Last Updated6 May 2025

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

Let’s now look at decision-making and progression building in relation to skill acquisition. The process a student goes through when learning a new skill will influence the type of activities an instructor uses (see Skill Acquisition).

Here are some ideas about the types of activities that suit each learning phase:

Cognitive Phase

In the cognitive phase, the student needs to develop an understanding of the skill being taught. Visually, they need to be able to identify what success looks like and also recognise the difference between their current performance and the desired outcome.

Activities and Techniques:

Explanations of what and why: Clear, concise explanations about the skill being taught.

Lots of demonstrations: Providing visual examples to help the student understand what the skill looks like.

Opportunities for trial and error: Encourage students to experiment and learn from their mistakes.

Encouraging feedback: Provide feedback when things are done right or wrong to reinforce learning.

Associative Phase

In the associative phase, the student is working on refining the skill and associating the difference between right and wrong. At this stage, there should be lots of doing and less listening.

Activities and Techniques:

Drills and exercises specific to the skill: These activities should focus on reinforcing the skill.

Static activities: Use static exercises to help change movement patterns and develop muscle memory.

Drills promoting change: Encourage drills that challenge the student to adapt and refine their movements.

Practice time: Allow students to feel change and recognize when they’re succeeding.

Mileage and terrain changes: Give students opportunities to practice on different terrain to help them identify when the skill is performed successfully.

Autonomous Phase

In the autonomous phase, the student is able to perform the skill with minimal effort and thought. At this stage, the skill can be challenged in various ways, and students should have the freedom to practice and self-analyze. This phase often involves less direct instructor involvement, with the student taking more control over their learning process.

Activities and Techniques:

Challenge with new terrain: Introduce new terrains to encourage students to apply their skill in different contexts.

Challenge at higher speeds: Allow students to test their skill at faster speeds, pushing their limits.

Challenge with versatility: Encourage students to apply their skills in different ways, such as in changing snow conditions, slopes, or turns.