Task 1. Discussion 4

Walter & Group...

[GH] Ally Gowans sent a diagram representing the loops for Task 1. Attached.

The second attachment on, "When am I ready to test ?" is from Gary Eaton.

Our third attachment of, "PREPAREDNESS" is from David Diaz

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

[GH] I much appreciate the input from the members of the MCI Testing Committee. Over the years, they spend many hours studying and revising these exams. We turn to them for clarifications whenever necessary.

This from Dusty Sprague :

Gordy,

Catching up on emails ...

The Masters Test Committee members include Phil Gay, Dan McCrimmon, Joe Libeu, John Breslin, Jay Clark and me. I'll attempt to address some of the points raised about the test Note section, task descriptions and expectations. Other committee members may chime in too.

As Phil already pointed out, in the Note section of the test we address length of line to be cast: "Lengths of line to be cast are specified in each task, include the leader, and measured from the caster to the fly".

While not specified in the test beyond the need for 'good demonstration', we expect the candidate to create loops easily seen by both examiners and students. The casting plane need not be rigidly vertical, however, the size and shape of the loop should be easily viewed.

>From the first pickup I would strive to appear in complete control of the rod and line. I would try to ensure that on my initial pickup the top leg was moving more in a backward direction rather than a noticeably upward direction - I don't want to throw the top of the loop high. After my pickup backcast I'd begin to throw wide loops looking to see they were about 8 feet or so wide. In my view, 8 foot wide loops are going to be fairly rounded. I'd make a couple of very wide loops then progress downward in size to medium then to narrow. My second false cast cycle at each position should have some consistency in loop size between the front and the back. I watch my loops on this task as well as others but not on tasks involving accuracy or mend placement.

Questions from the examiners: Listen carefully to the examiners question or request. If unsure about the question or request, ask for clarification, before responding; don't guess at what they want. If the examiners did not tell you to gear your responses to a certain level of understanding, e.g. new student level or experienced instructor level, you might ask that before you respond. I would begin my answer with a very concise response and if follow-up questions were asked I would provide more detail. During this entire test its important to not only exhibit excellent depth and breadth of knowledge for the examiners but also demonstrate that your performance would work well for students, since examiners are continually asking themselves during the test -- is this candidate a top-notch instructor, at both explaining and demonstrating.

Dusty