From daily observation, in a significant number of occasions we presume it is possible to distinguish surfers who have learned from surfing schools from others who have learned on their own. We list a group of psychomotor features to help differentiate those 2 groups, and raise the hypothesis that surfing school teaching models could be enhanced by employing a scientific approach.
We suspect instructors physically assisting students might disturb learner-environment interactions, eventually leading to misconceived motor patterns and misconception of the real maritime hazards.
In addition, motor learning interference may be aggravated if auditory stimulus, rather than visual, is preferred in the earliest steps of wave catching. Development of students’ motor activation through visual system stimulation might be compromised in some teaching models as wave reading attention would be mostly driven by verbal ordering.
We propose a 10 unit-plan to elicit awareness of the various requirements surfing demands, while gradually improving motor skills and intellectual capacity so students may eventually proceed with a safe learning on their own.
By addressing students’ attention to the contents of the learning process, one at a time, and supplying them with enough specific stimulus volume and continuity, we seek to achieve motor learning consolidation before advancing to later contents. Special pedagogical tools are employed to ensure learning safety while no external physical aid is allowed.
Copyright © 2009-2015