Bridging Pedagogical Concepts in Training
The goal is not to remove friction, but to design for it.
In advanced training, friction shows up when learners cross conceptual thresholds that change how they understand the work. Old frameworks stop holding, performance becomes uneven, and uncertainty increases. This is often misread as resistance or failure, when it is actually evidence that learning is doing what it is supposed to do.
Pedagogical concepts like threshold learning, formative assessment, and working across apparent opposites help make sense of these moments. They remind instructors and leaders that not all struggle is a skills gap; sometimes it reflects a deeper shift in understanding. When expectations are named, standards are enforced consistently, and learners are supported through the transition—not rescued from it—training becomes both more rigorous and more humane.
Designing for friction means being clear about why standards exist, identifying what is truly non-negotiable, and equipping people with the tools and feedback they need to meet those standards. When this happens, standards stop feeling arbitrary and start functioning as reliable reference points, allowing individuals and teams to operate with confidence—even under pressure.
This post draws from a longer article that I wrote in InDepth Magazine. It explores these ideas in greater depth, examining how pedagogical frameworks can clarify what’s actually happening during challenging moments in the context of advanced scuba training and how instructors can respond without lowering standards.
