The One-Ski-Method

The idea of teaching and learning skiing on one ski comes from the observation that controlling both skis simultaneously seems to be too challenging for beginners. Yet the One-Ski-Method should not be misunderstood: training is not only on one ski, skills are taught on both skis. The advantages of the One-Ski-Method can be summarized as follows:

  • Safety: Learning on one ski and one supporting leg prevents falling and reduce the risk of injury
  • Economy: Practicing on one ski minimizes stepping up
  • Training-effectiveness: The aid of a long-pole makes learning effortless and quick
  • Transfer of learning: Learning on one ski, transferring the skills to two skis
  • Inside and outside ski: Both sides are equally trained from the outset
  • No Snowplough or stem: No troublesome learning detour needed
  • Soft methods: Learning through sensory and motor skills

An important methodical aid: the long-pole
Using a long-pole for training seems to be simple, but it is very effective – as long as the pole is used in a specific way. One holds the long-pole in both hands, drawing a thin line with its tip into the snow. This will ‘magically’ cause a turn. With practice, the turning of the ski starts even before the pole touches the slope. The long-pole makes learning parallel skiing easy, and so beginners as well as advanced skiers will quickly progress. Regardless, basic training should never be neglected, and thus it is recommended to switch between the long-pole and the ski sticks during class.



Methodical approach
The One-Ski-Method has developed numerous training exercises that have proven to be quite practicable. All the exercises are applicable to the slope, and thus provide material for numerous school training courses. Not all exercises need be implemented; rather, they should be selected as needed on a case-by case basis.  The exercises are not necessarily applied in a methodical sequence of easy to difficult, or necessary to less necessary. Rather, the exercises used will always differ due to the complex interaction of skiing-technique, learning process, and the individual situation. One has to consider both slope conditions and the school group desires. The specific learning target determines which exercises the skiing-instructor will accordingly choose. It makes sense to use short modules and to vary between one-ski and two-ski training frequently.


Skiing Technique