Last Updated2 June 2023

Using, Adapting and Creating Progressions covers the ways that you can structure, deliver and prepare for lessons. Learn how to put together activities to develop new skills, structure presentations and deliver information. Understand how to create longer teaching sessions to explore the mountain and continue to develop skills.

Skill Acquisition Progression Building

Now let’s look at decision making and progression building relative to skill acquisition.

When a student learns a new skill the process they go through can influence the type of activities used by the instructor (see Skill Acquisition).

Here are some ideas as to the types of activities that suit the learning phase the student is in.

Cognitive Phase

Here, the student needs to develop their understanding of the skill being taught. Visually they need to be able to identify what success looks like. They also need to know what they are currently doing relative to what’s being asked of them.

Explanations of what and why
Lots of demonstrations highlighting the skill
Lots of opportunities for trial and error
Encouraging feedback when it’s right or wrong

Associative Phase

Here, the student needs time to change and develop, the goal is for them to be able to associate the difference between right and wrong. Lots of doing and not so much listening.

Drills and exercises specific to the skill
Static activities to change movement patterns
Drills that promote change
Practice time where the student can feel change and associate what success feels like
Mileage and terrain changes to help identify when the skill is being performed successfully

Autonomous Phase

Here, the student needs to vary the use of the skill. The skill can be challenged in different ways with lots of freedom to practise and self-analyse. This often happens outside of the lesson time so is more guided by the instructor and less dependent on the instructor than in previous phases.

Challenge with new terrain
Challenge at higher speed
Challenge with versatility