Drill Instruction Guide

Drill Instruction Guide on
how to construct and present a drill lesson



The following procedures are effective means of teaching drill and were designed to assist instructors in presenting drill lessons. (Right Face will be used as an example and will be in
red italics)

Before the first formal drill instruction, set all ground rules that apply, i.e., drill waivers, conduct of the flight members, etc. Arrange the flight so all individuals can hear and observe the lesson.

1. INTRODUCTION (Any logical order)

a. Attention

Gain the attention of your flight to insure that they are mentally prepared for the lesson. If this is the first time with this flight, it is a good idea to introduce yourself.

b. Overview
Tell what you are going to teach - state the name of the position/movement, the objective and main points pertinent to the lesson being taught.

What I am going to teach you today is the military way of turning 90 degrees to the right from a halt. We call it a "right face."

c. Motivation
Give a purpose for the position/movement telling them why it is used and why they must be attentive. (Stress Teamwork, pride, and mission accomplishment).

2. Body

a. 1st Whole Impression

(1) State commands

(a) After telling them what commands will be used for the movement, break them down into their separate parts, preparatory/execution, and then give the commands using proper characteristics of a command voice without execution of the movement.


The commands for this movement are . . . Right and Face. Right is the preparatory command . . . Face is the command of execution. Coming from me, it will sound like this . . .


(b) Next, stand at attention and using command voice give the command.


Right, HASE

(c) After giving the command repeat the command.

Once again . . . Right, HASE

(2) State requirements

(a) Tell them what must the flight be doing to execute the movement, i.e., halted, attention, marching, etc. What formation can they execute the movement in? What interval and what cadence they execute the movement in?


The requirements for this movement are: you must be Halted at the position of Attention; this movement can be done in Any Formation or as a single individual; it is done at Close or Normal Interval; and in the Cadence of Quick Time.

(3) Tell flight which individual and/or element you will represent before performing each portion of the movement.

Behind me I have an imaginary flight. They are halted, at the position of Attention. They are in column formation, and at normal interval. I am going to represent each member of the entire flight at the same time with no exceptions.

(4) Direct the students' attention to the action areas. (In some movements you may demonstrate the majority with exceptions, to be explained later) Always use logical sequence. (Front to rear, base file first etc.)

Scan my entire body but pay particular attention to the lower half . . . mainly my feet.

(5) Demonstrate the movement properly using proper cadence, bearing, and command voice--set the standard for performance. DO NOT TEACH THE MOVEMENT HERE.

(a) Position yourself so everyone can see and hear the presentation.

(b) Perform using a view that best emphasizes the action area. Movement in which the entire flight performs in the same manner requires two different views. Once you demonstrate the movement the first time, move yourself to give the flight a different view of the movement. Explain the action area and then demonstrate the movement a second time.

Again, I am going to represent each member of the entire flight at the same time. Scan my entire body but this time pay particular attention to the upper half, mainly my arms and hands.

(c) When different procedures are required of different elements, only one view per element is required, i.e., Open ranks, Close/Extend while marching/halted. (Demonstrate only the first part of the movement during this step.)

b. Explain and Demonstrate

(1) Perform the movement slowly. Explain in detail every action you take, to include the preparatory command and command of execution, what foot the commands are given on, etc. DO NOT use command voice.

(2) If required, explain By-the Numbers procedures here.

(3) Ensure all information has been taught and all questions have been answered before proceeding.

Now I am going to break down this movement and show you exactly how it is done. Upon hearing the preparatory command of Right (do not use command voice) you will form a mental picture of what is about to take place.

When you hear the command of execution, FACE (do not use command voice), raise your right toe and left heel high enough to clear the ground (demonstrate).

Next you will turn 90 degrees to the right on the ball of the left foot and the heel of the right foot, assisted by slight pressure on the ball of the left foot. Keep the upper body at the position of attention (demonstrate).

After pivoting 90 degrees to the right, plant your right foot 22 ½ degrees off the center line of your body. Keep both legs straight but not stiff. Again, the upper body remains at the position of attention.

This completes count one of this two-count movement. To complete count two, bring your trailing foot (left) smartly forward the most direct route, so your heels come together and on line (demonstrate).

Feet should now be forming a 45-degree angle, which means the position of Attention has been resumed. This completes count two of the movement. Are there any questions?

When addressing questions, repeat the question to ensure that everyone hears it. Answer the question, then ask the person posing the question "Does this answer your question?" DO NOT TEACH during the question period.

c. 2nd Whole Impression

(1) Required for movements that use By-the-Numbers procedures or two part movements requiring demonstration of their remaining parts (i.e., Close ranks) during this step.

d. Application and Evaluation -- have the flight perform the movement just taught.

(1) Actively supervise the application.

(2) Correct substandard performance and/or improper procedures through positive feedback.

(3) Explain Dress, Cover, Interval, and Distance (DCID) as applicable.

3. CONCLUSION

a. Summary (Cover main points of the lesson)DO NOT TEACH

b. Motivation
Remind them of the purpose for the position/movement telling them why it is used and why they must be attentive. (Stress Teamwork, pride, and mission accomplishment).

C. Closure (i.e., 10 min break, etc.)

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