To solve or to set?
Sailing can often be seen as a sequence of problems - or challenges if you prefer - that a sailor needs to find a solution too.
For example, to manage the effect of weather-helm on the rudder, the cruising sailor will need to decide upon the most suitable sail plan for the conditions. Likewise, a racing sailor is faced with a series of problems to solve throughout the duration of a race.
Often it makes sense to describe these problems as questions, such as:
- Is the rig set up correctly for the conditions?
- Which end of the line to start is closest to the windward mark?
- What is the best route upwind?
- What approach to the leeward mark will provide the best tactical advantage?
If you reflect on your recent teaching experiences, you might recognise that there are many other situations when, as coaches or instructors, we simply support sailors to learn how to solve a problem.
How do we do this?
When coaching we can choose between either a ‘Solving’ or ‘Setting’ coaching behaviour:
- Solving – When a coach notice’s that a sailor is being challenged, they can solve the problem for them.
Coach: “I’ve noticed that even though you are hiking really hard you are still struggling to keep the boat flat when sailing up wind. Try tightening your downhaul even more. Hopefully you will now notice that you are able to stop your boat from heeling and that your rudder doesn't feel as heavy.”
- Setting – To help a sailor and deepen their understanding, a coach can set a problem for the sailors to solve themselves.
Coach: “I’ve noticed that even though you are hiking really hard it is still challenging for you to keep the boat flat when sailing up wind. Team up with Katie and compare your rig settings with each other. I would like you to agree what is each other’s appropriate downhaul setting for these conditions?”
Why would we do this?
It’s important to acknowledge there is no right or wrong behaviour to adopt and it depends on the individual(s) you’re coaching, the skill, the environment and moments within a session as to whether or not you choose to set or solve problems for your sailors.
You may choose to adjust the scale between Set and Solve to support the learning experience you are creating. Perhaps the sailor does not have sufficient knowledge to begin to explore a possible answer or perhaps they are exhausted and no longer have the energy to ‘think’ of a response. In this case, a shift towards a more problem-solving approach may be more appropriate during this moment of teaching.
But just because you’ve given them a solution doesn’t mean they can solve the problem. They will then require time and opportunity to practise the solution, so that it can be performed independently.
A good example of this is learning the sequence of techniques required to perform a tack. An explanation and demonstration of the skill are provided, followed by the coach supporting the sailor to repeatedly practise the techniques until the skill can be performed independently.
When teaching a skill by setting a problem, this encourages the sailor to analyse the problem and predict solutions. They can then test possible solutions using trial and error.
Yes, there are risks that the sailor will make mistakes, although it is by making sense of these mistakes (experiments) that the learning takes place. Find out more about how people learn and the Predict-Test-Sense (PTS) process here.
Remember, to FAIL is a First Attempt In Learning
It is the responsibility of the coach to choose the appropriate set / solve balance to support the learning experience. Consideration should be given to the sailor’s enjoyment, safety, engagement and progress towards learning objectives.
Image adapted from the Coaching Practice Planning and Reflective Framework Dr Bob Muir (2018) British Sailing Team Coach Developer
Designing a Problem setting experience
When designing a problem setting exercise consider these planning questions/prompts:
- Clearly define a problem sailors will face.
For example: how to reduce weather-helm?
- What knowledge is / might be needed to solve the problem?
For example: what causes weather helm and how do the sail controls effect the sail.
- Design an exercise that will help them solve the problem.
For example: sail upwind and try adjusting different sail controls and different boat-heel angles to see what effect they have on the feel of the helm.
- How will you/they know when they have solved the problem?
For example: when they can keep the boat flat and only have a small amount of ‘pull’ on the rudder.
- How do you make the problem easier or harder if it’s proving too challenging or too easy for them?
For example: choose lighter or stronger winds to adjust the level of challenge.
This ‘Coaching the Fundamentals of Race Starts’ video illustrates in practice an exercise design that supports sailors to learn from a ‘problem setting’ experimental learning experience. The problem the exercise is supporting novice racers to solve is, ‘how to develop start line awareness and confidence’.
For further insights into how to blend problem solving and problem setting coaching behaviours into your training sessions please watch these two supporting videos by RYA Coach Development Manager - Dave Mellor.
Rubik Cube – Problem Solve or Problem Set
Or watch here.
Tell-Ask-Solve-Set
Or watch here.
For more instructor resources and ideas, visit the CPD Hub on the Training Support Site.