What does it take to be an ACA Instructor?
Candidates must be able to demonstrate their proficiency in safety awareness, general technical knowledge, paddling, and teaching. Administrative requirements such as minimum age, dues and maintenance of certification are covered in the Policy Manual. http://www.americancanoe.org
Safety Awareness includes your ability to present safety information in an effective manner and your understanding of how to prevent problems. This is an absolute prerequisite to becoming a full instructor. While First Aid and Rescue training is recommended, it is not a required part of the certification.
Evaluation System: Observation of teaching and class interactions.
Standard: Successful candidates must demonstrate complete knowledge of the safety concerns at their level of certification. They also must consistently model and practice safe paddling and group leadership at their level of certification. Alertness for the well-being of others is an especially important trait. Ability to assertively manage the group when necessary is also critical.
River [Essentials] candidates must possess knowledge of safety concerns and the ability to communicate them and apply them on water below [up to but not including] class II. They must also be able to perform necessary rescues and recoveries on class I moving water.
Whitewater candidates must do all the above, including rescues and recoveries on class II.
Technical Knowledge includes a general knowledge of paddlesport, safety, equipment, conditioning, paddling theory, river reading, river running strategies and rescue. This also includes an ability to explain, in layman’s terms, the mechanics of stroke efficiency and maneuvers.
Evaluation System: Observation of teaching and class interactions. Experience is a big part of this. First year paddlers, or paddlers out of practice can be weak in this area
Standard: Successful candidates must possess significant technical knowledge appropriate to their level of certification. They must also be able to communicate this knowledge effectively to their students.
Basic River [essentials] candidates should be familiar with basic river running maneuvers including eddy turns, peel outs and ferries. They should also have a general knowledge of paddlesport.
Whitewater candidates should have the same knowledge as above but in more depth.
Paddling Skills include your ability to demonstrate and model efficient technique, and to handle your own boat competently on a level of water one classification above that on which you will be certified to teach.
Evaluation System: Observation of personal paddling skills on both flatwater and on the river.
Standard:
Basic River Canoe [essentials] candidates should be able to move the boat effectively on water in class I. This includes the ability to do large shore line eddy turns, peel outs, and ferries. At this level technique is not as important as long as the candidates can effectively maneuver on the river and perform necessary rescues.
At an ICE for Basic River [essentials], the candidate may be asked to do a maneuver, such as paddle over and catch an eddy. At this level of certification, the paddling environment would be a moving water river, with no rapids or rocks and the eddy would be a large shore line eddy. The candidate would be expected to paddle over and catch the eddy, at DEMONSTRATION quality, 7 out of 10 times. This means, doing the whole task at DEMO quality, i.e. paddling over and all the components of the eddy turn. Not just ending up in the eddy.
Whitewater Kayak candidates should be competent class II paddlers and able to demonstrate high-quality boat control in class III water. They must have a reliable river roll that they can demonstrate three times in a row in a combat situation on class II. They must possess good balance and effective strokes. They must use correct angles and momentum, and read water well. Modeling should be done in a way that provides students with a clear visual image of the technique being taught. Here are some tips for effective modeling:
o It often helps to slow it down to half speed and pause at transitions;
o Exaggerate your lean and rotation to make them obvious to watchers;
o Use a complete range of motion...no shortcuts.
Whitewater Canoe candidates should be competent class II paddlers and able to demonstrate high-quality boat control in class III water. They must possess good balance and effective strokes. They must use correct angles and momentum, and read water well. Modeling should be done in a way that provides students with a clear visual image of the technique being taught. Here are some tips for effective modeling:
o It often helps to slow it down to half speed and pause at transitions;
o Exaggerate your lean and rotation to make them obvious to watchers;
Use a complete range of motion...no shortcuts.
At an ICE for Whitewater River Canoe, the candidate may be asked to do a maneuver, such as paddle over and catch an eddy. At this level of certification, the paddling environment would be a class III river, with rapids and rocks and the eddy would be a small eddy behind a rock. The candidate would be expected to paddle over and catch the eddy, at DEMONSTRATION quality, 7 out of 10 times. This means, doing the whole task at DEMO quality, i.e. paddling over and all the components of the eddy turn. Not just ending up in the eddy.
High quality boat control means making the moves with demonstration quality. In other words paddling with grace, control, and mental tranquility, not just surviving. Stress can impair your performance.
Failing characteristics: tippy, no back ferry, poor reverse strokes, the mad bomber, poor rescue abilities, lack of mental tranquility on one grade harder water, and closed-mindedness about technique. This is an evolving sport. It is better to get temporarily worse than not to try a new skill.
Teaching Skills include logistics, lesson organization, class control, teaching of specific technical topics, technique analysis, and demonstration of leadership skills and judgment.
Evaluation System: Generally, instructor candidates are required to present both two- and five-minute teaching topics. You will be evaluated on the quality of your content. You are encouraged to use notes and resources such as books, videos or classmates. You need to prioritize your presentation. Ask your IT for help with what to cover. Each topic is debriefed on presentation style and content with feedback from the class.
Impromptu mini talks are discuss a wide range of topics and their brevity allows us to discuss a wide range of topics. In reality, these talks are similar to the way you will actually teach.
Twelve minute prepared talks are timed to force you to prioritize. You can teach from your notes, but be careful not to let the notes interfere with the presentation. Each presentation should be supported by a written outline, handouts and appropriate visuals; copies of the outlines and handouts should be distributed to each person in the course. In a normal class, these topics would be linked to form a continuous presentation. You will need to distinguish between presenting to instructors and presenting to beginner students. Be creative in your presentations and involve the class!
Standard: Successful candidates must be able to employ a variety of teaching methods. A quality presentation keeps our attention, organizes information in a logical way, and gives a level of detail appropriate to the level of students being taught. A successful teacher conveys enthusiasm for the sport and an ability to connect with students.
Mike Aronoff WW ITE