Probably the oldest technique for teaching, in all of history, is the demonstrated-performance technique. Some refer to this technique as modeling – making a good example being a child who learns to do something by having the behavior or action “modeled” to them by an adult. It is important to consider that this is absolutely the first method used to learn by most everyone, even before we learn to communicate in any other way!
Schmidt and Lee (2014) explain that “The clear advantage of transmitting information this way is seen, probably because modeling is not limited by words” (pg. 233). Coaches of all types find the method extrememly useful in teaching procedures or maneuvers; however, as referenced many times before in this series, the coach must be prepared to model the skill properly to ensure demonstrated-performance has the desired effect.
The demonstrated-performance method follows the four steps of the teaching process covered in part XV of this series with a particularly important emphasis on PREPARATION when discussing riding a motorcycle. This is especially true when students are being exposed to new ideas and intricacies are involved. The RiderCoach must be thoroughly prepared if the behavioral ideas and techniques of riding are to be taught effectively. The student must also be physically and psychologically prepared to accept the information fulfilling the needs of the core adult learning principles as described by Knowles, Holton and Swanson (2015). The preparation step (step one) is accomplished prior to swinging a leg over the motorcycle, with careful consideration and discussion about the learning objectives and a thorough understanding of what will be happening. The other three steps, 2) Presentation; 3) Application; 4) Review and Assessment; can then be accomplished by explanation and demonstration.
The following four steps are accomplished within the demonstrated-performance method to ensure an understanding in the teacher-student transaction. Although broken down into four specific steps, the linear process does not require each step to be accomplished in an extremely formal manner.
Coach Explains – Coach Demonstrates
This should be considered the step two of the teaching process or presentation. The verbal explanation prepares the student in an abbreviated but precise manner about the objective to be learned. This should be immediately followed by a demonstration of the skill with key assessment skills highlighted/exaggerated if possible. The demonstration should conform strictly to the explanation as much as possible with any clear deviation being pointed out and explained.
Student Tells – Coach Does
This is the transition between step two and three in the teaching process from presentation to application. A good application of this is during a simulated-practice demonstration or a simulated practice to reinforce the motor skill being learned. This step assures that the student understands the explanation and demonstration enough to begin the practice and application.
Student Tells – Student Does
This should be considered step three of the teaching process or application. This is where the learning takes place and where performance habits are formed in the learning environment. As discussed previously in other articles it essential that the correct habits are formed as it is much more difficult to unlearn bad habits than it is to learn good ones up front. If the student has been professionally prepared (first step), and the procedures where adequately explained and demonstrated (second step), then meaningful learning can occur. During this process the coach must always be alert to detect gross errors in application to avoid the development of flawed ideas or bad habits by continually using observational techniques.
Student Does – Coach Assesses
Step four of the teaching process, the coach does a review and assessment of the objectives to determine if the student has met the objectives outlined and discussed to continue progression or completion. This step is also usually followed up with or confirmed by learner-centered questions for validation of the overall objectives and reinforcement of the key points. As a point of emphasis, it is best to use the guided-discussion method that causes a reflection of the most recent applied/learned skill followed by placing that skill’s need in context with real world situations.
Conclusion
The demonstrated-performance method truly helps with hands-on learning and getting the most out of every type of learning. When educating new riders, it allows the most active and focused type of transaction meeting the needs of the student.
With the teaching process and teaching methods briefly covered, next time we can move on to the obstacles of learning. Until then Ride and Coach Safe!
References:
Schmidt, R. A., & Lee, T. D. (2014). Motor learning and performance: from principles to application (5th ed.). Champaign, IL: Human Kinetics.
Knowles, M. S., Holton, E. F. III, Swanson, R. A. (2015). The adult learner: the definitive classic in adult education and human resource development. New York, NY: Routledge.
