Effective Instruction

• Effective Instruction: Cues

  • Short concise phrases that serve to:
  • Direct attention towards regulatory conditions in the environment e.g. ‘here’s the slope’
  • Prompt action of key movement components of the skill e.g. ‘forward and up’ for sit to stand
• Effective Instruction: Cues

  • Verbal cues may be given concurrently, but avoid a running commentary
  • Therefore, prioritise and use cues for one or two key aspects of performance
• Effective Instruction: Demonstration

  • Communicate a lot of information in short amount of time
  • Use sparingly – like instruction
• Effective Instruction: Demonstration

  • Effective demonstrations provided by:
  • Experts (expert to beginner): quality of performance is related to the quality of the demonstration
  • Novices (beginner to beginner): discourages imitation and encourages active problem solving
• Effective Instruction: Demonstration

  • The amount of information provided should be aligned with learner’s attention capacity