Instructional Techniques & Skills Development Flashcards

A student with ADHD is struggling to retain a multi-step belay sequence. The most effective instructional adaptation is:

Answer: Break the sequence into single-step cues and use physical anchors (e.g., hand positions) for each step

Breaking complex sequences into single discrete steps with physical anchors supports working memory and sequencing challenges common in ADHD.

When providing corrective feedback on a student's body positioning, the instructor should use language that is:

Answer: Descriptive ('Your hips were far from the wall'), to give actionable information

Descriptive feedback identifies the specific behavior, giving the learner clear information to act on without judgment.

An instructor is teaching a student to lead belay. The student clips the rope into the belay device incorrectly but catches the error themselves before climbing begins. The instructor should:

Answer: Praise the self-check behavior and reinforce the correct procedure

Reinforcing self-checking behavior builds the habit of safety-critical self-audit, which is more valuable long-term than the instructor always catching errors.

In a skill demonstration, the 'explanation-demonstration-imitation-correction' (EDIC) cycle is most effective when:

Answer: The demonstration is performed slowly with narration, then at normal speed

Slow narrated demonstration builds a clear visual and cognitive model; the full-speed repetition shows the target skill in context.

Which approach is most appropriate when a student reaches a performance plateau in climbing?

Answer: Analyze the plateau to identify limiting factors, then design targeted drills for those weaknesses

Diagnosing the specific cause of a plateau allows the instructor to prescribe focused interventions rather than generic changes in volume or difficulty.

During a bouldering session, a student falls and shows hesitation to try again after a minor scare. The instructor's priority should be:

Answer: Check in on the student's emotional state and discuss the fall before deciding next steps

Checking in first ensures the student feels seen and safe, allowing the instructor to make an informed decision about how to proceed.

Which of the following is the BEST indicator that a student is ready to transition from guided to independent practice in a new skill?

Answer: The student performs the skill consistently and correctly across multiple attempts without cues

Consistent, cue-free correct performance across multiple trials is the behavioral standard for readiness to transition to independent practice.