Table of Contents The instructional approach will include curricula and course designs that encourage optimal learning by:
• using current ABYC recreational boating standards (EDU-1, EDU-2, EDU-3); • using experiential education as the primary method of delivery; and • combining and/or sequencing skills effectively.
About the Element
• This element focuses on the subject matter of the instruction and the way it is delivered. The subject matter content (curriculum) referred to comes from one or more of the skills-based ANSs: ჿ ABYC EDU-1 On-Water Recreational Boating Skills–Power (EDU-1) ჿ ABYC EDU-2 On-Water Recreational Boating Skills–Human-propelled (EDU-2)
ჿ ABYC EDU-3 On-Water Recreational Boating Skills–Sail (EDU-3)
• EDU-4 supports recreational boating education providers delivering the skills identified in the three skills-based ANSs according to the operating conditions for boat characteristics, wind/water, and weather. In the future, EDU-4 may also be applicable to other forms of on-water instruction such as intermediate or advanced boat operation, instructor development, expanded operational parameters such as high wind speeds and water conditions, etc.
• Along with designing skills based ANSs into instructional programming, course developers can also include other skills or knowledge content relating to personal or organizational standards that go beyond what the ANSs identify.
• Experiential learning is active, hands-on learning in which the student engages in the behaviors associated with operating a recreational boat. It is one of the most powerful and effective ways to train skills, particularly at the beginner level.
• Some of the skills in the ANSs are best learned before others. Some will take longer to acquire than others. Therefore, design courses to begin with simple individual skills and progress over time to skills that are more complex or require combined sets of skills.
• Include real-time instructional techniques in course designs that test student learning throughout instruction. For example, while students are demonstrating skills on the water, they can also respond to verbal quizzes that test knowledge acquisition.
• Encourage students to be in control of the boat by having them take the helm and assume the role of skipper.
• Since experiential learning is so powerful for learning behavior, the behavior of the instructors is critical to the learning process. Therefore, be sure to design deliberate instructor modeling of the appropriate behaviors and attitudes into the course curriculum.
To download the skills-based ANSs for sail, power and human-propelled recreational boat operation, visit:
www.usnows.org.
14 This Technical Support Document was produced in part through USCG grant funds to develop National On-Water Skills Standards. ©2022 United States Sailing Association. Facilitated by Think First Serve.
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