Inner Skiing

1. The Inner Game: Quieting Self 1 to Unleash Self 2

In most minds, these two selves don’t get along well, a condition that makes skiing one’s best impossible.

Inner conflict. The "Inner Game" identifies two selves: Self 1, the ego-mind that judges, criticizes, and over-instructs, and Self 2, the body's innate potential for spontaneous, effortless performance. Our best skiing moments, or "breakthrough runs," occur when Self 1 is quiet, allowing Self 2 to take over.

Self 1's interference. Self 1's constant chatter—doubts, fears, instructions, and self-criticism—creates tension and awkwardness, hindering fluid movement and clear perception. It believes it's indispensable, but often sabotages performance by trying too hard to control.

Taming the mind. The goal is not to fight Self 1, but to tame it by recognizing its existence without identifying with it. By observing Self 1 nonjudgmentally, we separate from its limiting influence, freeing Self 2 to express its natural abilities and learn from direct experience.

2. Natural Learning: Trusting Your Body's Innate Intelligence

Children learn faster because they don’t think they know anything to start with.

Childlike learning. Children are natural learners because they approach new experiences without preconceived notions or self-judgment. They observe, imitate, and let their bodies discover what works best, learning holistically rather than through rigid, step-by-step instructions.

Conceptual vs. experiential. Adults often rely on "conceptual learning," memorizing rules and "right ways" to perform, which stifles the body's natural sense of movement. This intellectualization prevents Self 2 from feeling the subtle nuances necessary for refinement.

Learning by discovery. Self 2 learns by direct experience and discovery, constantly absorbing information and making adjustments without conscious thought. It trusts its own process, knowing that mistakes are valuable feedback, not reasons for frustration.

3. Awareness: The Foundation of True Learning and Performance

The quality of learning is directly proportionate to the quality of feedback one receives from experience.

Enhanced feedback. Natural learning thrives on clear, non-judgmental feedback from our senses. A mind busy with worry or criticism blocks this feedback, slowing down the learning process.

Body awareness. Focusing attention on subtle body sensations—like the pressure on your feet, the bend in your knees, or the movement of your shoulders—provides rich, specific data. This kinesthetic awareness is far more refined than any verbal instruction.

Awareness increases control. Increased awareness leads to greater control and precision. By consciously observing what is happening in the moment, without trying to force change, the body automatically makes appropriate corrections and refinements.

4. Overcoming Fear: Distinguishing Illusion from Reality

The essential difference between Fear 2 and Fear 1 is that Fear 2 is based on reality, whereas Fear 1 is based on illusion.

Two kinds of fear. Fear 2 is a helpful, reality-based response to actual danger, heightening perception and energy for peak performance. Fear 1, however, originates in Self 1's imagination, exaggerating dangers and minimizing abilities, leading to paralysis and poor performance.

Dispelling illusion. Fear 1 distorts perception, performance, and self-image, creating a self-destructive cycle. To overcome it, we must increase awareness of reality by looking directly at what frightens us, assessing actual danger, and recognizing our true competence.

Vulnerability and its fears. Fear stems from perceived vulnerability:

• Fear of Falling: Physical injury.
• Fear of Failing: Damaging ego/self-image.
• Fear of Flying: Losing Self 1's control during peak performance.
  By examining these vulnerabilities specifically, we can reduce their exaggerated power.

5. The Proving Game vs. The Discovery Game: Shifting Your Motivation

The point of the discovery game is not to find out how good you are, but to experience your potential as it continues to reveal itself.

The proving game. Many skiers play the "proving game," driven by self-doubt and a desire to earn respect by demonstrating skill. This leads to straining, seeking external validation, and an endless pursuit of achievement that rarely satisfies.

Weaknesses of proving. Trying too hard, seeking external judgment, and the endless nature of the game are its inherent weaknesses. It distracts from the present experience and inhibits natural improvement, as the focus is on image rather than genuine experience.

The discovery game. This alternative focuses on exploring one's existing potential without expectations or judgment. The aim is to fully experience skiing, being conscious of body, snow, rhythm, and balance, finding satisfaction in the process itself rather than in external results.

6. Shedding Limiting Self-Images: Unlocking Your Full Potential

By believing that I am not good at the sport, I limit how well I will let myself ski.

Self-imposed limits. Our self-concepts act like limiting programs for Self 2, restricting its ability to manifest its full potential. Believing "I am an intermediate skier" can prevent us from becoming advanced, even if the capability exists.

Beyond positive thinking. Simply replacing negative self-concepts with positive ones is often ineffective if not genuinely believed. The more powerful approach is to eliminate any limiting concepts, allowing the inherent potential to emerge naturally.

Experience over belief. When confronted with a "breakthrough run" that contradicts a limiting self-image, we must choose to believe the experience over the old belief. This willingness to shed old identities is crucial for continuous improvement and growth.

7. Learning New Skills: Embrace Play and Non-Judgmental Exploration

The truth is that the more awareness you can bring to the practice of a new skill, the more easily, quickly, and thoroughly you will learn it.

Beyond tips. While technical tips can guide, true learning comes from direct sensory experience. Self 2 learns from complex, non-verbal data, not just conceptual instructions. Over-reliance on tips can hinder this natural process.

Instructor's role. A good instructor facilitates learning by guiding students into appropriate experiences and fostering attentive appreciation of body sensations. They act as a guide to self-discovery, not a source of rigid commands.

Breaking habits. Unconscious habits can plateau progress. Exaggerating a habit or focusing awareness on its specific characteristics can bring it into conscious light, allowing Self 2 to make corrections naturally.

8. Relaxed Concentration: The Master Skill for Life and Sport

The simple law of concentration is that it follows interest.

Effortless focus. True concentration is a relaxed, absorbed state, not a strained effort. It naturally follows genuine interest, allowing the mind to be fully engaged in the present moment without distraction.

Parking the mind. Techniques like singing, humming, or imagining oneself as an animal can harmlessly occupy Self 1, reducing tension and freeing Self 2 for better performance. This "parking" allows for relaxed, indirect concentration.

Direct concentration. Focusing attention on specific, relevant aspects of skiing—feet, balance, visual cues, or sounds—increases awareness and provides rich feedback. This disciplined focus, when relaxed, enhances both learning and enjoyment.

9. Embracing New Challenges: Snowboarding as a Metaphor for Learning to Learn

It takes a kind of humility that is not going to resist starting again on the bunny slopes even after being able to ski down black diamond slopes with total control.

Learning to learn. Snowboarding offers skiers a chance to practice learning from scratch and unlearning old habits, a critical skill in a rapidly changing world. It forces a return to beginner's humility, essential for growth.

Psychological safety. Learning new skills requires psychological safety, especially when feeling vulnerable. Replacing judgment with non-judgmental observation, and starting with playful exploration, creates an environment conducive to learning.

Step-by-step discovery. The process involves:

• Asking Why: Clarifying motivation.
• Playing Around: Familiarizing with equipment in a safe, non-judgmental way.
• Initial Skills in Awareness Mode: Focusing attention on sensations, trusting Self 2 for corrections.
• Refining Skills: Gradually increasing challenge while maintaining awareness and safety.
  This approach builds confidence and fosters a deep, experiential understanding.

Last updated: December 31, 2025