This doesn’t mean that the trainer has to decide the learning goals. They have to identify them.
These goals should be clarified and agreed on. If a goal is not suitable or achievable then it may need to be parked for a later date, or ‘stepping stones’ may need to be put in place as sub-goals to work towards the desired goal.
like driving a car, the goal when we start to drive is to get to the speed limit of the road and to use the highest gear permittable to save fuel and make the car drive smoothly. BUT we can’t go straight from 1st to 4th gear, we have to build up to it, and the same is true with our pupil, we have to build them up and go through a process of building them up to that skill.
Remember to be a goal it must be achievable. A roundabout, for example, is not a goal as you cannot achieve it.
Whereas ‘Judging approach speed correctly’ is.
Lane position on approach to and around roundabouts is a goal
Judging correct gaps in traffic is a goal
Pulling out and getting up to the speed of the traffic is a goal
Equally any needs of the pupil need to be identified and addressed.
Words to to keep in mind: Goals, Needs