CWI Instructional Techniques & Skills Development 5 — Questions and Answers
Question 1: A student with ADHD is struggling to retain a multi-step belay sequence. The most effective instructional adaptation is:
- Repeat the sequence verbally until the student can recite it
- Break the sequence into single-step cues and use physical anchors (e.g., hand positions) for each step (Correct answer)
- Have the student observe experienced belayers for the entire session
- Reduce the session length to five minutes
Correct 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.
Question 2: When providing corrective feedback on a student's body positioning, the instructor should use language that is:
- Evaluative ('That was wrong'), to be direct and clear
- Descriptive ('Your hips were far from the wall'), to give actionable information (Correct answer)
- Comparative ('Others do this better than you'), to motivate improvement
- Vague ('Try to do better'), to allow the student to self-discover
Correct 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.
Question 3: 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:
- Immediately take over and redo the setup without comment
- Praise the self-check behavior and reinforce the correct procedure (Correct answer)
- Document the error and remove the student from the session
- Say nothing to avoid undermining confidence
Correct 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.
Question 4: In a skill demonstration, the 'explanation-demonstration-imitation-correction' (EDIC) cycle is most effective when:
- The demonstration is performed at full speed to show the goal movement
- The demonstration is performed slowly with narration, then at normal speed (Correct answer)
- Explanation is skipped and correction given only after multiple attempts
- Imitation immediately follows explanation without any demonstration
Correct 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.
Question 5: Which approach is most appropriate when a student reaches a performance plateau in climbing?
- Increase route difficulty significantly to force adaptation
- Analyze the plateau to identify limiting factors, then design targeted drills for those weaknesses (Correct answer)
- Reduce all training for two weeks regardless of the cause
- Tell the student the plateau is permanent and redirect to other activities
Correct 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.
Question 6: During a bouldering session, a student falls and shows hesitation to try again after a minor scare. The instructor's priority should be:
- Immediately put the student on a harder problem to rebuild confidence through challenge
- Check in on the student's emotional state and discuss the fall before deciding next steps (Correct answer)
- Ignore the hesitation to avoid drawing attention to the student's fear
- End the bouldering session and switch to top-roping permanently
Correct 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.
Question 7: Which of the following is the BEST indicator that a student is ready to transition from guided to independent practice in a new skill?
- The student can describe the skill verbally with no errors
- The student performs the skill consistently and correctly across multiple attempts without cues (Correct answer)
- The student expresses confidence and wants to try it alone
- The student has watched the instructor demonstrate the skill five or more times
Correct 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.
CWI Instructional Techniques & Skills Development 5
A student with ADHD is struggling to retain a multi-step belay sequence.
The most effective instructional adaptation is: