The articles about ski learning will be developed according to the following skiers’ characteristics based on neuroscience, psychology and biomechanics.
| Beginners – Intermediates | Advanced – Experts | |
| Consciousness | Not knowing what to do and how to do it impedes a skiing shaped consciousness | Are fully conscious about what and how it should be done |
| Start paying attention towards what needs to be done | Through paying attention they become performance-aware | |
| Body schema | Must adapt it to sliding on inclined surfaces | Have entirely adapted it |
| Body schema extension | Feel boots, skis, and poles as improper objects | Have already integrated them being part of their body schema extension |
| Body consciousness | It originates from their first attempts of actions’ executions | Differentiate each body part manipulating them at will |
| Emotionality | Tend to react under emotional influences | Are emotion self-conscious and able to regulate them |
| Sensory learning | They think while acting but lack sensory development | They sense while acting, analyzing their performance by thinking |
| Multisensorial experience | Are prone to utilize mainly vision, relegating touch, hearing, and proprioception | According to the situation they recourse to vision, touch, hearing, or proprioception |
| Sensory receptors | Employ mostly those involved in vision | Use the ones in vision, touch, hearing, the inner ear, as well as proprioception |
| Touch | Tend to use reactive and crude touch | Use proactive and fine touch |
| Perceptual extension | Must be developed | It activates instantly when wearing boots, skis, and poles |
| Perceptual development | Have a general perceptive capacity which will be more specific as their evolution goes on | They possess general and specific perceptive skills |
| Due to inexperience they perceive sensations in a confused and indefinite way | Have perceptive clearness determined by stimuli selection | |
| Perceptual learning | Their perceptual process is slow due to the limited ability to discriminate information | Their perceptual process has been developed along with their skill to discriminate sensory information |
| Selective attention | It is not built-in yet contributing to disturbing significant stimuli processing | It has already been assimilated, being used permanently |
Vision | Due to inexperience usually employ reactive vision | They apply proactive vision constantly |
| Need longer glances to perceive the elements of the environment | Use a global recognition of the visual scene with shorter visual fixations | |
| Tend to look closer | Fixate gaze further away | |
| Their visual field is limited because of foveal vision application | Their visual field is wider due to the combination of foveal and peripheral vision | |
| Orient vision towards what needs to be done | Gaze is oriented towards where skiing will be | |
| Look where they ski | Ski where they look | |
| Tend to fix gaze to distracting stimuli | Are prone to look to attraction points | |
| Must learn where to look at and what to look for | Know where and what to look to learn | |
| Feel the fear to see | Experience the pleasure of looking | |
| Set their eyes at the turn’s ending for speed control | Look at the next turn’s initiation to achieve fluency | |
| Detect the visual foreground but do not have the full conscience of the background | Focus the foreground and have also the conscience of the background | |
| Posture | Assume a rigid position | Adopt a flexible stance |
| Protect body positioning through muscular effort | Maintain posture via joints alignment | |
| Defend global posture through the trunk | Organize posture through the feet | |
| Restraint posture by constantly focusing on where body parts are | Supervise their posture focusing on the space between body parts |
