Our approach will be implemented by employing specific physical exercises/activities to elicit not only motor understanding of the correct performing patterns, but also awareness of the realistic requirements that the surfing environment demands. Learning will be complemented with theoretical information acquirement through examination of the units’ glossaries and complementary bibliographic sources and excerpts as identified in the text. Shall students’ experimentations take place in an external physical aid/verbal instruction-free condition, we agree it is more likely that interference-free stimulus will eventually lead to correct surfing motor patterns formation.
Assuming surfing takes place in a considerably unstable environment, scientific evidence suggests one should first enhance tolerance to most, if not all, outdoors scenario spectrum in order to develop the ability to fully address attention to specific contents of the learning process with the least amount of environmental interference (PARLEBAS, 1988; GENTILE, 1987). At this point, we aim at environmental taming.
To the accomplishment of such goal ‒ without compromising correct motor engram formation nor students’ safety, and while maintaining realistic risk perception ‒ rather than providing external physical aid and relying on verbal instructing, we introduce opportunities for students to familiarize in the surfing environment and its natural possibilities, so they gradually accumulate practical experiences in all sorts of surfing conditions, enriching motor repertoire until a point on which environmental interference onto attention focusing should become minimal. Theoretical knowledge is to be constantly examined as well, so students develop full consciousness regarding the surrounding context and over the actions they are to execute.
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