O P E N C A N O E T E C H N I Q U E
Students are not getting the full picture. PHOTO LISA UTRONKI // PADDLER JESSE STINSON
PADDLE LIKE THE PROS A CRITICAL LOOK AT EFFECTIVE PADDLING INSTRUCTION
THE FIRST CANADIAN WHITEWATER INSTRUCTOR CONFERENCE, hosted by Rapid magazine last spring, gathered instructors together to share best prac- tices and discuss ways to improve the overall health of our whitewater paddling community. As a participant and presenter, I was impressed with many thought- ful comments and a number of really good questions. One question in particular interested me, “How can we teach paddling more effectively?” I believe the an- swer to this crucial question is quite simple—effective paddling instruction must mimic the basic techniques used by experts. Effective instruction must clearly teach how good paddlers actually paddle and follow up with accurate demon- strations to show how we paddle. For too long there has been disparity between good paddling technique and
the paddling methods presented in lessons to students. Even some of the most popular “tried-and-proven” lesson plans illustrate facets of paddling that, para- doxically, actually perpetuate an ineffective paddling technique. This is further reinforced with on-water instructor demonstrations which show the ineffective technique in use. Here are just two examples. Often instructors limit their students’ understanding of the forward stroke by
explaining that it must have a vertical paddle shaft. In reality, when we observe expert paddlers they have a vertical shaft perhaps 50 per cent of the time. As good instructors we are obliged to explain the remainder of this stroke equation by incorporating the angled shaft as well. The added boat control provided by a complete explanation increases the understanding, and success, of beginner paddlers. The result is effective paddling instruction. Another classic misconception applies to eddy turns and ferries. The acro- nym P.A.T., used to remember power, angle and tilt, is still a popular carry-over
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from a previous generation of paddling instruction. PAT poorly explains the real dynamics of entering into moving water. Often, the angles taught in PAT actu- ally make paddling into current more difficult! Effective whitewater instruction illustrates the presence of wave troughs, explains the variations of angle used to enter and surf waves into current, and teaches how to read water features. The solutions to the above examples are easily demonstrated in a class set-
ting by instructors. In fact, because effective instruction replicates how expert paddlers actually paddle in the real world, instructors no longer have to continue the illusionist practice of paddling one way for a student audience, and then another way when we think they aren’t looking. Effective paddling instruction requires that we take a careful look at how
great paddlers succeed in our sport and then adapt their paddling styles into our lesson plans. Effective paddling instruction must clearly explain and show how expert paddlers actually paddle. Good technique is rarely advanced technique, and as such, instructors should avoid the elitist attitude that begin- ners can’t do it. When properly taught, beginners can do it, and because good technique works so easily, most beginners can succeed by the end of a good lesson progression. By teaching paddling more effectively, instructors can enhance the learning experience of their students so that they become competent paddlers more quickly. And competence in whitewater leads to more fulfilling experiences for new paddlers, which we agreed at the conference, will surely benefit the overall health of our paddling community.
ANDREW WESTWOOD is an open canoe instructor at the Madawaska Kanu Centre, member of Team Esquif and author of The Essential Guide to Canoeing.
www.westwoodoutdoors.ca.
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