ABSTRACT
Regardless of the motor-learning process and the respective progressions used in the different ski schools that lead to the parallel Christie, the pedagogical patterns are dominated—in a combined order—by the extension-flexion mechanism, by the trunk torsion, and by the pressure cross-over between the dale- and uphill leg [1] [2] [3] [4] [5] [6] [7] [8] [9]. Using the poles for support and for initiating the extension in order to overcome up to 1000 N [10], but also for the body equilibrium and/or to launch the turn, is not always evident nor clear.
