CHAPTER 3: TEACHING THEORY
THE TRAINING CYCLE
EXP LA N
0% K3 C A
- Provides for immediate two-way communication and feedback.
DE M O NS T
% L 50 A I R TT
10% ION AT
FEE DB
The Training Cycle will help to ensure that your lessons follow a clear format. The Training Cycle is a systematic approach which:
- Gives you a formula to ensure your teaching is effective. - Gives the student a positive framework for learning. - Ensures learning without unnecessary training. - Assists in diagnosing the learning progress, and offering feedback on performance. - Facilitates re-teaching of missed or misunderstood information.
1. Explanation – 10%
N 10% TIO RA
STU DE N
Give the students a clear verbal picture of the skill to be learned and encourage a questioning attitude. Use plain, uncomplicated language, and keywords to help keep ideas simple. Try using the “What, Why, How, Where, When” approach to keep explanations simple:
• • • • • •
What is it that you want to get across? What’s the goal? Why will this benefit the student’s riding? How is it accomplished? What are the movements, feelings and body parts involved? Where is it used? Where will this be practiced (class management)? When should students begin (class management)?
2. Demonstration – 10% Demonstrate the skill to the students. Follow the pattern of the explanation closely and, if the opportunity presents itself, explain again. If explaining while demonstrating, ensure the class can hear you - or use only key words. Through both seeing and hearing simultaneously, the student receives a lasting impression. Ask appropriate questions about the methods used to check the students’ understanding immediately following the demonstration. • • •
Is your demonstration performed at the skill level of the student? Can they copy it? Can the class see your demonstration? Does your demonstration reflect your explanation?
3. Student Trial – 50% Have the students try the skill, tactic or manoeuvre you have demonstrated. Don’t keep them waiting! Remember, they learn far more from actually doing than they do from watching. Try to maximize the student’s trial time by doing the following: •
• •
Use all available terrain – be aware of opportunities that the terrain provides to teach or reinforce a point. For example, a dip or bump in terrain can be perfect to illustrate the need for flexion. Offer repeated or familiar feedback in short bursts, or single words, which have meaning for the student without forcing them to stop to listen to you. Keep explanations brief, simple, and to the point.
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