<\/span><\/h2>\n\n\n\nMy approach is to first ingrain the basics – one step at a time. I have divided core scuba competencies into a series of progressive ‘tiers’ and recommend that each tier is focused upon exclusively until it becomes an automatic function; one that requires no conscious effort or focus.<\/p>\n\n\n\n
At that point, a second ‘tier’ is added. The student then performs both tiers simultaneously. This provides direct feedback on (testing) the success of ingraining the first tier whilst ensuring that cumulatively ingrained skills will not task-load the diver when combined with other routines, or extraordinary, skill demands.<\/p>\n\n\n\n
So on and so forth, until the diver has developed an autonomous scuba diving skill set that neither causes task loading nor is likely to diminish under pressure.<\/p>\n\n\n\n
<\/span>Scuba diving skill tiers<\/span><\/h3>\n\n\n\n\n- Core competencies (fundamentals)<\/li>\n\n\n\n
- Foundational competencies (routine protocols)<\/li>\n\n\n\n
- Critical competencies (emergency protocols)<\/li>\n\n\n\n
- Supplementary competencies (mission and environment)<\/li>\n<\/ol>\n\n\n\n
Each tier is foundational to higher-level tiers. When there is a weakness in the foundation, higher-tier skill proficiency will be unreliable. It is undermined because prerequisite competencies are not present which are necessary for successful skill performance under real-world conditions.<\/p>\n\n\n\n
Many diving courses isolate skills practice; with specific skills practised in isolation. <\/strong><\/p>\n\n\n\nA common example would be learning skills whilst kneeling<\/a> at the bottom of a swimming pool. This masks the unreliability of the skill being learned; because carefully stage-managed skills training doesn’t require the full spectrum of simultaneous skills realistically needed on an actual dive.<\/p>\n\n\n\n
![\"scuba](\"https:\/\/scubatechphilippines.com\/scuba_blog\/wp-content\/uploads\/2023\/01\/Andy-Davis-Sidemount-Diving-17-edited.jpg\")