Table of Contents


EDU-4 7/22


3. Employ an effective student/instructor ratio by:


 ensuring an adequate number of instructors are available to attend to the safety of all students involved;  ensuring an adequate number of instructors to provide effective instruction with individualized attention (e.g., direction, coaching, feedback, etc.); and


 considering available resources (e.g., time, boats, equipment, etc.). 4. Encourage different types of students to participate by:


 providing access to criteria for participation (e.g., age, weight, prerequisites, essential eligibility criteria, etc.);





informing students beforehand what they may achieve as a result of participation (e.g., skills, knowledge, enjoyment, certification, etc.); and


 making reasonable modifications for students with disabilities. 5. Prepare students for learning experience(s) by:


 determining student’s desires, expectations, etc.;  ensuring that students understand performance objectives; and  determining in advance students’ unique needs (e.g., scheduling, diet, swimming ability, a propensity for motion sickness, health/medical considerations, etc.).


6. Support student learning during instruction by:


 staying focused on performance objectives;  adjusting the pace to optimize learning; and  allowing time for personal reflection, individual practice, etc.


7. Provide students with effective feedback by:


 delivering feedback during and after the course;  ensuring feedback is specific and actionable; and 


8. Ensure instructor effectiveness by:


 selecting (e.g., identifying, recruiting, evaluating, hiring, etc.) qualified instructors;  developing (e.g., preparing, assessing, supporting, mentoring, etc.) successful instructors; and 


9. Ensure instructors deliver quality program content by:


 knowing the content being delivered;  verbalizing and demonstrating skills effectively and with a positive attitude; and  modeling behaviors (e.g., wearing life jackets, using three points of contact, using proper skills even when not being demonstrated, etc.) that emphasize safety.


10. Promote student learning by:  


providing support information (e.g., safety briefings, textbooks, handouts, predeparture checklists, etc.) to enhance experiential activities;


using a variety of instructional techniques (e.g., hands-on practice, guided self-discovery, teachable moments, repetitive practice drills, positive behavior reinforcement, etc.); and  encouraging students to seek additional practice opportunities.


retaining (e.g., supporting, providing continuing education, compensation, opportunities for growth, etc.) quality instructors.


using a variety of appropriate feedback tools (e.g., videos, diagrams, textbook reviews, visual aids, checklists, etc.).


© 2022 American Boat & Yacht Council, Inc. 2


© ABYC. Used with permission from ABYC 33 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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