Unit 17:
Teaching NAUI Diving Courses and
Programs
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Enrollment
Course Goals
Instructor Growth and Privileges
Technical Diver Training
Evaluating Leadership and
Instructional Performance
– Conducting Performance
Reviews in Leadership and
Instructor Courses
Concurrent Training Model
Role Playing
Final Examinations
Counseling
Making Scuba Instruction Fun
Student Performance:
By the end of the lesson you will be able to:
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Explain the enrollment process.
Describe the goals of various NAUI courses.
Describe the prerequisites and privileges associated with
leadership and instructor ratings.
Tell about NAUI’s Technical Diver Training Division.
Evaluate performance in NAUI leadership and instructor
level courses.
Conduct internship programs utilizing the concurrent
training model.
Explain how role-playing is used in NAUI courses, its
strengths and weaknesses.
Explain the requirements for final examinations in NAUI
courses and the fundamentals of test construction.
Counsel leadership and instructor candidates.
Use games and play activities as instructional tools.
Enrollment
• Statement of
Understanding and
Student Learning
Agreement
• Medical History Form
• Waiver Release and
Indemnity Agreement
• Student Record Folder
• Leadership and
Instructor Candidate
Record Folder
Course Goals
• Core Non-Leadership Courses
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Scuba Diver Course
Advanced Scuba Diver Course
Rescue Scuba Diver Course
Master Scuba Diver Course
Course Goals (continued)
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Assistant Instructor Course
Skin Diving Instructor Course
Divemaster Course
Instructor Course (ITC/ICC)
Staff Training Workshop (STW)
Instructor Trainer Workshop (ITW)
Course Director Workshop (CDW)
Instructor Growth and Privileges
Technical Diver Training
• Technical Diver
Training Division
formed in 1997
• Codify technical diver
training standards
• Assure high level of
quality training
• Develop full range of
support materials
Evaluating Leadership and
Instructional Performance
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Reasonable
Understandable
Measurable
Behavior oriented
Agreed upon
Evaluating Leadership and
Instructional Performance (continued)
• Scoring system
Score Result Explanation
1
Fail
This score is awarded for unacceptable performance that will require significant
changes to improve, for example, the presenter was unable to complete the
presentation or did not include all mechanical components – no introduction or no
summary.
2
Fail
This score is awarded for unacceptable performance that with a few improvements
can be upgraded to passing.
3
Pass
An acceptable performance that meets all required criteria and is a performance you
believe would produce the intended outcomes stated at the outset
4
Pass
A better than acceptable performance that demonstrates enthusiasm and confidence,
utilizes training aids, effectively involves others, and shows a command of the
subject or activity.
5
Pass
An exceptional performance that demonstrates all the qualities required to earn a
score of four and has initiative and creativity that is beyond expectations.
Evaluating Leadership and
Instructional Performance (continued)
• Classroom teaching presentation evaluation
criteria
– Introduction
• [4] Was an attention-gaining step used?
• [3] Was the importance or value of the presentation well
established?
• [3] Was what students should be able to do at the end of
the lesson and how well they should be able to do it
(objectives) presented?
• [3] Were the main points of the lesson outlined?
Evaluating Leadership and
Instructional Performance (continued)
• Classroom teaching presentation evaluation
criteria (continued)
– Body
• [3] Was the lesson organized and did it follow a logical
progression?
• [3] Was the information presented safe and correct?
• [3] Were training aids used effectively?
• [3] Did the instructor involve the students in the lesson,
hold their attention, and control the class?
• [3] Was the estimated time of the lesson used effectively to
reach the learning objectives?
• [4] Was the topic presented enthusiastically?
• [4] Was continuing education promoted?
• [4] Was all terminology completely correct?
• [5] Was the presentation innovative?
• [5] Was the presentation polished and professional?
Evaluating Leadership and
Instructional Performance (continued)
• Classroom teaching presentation evaluation
criteria (continued)
– Summary
• [3] Was there a review of the main points of the lesson?
• [3] Were the key points of the lesson emphasized?
• [4] Were the learning objectives tested?
Evaluating Leadership and
Instructional Performance (continued)
• Confined water teaching presentation criteria
– Skill introduction
• [3] Was the importance or value established?
• [3] Was a statement of student performance objectives
made?
• [3] Was the general sequence of the activity provided?
Evaluating Leadership and
Instructional Performance (continued)
• Confined water teaching presentation criteria
(continued)
– Skill Practice and Evaluation
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[3] Was the exercise organized, safe, and controlled?
[3] Was there a clear and accurate demonstration?
[3] Was practice time efficient and observed?
[3] Were skill deficiencies and errors identified and
prescriptive coaching and remedial practice provided for?
[3] Was there adequate student participation vs. passive
listening or watching?
[4] Was good use made of assistant(s)?
[4] Was the exercise conducted enthusiastically?
[4] Were appropriate games used effectively?
[5] Was the presentation imaginative and innovative?
[5] Was the exercise polished, smooth, and professional?
Evaluating Leadership and
Instructional Performance (continued)
• Confined water teaching presentation criteria
(continued)
– Skill Transition
• [3] Were evaluations of student performance
communicated to students?
• [3] Were key points identified?
• [4] Was good performance praised?
• [5] Were suggestions for practice and improvement made?
Evaluating Leadership and
Instructional Performance (continued)
• Open water teaching presentation criteria
– Briefing
• [3] Was a statement of training objectives provided?
• [3] Were clear, concise instructions and a general
sequence of activity provided?
• [3] Were safety precautions and signals covered
Evaluating Leadership and
Instructional Performance (continued)
• Open water teaching presentation criteria
(continued)
– Activity
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[3] Was the activity organized, safe, and controlled?
[3] Were NAUI standards met?
[3] Was the activity time efficient and observed?
[3] Were skill deficiencies and errors identified, corrected,
and remedial practice provided for?
[3] Were communications effective?
[4] Was good use made of assistants?
[4] Was the dive enjoyable?
[5] Was the conduct of the activity smooth and
professional?
Evaluating Leadership and
Instructional Performance (continued)
• Open water teaching presentation criteria
(continued)
– Debriefing
• [3] Was the debriefing organized and effective?
• [3] Were evaluations of student performance
communicated to students?
• [3] Were the key points identified?
• [3] Was good performance praised?
• [3] Were problems identified and suggestions for practice
and improvement made?
• [4] Was there enthusiasm throughout the presentation?
Conducting Performance Reviews in
Leadership and Instructor Courses
• Review elements
– Score
– Survey
– Suggestions to improve
Conducting Performance Reviews in
Leadership and Instructor Courses (continued)
• Survey
– Mechanics
– Substance
– Style
Conducting Performance Reviews in
Leadership and Instructor Courses (continued)
• Suggestions to improve
• Additional Methods of Critique
– Training Team
– Training Team with Staff
– Audio and/or video recording
Concurrent Training Model
• Benefits
• Setup
• Results
Role Playing:
Chain teaching
Candidate #
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3
4
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4
Assignment
Entry, buoyancy check, swim to dive site, and buddy assists
Equipment removal and replacement on the surface
Descent and skill performance–mask clearing
Stationary skill performance–regulator recovery
Stationary skill performance–air sharing
Underwater navigation skill exercise
Underwater tour, air consumption exercise, ascend with dive group
Regroup, swim in and exit
Role Playing:
Problem Solving
Regulator free flow
Mask will not seal
Air in BC preventing descent
Poor surface dive performance
Sinus squeeze/pain
Inattentive
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Bothering fellow students, “horseplay”
Incorrect surfacing technique
Straps and buckles undone
Exhaustion
Unprepared for class
Difficulty clearing mask
Difficulty sharing air
Difficulty calculating air consumption
Cylinder valve turned off
Regulator breathes hard
Incorrect ballast
Ear squeeze/pain
Quick release of weights compromised
Over anxious
Cold, pre-hypothermic
Failing to exhale while recovering 2nd stage
Distracted by extraneous activity
Incorrect fin kick
Unsecured, dangling equipment
Difficulty clearing regulator
Difficulty reading dive computer
Fearful of aquatic life encountered
Role Playing:
Anticipating and Preventing Problems
– Lack of planning.
– Students facing the sun.
– Ineffective voice, i.e., volume
not adequate for conditions.
– Ignoring safety violations.
– Placing students near
distractions.
– Chewing gum, smoking
cigarettes, wearing dark
glasses, poor grooming and
dress.
– Lacking enthusiasm.
– Turning one’s back to
students while talking.
– Failing to ensure that all can
see a demonstration.
– Failing to maintain control.
– Playing favorites.
– Ignoring questions or failing
to ask for questions.
– Continuing to speak through
distractions.
– Keeping hands in pockets.
– Nervously pacing or
fidgeting.
– Using crutch words and
phrases like “um,” “eh,” and
“you know.”
– Using profanity.
– Failing to introduce one’s
self.
– Failing to establish rapport,
being unapproachable.
– Using sarcasm or belittling a
student.
– Chastising a student in front
of peers.
– Using slang or failing to
explain terms.
– Talking too much, too little
student participation.
Final Examinations
• NAUI testing and evaluation program
– Content Validity and Reliability
• Examination administration
• Statistical analysis and item/exam
revision
Final Examinations (continued)
• Writing test questions
– Multiple-choice
– True-false
– Matching type
– Fill-in-the-blank
– Essays
Counseling
• Assists students to cope
with obstacles and
challenges
• When and where
• Effective Counseling
– Empathy
– The art of listening
– Tune in to the student
– Ask positive, openended questions
• Counseling skills can be
improved and perfected
with practice
Making Scuba Instruction Fun
• Classroom training
aids
– Training aids make
learning interesting
– Realia
– Models
– Demonstrating
principles
• Pool training aids and
activities
– Using games to teach
and reinforce skills
– Presenting skills as
challenges
– Using activities to
divert attention from
anxieties.
End of Unit 17
Teaching NAUI Diving Courses and
Programs
•
•
•
•
•
Enrollment
Course Goals
Instructor Growth and Privileges
Technical Diver Training
Evaluating Leadership and
Instructional Performance
– Conducting Performance
Reviews in Leadership and
Instructor Courses
•
•
•
•
•
Concurrent Training Model
Role Playing
Final Examinations
Counseling
Making Scuba Instruction Fun
Student Performance:
By the end of the lesson students will be able to:
• Explain the enrollment process.
• Describe the goals of various NAUI courses.
• Describe the prerequisites and privileges associated with
leadership and instructor ratings.
• Tell about NAUI’s Technical Diver Training Division.
• Evaluate performance in NAUI leadership and instructor
level courses.
• Conduct internship programs utilizing the concurrent
training model.
• Explain how role-playing is used in NAUI courses, its
strengths and weaknesses.
• Explain the requirements for final examinations in NAUI
courses and the fundamentals of test construction.
• Counsel leadership and instructor candidates
• Use games and play activities as instructional tools.