats per minute! With the highly active lesson plans found in this book, you should have no problem raising your students' heart rates. In fact, some students may need to take short breaks to catch their breath and let their heart rate drop slightly so that it returns to the appropriate training zone. Younger children are very good at doing this naturally. If you have heart rate monitors, you should use them to check students' heart rates during and immediately after the lessons. You will be impressed with the amount of time your students are spending in their training zones!

The benefits of cross-country skiing extend beyond the physiological to overall general health and well-being. A lot of evidence exists (Fraioli et al., 1980) indicating that regular physical activity increases the release of mood-lifting endorphins in the body. After one of the energetic and fun lessons you lead, students will be smiling and laughing; they will be relaxed and in a better mood than when you started class. In addition, students will leave class with a sense of accomplishment, knowing that they have developed new skills in a fun activity. They will also know that they can use these skills beyond class time for many years to come. The results of a Finnish research study on the activity levels of boys and girls showed the benefits of cross-country skiing: Among boys, the proportion of persistent exercisers was highest for those who participated in cross-country skiing, jogging, and bodybuilding (Aarnio et al., 2002). By teaching cross-country skiing, you are providing students with fantastic exercise during class time, and you are also helping them learn an activity that many students will pursue outside of class. Cross-country skiing is an activity that students can do with their families, with friends, or alone. With help from the lesson plans in this book, you are the catalyst to make that happen!

Diagonal Stride

The diagonal stride is the technique used most commonly when people are cross-country skiing on classic, or diagonal, skis. In this technique, the skier uses a kicking action followed by a weight shift to the gliding ski; after the weight shift, the skier quickly performs a poling action with the arm opposite the kicking leg. The diagonal stride can be done in groomed tracks at a slow to high speed. It can also be done across a wide open area of ungroomed and deep snow, but the movement will be considerably slower. The diagonal stride technique is very versatile, and the movement pattern is similar in nature to walking. These factors make the diagonal stride a popular technique that is easy to learn. See figure 3.1 for the diagonal stride critical features and technique biomechanics.

Critical Features

Start with the feet side by side	Kick back and down with the right foot as the right arm swings forward and the left arm swings backward. Make sure the poles are angled backward.
Plant the right pole even with the left foot so you can push off the pole and glide on the left ski.	Return the right foot next to the left foot as you prepare to kick with the left foot. The left arm swings forward, the right arm swings backward, and the poles are angled backward.
Glide on the right ski. Then plant the left pole even with the right foot for the push-off, and return the left foot to a side-byside position with the right foot, preparing for a right-leg kick.

Beginner Skier

For beginner skiers, the diagonal stride technique (see figure 3.2) will more closely resemble a shuffling of both feet on the snow and will not have a distinct kick or glide phase. Many new or young skiers do not have the leg strength to dynamically balance well enough to shift their body weight over a gliding ski. Frequently, the young skier will slide the foot forward so that the foot moves in front of the knee. Poles will be used for balance purposes rather than for propulsion. The skier may flick the pole basket out ahead of the hand, and the pole plant may be vertical.

Common Errors

• Skiers use the poles for balance by planting the pole vertically and farther away from the body (see figure 3.2a).
• The foot slides in front of the knee (see figure 3.2a).
• No real kick is made; instead, the skier shuffles and slides the skis forward (see figure 3.2a).
• Body weight is not completely transferred to a gliding ski (see figure 3.2c).
• Skiers move the right arm and right leg forward at the same time.

Teaching Hints

• Watch skiers walk in the gymnasium. Make sure that they are using a contralateral arm and leg pattern while walking (as the right arm swings forward, the left leg should be stepping forward). This is the same pattern that the students will use when skiing; therefore, if they do not perform it correctly when walking, chances are they will not perform the motion correctly when on skis.
• Use a variety of ski games and activities to increase the students' comfort level on skis. Your students' confidence will improve once they learn how to control and steer their skis.
• Have the students spend lots of time using just one ski. Make sure that they frequently switch the foot that the ski is on. New skiers will soon be gliding on one ski without even thinking about it when playing a game or doing scooters.
• Don't use poles at all for the first six beginner lessons. Always have students spend part of every lesson skiing without poles, whether it is for a warm-up, drill, activity, or game.
• Encourage skiers to work on balance and leg strength at home. They can do this by standing on one foot when brushing their teeth or when watching TV.

Activities and Games That Help Teach the Skill

If you have your skiers wear just one ski, they will be forced to shift their body weight over the gliding ski immediately after the kick. Changing the ski over to the other foot can be done quickly and easily, so students can practice gliding on both legs in a short amount of time. Game play using one ski is also a good way to teach skiers to steer and control their ski—and they often don't even realize they're learning it!

• Scooters—Make sure that skiers work both legs by switching the ski to the other foot.
• Jumping Jack Tag (see page 80)—No poles are used.
• Any of the tag games played with skiers on one ski

The intermediate skier can perform a kick and can glide on one ski, even if only for a short period of time (see figure 3.3). Intermediate skiers, who are usually a bit older than the typical beginner skier, will have increased leg strength and fairly good balance. Skiers at this level are able to perform the diagonal stride rhythmically; however, you should review the basics with them and encourage them to think about what they are doing. Skiers sometimes hurry to beat their friends or partners, and this can decrease their skill proficiency to the point where they are almost back to the beginner level. To help intermediate skiers improve their diagonal stride, you should use noncompetitive drills, games, and activities that the skiers will not rush through.

Common Errors

• Skiers straddle the tracks and do not commit completely to the gliding ski after the kick.
• Skiers are unable to continuously repeat the kick and glide rhythmically with their arms and legs working contralaterally.
• The pole is planted in front of the foot (see figure 3.3a).
• Skiers hurry because they are trying to beat their friends, and technique falls apart.
• Skiers do not use the poles for propulsion (see figure 3.3b).
• Poles are planted vertically rather than angled backward.

Teaching Hints

• Continue to have the students ski without poles for a part of every lesson. This helps improve balance and confidence.
• In activities with no poles, encourage skiers to swing their arms down the track by swinging their arms out in front of their body as their hands reach down the track.
• Encourage skiers to start with their feet side by side and to figure out which foot they will kick with first. Standing in place, they should slide that ski backward and then figure out which arm should be moved forward and which arm should be moved backward. Skiers should return their feet to the side-by-side position before they actually start the diagonal stride. Do not use poles.
• Tell skiers that if they lose the correct rhythm, they should stop, put their feet side by side, and then start again.
• When adding poles to the practice of the diagonal stride, go through the sequence introduced in Intermediate Lesson 4 (see chapter 4), where skiers start with the poles out of the snow and then slowly lower the poles to the snow. If they lose their diagonal stride rhythm, skiers pull the poles out of the snow and start again.

Activities and Games That Help Teach the Skill

• Slow-Mo Ski—This activity forces skiers to think about what they are doing in the diagonal stride movement. Once skiers get the correct feel and rhythm of the diagonal stride, the Slow-Mo Ski activity will continually challenge them to increase their glide phase. Practice this exercise without poles.
• Scooters—Skiers should work on scooters regularly. This exercise will help to improve skiers' balance and will force them to shift their body weight over the gliding ski. Stress the importance of the arms moving contralaterally, and make sure that skiers work both legs.
• Advanced Skier

Advanced skiers will be confident in their ability to use the diagonal stride to move rhythmically and quickly from place to place. These skiers have increased leg strength and improved balance, which will improve their performance of the diagonal stride. They have an easier time committing their weight to the gliding ski, so the shift of body weight over the gliding ski should be visible. Advanced skiers will have discovered that using the poles for propulsion really makes a difference in their forward speed and momentum; therefore, they will plant the poles angled backward and in the area across from the foot.

Common Errors

• The skier's foot slips when performing the kick, resulting in a lack of forward propulsion.
• Skiers make a noisy, slapping sound when diagonal striding.
• The kick is executed late.
• Skiers do not fully commit to the gliding ski.
• Skiers “sit” with deeply bent knees.
• The pole plant is still slightly vertical.

Teaching Hints

• The kick should be made when the feet are side by side. If the feet are allowed to slide too far apart before kicking, the foot may slip.
• The kick should be downward, not backward.
• The kick should be done almost simultaneously with the pole plant. The kick will be started just slightly before the pole plant.
• Hips should be kept high and forward. Skiers shouldn't slump. The lean should start at the ankles.

Activities and Games That Help Teach the Skill

Continue to play games with skiers wearing just one ski. Make the playing area larger and make teams smaller so that skiers are forced to move greater distances with increased speed.

• Scooter count—Skiers should strive to reduce the number of scooter pushes made and should attempt to glide as long as they can. They should swing their hands down the track, reaching out in line with the ski.
• Slow-Mo Ski—Practice first without poles and eventually with ski poles. Skiers should be using the correct contralateral arm and leg pattern. They should be able to perform the slow-motion diagonal stride for at least 150 yards (137 m) without stopping.

Get Ready to Ski

This lesson is primarily used to prepare students for the rest of the ski lessons. Students will be doing ski, boot, and pole fittings at stations set up around the gym. If there is time at the end of class, the physical activity portion of the lesson will involve learning or playing games that students will later be playing on snow. Refer to chapter 5 to select a relevant activity. You can distribute copies of the Clothing Guide for Cross-Country Skiing handout. Students should take these home for their parents to read. This information should also be put on the department's website and should be sent in an e-mail to parents a week before the class moves outside.

NASPE Content Standard

• Standard 1

Equipment

Tape, video player, video about cross-country skiing

Assessments and Reproducibles

• Boot Size Record, page 199
• Pole Size Record, page 224
• Ski Size Record, page 228
• Boot Sizer: Boys and Girls, page 200
• Boot Sizer: Men and Women, page 201
• Pole-sizing directions, page 225
• Ski-sizing directions, page 231
• Get Ready to Ski station signs, pages 207-210
• Clothing Guide for Cross-Country Skiing, page 202

Suggested site: gymnasium. Set up station signs (see figure 4.1).

• Station 1: Boots—Photocopy several boot sizers (for boys and girls or men and women, depending on the age of your class) and tape them to the floor. Post the boot size record on the wall.
• Station 2: Poles—Photocopy several pole-sizing charts and tape them to the wall along with a copy of the pole size record.
• Station 3: Skis—Photocopy several ski-sizing charts and tape them to the wall along with a copy of the ski size record.

Fitness Development

Students should use the following locomotor skills to move between stations:

1. From the starting area to the boots station, students use an exaggerated arm swing while walking (see figure 4.2). They should walk energetically, swinging the arms forward and backward with an exaggerated arm swing.

2. From the boots station to the poles station, students use repetitive standing broad jumps (see figure 4.3). They should perform standing broad jumps—one right after the other—using good form.

3. From the poles station to the skis station, students use diagonal side-to-side jumps (see figure 4.4). Students start with feet together and perform a standing broad jump angled slightly forward and to the right. They then repeat the jump, angling slightly forward and to the left. Students should continue this pattern until they reach the next station.

4. From the skis station to the starting area, students use the gorilla walk (see figure 4.5). To perform the gorilla walk, students first assume the all-purpose sport stance, or skier's slouch (see figure 3.26, page 46). They lean forward from the ankles until they start to fall forward and have to take a step forward to catch themselves. Students repeat this action until they reach the next station.

Here are some other locomotor movements that could be done between stations:

• Forward bounding leap—Students leap through the air by taking off on the right foot and landing on the left foot. Then they repeat the leaping action, this time taking off with the left foot and landing on the right foot. Students continue this pattern until they reach the next station.
• Hopping—Students take off on the right foot, spring energetically into the air, and land on the right foot. They repeat this action with the left foot. Students continue this pattern until they reach the next station.

Having all students find boots, skis, and poles of the correct size for them

[Make a short presentation about cross-country skiing using pictures, video, and other available resources. If possible, have a ski coach, a member of the high school ski team, or a parent who skis come to class to help introduce students to the sport of cross-country skiing. Then introduce the lesson's activity as follows.]

Today we are going to be figuring out the right size skis, boots, and poles for each of you. You can see the equipment at the stations set up around the gym. At each station, you'll find size identification charts that tell you what length skis and poles will work best for you and what size ski boot you will need. You will be working with a partner to help each other determine the right size. At each station, you will also find a chart for recording your size. Make sure you put your name and size on that chart before moving on to the next station. Please leave the equipment at the station when you move on to the next station. When you move from station to station, you will use the movement that the sign at that station tells you to do. You will be using exaggerated arm swings (see figure 4.2), repetitive standing broad jumps (see figure 4.3), diagonal side-to-side jumps (see figure 4.4), and the gorilla walk (see figure 4.5).

Students move from station to station, fitting equipment and recording sizes on charts.

Boots

Use the Boot Sizer: Boys and Girls chart to help students determine their boot size. Students should record their sizes on the Boot Size Record chart. Most ski boots are sized in European shoe sizes, so you should explain to students that their boot size may be marked with a different number than they are accustomed to. Boots should feel comfortable, like a comfortable walking shoe. The student's toes should not rub on the front, and the student's heels should not slip up and down in the back. Boots that are too large will be awkward to ski in. If boots are too constrictive, the feet will not stay warm. Make sure that students lace their boots up all the way so that no laces are left dangling.

Poles

Use the pole-sizing chart to help students find the right size for their poles. Students should then record the size on the Pole Size Record chart. Remember the following:

• Poles must have adjustable straps.
• Classic poles should reach to under the arm when the skier is standing on the floor (see figure 4.6).
• If poles are too long or too short, the skier will have difficulty mastering the technical skills necessary to become competent in cross-country skiing.

Skis

Use the ski-sizing chart to help students find the right size for their skis. Students should then record the size on the Ski Size Record chart. Remember the following:

• Classic skis should reach to just below the wrist of the skier's outstretched arm (see figure 4.7).
• If the skis are not the correct length, the skier will have difficulty mastering the technical skills necessary to become competent in the sport.

Check to make sure that each student has recorded a ski boot size (in the European number), ski length, and pole length on the equipment size charts found at each station.

Who can tell me a good way to choose the correct length of ski to use? Let's have everyone stand up and put their right foot forward. Which arm should also be forward? Now put your left foot forward. Which arm should be forward? This is the same motion we will be using when we are outside on our skis. In our next class session, we are going to practice putting our skis on, and we'll learn some skills that we will eventually be doing outside on the snow. Don't forget to use the Clothing Guide for Cross-Country Skiing handout to get ready for when we do move outside. When you come to class next time, you should check the Boot Size Record chart, find your boots, and put them on. Have a great day. I will see you next time!

Fox and Geese

• Equipment

Large, brightly colored fabric squares or short swim noodles for taggers to carry; a large circle to ski in that is divided into six or eight wedges

• Description

In this tag game, skiers (geese) must ski in the existing tracks as they move around the circle attempting to avoid being tagged by the It (fox). See figure 5.1 for the setup. Select several skiers to be foxes and identify them with either swim noodles or brightly colored fabric squares. The center of the circle is the safety zone (goose nest); one skier at a time can ski into this zone and stand until another skier wants to come in. The first skier must then leave. The last skier to be tagged becomes the next fox. No poles are used. This game can be played with skiers wearing both skis or just one ski.

Friski

• Equipment

Frisbee, cones to mark bases

• Description

This game is baseball played with a Frisbee and on skis! To start the game, the at-bat skier throws the Frisbee as far as she can and then skis off to first base. A caught Frisbee on the fly is an out. To tag a skier out, another skier holding the Frisbee must tag the skier. A run is scored when the skier makes it safely around the bases. No poles are used.

Germ Tag

• Equipment

Cones to mark playing area

• Description

In this tag game, one person is “The Germ” who tries to tag other skiers moving around the playing area. When “The Germ” tags another skier, the body part tagged is rendered useless. For example, if a leg is touched by “The Germ,” that skier must ski on one ski. Skiers may be tagged more than once. If skiers run out of forearms, shoulders, legs, and equipment, they run in place until another skier frees them by tagging them.

Benefits of Cross-Country Skiing

Cross-country skiing can be enjoyed by a wide range of students, from the youngest kindergartners to those secondary students who are so difficult to please. This activity can challenge students who are in excellent cardiovascular condition, or it can provide a gentle workout in the appropriate training zone for students who are just getting into shape. Moreover, for the students who really don't care about “getting in shape,” cross-country skiing can simply be a very fun activity. And while having fun, those students will still gain benefits related to cardiovascular fitness, strength, and balance. By getting your class outside during the winter months to exercise, you are showing your students that they can easily stay warm while out in cold temperatures. Cross-country skiing provides many benefits, including some great physical benefits.

The physical benefits of cross-country skiing are well known. If you look at Olympic cross-country skiers, you can see the positive effects on the body that result from training for cross-country skiing. The average elite female cross-country skier carries 11 percent body fat, and elite male skiers carry 5 percent. These percentages are well below the average for people who are considered to be athletic—17 percent for females and 10 percent for males (Fox, Bowers, and Foss, 1993). The high number of calories burned while skiing helps to keep skiers trim and lean. One hour of moderate cross-country skiing can burn approximately 470 calories for a 130-pound person and nearly 700 calories for a 190-pound person. Therefore, cross-country skiing is a great way to burn calories while having fun!

Cross-country skiing is also an efficient way to exercise a large number of muscles at once. Because skiers use ski poles as a means of propulsion, the upper body gets much more of a workout when cross-country skiing compared to when running or cycling. When a skier is using the diagonal stride, the biceps and triceps provide power to the ski poles. When the double-pole technique is used, the skier's core muscles, pectoralis major, deltoids, and latissimus dorsi are put to work. Of course, the leg muscles also do their fair share. The quadriceps (the muscle group on the front of the thigh) and the gastrocnemius (the large, powerful muscle on the back of the lower leg) provide the forceful “kick” and propel the skier forward. People who use cross-country skiing as a workout over several weeks will discover that the muscles of their entire body increase in strength. As a result, cross-country skiing and other activities become easier.

Cross-country skiing involves the use of the large muscle groups of both the upper and lower body; therefore, during this activity, there is a large demand for oxygen to be supplied to these muscles. The body's ability to supply oxygen to the working muscles is referred to as V.O2max. Because of the large number of muscles that are working hard when a person is skiing, V.O2max measurements in skiers are very high. Well-trained cross-country skiers have efficient cardiovascular systems; in fact, elite cross-country skiers have the highest recorded V.O2max levels of any group of athletes (Saltin and Astrand, 1967).

Cross-country skiing on a regular basis has a tremendous effect on a person's cardiovascular system. In addition to gaining strength in the muscles of the upper and lower body, people who use cross-country skiing as a workout method over several weeks will also discover that their heart is stronger. A strong heart pumps more efficiently, sending out more blood to the muscles with each contraction. Through weeks of skiing, people often discover that their resting heart rate has decreased. Highly trained Olympic cross-country skiers have resting heart rates between 28 and 40 beats per minute. Compare that to the resting heart rate of the average person, which is 60 to 80 beats per minute! With the highly active lesson plans found in this book, you should have no problem raising your students' heart rates. In fact, some students may need to take short breaks to catch their breath and let their heart rate drop slightly so that it returns to the appropriate training zone. Younger children are very good at doing this naturally. If you have heart rate monitors, you should use them to check students' heart rates during and immediately after the lessons. You will be impressed with the amount of time your students are spending in their training zones!

The benefits of cross-country skiing extend beyond the physiological to overall general health and well-being. A lot of evidence exists (Fraioli et al., 1980) indicating that regular physical activity increases the release of mood-lifting endorphins in the body. After one of the energetic and fun lessons you lead, students will be smiling and laughing; they will be relaxed and in a better mood than when you started class. In addition, students will leave class with a sense of accomplishment, knowing that they have developed new skills in a fun activity. They will also know that they can use these skills beyond class time for many years to come. The results of a Finnish research study on the activity levels of boys and girls showed the benefits of cross-country skiing: Among boys, the proportion of persistent exercisers was highest for those who participated in cross-country skiing, jogging, and bodybuilding (Aarnio et al., 2002). By teaching cross-country skiing, you are providing students with fantastic exercise during class time, and you are also helping them learn an activity that many students will pursue outside of class. Cross-country skiing is an activity that students can do with their families, with friends, or alone. With help from the lesson plans in this book, you are the catalyst to make that happen!

Diagonal Stride

The diagonal stride is the technique used most commonly when people are cross-country skiing on classic, or diagonal, skis. In this technique, the skier uses a kicking action followed by a weight shift to the gliding ski; after the weight shift, the skier quickly performs a poling action with the arm opposite the kicking leg. The diagonal stride can be done in groomed tracks at a slow to high speed. It can also be done across a wide open area of ungroomed and deep snow, but the movement will be considerably slower. The diagonal stride technique is very versatile, and the movement pattern is similar in nature to walking. These factors make the diagonal stride a popular technique that is easy to learn. See figure 3.1 for the diagonal stride critical features and technique biomechanics.

Critical Features

Start with the feet side by side	Kick back and down with the right foot as the right arm swings forward and the left arm swings backward. Make sure the poles are angled backward.
Plant the right pole even with the left foot so you can push off the pole and glide on the left ski.	Return the right foot next to the left foot as you prepare to kick with the left foot. The left arm swings forward, the right arm swings backward, and the poles are angled backward.
Glide on the right ski. Then plant the left pole even with the right foot for the push-off, and return the left foot to a side-byside position with the right foot, preparing for a right-leg kick.

Beginner Skier

For beginner skiers, the diagonal stride technique (see figure 3.2) will more closely resemble a shuffling of both feet on the snow and will not have a distinct kick or glide phase. Many new or young skiers do not have the leg strength to dynamically balance well enough to shift their body weight over a gliding ski. Frequently, the young skier will slide the foot forward so that the foot moves in front of the knee. Poles will be used for balance purposes rather than for propulsion. The skier may flick the pole basket out ahead of the hand, and the pole plant may be vertical.

Common Errors

• Skiers use the poles for balance by planting the pole vertically and farther away from the body (see figure 3.2a).
• The foot slides in front of the knee (see figure 3.2a).
• No real kick is made; instead, the skier shuffles and slides the skis forward (see figure 3.2a).
• Body weight is not completely transferred to a gliding ski (see figure 3.2c).
• Skiers move the right arm and right leg forward at the same time.

Teaching Hints

• Watch skiers walk in the gymnasium. Make sure that they are using a contralateral arm and leg pattern while walking (as the right arm swings forward, the left leg should be stepping forward). This is the same pattern that the students will use when skiing; therefore, if they do not perform it correctly when walking, chances are they will not perform the motion correctly when on skis.
• Use a variety of ski games and activities to increase the students' comfort level on skis. Your students' confidence will improve once they learn how to control and steer their skis.
• Have the students spend lots of time using just one ski. Make sure that they frequently switch the foot that the ski is on. New skiers will soon be gliding on one ski without even thinking about it when playing a game or doing scooters.
• Don't use poles at all for the first six beginner lessons. Always have students spend part of every lesson skiing without poles, whether it is for a warm-up, drill, activity, or game.
• Encourage skiers to work on balance and leg strength at home. They can do this by standing on one foot when brushing their teeth or when watching TV.

Activities and Games That Help Teach the Skill

If you have your skiers wear just one ski, they will be forced to shift their body weight over the gliding ski immediately after the kick. Changing the ski over to the other foot can be done quickly and easily, so students can practice gliding on both legs in a short amount of time. Game play using one ski is also a good way to teach skiers to steer and control their ski—and they often don't even realize they're learning it!

• Scooters—Make sure that skiers work both legs by switching the ski to the other foot.
• Jumping Jack Tag (see page 80)—No poles are used.
• Any of the tag games played with skiers on one ski

The intermediate skier can perform a kick and can glide on one ski, even if only for a short period of time (see figure 3.3). Intermediate skiers, who are usually a bit older than the typical beginner skier, will have increased leg strength and fairly good balance. Skiers at this level are able to perform the diagonal stride rhythmically; however, you should review the basics with them and encourage them to think about what they are doing. Skiers sometimes hurry to beat their friends or partners, and this can decrease their skill proficiency to the point where they are almost back to the beginner level. To help intermediate skiers improve their diagonal stride, you should use noncompetitive drills, games, and activities that the skiers will not rush through.

Common Errors

• Skiers straddle the tracks and do not commit completely to the gliding ski after the kick.
• Skiers are unable to continuously repeat the kick and glide rhythmically with their arms and legs working contralaterally.
• The pole is planted in front of the foot (see figure 3.3a).
• Skiers hurry because they are trying to beat their friends, and technique falls apart.
• Skiers do not use the poles for propulsion (see figure 3.3b).
• Poles are planted vertically rather than angled backward.

Teaching Hints

• Continue to have the students ski without poles for a part of every lesson. This helps improve balance and confidence.
• In activities with no poles, encourage skiers to swing their arms down the track by swinging their arms out in front of their body as their hands reach down the track.
• Encourage skiers to start with their feet side by side and to figure out which foot they will kick with first. Standing in place, they should slide that ski backward and then figure out which arm should be moved forward and which arm should be moved backward. Skiers should return their feet to the side-by-side position before they actually start the diagonal stride. Do not use poles.
• Tell skiers that if they lose the correct rhythm, they should stop, put their feet side by side, and then start again.
• When adding poles to the practice of the diagonal stride, go through the sequence introduced in Intermediate Lesson 4 (see chapter 4), where skiers start with the poles out of the snow and then slowly lower the poles to the snow. If they lose their diagonal stride rhythm, skiers pull the poles out of the snow and start again.

Activities and Games That Help Teach the Skill

• Slow-Mo Ski—This activity forces skiers to think about what they are doing in the diagonal stride movement. Once skiers get the correct feel and rhythm of the diagonal stride, the Slow-Mo Ski activity will continually challenge them to increase their glide phase. Practice this exercise without poles.
• Scooters—Skiers should work on scooters regularly. This exercise will help to improve skiers' balance and will force them to shift their body weight over the gliding ski. Stress the importance of the arms moving contralaterally, and make sure that skiers work both legs.
• Advanced Skier

Advanced skiers will be confident in their ability to use the diagonal stride to move rhythmically and quickly from place to place. These skiers have increased leg strength and improved balance, which will improve their performance of the diagonal stride. They have an easier time committing their weight to the gliding ski, so the shift of body weight over the gliding ski should be visible. Advanced skiers will have discovered that using the poles for propulsion really makes a difference in their forward speed and momentum; therefore, they will plant the poles angled backward and in the area across from the foot.

Common Errors

• The skier's foot slips when performing the kick, resulting in a lack of forward propulsion.
• Skiers make a noisy, slapping sound when diagonal striding.
• The kick is executed late.
• Skiers do not fully commit to the gliding ski.
• Skiers “sit” with deeply bent knees.
• The pole plant is still slightly vertical.

Teaching Hints

• The kick should be made when the feet are side by side. If the feet are allowed to slide too far apart before kicking, the foot may slip.
• The kick should be downward, not backward.
• The kick should be done almost simultaneously with the pole plant. The kick will be started just slightly before the pole plant.
• Hips should be kept high and forward. Skiers shouldn't slump. The lean should start at the ankles.

Activities and Games That Help Teach the Skill

Continue to play games with skiers wearing just one ski. Make the playing area larger and make teams smaller so that skiers are forced to move greater distances with increased speed.

• Scooter count—Skiers should strive to reduce the number of scooter pushes made and should attempt to glide as long as they can. They should swing their hands down the track, reaching out in line with the ski.
• Slow-Mo Ski—Practice first without poles and eventually with ski poles. Skiers should be using the correct contralateral arm and leg pattern. They should be able to perform the slow-motion diagonal stride for at least 150 yards (137 m) without stopping.

Get Ready to Ski

This lesson is primarily used to prepare students for the rest of the ski lessons. Students will be doing ski, boot, and pole fittings at stations set up around the gym. If there is time at the end of class, the physical activity portion of the lesson will involve learning or playing games that students will later be playing on snow. Refer to chapter 5 to select a relevant activity. You can distribute copies of the Clothing Guide for Cross-Country Skiing handout. Students should take these home for their parents to read. This information should also be put on the department's website and should be sent in an e-mail to parents a week before the class moves outside.

NASPE Content Standard

• Standard 1

Equipment

Tape, video player, video about cross-country skiing

Assessments and Reproducibles

• Boot Size Record, page 199
• Pole Size Record, page 224
• Ski Size Record, page 228
• Boot Sizer: Boys and Girls, page 200
• Boot Sizer: Men and Women, page 201
• Pole-sizing directions, page 225
• Ski-sizing directions, page 231
• Get Ready to Ski station signs, pages 207-210
• Clothing Guide for Cross-Country Skiing, page 202

Suggested site: gymnasium. Set up station signs (see figure 4.1).

• Station 1: Boots—Photocopy several boot sizers (for boys and girls or men and women, depending on the age of your class) and tape them to the floor. Post the boot size record on the wall.
• Station 2: Poles—Photocopy several pole-sizing charts and tape them to the wall along with a copy of the pole size record.
• Station 3: Skis—Photocopy several ski-sizing charts and tape them to the wall along with a copy of the ski size record.

Fitness Development

Students should use the following locomotor skills to move between stations:

1. From the starting area to the boots station, students use an exaggerated arm swing while walking (see figure 4.2). They should walk energetically, swinging the arms forward and backward with an exaggerated arm swing.

2. From the boots station to the poles station, students use repetitive standing broad jumps (see figure 4.3). They should perform standing broad jumps—one right after the other—using good form.

3. From the poles station to the skis station, students use diagonal side-to-side jumps (see figure 4.4). Students start with feet together and perform a standing broad jump angled slightly forward and to the right. They then repeat the jump, angling slightly forward and to the left. Students should continue this pattern until they reach the next station.

4. From the skis station to the starting area, students use the gorilla walk (see figure 4.5). To perform the gorilla walk, students first assume the all-purpose sport stance, or skier's slouch (see figure 3.26, page 46). They lean forward from the ankles until they start to fall forward and have to take a step forward to catch themselves. Students repeat this action until they reach the next station.

Here are some other locomotor movements that could be done between stations:

• Forward bounding leap—Students leap through the air by taking off on the right foot and landing on the left foot. Then they repeat the leaping action, this time taking off with the left foot and landing on the right foot. Students continue this pattern until they reach the next station.
• Hopping—Students take off on the right foot, spring energetically into the air, and land on the right foot. They repeat this action with the left foot. Students continue this pattern until they reach the next station.

Having all students find boots, skis, and poles of the correct size for them

[Make a short presentation about cross-country skiing using pictures, video, and other available resources. If possible, have a ski coach, a member of the high school ski team, or a parent who skis come to class to help introduce students to the sport of cross-country skiing. Then introduce the lesson's activity as follows.]

Today we are going to be figuring out the right size skis, boots, and poles for each of you. You can see the equipment at the stations set up around the gym. At each station, you'll find size identification charts that tell you what length skis and poles will work best for you and what size ski boot you will need. You will be working with a partner to help each other determine the right size. At each station, you will also find a chart for recording your size. Make sure you put your name and size on that chart before moving on to the next station. Please leave the equipment at the station when you move on to the next station. When you move from station to station, you will use the movement that the sign at that station tells you to do. You will be using exaggerated arm swings (see figure 4.2), repetitive standing broad jumps (see figure 4.3), diagonal side-to-side jumps (see figure 4.4), and the gorilla walk (see figure 4.5).

Students move from station to station, fitting equipment and recording sizes on charts.

Boots

Use the Boot Sizer: Boys and Girls chart to help students determine their boot size. Students should record their sizes on the Boot Size Record chart. Most ski boots are sized in European shoe sizes, so you should explain to students that their boot size may be marked with a different number than they are accustomed to. Boots should feel comfortable, like a comfortable walking shoe. The student's toes should not rub on the front, and the student's heels should not slip up and down in the back. Boots that are too large will be awkward to ski in. If boots are too constrictive, the feet will not stay warm. Make sure that students lace their boots up all the way so that no laces are left dangling.

Poles

Use the pole-sizing chart to help students find the right size for their poles. Students should then record the size on the Pole Size Record chart. Remember the following:

• Poles must have adjustable straps.
• Classic poles should reach to under the arm when the skier is standing on the floor (see figure 4.6).
• If poles are too long or too short, the skier will have difficulty mastering the technical skills necessary to become competent in cross-country skiing.

Skis

Use the ski-sizing chart to help students find the right size for their skis. Students should then record the size on the Ski Size Record chart. Remember the following:

• Classic skis should reach to just below the wrist of the skier's outstretched arm (see figure 4.7).
• If the skis are not the correct length, the skier will have difficulty mastering the technical skills necessary to become competent in the sport.

Check to make sure that each student has recorded a ski boot size (in the European number), ski length, and pole length on the equipment size charts found at each station.

Who can tell me a good way to choose the correct length of ski to use? Let's have everyone stand up and put their right foot forward. Which arm should also be forward? Now put your left foot forward. Which arm should be forward? This is the same motion we will be using when we are outside on our skis. In our next class session, we are going to practice putting our skis on, and we'll learn some skills that we will eventually be doing outside on the snow. Don't forget to use the Clothing Guide for Cross-Country Skiing handout to get ready for when we do move outside. When you come to class next time, you should check the Boot Size Record chart, find your boots, and put them on. Have a great day. I will see you next time!

Fox and Geese

• Equipment

Large, brightly colored fabric squares or short swim noodles for taggers to carry; a large circle to ski in that is divided into six or eight wedges

• Description

In this tag game, skiers (geese) must ski in the existing tracks as they move around the circle attempting to avoid being tagged by the It (fox). See figure 5.1 for the setup. Select several skiers to be foxes and identify them with either swim noodles or brightly colored fabric squares. The center of the circle is the safety zone (goose nest); one skier at a time can ski into this zone and stand until another skier wants to come in. The first skier must then leave. The last skier to be tagged becomes the next fox. No poles are used. This game can be played with skiers wearing both skis or just one ski.

Friski

• Equipment

Frisbee, cones to mark bases

• Description

This game is baseball played with a Frisbee and on skis! To start the game, the at-bat skier throws the Frisbee as far as she can and then skis off to first base. A caught Frisbee on the fly is an out. To tag a skier out, another skier holding the Frisbee must tag the skier. A run is scored when the skier makes it safely around the bases. No poles are used.

Germ Tag

• Equipment

Cones to mark playing area

• Description

In this tag game, one person is “The Germ” who tries to tag other skiers moving around the playing area. When “The Germ” tags another skier, the body part tagged is rendered useless. For example, if a leg is touched by “The Germ,” that skier must ski on one ski. Skiers may be tagged more than once. If skiers run out of forearms, shoulders, legs, and equipment, they run in place until another skier frees them by tagging them.

Benefits of Cross-Country Skiing

Cross-country skiing can be enjoyed by a wide range of students, from the youngest kindergartners to those secondary students who are so difficult to please. This activity can challenge students who are in excellent cardiovascular condition, or it can provide a gentle workout in the appropriate training zone for students who are just getting into shape. Moreover, for the students who really don't care about “getting in shape,” cross-country skiing can simply be a very fun activity. And while having fun, those students will still gain benefits related to cardiovascular fitness, strength, and balance. By getting your class outside during the winter months to exercise, you are showing your students that they can easily stay warm while out in cold temperatures. Cross-country skiing provides many benefits, including some great physical benefits.

The physical benefits of cross-country skiing are well known. If you look at Olympic cross-country skiers, you can see the positive effects on the body that result from training for cross-country skiing. The average elite female cross-country skier carries 11 percent body fat, and elite male skiers carry 5 percent. These percentages are well below the average for people who are considered to be athletic—17 percent for females and 10 percent for males (Fox, Bowers, and Foss, 1993). The high number of calories burned while skiing helps to keep skiers trim and lean. One hour of moderate cross-country skiing can burn approximately 470 calories for a 130-pound person and nearly 700 calories for a 190-pound person. Therefore, cross-country skiing is a great way to burn calories while having fun!

Cross-country skiing is also an efficient way to exercise a large number of muscles at once. Because skiers use ski poles as a means of propulsion, the upper body gets much more of a workout when cross-country skiing compared to when running or cycling. When a skier is using the diagonal stride, the biceps and triceps provide power to the ski poles. When the double-pole technique is used, the skier's core muscles, pectoralis major, deltoids, and latissimus dorsi are put to work. Of course, the leg muscles also do their fair share. The quadriceps (the muscle group on the front of the thigh) and the gastrocnemius (the large, powerful muscle on the back of the lower leg) provide the forceful “kick” and propel the skier forward. People who use cross-country skiing as a workout over several weeks will discover that the muscles of their entire body increase in strength. As a result, cross-country skiing and other activities become easier.

Cross-country skiing involves the use of the large muscle groups of both the upper and lower body; therefore, during this activity, there is a large demand for oxygen to be supplied to these muscles. The body's ability to supply oxygen to the working muscles is referred to as V.O2max. Because of the large number of muscles that are working hard when a person is skiing, V.O2max measurements in skiers are very high. Well-trained cross-country skiers have efficient cardiovascular systems; in fact, elite cross-country skiers have the highest recorded V.O2max levels of any group of athletes (Saltin and Astrand, 1967).

Cross-country skiing on a regular basis has a tremendous effect on a person's cardiovascular system. In addition to gaining strength in the muscles of the upper and lower body, people who use cross-country skiing as a workout method over several weeks will also discover that their heart is stronger. A strong heart pumps more efficiently, sending out more blood to the muscles with each contraction. Through weeks of skiing, people often discover that their resting heart rate has decreased. Highly trained Olympic cross-country skiers have resting heart rates between 28 and 40 beats per minute. Compare that to the resting heart rate of the average person, which is 60 to 80 beats per minute! With the highly active lesson plans found in this book, you should have no problem raising your students' heart rates. In fact, some students may need to take short breaks to catch their breath and let their heart rate drop slightly so that it returns to the appropriate training zone. Younger children are very good at doing this naturally. If you have heart rate monitors, you should use them to check students' heart rates during and immediately after the lessons. You will be impressed with the amount of time your students are spending in their training zones!

The benefits of cross-country skiing extend beyond the physiological to overall general health and well-being. A lot of evidence exists (Fraioli et al., 1980) indicating that regular physical activity increases the release of mood-lifting endorphins in the body. After one of the energetic and fun lessons you lead, students will be smiling and laughing; they will be relaxed and in a better mood than when you started class. In addition, students will leave class with a sense of accomplishment, knowing that they have developed new skills in a fun activity. They will also know that they can use these skills beyond class time for many years to come. The results of a Finnish research study on the activity levels of boys and girls showed the benefits of cross-country skiing: Among boys, the proportion of persistent exercisers was highest for those who participated in cross-country skiing, jogging, and bodybuilding (Aarnio et al., 2002). By teaching cross-country skiing, you are providing students with fantastic exercise during class time, and you are also helping them learn an activity that many students will pursue outside of class. Cross-country skiing is an activity that students can do with their families, with friends, or alone. With help from the lesson plans in this book, you are the catalyst to make that happen!

Diagonal Stride

The diagonal stride is the technique used most commonly when people are cross-country skiing on classic, or diagonal, skis. In this technique, the skier uses a kicking action followed by a weight shift to the gliding ski; after the weight shift, the skier quickly performs a poling action with the arm opposite the kicking leg. The diagonal stride can be done in groomed tracks at a slow to high speed. It can also be done across a wide open area of ungroomed and deep snow, but the movement will be considerably slower. The diagonal stride technique is very versatile, and the movement pattern is similar in nature to walking. These factors make the diagonal stride a popular technique that is easy to learn. See figure 3.1 for the diagonal stride critical features and technique biomechanics.

Critical Features

Start with the feet side by side	Kick back and down with the right foot as the right arm swings forward and the left arm swings backward. Make sure the poles are angled backward.
Plant the right pole even with the left foot so you can push off the pole and glide on the left ski.	Return the right foot next to the left foot as you prepare to kick with the left foot. The left arm swings forward, the right arm swings backward, and the poles are angled backward.
Glide on the right ski. Then plant the left pole even with the right foot for the push-off, and return the left foot to a side-byside position with the right foot, preparing for a right-leg kick.

Beginner Skier

For beginner skiers, the diagonal stride technique (see figure 3.2) will more closely resemble a shuffling of both feet on the snow and will not have a distinct kick or glide phase. Many new or young skiers do not have the leg strength to dynamically balance well enough to shift their body weight over a gliding ski. Frequently, the young skier will slide the foot forward so that the foot moves in front of the knee. Poles will be used for balance purposes rather than for propulsion. The skier may flick the pole basket out ahead of the hand, and the pole plant may be vertical.

Common Errors

• Skiers use the poles for balance by planting the pole vertically and farther away from the body (see figure 3.2a).
• The foot slides in front of the knee (see figure 3.2a).
• No real kick is made; instead, the skier shuffles and slides the skis forward (see figure 3.2a).
• Body weight is not completely transferred to a gliding ski (see figure 3.2c).
• Skiers move the right arm and right leg forward at the same time.

Teaching Hints

• Watch skiers walk in the gymnasium. Make sure that they are using a contralateral arm and leg pattern while walking (as the right arm swings forward, the left leg should be stepping forward). This is the same pattern that the students will use when skiing; therefore, if they do not perform it correctly when walking, chances are they will not perform the motion correctly when on skis.
• Use a variety of ski games and activities to increase the students' comfort level on skis. Your students' confidence will improve once they learn how to control and steer their skis.
• Have the students spend lots of time using just one ski. Make sure that they frequently switch the foot that the ski is on. New skiers will soon be gliding on one ski without even thinking about it when playing a game or doing scooters.
• Don't use poles at all for the first six beginner lessons. Always have students spend part of every lesson skiing without poles, whether it is for a warm-up, drill, activity, or game.
• Encourage skiers to work on balance and leg strength at home. They can do this by standing on one foot when brushing their teeth or when watching TV.

Activities and Games That Help Teach the Skill

If you have your skiers wear just one ski, they will be forced to shift their body weight over the gliding ski immediately after the kick. Changing the ski over to the other foot can be done quickly and easily, so students can practice gliding on both legs in a short amount of time. Game play using one ski is also a good way to teach skiers to steer and control their ski—and they often don't even realize they're learning it!

• Scooters—Make sure that skiers work both legs by switching the ski to the other foot.
• Jumping Jack Tag (see page 80)—No poles are used.
• Any of the tag games played with skiers on one ski

The intermediate skier can perform a kick and can glide on one ski, even if only for a short period of time (see figure 3.3). Intermediate skiers, who are usually a bit older than the typical beginner skier, will have increased leg strength and fairly good balance. Skiers at this level are able to perform the diagonal stride rhythmically; however, you should review the basics with them and encourage them to think about what they are doing. Skiers sometimes hurry to beat their friends or partners, and this can decrease their skill proficiency to the point where they are almost back to the beginner level. To help intermediate skiers improve their diagonal stride, you should use noncompetitive drills, games, and activities that the skiers will not rush through.

Common Errors

• Skiers straddle the tracks and do not commit completely to the gliding ski after the kick.
• Skiers are unable to continuously repeat the kick and glide rhythmically with their arms and legs working contralaterally.
• The pole is planted in front of the foot (see figure 3.3a).
• Skiers hurry because they are trying to beat their friends, and technique falls apart.
• Skiers do not use the poles for propulsion (see figure 3.3b).
• Poles are planted vertically rather than angled backward.

Teaching Hints

• Continue to have the students ski without poles for a part of every lesson. This helps improve balance and confidence.
• In activities with no poles, encourage skiers to swing their arms down the track by swinging their arms out in front of their body as their hands reach down the track.
• Encourage skiers to start with their feet side by side and to figure out which foot they will kick with first. Standing in place, they should slide that ski backward and then figure out which arm should be moved forward and which arm should be moved backward. Skiers should return their feet to the side-by-side position before they actually start the diagonal stride. Do not use poles.
• Tell skiers that if they lose the correct rhythm, they should stop, put their feet side by side, and then start again.
• When adding poles to the practice of the diagonal stride, go through the sequence introduced in Intermediate Lesson 4 (see chapter 4), where skiers start with the poles out of the snow and then slowly lower the poles to the snow. If they lose their diagonal stride rhythm, skiers pull the poles out of the snow and start again.

Activities and Games That Help Teach the Skill

• Slow-Mo Ski—This activity forces skiers to think about what they are doing in the diagonal stride movement. Once skiers get the correct feel and rhythm of the diagonal stride, the Slow-Mo Ski activity will continually challenge them to increase their glide phase. Practice this exercise without poles.
• Scooters—Skiers should work on scooters regularly. This exercise will help to improve skiers' balance and will force them to shift their body weight over the gliding ski. Stress the importance of the arms moving contralaterally, and make sure that skiers work both legs.
• Advanced Skier

Advanced skiers will be confident in their ability to use the diagonal stride to move rhythmically and quickly from place to place. These skiers have increased leg strength and improved balance, which will improve their performance of the diagonal stride. They have an easier time committing their weight to the gliding ski, so the shift of body weight over the gliding ski should be visible. Advanced skiers will have discovered that using the poles for propulsion really makes a difference in their forward speed and momentum; therefore, they will plant the poles angled backward and in the area across from the foot.

Common Errors

• The skier's foot slips when performing the kick, resulting in a lack of forward propulsion.
• Skiers make a noisy, slapping sound when diagonal striding.
• The kick is executed late.
• Skiers do not fully commit to the gliding ski.
• Skiers “sit” with deeply bent knees.
• The pole plant is still slightly vertical.

Teaching Hints

• The kick should be made when the feet are side by side. If the feet are allowed to slide too far apart before kicking, the foot may slip.
• The kick should be downward, not backward.
• The kick should be done almost simultaneously with the pole plant. The kick will be started just slightly before the pole plant.
• Hips should be kept high and forward. Skiers shouldn't slump. The lean should start at the ankles.

Activities and Games That Help Teach the Skill

Continue to play games with skiers wearing just one ski. Make the playing area larger and make teams smaller so that skiers are forced to move greater distances with increased speed.

• Scooter count—Skiers should strive to reduce the number of scooter pushes made and should attempt to glide as long as they can. They should swing their hands down the track, reaching out in line with the ski.
• Slow-Mo Ski—Practice first without poles and eventually with ski poles. Skiers should be using the correct contralateral arm and leg pattern. They should be able to perform the slow-motion diagonal stride for at least 150 yards (137 m) without stopping.

Get Ready to Ski

This lesson is primarily used to prepare students for the rest of the ski lessons. Students will be doing ski, boot, and pole fittings at stations set up around the gym. If there is time at the end of class, the physical activity portion of the lesson will involve learning or playing games that students will later be playing on snow. Refer to chapter 5 to select a relevant activity. You can distribute copies of the Clothing Guide for Cross-Country Skiing handout. Students should take these home for their parents to read. This information should also be put on the department's website and should be sent in an e-mail to parents a week before the class moves outside.

NASPE Content Standard

• Standard 1

Equipment

Tape, video player, video about cross-country skiing

Assessments and Reproducibles

• Boot Size Record, page 199
• Pole Size Record, page 224
• Ski Size Record, page 228
• Boot Sizer: Boys and Girls, page 200
• Boot Sizer: Men and Women, page 201
• Pole-sizing directions, page 225
• Ski-sizing directions, page 231
• Get Ready to Ski station signs, pages 207-210
• Clothing Guide for Cross-Country Skiing, page 202

Suggested site: gymnasium. Set up station signs (see figure 4.1).

• Station 1: Boots—Photocopy several boot sizers (for boys and girls or men and women, depending on the age of your class) and tape them to the floor. Post the boot size record on the wall.
• Station 2: Poles—Photocopy several pole-sizing charts and tape them to the wall along with a copy of the pole size record.
• Station 3: Skis—Photocopy several ski-sizing charts and tape them to the wall along with a copy of the ski size record.

Fitness Development

Students should use the following locomotor skills to move between stations:

1. From the starting area to the boots station, students use an exaggerated arm swing while walking (see figure 4.2). They should walk energetically, swinging the arms forward and backward with an exaggerated arm swing.

2. From the boots station to the poles station, students use repetitive standing broad jumps (see figure 4.3). They should perform standing broad jumps—one right after the other—using good form.

3. From the poles station to the skis station, students use diagonal side-to-side jumps (see figure 4.4). Students start with feet together and perform a standing broad jump angled slightly forward and to the right. They then repeat the jump, angling slightly forward and to the left. Students should continue this pattern until they reach the next station.

4. From the skis station to the starting area, students use the gorilla walk (see figure 4.5). To perform the gorilla walk, students first assume the all-purpose sport stance, or skier's slouch (see figure 3.26, page 46). They lean forward from the ankles until they start to fall forward and have to take a step forward to catch themselves. Students repeat this action until they reach the next station.

Here are some other locomotor movements that could be done between stations:

• Forward bounding leap—Students leap through the air by taking off on the right foot and landing on the left foot. Then they repeat the leaping action, this time taking off with the left foot and landing on the right foot. Students continue this pattern until they reach the next station.
• Hopping—Students take off on the right foot, spring energetically into the air, and land on the right foot. They repeat this action with the left foot. Students continue this pattern until they reach the next station.

Having all students find boots, skis, and poles of the correct size for them

[Make a short presentation about cross-country skiing using pictures, video, and other available resources. If possible, have a ski coach, a member of the high school ski team, or a parent who skis come to class to help introduce students to the sport of cross-country skiing. Then introduce the lesson's activity as follows.]

Today we are going to be figuring out the right size skis, boots, and poles for each of you. You can see the equipment at the stations set up around the gym. At each station, you'll find size identification charts that tell you what length skis and poles will work best for you and what size ski boot you will need. You will be working with a partner to help each other determine the right size. At each station, you will also find a chart for recording your size. Make sure you put your name and size on that chart before moving on to the next station. Please leave the equipment at the station when you move on to the next station. When you move from station to station, you will use the movement that the sign at that station tells you to do. You will be using exaggerated arm swings (see figure 4.2), repetitive standing broad jumps (see figure 4.3), diagonal side-to-side jumps (see figure 4.4), and the gorilla walk (see figure 4.5).

Students move from station to station, fitting equipment and recording sizes on charts.

Boots

Use the Boot Sizer: Boys and Girls chart to help students determine their boot size. Students should record their sizes on the Boot Size Record chart. Most ski boots are sized in European shoe sizes, so you should explain to students that their boot size may be marked with a different number than they are accustomed to. Boots should feel comfortable, like a comfortable walking shoe. The student's toes should not rub on the front, and the student's heels should not slip up and down in the back. Boots that are too large will be awkward to ski in. If boots are too constrictive, the feet will not stay warm. Make sure that students lace their boots up all the way so that no laces are left dangling.

Poles

Use the pole-sizing chart to help students find the right size for their poles. Students should then record the size on the Pole Size Record chart. Remember the following:

• Poles must have adjustable straps.
• Classic poles should reach to under the arm when the skier is standing on the floor (see figure 4.6).
• If poles are too long or too short, the skier will have difficulty mastering the technical skills necessary to become competent in cross-country skiing.

Skis

Use the ski-sizing chart to help students find the right size for their skis. Students should then record the size on the Ski Size Record chart. Remember the following:

• Classic skis should reach to just below the wrist of the skier's outstretched arm (see figure 4.7).
• If the skis are not the correct length, the skier will have difficulty mastering the technical skills necessary to become competent in the sport.

Check to make sure that each student has recorded a ski boot size (in the European number), ski length, and pole length on the equipment size charts found at each station.

Who can tell me a good way to choose the correct length of ski to use? Let's have everyone stand up and put their right foot forward. Which arm should also be forward? Now put your left foot forward. Which arm should be forward? This is the same motion we will be using when we are outside on our skis. In our next class session, we are going to practice putting our skis on, and we'll learn some skills that we will eventually be doing outside on the snow. Don't forget to use the Clothing Guide for Cross-Country Skiing handout to get ready for when we do move outside. When you come to class next time, you should check the Boot Size Record chart, find your boots, and put them on. Have a great day. I will see you next time!

Fox and Geese

• Equipment

Large, brightly colored fabric squares or short swim noodles for taggers to carry; a large circle to ski in that is divided into six or eight wedges

• Description

In this tag game, skiers (geese) must ski in the existing tracks as they move around the circle attempting to avoid being tagged by the It (fox). See figure 5.1 for the setup. Select several skiers to be foxes and identify them with either swim noodles or brightly colored fabric squares. The center of the circle is the safety zone (goose nest); one skier at a time can ski into this zone and stand until another skier wants to come in. The first skier must then leave. The last skier to be tagged becomes the next fox. No poles are used. This game can be played with skiers wearing both skis or just one ski.

Friski

• Equipment

Frisbee, cones to mark bases

• Description

This game is baseball played with a Frisbee and on skis! To start the game, the at-bat skier throws the Frisbee as far as she can and then skis off to first base. A caught Frisbee on the fly is an out. To tag a skier out, another skier holding the Frisbee must tag the skier. A run is scored when the skier makes it safely around the bases. No poles are used.

Germ Tag

• Equipment

Cones to mark playing area

• Description

In this tag game, one person is “The Germ” who tries to tag other skiers moving around the playing area. When “The Germ” tags another skier, the body part tagged is rendered useless. For example, if a leg is touched by “The Germ,” that skier must ski on one ski. Skiers may be tagged more than once. If skiers run out of forearms, shoulders, legs, and equipment, they run in place until another skier frees them by tagging them.

Benefits of Cross-Country Skiing

Cross-country skiing can be enjoyed by a wide range of students, from the youngest kindergartners to those secondary students who are so difficult to please. This activity can challenge students who are in excellent cardiovascular condition, or it can provide a gentle workout in the appropriate training zone for students who are just getting into shape. Moreover, for the students who really don't care about “getting in shape,” cross-country skiing can simply be a very fun activity. And while having fun, those students will still gain benefits related to cardiovascular fitness, strength, and balance. By getting your class outside during the winter months to exercise, you are showing your students that they can easily stay warm while out in cold temperatures. Cross-country skiing provides many benefits, including some great physical benefits.

The physical benefits of cross-country skiing are well known. If you look at Olympic cross-country skiers, you can see the positive effects on the body that result from training for cross-country skiing. The average elite female cross-country skier carries 11 percent body fat, and elite male skiers carry 5 percent. These percentages are well below the average for people who are considered to be athletic—17 percent for females and 10 percent for males (Fox, Bowers, and Foss, 1993). The high number of calories burned while skiing helps to keep skiers trim and lean. One hour of moderate cross-country skiing can burn approximately 470 calories for a 130-pound person and nearly 700 calories for a 190-pound person. Therefore, cross-country skiing is a great way to burn calories while having fun!

Cross-country skiing is also an efficient way to exercise a large number of muscles at once. Because skiers use ski poles as a means of propulsion, the upper body gets much more of a workout when cross-country skiing compared to when running or cycling. When a skier is using the diagonal stride, the biceps and triceps provide power to the ski poles. When the double-pole technique is used, the skier's core muscles, pectoralis major, deltoids, and latissimus dorsi are put to work. Of course, the leg muscles also do their fair share. The quadriceps (the muscle group on the front of the thigh) and the gastrocnemius (the large, powerful muscle on the back of the lower leg) provide the forceful “kick” and propel the skier forward. People who use cross-country skiing as a workout over several weeks will discover that the muscles of their entire body increase in strength. As a result, cross-country skiing and other activities become easier.

Cross-country skiing involves the use of the large muscle groups of both the upper and lower body; therefore, during this activity, there is a large demand for oxygen to be supplied to these muscles. The body's ability to supply oxygen to the working muscles is referred to as V.O2max. Because of the large number of muscles that are working hard when a person is skiing, V.O2max measurements in skiers are very high. Well-trained cross-country skiers have efficient cardiovascular systems; in fact, elite cross-country skiers have the highest recorded V.O2max levels of any group of athletes (Saltin and Astrand, 1967).

Cross-country skiing on a regular basis has a tremendous effect on a person's cardiovascular system. In addition to gaining strength in the muscles of the upper and lower body, people who use cross-country skiing as a workout method over several weeks will also discover that their heart is stronger. A strong heart pumps more efficiently, sending out more blood to the muscles with each contraction. Through weeks of skiing, people often discover that their resting heart rate has decreased. Highly trained Olympic cross-country skiers have resting heart rates between 28 and 40 beats per minute. Compare that to the resting heart rate of the average person, which is 60 to 80 beats per minute! With the highly active lesson plans found in this book, you should have no problem raising your students' heart rates. In fact, some students may need to take short breaks to catch their breath and let their heart rate drop slightly so that it returns to the appropriate training zone. Younger children are very good at doing this naturally. If you have heart rate monitors, you should use them to check students' heart rates during and immediately after the lessons. You will be impressed with the amount of time your students are spending in their training zones!

The benefits of cross-country skiing extend beyond the physiological to overall general health and well-being. A lot of evidence exists (Fraioli et al., 1980) indicating that regular physical activity increases the release of mood-lifting endorphins in the body. After one of the energetic and fun lessons you lead, students will be smiling and laughing; they will be relaxed and in a better mood than when you started class. In addition, students will leave class with a sense of accomplishment, knowing that they have developed new skills in a fun activity. They will also know that they can use these skills beyond class time for many years to come. The results of a Finnish research study on the activity levels of boys and girls showed the benefits of cross-country skiing: Among boys, the proportion of persistent exercisers was highest for those who participated in cross-country skiing, jogging, and bodybuilding (Aarnio et al., 2002). By teaching cross-country skiing, you are providing students with fantastic exercise during class time, and you are also helping them learn an activity that many students will pursue outside of class. Cross-country skiing is an activity that students can do with their families, with friends, or alone. With help from the lesson plans in this book, you are the catalyst to make that happen!

Diagonal Stride

The diagonal stride is the technique used most commonly when people are cross-country skiing on classic, or diagonal, skis. In this technique, the skier uses a kicking action followed by a weight shift to the gliding ski; after the weight shift, the skier quickly performs a poling action with the arm opposite the kicking leg. The diagonal stride can be done in groomed tracks at a slow to high speed. It can also be done across a wide open area of ungroomed and deep snow, but the movement will be considerably slower. The diagonal stride technique is very versatile, and the movement pattern is similar in nature to walking. These factors make the diagonal stride a popular technique that is easy to learn. See figure 3.1 for the diagonal stride critical features and technique biomechanics.

Critical Features

Start with the feet side by side	Kick back and down with the right foot as the right arm swings forward and the left arm swings backward. Make sure the poles are angled backward.
Plant the right pole even with the left foot so you can push off the pole and glide on the left ski.	Return the right foot next to the left foot as you prepare to kick with the left foot. The left arm swings forward, the right arm swings backward, and the poles are angled backward.
Glide on the right ski. Then plant the left pole even with the right foot for the push-off, and return the left foot to a side-byside position with the right foot, preparing for a right-leg kick.

Beginner Skier

For beginner skiers, the diagonal stride technique (see figure 3.2) will more closely resemble a shuffling of both feet on the snow and will not have a distinct kick or glide phase. Many new or young skiers do not have the leg strength to dynamically balance well enough to shift their body weight over a gliding ski. Frequently, the young skier will slide the foot forward so that the foot moves in front of the knee. Poles will be used for balance purposes rather than for propulsion. The skier may flick the pole basket out ahead of the hand, and the pole plant may be vertical.

Common Errors

• Skiers use the poles for balance by planting the pole vertically and farther away from the body (see figure 3.2a).
• The foot slides in front of the knee (see figure 3.2a).
• No real kick is made; instead, the skier shuffles and slides the skis forward (see figure 3.2a).
• Body weight is not completely transferred to a gliding ski (see figure 3.2c).
• Skiers move the right arm and right leg forward at the same time.

Teaching Hints

• Watch skiers walk in the gymnasium. Make sure that they are using a contralateral arm and leg pattern while walking (as the right arm swings forward, the left leg should be stepping forward). This is the same pattern that the students will use when skiing; therefore, if they do not perform it correctly when walking, chances are they will not perform the motion correctly when on skis.
• Use a variety of ski games and activities to increase the students' comfort level on skis. Your students' confidence will improve once they learn how to control and steer their skis.
• Have the students spend lots of time using just one ski. Make sure that they frequently switch the foot that the ski is on. New skiers will soon be gliding on one ski without even thinking about it when playing a game or doing scooters.
• Don't use poles at all for the first six beginner lessons. Always have students spend part of every lesson skiing without poles, whether it is for a warm-up, drill, activity, or game.
• Encourage skiers to work on balance and leg strength at home. They can do this by standing on one foot when brushing their teeth or when watching TV.

Activities and Games That Help Teach the Skill

If you have your skiers wear just one ski, they will be forced to shift their body weight over the gliding ski immediately after the kick. Changing the ski over to the other foot can be done quickly and easily, so students can practice gliding on both legs in a short amount of time. Game play using one ski is also a good way to teach skiers to steer and control their ski—and they often don't even realize they're learning it!

• Scooters—Make sure that skiers work both legs by switching the ski to the other foot.
• Jumping Jack Tag (see page 80)—No poles are used.
• Any of the tag games played with skiers on one ski

The intermediate skier can perform a kick and can glide on one ski, even if only for a short period of time (see figure 3.3). Intermediate skiers, who are usually a bit older than the typical beginner skier, will have increased leg strength and fairly good balance. Skiers at this level are able to perform the diagonal stride rhythmically; however, you should review the basics with them and encourage them to think about what they are doing. Skiers sometimes hurry to beat their friends or partners, and this can decrease their skill proficiency to the point where they are almost back to the beginner level. To help intermediate skiers improve their diagonal stride, you should use noncompetitive drills, games, and activities that the skiers will not rush through.

Common Errors

• Skiers straddle the tracks and do not commit completely to the gliding ski after the kick.
• Skiers are unable to continuously repeat the kick and glide rhythmically with their arms and legs working contralaterally.
• The pole is planted in front of the foot (see figure 3.3a).
• Skiers hurry because they are trying to beat their friends, and technique falls apart.
• Skiers do not use the poles for propulsion (see figure 3.3b).
• Poles are planted vertically rather than angled backward.

Teaching Hints

• Continue to have the students ski without poles for a part of every lesson. This helps improve balance and confidence.
• In activities with no poles, encourage skiers to swing their arms down the track by swinging their arms out in front of their body as their hands reach down the track.
• Encourage skiers to start with their feet side by side and to figure out which foot they will kick with first. Standing in place, they should slide that ski backward and then figure out which arm should be moved forward and which arm should be moved backward. Skiers should return their feet to the side-by-side position before they actually start the diagonal stride. Do not use poles.
• Tell skiers that if they lose the correct rhythm, they should stop, put their feet side by side, and then start again.
• When adding poles to the practice of the diagonal stride, go through the sequence introduced in Intermediate Lesson 4 (see chapter 4), where skiers start with the poles out of the snow and then slowly lower the poles to the snow. If they lose their diagonal stride rhythm, skiers pull the poles out of the snow and start again.

Activities and Games That Help Teach the Skill

• Slow-Mo Ski—This activity forces skiers to think about what they are doing in the diagonal stride movement. Once skiers get the correct feel and rhythm of the diagonal stride, the Slow-Mo Ski activity will continually challenge them to increase their glide phase. Practice this exercise without poles.
• Scooters—Skiers should work on scooters regularly. This exercise will help to improve skiers' balance and will force them to shift their body weight over the gliding ski. Stress the importance of the arms moving contralaterally, and make sure that skiers work both legs.
• Advanced Skier

Advanced skiers will be confident in their ability to use the diagonal stride to move rhythmically and quickly from place to place. These skiers have increased leg strength and improved balance, which will improve their performance of the diagonal stride. They have an easier time committing their weight to the gliding ski, so the shift of body weight over the gliding ski should be visible. Advanced skiers will have discovered that using the poles for propulsion really makes a difference in their forward speed and momentum; therefore, they will plant the poles angled backward and in the area across from the foot.

Common Errors

• The skier's foot slips when performing the kick, resulting in a lack of forward propulsion.
• Skiers make a noisy, slapping sound when diagonal striding.
• The kick is executed late.
• Skiers do not fully commit to the gliding ski.
• Skiers “sit” with deeply bent knees.
• The pole plant is still slightly vertical.

Teaching Hints

• The kick should be made when the feet are side by side. If the feet are allowed to slide too far apart before kicking, the foot may slip.
• The kick should be downward, not backward.
• The kick should be done almost simultaneously with the pole plant. The kick will be started just slightly before the pole plant.
• Hips should be kept high and forward. Skiers shouldn't slump. The lean should start at the ankles.

Activities and Games That Help Teach the Skill

Continue to play games with skiers wearing just one ski. Make the playing area larger and make teams smaller so that skiers are forced to move greater distances with increased speed.

• Scooter count—Skiers should strive to reduce the number of scooter pushes made and should attempt to glide as long as they can. They should swing their hands down the track, reaching out in line with the ski.
• Slow-Mo Ski—Practice first without poles and eventually with ski poles. Skiers should be using the correct contralateral arm and leg pattern. They should be able to perform the slow-motion diagonal stride for at least 150 yards (137 m) without stopping.

Get Ready to Ski

This lesson is primarily used to prepare students for the rest of the ski lessons. Students will be doing ski, boot, and pole fittings at stations set up around the gym. If there is time at the end of class, the physical activity portion of the lesson will involve learning or playing games that students will later be playing on snow. Refer to chapter 5 to select a relevant activity. You can distribute copies of the Clothing Guide for Cross-Country Skiing handout. Students should take these home for their parents to read. This information should also be put on the department's website and should be sent in an e-mail to parents a week before the class moves outside.

NASPE Content Standard

• Standard 1

Equipment

Tape, video player, video about cross-country skiing

Assessments and Reproducibles

• Boot Size Record, page 199
• Pole Size Record, page 224
• Ski Size Record, page 228
• Boot Sizer: Boys and Girls, page 200
• Boot Sizer: Men and Women, page 201
• Pole-sizing directions, page 225
• Ski-sizing directions, page 231
• Get Ready to Ski station signs, pages 207-210
• Clothing Guide for Cross-Country Skiing, page 202

Suggested site: gymnasium. Set up station signs (see figure 4.1).

• Station 1: Boots—Photocopy several boot sizers (for boys and girls or men and women, depending on the age of your class) and tape them to the floor. Post the boot size record on the wall.
• Station 2: Poles—Photocopy several pole-sizing charts and tape them to the wall along with a copy of the pole size record.
• Station 3: Skis—Photocopy several ski-sizing charts and tape them to the wall along with a copy of the ski size record.

Fitness Development

Students should use the following locomotor skills to move between stations:

1. From the starting area to the boots station, students use an exaggerated arm swing while walking (see figure 4.2). They should walk energetically, swinging the arms forward and backward with an exaggerated arm swing.

2. From the boots station to the poles station, students use repetitive standing broad jumps (see figure 4.3). They should perform standing broad jumps—one right after the other—using good form.

3. From the poles station to the skis station, students use diagonal side-to-side jumps (see figure 4.4). Students start with feet together and perform a standing broad jump angled slightly forward and to the right. They then repeat the jump, angling slightly forward and to the left. Students should continue this pattern until they reach the next station.

4. From the skis station to the starting area, students use the gorilla walk (see figure 4.5). To perform the gorilla walk, students first assume the all-purpose sport stance, or skier's slouch (see figure 3.26, page 46). They lean forward from the ankles until they start to fall forward and have to take a step forward to catch themselves. Students repeat this action until they reach the next station.

Here are some other locomotor movements that could be done between stations:

• Forward bounding leap—Students leap through the air by taking off on the right foot and landing on the left foot. Then they repeat the leaping action, this time taking off with the left foot and landing on the right foot. Students continue this pattern until they reach the next station.
• Hopping—Students take off on the right foot, spring energetically into the air, and land on the right foot. They repeat this action with the left foot. Students continue this pattern until they reach the next station.

Having all students find boots, skis, and poles of the correct size for them

[Make a short presentation about cross-country skiing using pictures, video, and other available resources. If possible, have a ski coach, a member of the high school ski team, or a parent who skis come to class to help introduce students to the sport of cross-country skiing. Then introduce the lesson's activity as follows.]

Today we are going to be figuring out the right size skis, boots, and poles for each of you. You can see the equipment at the stations set up around the gym. At each station, you'll find size identification charts that tell you what length skis and poles will work best for you and what size ski boot you will need. You will be working with a partner to help each other determine the right size. At each station, you will also find a chart for recording your size. Make sure you put your name and size on that chart before moving on to the next station. Please leave the equipment at the station when you move on to the next station. When you move from station to station, you will use the movement that the sign at that station tells you to do. You will be using exaggerated arm swings (see figure 4.2), repetitive standing broad jumps (see figure 4.3), diagonal side-to-side jumps (see figure 4.4), and the gorilla walk (see figure 4.5).

Students move from station to station, fitting equipment and recording sizes on charts.

Boots

Use the Boot Sizer: Boys and Girls chart to help students determine their boot size. Students should record their sizes on the Boot Size Record chart. Most ski boots are sized in European shoe sizes, so you should explain to students that their boot size may be marked with a different number than they are accustomed to. Boots should feel comfortable, like a comfortable walking shoe. The student's toes should not rub on the front, and the student's heels should not slip up and down in the back. Boots that are too large will be awkward to ski in. If boots are too constrictive, the feet will not stay warm. Make sure that students lace their boots up all the way so that no laces are left dangling.

Poles

Use the pole-sizing chart to help students find the right size for their poles. Students should then record the size on the Pole Size Record chart. Remember the following:

• Poles must have adjustable straps.
• Classic poles should reach to under the arm when the skier is standing on the floor (see figure 4.6).
• If poles are too long or too short, the skier will have difficulty mastering the technical skills necessary to become competent in cross-country skiing.

Skis

Use the ski-sizing chart to help students find the right size for their skis. Students should then record the size on the Ski Size Record chart. Remember the following:

• Classic skis should reach to just below the wrist of the skier's outstretched arm (see figure 4.7).
• If the skis are not the correct length, the skier will have difficulty mastering the technical skills necessary to become competent in the sport.

Check to make sure that each student has recorded a ski boot size (in the European number), ski length, and pole length on the equipment size charts found at each station.

Who can tell me a good way to choose the correct length of ski to use? Let's have everyone stand up and put their right foot forward. Which arm should also be forward? Now put your left foot forward. Which arm should be forward? This is the same motion we will be using when we are outside on our skis. In our next class session, we are going to practice putting our skis on, and we'll learn some skills that we will eventually be doing outside on the snow. Don't forget to use the Clothing Guide for Cross-Country Skiing handout to get ready for when we do move outside. When you come to class next time, you should check the Boot Size Record chart, find your boots, and put them on. Have a great day. I will see you next time!