I think non-silting kicks should be part of open water training. Anyone who's dived in a quarry has seen why it should be taught.
This is somewhat, but not totally off topic, but this brings up a different educational concept:
just in case instruction v.
just in time instruction.
Just in case instruction is when we teach something that students should know well and be able to perform it in the event that it happens. Much of scuba instruction is like that--OOA being the obvious example.
Just in time instruction is for special cases that may arise in the future and for which the student will have time to prepare. In that case, it is usually best to leave that for when the student anticipates such a need. Whether a specific skill falls into one category or the other may depend upon circumstances. Here are three examples:
- I have completed many dives over my career, but in fewer than 1% of them have I had the need to consider tides. I am pretty sure it was somewhere around dive #850 that I did my first dive that required planning for tides. Tides are barely mentioned in standard scuba instruction for that reason, but any student in the Seattle area will have to be aware of tides to complete the dive planning requirements for OW certification.
- In teaching my local diving, OW through tech, I must be certain that my students take altitude into consideration. Altitude is barely mentioned in the OW standard course, but it should be a part of the training for students learning at altitude.
- I would bet that the overwhelming majority of OW divers will never be on a dive in which silt is a real issue. On the other hand, some people will find themselves in silty environments from the start, evn in their OW certification dives, and those people should get at least some training regarding that. (It is true of the students in my area.)
The reason to make decisions like that relates to
interference theory. In all instruction, time spent learning things students do not need to know interferes with their ability to learn the more important parts of a course. If I had had to spend time learning how to read the tide charts and plan dives for the dive sites in Seattle as part of my OW training course taught in Mexico, it would have interfered greatly with my ability to learn the required course materials, and by the time I needed that information for my 850th dive, I would have forgotten it all anyway. It was better that I waited until I was in Seattle and worked with friends there to plan our dives.
A well planned curriculum categorizes the potential content and plans according to importance. Instruction focuses on that which is essential for the course, stresses that which is important, puts less emphasis on what is good to know, barely touches on what is nice to know, and eliminates that which is not needed. A poorly planned curriculum spends too much time on non-essential learning and overwhelms students with trivia.