1. The 7 decision tools VarietyRandom Reducing feedback Problem solving approach Hard first Video of his own performance Video of a higher level performance as a model

2. Variety Vary the exercises that develop motor skills. Vary the exercises that develop motor skills. Work on body patterns that prepare the body for the practice of circus arts. Work on body patterns that prepare the body for the practice of circus arts. Explore a wide range of training exercises before executing a given movement. Explore a wide range of training exercises before executing a given movement. Change the speed, height, distance, etc.. Change the speed, height, distance, etc.. Change the order of a training session. Change the order of a training session. Practice scenarios that prepare the student for the end of session objectives. Practice scenarios that prepare the student for the end of session objectives. Simply limit the technical exercises, use fewer training exercises, etc. Simply limit the technical exercises, use fewer training exercises, etc. Perform a different movement before or after the given movement. Perform a different movement before or after the given movement. Change the order of the overall training course. Change the order of the overall training course. Conduct a public performance. Conduct a public performance.

3. The random approach Change the order of technical elements without notice. Change the order of technical elements without notice. Improvise a sequence. Improvise a sequence. Train movements in random order. Train movements in random order. Introduce unusual distractions. Introduce unusual distractions.

4. Reducing feedback Encourage students to analyze their actions before giving feedback. Encourage students to analyze their actions before giving feedback. Target a specific aspect of the movement and ask for feedback from the student. Target a specific aspect of the movement and ask for feedback from the student. Give brief comments, focusing on error or a correction. Give brief comments, focusing on error or a correction. Develop a vocabulary using keywords. Develop a vocabulary using keywords.

5. Using a problem solving approach Direct questions that lead the student to identify the main error. Direct questions that lead the student to identify the main error. Guide the student towards finding possible solutions instead of corrections. Guide the student towards finding possible solutions instead of corrections. Suggest exercises in which the student has to seek solutions to succeed. Suggest exercises in which the student has to seek solutions to succeed. Lead the student to achieve the objective by placing it in a problem-solving context (e.g. force the student to jump higher or farther by placing an obstacle in the way). Lead the student to achieve the objective by placing it in a problem-solving context (e.g. force the student to jump higher or farther by placing an obstacle in the way).

6. Hard first Develop creativity and technical components at the same time. Develop creativity and technical components at the same time. Execute more difficult technical movement in the learning stages. Execute more difficult technical movement in the learning stages. Complete sequences early in the learning process. Complete sequences early in the learning process. Increase the difficulty by changing the height, time, rhythm, etc. Increase the difficulty by changing the height, time, rhythm, etc.

7. Using video (learners’ training) Shoot the performance with an external video. Shoot the performance with an external video. The student watches the video, analyses his performance, and searches for possible solutions. The student watches the video, analyses his performance, and searches for possible solutions.

8. Watching a high-level performer either live or on video. Watch an elite performance in a chosen discipline. Watch an elite performance in a chosen discipline. Watch a performance by more experienced students. Watch a performance by more experienced students. Encourage them to consider the technical points that might allow them to become more like the reference model. Encourage them to consider the technical points that might allow them to become more like the reference model. Make links between the student’s performance and that of the reference model. Make links between the student’s performance and that of the reference model.