Video Analysis for Better Technique: How Do You Review Your Riding Mistakes?
Video is the easiest way to see your own riding from the outside, and research shows it supports learning when used correctly: on a five-day ski course, the groups who watched video learned to turn and stop better. But video alone is not enough; its effect depends on watching it together with one or two concrete cues and using it at selected moments, not after every run. For a good video, keep the sun behind the camera, film the rider horizontally and steadily, and assess from the 4th–5th turn onwards rather than the first turns. Watch first at real speed, then slowed down, and ask for permission before filming others.
75 students, 5-day ski course, 3 randomised groups
The groups who watched an expert video or their own video with cues learned turning and stopping better than the group who received only verbal information; there was no difference in form scores for the movement
Guadagnoli et al., 2002
30 golfers, randomised
In the immediate test, the video group fell behind; two weeks later, the best result was in the video group. The benefit emerged over time
Kernodle and Carlton, 1992
Experimental, 12 sessions
When attention or correction cues were given with the video, learning was better than watching the video alone
van der Meer et al., 2023
23 tennis players
The group who chose for themselves when to watch the video improved more
Lelievre et al., 2021
51 people, randomised, dance
There was no difference in learning between slow-motion, real-speed and mixed demonstrations
Mödinger et al., 2021
Systematic review, 11 studies
Video feedback appears more effective than verbal feedback alone
The results of studies outside skiing cannot be transferred to skiing one-to-one, but the direction is consistent: video supports learning when used together with cues and in moderation. We did not find a peer-reviewed video study specific to snowboarding.
Don't watch after every run
In motor learning research there is a finding known as the “guidance hypothesis” (Salmoni et al., 1984): feedback given after every attempt can make learners dependent on external information instead of trusting their own feel. In practice:
A few short clips a day are enough; do not film every run.
Focus on a single topic per video (for example the transition, hand position or the edge).
After watching, practise that topic for a few runs without video, then film again.
How do you film a good video?
Tips from Adam Lowe, senior evaluator at CASI, the Canadian Association of Snowboard Instructors:
Keep the sun behind the camera. If the exposure is right, the track you leave in the snow is visible.
Film horizontally and support your elbow. The picture stays steady.
Start zoomed in and zoom out as the rider gets closer. The rider stays in the frame.
Don't assess the first turns. Riders usually do not find their rhythm until the 4th or 5th turn.
One clip per person. This makes it easier to find and compare later.
Choose the angle deliberately. Whether the camera is to the right or left, above or below, changes how the turn looks; compare videos filmed from the same angle.
Look according to distance. According to Lowe, timing and pressure are easier to see from far away, pivot and balance from close up.
How should you watch the video?
Watch at real speed first. See the overall rhythm and flow. Lowe recommends leaving slow motion for later viewings; in one study, slow-motion demonstrations added nothing to learning compared with real speed.
Say what is good first. Lowe's advice is to show what is going well before correcting.
Pick one or two cues. Instead of listing every mistake, pick the one topic that will have the biggest effect.
Compare with an example. In the Tzetzis study, a video of an expert model also worked; watching side by side with an instructor's video makes the difference easier to see.
Decide for yourself when to watch. In the study with tennis players, those who chose their own viewing time improved more.
Lowe also points out that people who know they are being filmed may ride differently; after a few clips, the camera becomes routine.
What should you look at?
Look at
On skis
On a snowboard
Stance
Are the lower legs at a similar forward angle, is the weight centred?
Are the knees and ankles bent, are the shoulders aligned with the board?
Transition
Are the edges released together, does the body flow into the new turn?
Does the edge change happen at the right moment in the turn?
Upper body
Is the upper body calm, or are the shoulders starting the turn?
Are the shoulders swinging, where is the front arm pointing?
Turn shape
Are the turns completed, is their length consistent?
Open or closed, is the track skidded or clean?
Hands and poles
Are the hands in front, is the pole plant on time?
Are the hands balanced, or are they trailing behind?
In some certification exams of PSIA, the Professional Ski Instructors of America, candidates watch a student video, pausing it wherever they like, and fill in a movement analysis form. In other words, video is also a tool used in instructors' own training. We explain how a good instructor gives feedback in our guide How to choose a good ski instructor.
When filming others
CASI's advice is clear: it is prudent to ask for permission before filming, and further permission may be needed if the footage is going to be shared. Recognisable footage is personal information; ask parents for permission, especially when filming children and sharing footage on social media. For someone who is uneasy about watching themselves, presenting video as a tool rather than as pressure also matters in terms of fear and motivation when learning.
The evening video session
At the end of the day, watching the short videos on everyone's phones together and picking each person's best turn makes progress visible on an activity holiday. Doğadayız winter packages include accommodation, ski pass and equipment; lessons with an instructor are part of the basic course packages. Filming each other's videos with permission and watching them together in the evening, laughing, can also be one of the most enjoyable moments of a social adventure holiday. For programmes, see our winter activity holidays page.
Doğadayız Packages
Doğadayız packages for your level
Winter activity holidays with accommodation, ski pass and equipment included, shared with a group.
The easiest way to learn to ski: a winter activity holiday
An activity holiday puts a sport at the heart of your trip: transport, accommodation and meals are planned, so you can focus on learning on the slopes. On Doğadayız winter activity holidays, accommodation, ski pass and ski or snowboard equipment are included in every package; course packages include basic lessons with instructors affiliated with the Turkish Ski Federation, while experience packages let you practise on the slopes at your own level.
What makes the programme different is the group: sharing the slopes with people at a similar level, dinners and nights out together, and a group leader by your side at all times. Solo travellers become part of this social adventure holiday from day one. That is why we describe our programmes as a social adventure holiday.
Yes, when used correctly. On a five-day ski course, the groups who watched video learned to turn and stop better than the group who received only verbal information. Research shows that it is more effective to watch video together with one or two concrete cues and to use it in moderation rather than after every attempt.
How do you film a ski video?
Keep the sun behind the camera, hold the phone horizontally and support your elbow; start zoomed in and zoom out as the rider gets closer. Assess from the 4th–5th turn onwards rather than the first turns, and stand at the edge of the piste, somewhere visible from above.
Should you watch the video in slow motion?
It is recommended to watch at real speed first to see the overall rhythm, and to leave slow motion for later viewings. In one study, slow-motion demonstrations added nothing to learning compared with real speed.
Edge change is tilting the skis from one edge to the other as you move from the end of one turn to the start of the next. In this transition, your centre of mass and your skis swap places: as your body moves towards the inside of the new turn, the skis flatten and tip onto their new edges. Pressure management means directing pressure to the outside ski during this time, adjusting it fore and aft along the ski and regulating its size with flexion and extension. According to PSIA's fundamentals, the edge angle is controlled with inclination and angulation, and the turning of the skis with leg movements independent of the upper body.
The first step in choosing a good ski instructor is to ask about their licence: under the instructor regulations of the Turkish Ski Federation (TKF), paid lessons in Türkiye may only be given by holders of a TKF instructor licence, and the licence has to be renewed every year. There is a single instructor licence per discipline (alpine, Nordic, snowboard); “levels” apply to coaching (training racers). After the licence, look at teaching skill: an instructor who progresses at your level, explains, gives you choices and notices your fear. Abroad, look for national certificates such as ISIA, BASI, PSIA-AASI or France’s state diploma.
Being afraid while learning to ski is perfectly normal, and it directly affects learning: in a study of 337 students, beginners did better the lower their fear and the higher their self-efficacy (the belief that “I can do it”); self-efficacy predicted success. The way to manage fear is not to suppress it but to build confidence through small, successful steps: a gentle area, the right falling technique, an instructor who gives you choices and a group at the same level. In one study, teaching that gave learners choices (autonomy-supportive teaching) improved skill and self-confidence more without needing extra time.
