The research determined influence of motor abilities on alpine ski learning. Moreover, the aim was also to estimate the contribution of some morphological characteristics to acquisition of ski knowledge. At the beginning of the study, participants were tested by tests evaluating balance, agility, explosive and static strength, movement frequency and flexibility. After evaluation of motor abilities, basic morphological characteristics were noted and then participants entered a seven days alpine ski course. Acquired alpine ski knowledge was assessed through demonstration of seven elements of alpine ski technique, by five independent judges. Data analysis showed positive influence of agility on all tested elements of alpine ski technique (traversing, β = .38; β = .26; uphill turn, β = .33; β = .23; basic turn, β = .18; parallel turn, β = .32; short turn, β = .34). Subjects’ results in squat endurance test assessing the static leg strength contribute to learning uphill turn (β = .19), basic turn (β = .35) and parallel turn (β = .27). Test used to measure balance (single leg balance test) significantly influences learning of basic elements of alpine ski technique (traversing right, β = .23; traversing left, β = .28; uphill turn to the left, β = .24). Body height has a negative effect on alpine ski learning (β = -0.5), indicating that taller ski beginners tend to have more difficulties during alpine ski learning than shorter alpine ski beginners. According to our results, agility, static leg strength and balance are the motor abilities with the greatest influence on beginners’ alpine ski learnin

The assumption of this study was that attitude towards alpine skiing and expectations of ski novices affect the level of achieved alpine ski knowledge. So, the aim was to determine correlation between alpine ski novices' attitude towards alpine skiing before the learning process and level of acquired knowledge after completion of structured alpine ski school program. 112 alpine ski novices (33 females and 79 males) participated in the study. All were tested on 26-item scale questionnaire for attitude evaluation and were included in 10-days alpine ski school program. After completion of ski school, all participants demonstrated eight elements of alpine ski technique which was used as a measure of acquired ski knowledge. Results showed statistically significant correlation between acquired alpine ski knowledge and attitude of ski novices towards alpine skiing (r = .36). The most statistically significant correlation was determined between the level of learned parallel turn and attitude towards skiing (r = .42). Our results point to importance of attitude towards alpine skiing and alpine ski learning.

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Nowadays, various programs are used in ski schools to teach beginners. All programs have the same goal, and that is to teach beginners specific body movements with which they will be able to manage their skis. Three programs are most commonly used in alpine skiing schools. According to one program, ski beginners are taught the basics of alpine skiing exclusively with elements of parallel skiing techniques. In the second program, ski beginners acquire knowledge using elements of snowplough and parallel ski technique. The third alpine skiing learning program combines these two methods. In addition to the program, in practice there are two approaches to learning alpine skiing. The first method involves a daily trip to a ski slope or a nearby winter tourist centre, where the skiing technique is adopted and beginners return to the place of residence the same day. The second way consists of an organized, usually seven-day, winter trip, during which the basics of alpine skiing are learned every day during the stay in the ski-resort. Regardless of the learning programs used, the safety of skiers is a priority in every alpine skiing school. Therefore, it is advisable for all beginner skiers to get involved in an alpine skiing school, as this is the best way to prevent injuries.