ECO PRO Training a Complete Diver: Attitude is Everything – by Alex Brylske, Ph.D., President, Ocean Education International, LLC
In our April 2024 issue, dive industry veteran Tom Leaird penned a thought- provoking article, "Our Take on Train- ing New Divers: A Seven-Week Course." In it, he explained the bene- fits of swimming against the current
domain to consider – the affective. As this is a more emo- tional than logical realm, I refer to this as the “heart” part of learning. This is the realm of attitudes that influence the choices divers make. So, for a learning experience to be con- sidered complete, the instructor must address all three do- mains – what a diver knows, can do, and chooses to do. Attitudes, Choices, and Behavior We’ve all met divers who possess textbook knowledge, flawless buoyancy, and every specialty patch stitched to their sleeve – and yet, something’s missing. They dive like tourists rather than stewards. Their decisions are technically sound but lack intention. They may not break the rules, but they also don’t seem inspired by the ocean. And that’s the discon- nect: a diver can be trained correctly and still not care. The reason is that these are divers who have only two-thirds of an education. Attitudes lead to choices, which lead to behavior. As in-
industry practice by increasing, not decreasing, the training required for entry-level divers. He noted the clear advantage of longer courses, which provide the additional time needed to clarify concepts and establish a stronger connection with students through enhanced personal interactions. One fea- ture of this approach is the emphasis on conducting “acad- emic” training in a classroom setting rather than relying entirely on eLearning. Here, I’d like to expand on Tom’s the- sis and discuss the benefits of increased face time with stu- dents that may not be immediately apparent. I also want to elaborate on some of the concepts I addressed last month.
The basis of my argument is that many instructors mis- takenly assume their job has one essential goal: to create a knowledgeable and skillful diver who can perform safely and competently in condi- tions similar to those in which
structors, we must recognize that we’re not just in the business of building divers; we’re shaping underwater citizens. The ultimate goal isn’t just safe diving – it’s re- sponsible diving. This can be a challenging goal to achieve
they were trained. But if this is your only goal as an instruc- tor, then in my view, you have only done two-thirds of your job. So, what is the final third of your job, and how can a longer course – including time in the classroom – achieve a better- trained student? Without getting bogged down in educational theory, expe- rienced educators recognize that all forms of learning are not the same. Learning comes in at least three flavors, most often referred to as domains. In diving, what we typically call “academic” training, whether acquired in a classroom or on- line, is known as cognitive learning. I refer to it as the “head” part of learning. It addresses what the diver needs to know to dive safely. The second domain is skill, which is obviously what a diver must be able to do to become competent. I call this the “hand” part of learning. The problem arises from the common assumption that addressing these two domains alone is sufficient, without recognizing that there is one more
because that responsibility isn’t something we can check off on a skills slate; it lives in the diver’s attitude: the choices they make when no one is watching, the way they talk about the ocean, and the reverence or indifference they display when entering the water. That’s why, at the heart of a complete training experience is the premise that attitude is every- thing. It’s what determines what a diver chooses to do: their values, their motivation, and their willingness to protect what they’ve learned to love. And yet, in most diver training pro- grams, this domain of learning is barely touched upon. How Do We Teach Attitudes? In teaching attitudes, you must embrace the idea that your job is not only to teach a competent diver but also a respon- sible one. For example, an ethic of conservation is a vital at- titude for a responsible diver. Imagine attempting to teach conservation values, focusing solely on the cognitive domain. You might address coral bleaching, marine debris, and shark finning, along with the relevant stats. It’s technically inform-
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