Edited and republished 28 December 2021.
In all of history, the oldest technique for teaching 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. A good example is how a baby learns to smile. It is essential to consider that this is absolutely the first method used to learn by most everyone, even before we know 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 extremely 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. Even more advantageous is a Multi-Modal model that includes a verbal description and other elements like touch, smell, taste, or any other visual part to provide focused information about a task holistically.
The demonstrated-performance method follows the four steps of the teaching process covered in part XV of this series, emphasizing PREPARATION when discussing riding a motorcycle. This is especially true when students are being exposed to new ideas and intricacies. The RiderCoach must be thoroughly prepared if the behavioral ideas and riding techniques are to be taught effectively. The student must also be physically and psychologically ready 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 before 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 understand the teacher-student transaction. Although broken down into four specific actions, the linear process does not require each step to be completed in a highly formal manner.
Coach Explains – Coach Demonstrates
This should be considered step two of the teaching process or presentation. The verbal explanation prepares the student appropriately but precisely about the learning objective. This should be immediately followed by demonstrating the critical assessment skills highlighted/exaggerated if possible. The demonstration should conform strictly to the explanation as much as possible, with any apparent deviation being pointed out and explained.
Student Tells – Coach Does
This is the transition between steps two and three in the 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 procedure and application.
Student Tells – Student Does
This should be considered step three of the teaching process or application. This is where learning occurs and where performance habits are formed in the learning environment. As discussed previously in other articles, the correct practices must be included as it is much more difficult to unlearn bad habits than to learn good ones upfront. Meaningful learning can occur if the student has been professionally prepared (first step) and adequately explained and demonstrated (second step). 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
In step four of the teaching process, the coach reviews and assesses the objectives to determine if the student has met the outlined purposes and discussed continuing progression or completion. This step is also usually followed up with or confirmed by learner-centered questions to validate the overall objectives and reinforce 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, accelerated learning and getting the most out of every type of learning. Educating new riders allows the most active and focused transaction to meet the student’s needs.
With the teaching process and teaching methods briefly covered, we can move on to the obstacles of learning next time. 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.
