What should you do if you give an important correction to a student who does not respond?

Using a student's name when repeating a cue helps create a more personalized connection and reinforces the importance of the correction. This strategy is beneficial because it draws the student's attention back to the instruction, increasing the likelihood of them comprehending and implementing the advice given. It also demonstrates that the instructor is engaged and concerned about their progress, fostering a supportive learning environment.

Reinforcing cues in this way can help clarify any confusion the student may have about the correction and prompts them to focus better. Since attention can often drift during class, using their name can serve as a gentle nudge to re-engage and encourage better performance of the movement being instructed. This method balances the need for effective communication while maintaining the flow of the class.

The other options do not promote the same effectiveness in addressing the issue at hand. Letting the correction go could lead to continued improper form, while stopping the class might disrupt the flow and create frustration for other students. Directing the correction to another student does not address the original student's needs and could diminish their confidence.