“Pedagogical break down of the surfing act into an ordered process composed of clearly defined consecutive units, each unit divided into specific ordered contents, presenting students with simplified pieces of information, one at a time, at a given amount and controlled complexity level to elicit optimization of neuromotor system cognitive, assimilative and autonomous phases before moving on to immediate following content”
This system ensures all prerequisites are in fact acquired before advancing to the next level. This becomes possible as we: (i) present students with a step-by-step practice to sustain the need not to rush the learning process with neither external physical aid nor auditory stimulation, and (ii) develop students’ awareness of realistic risk perception and weak points they need to focus on as a means to increase maritime safety so they can progress on their own.
Our first goal is to provide students with continued motor non-auditory experimentation, employing a specified combination of teaching styles (MOSSTON; ASHWORTH, 1986) to provoke them to meditate and consider appropriateness of our overall framework proposal.
Lessons begin with a formal physical training session on which command teaching style prevails; in this particular part of the lesson, general auditory command voice stimuli is allowed to develop students’ sense of discipline and a state of permanent attention. In the succeeding didactical activities, students are encouraged to engage in the study of a given problem, seeking for solutions through guided discovery/divergent teaching styles; at this point, instructors orientate process guidance rather than interfere on it, so students’ cognition activity may be triggered; verbal instructions are provided at the beginning and at the end of activities, only, to explain and analyze, but not during students’ performance.
By facing natural environment obstacles with no direct physical aid from instructors, students will likely feel their limitations, agree they need to acquire maritime safety before moving on to dealing with external implements, and notice the surfing environment itself as a very specific well- equipped training facility for the conscious aspiring surfer.
Once students feel they indeed need to undergo a meticulous long-term teaching process not to skip fundamental steps in their learning, they will have understood why surfboard handling begins no earlier than by Unit 6 (“Terrestrial Familiarization with Surfboard”).
Such step-by-step teaching process implies a slow-but-solid progress on students’ performance, making them aware of each factor to be studied/trained at each unit content.
By not receiving external physical assistance at all, we assure progress is entirely credited to students’ merit, and practice safety is within their own limits. In case a third party deliberately interferes with physical aid, that action might bring practitioner to a difficulty level he is probably not yet ready to deal with on his own. We will talk about ergogenic effect over unprepared students’ safety in the next section, Maritime Swimming.
Copyright © 2009-2015