Rule-directed and discovery learning in SCUBA-diving

Time efficiency is crucial when teaching SCUBA-diving with limited practice time. Safety skills must be learned with sufficient quality and still be mastered after long breaks and in critical situations. We hypothesized a rule-directed learning approach (RL), which provides the learners with informa...

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Veröffentlicht in:International journal of sports science & coaching 2023-06, Vol.18 (3), p.737-747
Hauptverfasser: Möller, Fabian, Hoffmann, Uwe, Steinberg, Fabian, Vogt, Tobias
Format: Artikel
Sprache:eng
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Zusammenfassung:Time efficiency is crucial when teaching SCUBA-diving with limited practice time. Safety skills must be learned with sufficient quality and still be mastered after long breaks and in critical situations. We hypothesized a rule-directed learning approach (RL), which provides the learners with information on the best way to perform a skill, to show good initial results but less stability over time. Discovery learning (DL), which enables learners to experience more variability and to find individual solutions, might support greater stability over time and higher robustness to stress and fatigue. 25 beginners (age:22.5 ± 2.7; 5 females) were randomly assigned to RL (N = 13) or DL (N = 12) and received the same general criteria for successful deployment of a surface marker buoy. Only RL got additional visual presentation and explicit instructions. Six acquisition trials were conducted. Three evaluation trials were performed, video-recorded, and independently rated for water-position/trim, time, and safety-aspects (Pre). Another three rated trials were performed after 45 (±5) days without further practice (Retention). Safety performance was rated higher for RL both during Pre (P 
ISSN:1747-9541
2048-397X
DOI:10.1177/17479541221091453