Rating Corner: Autonomous or Automated?
It is no secret that this sport requires precise and quick—often fractions of a second—responses. Skydiving’s unpredictable nature also requires adaptable decision-making. So, it is essential to understand the difference between training students for automation and training them for autonomy.
Instructional rating holders should be able to distinguish between automatic skills and autonomous skills within the training process:
•Automatic skills: These are developed through mechanical repetition. A skydiver with automatic skills can perform basic procedures effortlessly, allowing for quick responses in familiar scenarios. However, these skills can become a disadvantage if the environment changes and the skydiver has not developed adaptability.
•Autonomous skills: These involve not only the efficient execution of movements but also the ability to make informed decisions and adapt to varying situations. An autonomous skydiver can assess their environment, identify real-time problems and adjust actions accordingly. This is fundamental in emergency scenarios where every second counts.
The term “muscle memory” describes the nervous system’s ability to retain and reproduce movement patterns automatically through constant repetition. In training, this allows skydivers to perform maneuvers smoothly and accurately without the need to consciously process every action. From the proper exit to parachute deployment, muscle memory enables quick and safe execution, reducing reaction time in high-pressure situations.
However, learning based solely on muscle memory can be problematic, as skydivers may become overly reliant on automated responses. In unexpected, complex situations, the rigidity of mechanical training can lead to inefficient or even dangerous responses.
So, instructional rating holders should ask: Am I training skydivers to be automatons or autonomous?
Some Examples:
- A student repeatedly practices the correct exit posture before their first jump. Thanks to muscle memory, during the actual jump, their body responds automatically, ensuring a stable exit without conscious analysis.
- A mechanically trained skydiver recalls the emergency procedures but hesitates or acts incorrectly when the malfunction is uncommon or involves multiple failures. In contrast, a skydiver trained in autonomous skills recognizes the situation, evaluates its severity and executes the best response based on the conditions.
- An instructor introduces changes in jump altitude, wind conditions or parachute type. This forces students to adjust their strategies for each jump, developing a flexible mindset instead of a rigid response pattern.
- Before the jump, an experienced skydiver evaluates wind intensity and direction, considering possible effects on the landing zone. In contrast, a mechanically trained skydiver might blindly rely on prior instructions without adjusting their action plan.
How to Foster Autonomy in Training
To prevent students from becoming mere mechanical executors of procedures and instead develop autonomous skills, instructors can apply strategies such as:
1| Scenario simulation: Exposing students to unexpected situations in controlled environments allows them to practice decision-making under pressure.
2| Practice variability spaced over time: Alternating jump conditions, exit types and landing alternatives helps avoid rigid learning and promotes adaptability. Spaced training and varied instruction significantly contribute to improving learning retention and adaptability.
3| Critical analysis-based feedback: Instead of merely correcting mistakes, it is important to guide students to understand the reasoning behind each action and its impact on performance.
4| Encouraging proactive thinking: Asking students about potential situations, failures, and alternative solutions strengthens their analytical and problem-solving skills.
Muscle memory is an essential tool in developing skydiving skills, but its effectiveness depends on how it is combined with critical thinking and autonomous decision-making. A skydiver who acts solely on automatic responses may be unable to handle situations that they have not explicitly practiced, whereas one who develops autonomous skills will be better prepared to handle any situation.
Effective instruction must balance technical repetition with analytical skill development, ensuring that students not only execute movements with precision but can also make safe and sound decisions in diverse scenarios.
Maria Ospina D-379210
AFF Examiner and Coach Examiner.
Owner, Skydive Colombia in Flandes Tolimo