Learning plays a major role in the development of competent, adaptable divers. Some human strengths, abilities and limitations are genetically determined:however, skills, knowledge and reasoning abilities as well as aspirations, attitudes and values are recognized as being learned.
Learning sometimes happens naturally, but for the purpose of cave diver training and education, conditions can be and are deliberately manipulated to create an environment conducive to learning specific skills, knowledge or attitudes. Thus, the training techniques used are the combination of all instructional strategies required to deliver the entire training programme.
Learning cannot be guaranteed because it is an individual thing. Cave diving instructors use Accident Analysis to determine instructional techniques and methodologies needed to instruct knowledge and skills required of a cave diver student.
While some training has pre-determined and quantifiable standards some does not and thus are harder to define. Such learning includes problem-solving, evaluation and acceptance of new concepts.
This is important because some training does not impose content but rather develops in the student their own learning experience and because of this learning becomes more relevent and the students abilities to reason increases in depth and detail both for academic and physical skills. In the end a individual should learn to respond in more stressful and unpredictable situations the same as they would in a more novel situation.
The instructional techniques used should be a combination of methods, media and environment. Training especially individual training such as cave diving, is a human process. The instructor causes a behavioural change in the student. To the student who is eager and impressionable, every action undertaken by the instructor is significant, that includes the instructor's statements. All of these mannerisms by the instructor contribute to the students character and ethos. Good Instructor/Student Function = Good ethos, Bad interaction = Bad ethos. This result defines the challenge to instructors, who are looked upon as a role model.
All instructors should strive to become experts in their teachings and should expect the same of their students. This process of learning never stops for either one. Good divers are always training. Scuba Instructors must become mentors and leaders in thier sport. The instructors character is critical and thus the student must select the instructor for compatability as well as knowledge and skill. The instructor must inspire, challenge, motivate, ecite, enthuse, critique and sustain in order to unlock the full potential of each student. Here again each instructor student relationship causes different reactions but with the intent to achieve a common goal, in this case cave diving certification
Learning sometimes happens naturally, but for the purpose of cave diver training and education, conditions can be and are deliberately manipulated to create an environment conducive to learning specific skills, knowledge or attitudes. Thus, the training techniques used are the combination of all instructional strategies required to deliver the entire training programme.
Learning cannot be guaranteed because it is an individual thing. Cave diving instructors use Accident Analysis to determine instructional techniques and methodologies needed to instruct knowledge and skills required of a cave diver student.
While some training has pre-determined and quantifiable standards some does not and thus are harder to define. Such learning includes problem-solving, evaluation and acceptance of new concepts.
This is important because some training does not impose content but rather develops in the student their own learning experience and because of this learning becomes more relevent and the students abilities to reason increases in depth and detail both for academic and physical skills. In the end a individual should learn to respond in more stressful and unpredictable situations the same as they would in a more novel situation.
The instructional techniques used should be a combination of methods, media and environment. Training especially individual training such as cave diving, is a human process. The instructor causes a behavioural change in the student. To the student who is eager and impressionable, every action undertaken by the instructor is significant, that includes the instructor's statements. All of these mannerisms by the instructor contribute to the students character and ethos. Good Instructor/Student Function = Good ethos, Bad interaction = Bad ethos. This result defines the challenge to instructors, who are looked upon as a role model.
All instructors should strive to become experts in their teachings and should expect the same of their students. This process of learning never stops for either one. Good divers are always training. Scuba Instructors must become mentors and leaders in thier sport. The instructors character is critical and thus the student must select the instructor for compatability as well as knowledge and skill. The instructor must inspire, challenge, motivate, ecite, enthuse, critique and sustain in order to unlock the full potential of each student. Here again each instructor student relationship causes different reactions but with the intent to achieve a common goal, in this case cave diving certification
