Abstract des Autors

Alpine skiing is a popular sport in many countries, especially the Alpine ones. Ski school represents the first step in skiing. It includes the learning of the elements of the skiing technique from the basic forms of gliding and skiing to advanced or possibly even to competitive forms of skiing (Lešnik and Žvan, 2010). Despite the fact that those teaching children in the field use mostly "games" (Pišot, Kipp and Supej, 2010) and that in different countries different methods are used (e.g., Gattermann and (ed.), 1999; Lešnik and Žvan, 2010; Pišot, Kipp, and Supej, 2010; Tate, 2007), the goal is the same — to teach as many people as possible to ski as well and as quickly as possible. In addition, it is essential for safe and effective Alpine ski school that the demands properly escalate through the elements of a ski school. As a matter of fact, the order of ski elements is of the greatest importance, since it should presuppose progressiveness regarding all consequences resulting from gliding straight or in turns. Especially when swinging or making turns, threshold forces are produced that should be coped with by the beginner. Effort should be put into minimizing the differences between ski school elements. And this is also the way how to minimize the parameters which can cause discomfort or even fear in a beginner, especially a child. After the whole configuration of ski school elements has been bunt, an individual element can be skipped or left out in the individuals with better motor abilities or better motivation. Therefore, the aim of the present study was to verify the progressive increase in velocity, ground reaction forces and energy dissipation in Slovenian National Alpine ski school elements.