Between kayak instructors occasionally the question arises concerning
when to send a student off to practice skills without the safety net of their
coaches. Although it might be
momentarily lucrative to teach for dependence, most
agree it is not the best way to promote the sport.
Because Rogue Wave Adventures is known for
instruction in a potentially hazardous environment we strive to develop best
practices to encourage student success without the hand holding of their coaches. We work towards this with three specific
practices: promoting honest communication and self assessment of skills and
anxiety, introducing students to a progressive
classroom to develop an understanding of when and why and environment is
appropriate, and finally by linking aggressive learners with either more
advanced kayakers or students with like skills so they can paddle together and
support each other.
When I first met Bob, I was the chair and a trip leader of a Seattle area seakayak club. This is when he introduced me to his philosophy of "Teaching for Independence." I had been taught by my predecessors to simply guide fellow club members on trips. The end result was a pleasant, although at times challenging if conditions arose, day on the water. My followers returned with more experience, but no significant increase in skill. Bob's philosophy made sense. He likes to say "Leaders are teachers and teachers are leaders."
The first practice deals with peer
dynamics and modeling appropriate group honesty and trust. When
approaching a "new to student" environment, understanding anxiety
levels is important to everyone in a group -not just the instructors. After
initial assessment and warm up or before engaging in a more dynamic setting it
is time to assess anxiety levels. I have
experienced a variety of methods including a show of hands
(which encourages direct dishonesty) to holding up fingers behind your
back encouraging lack of trust within the group. At RWA Instead of electing a direct or
indirect confrontation we choose to rephrase the question and then pre model
the appropriate response. We ask our
students how much energy they have. One
can justify lower energy levels by lack of sleep or getting over the flu or
partying too much the night before, however anxiety will burn up a student's
energy quickly. They can feel it. It is an excellent honest indicator of where
they are and does not dictate peer acceptance or disapproval. Second we set up
the question in a circle and position an instructor to respond early on in the
group with a very low number thus modeling a genuine response. Modeling honesty
and vulnerability fosters truthfulness and trust within the group, a behavior
we expect they will continue outside the class environment.
The second practice concerns the conditions of the classroom and
teaching students how to decide when an environment is appropriate for their
skill set. When selecting a classroom
for a first time experience it is imperative to provide an opportunity for
progressive levels of exposure. In this
way students can test their skills and step it up until they reach a point of
anxiety which stops the learning at which time they are provided a safe out
without preventing others in the class from continuing.
My first experience with a tidal race was in
a club clinic setting at Deception Pass well in excess of a 7 knot ebb.
At the time I was new to paddling and did not have a roll. We arrived at the pass at just over 5 knots
and as we continued on toward max I spent most of my time out of my boat and
hanging on to my gear. Gratefully, I had
complete trust in my club's instructors who enjoyed the rescue practice, but
for some this may have become a bit traumatic. At the end of the weekend,
although I had a lot of fun, I was in no way prepared to return to that water
alone or with my peers. At RWA, when we
teach Introduction to currents at Deception Pass or advanced Currents Rips and
Rapids at Cattle Pass we begin at or near slack and allow students to experience
the feel of the current as it builds.
Early in the flow they are made aware of safe zones so that they are in
control of their experience. Sometimes
students work the current until it becomes overwhelming and then take a break
only to return again after it settles down, while others are ready to go
throughout the day.
We also require students to team and rescue each other in
the active water so they are comfortable working together in conditions, thus
developing another skill set of independence.
By the time they leave they are empowered with the knowledge of the safe
outs and what current they are comfortable with and how to be a responsible
paddling partner. I still occasionally
see instructors bring first time students into the pass at max allowing them to
be overwhelmed by the current -thus developing a dependent relationship.
When
teaching RWA intro to sea kayak surf zone classes we use a spilling reform
beach where initial lessons are learned in the foam pile and increase in
desired wave height is easily achieved by paddling farther out. Each student can attain adequate challenge
without inhibiting their classmates. Once again we teach surf rescues in the
intro classes so students are empowered to return with skills to handle many of
the inherent risks.
Finally and most important is the linking of paddlers with similar goals and methodologies. Starting in 2006, Bob began connecting his
aggressive learners via a list serve where they could arrange paddles and
practice skills. Since then the "GonePaddling" select group of students and advanced paddlers has grown to over 60 regularly
active members. Many go out several
times a week, year round. They have
developed the dynamic of a funny, mildly dysfunctional family that has attained
a life of its own. A common core of risk
management and acceptable safe practices is followed along with the philosophy
of paying it forward. Now when RWA wants
to encourage students to practice skills without the expense of additional
classes we invite them to join this select group. If they embrace the group and
attend paddling opportunities their skills will grow. In time they will be ready to take more
advanced courses to develop specific directions enhancing their paddling experience.
Creating successful independent
students requires the development of a clear set of expected behaviors for
paddling with groups. Behaviors such as
honest self assessment, open and trusting communication, understanding what
environment will provide a challenge yet not overwhelm ones skills and finally
developing a group of kayaking peers with the same philosophies are all
paramount to becoming a successful independent kayaker. As kayakers trained for independence join
the greater paddling community they often surprise others with their confidence
and skill. Although they no longer
financially support their coaches, they are evidence of the success of that
instructional program and the success of the sport.
Christine
