sequencing (simple to complex, static to dynamic, familiar to unfamiliar), which also speeds up the recognition of stimuli.
HOW DO YOU GET STUDENTS FROM POINT A TO POINT B? Debating the fi ner points of learning theory is one thing, putting them into practice is quite another. To see how we’d apply the concepts we’d been discussing to a real-life scenario, Horst presented a simple model of goal setting and action steps (fi gure 1). He asked us to pick a target audience (beginner, intermediate, or advanced student) and use the structural tension process to defi ne the current state and the desired state of the student, and to identify the steps to help them get from point A (current) to point B (desired). T is was a basic exercise in experiential lesson planning, and one with which our group struggled a bit as our “traditional” methodology infl uenced our process. T e idea of structural tension off ers a simple approach to any situation where desired
performance diff ers from current reality. T e process starts by assessing current performance and accurately defi ning the goal. T is in itself is nothing new. However, once the goal is defi ned, common practice is to start right in on the steps to change performance. T is is where structural tension and experience-driven learning diff er. With the latter, the next step is not to embark on change, but to spend more time and eff ort realizing the current state. T is part of the process is critical for the student, and critical to learning a motor sport (see “T e Austrian Approach: Ditch the Explanations and Let Students Explore,” Spring 2016). Using this approach, it becomes much easier for teachers to follow principles of experiential methodology as we focus the student on what “is happening.” We use questions rather than instructions to
clarify current performance and
outcomes; we encourage experimentation and deviation rather than conformity to technique; and we help them move from familiar to unfamiliar stimuli.
T rough this process, new movements or unknown concepts are not introduced by the teacher, they arise from the student’s perception and performance, allowing them to more easily participate in the process of change.
WORKSHOP PLANTS THE SEED FOR FUTURE EXPLORATION T ree short afternoons in this National Academy workshop off ered great direction as I continue to explore experience-driven learning. I don’t feel this approach demands a wholesale change in my methodology – or in the philosophy of PSIA-AASI – but it will require a change in how we apply student- centered teaching. Hopefully, you've gained enough insight to inspire your own understanding of experiential learning.
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