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Walter & Group...
[GH] Closing statements as we retire the subject of the back cast striking the ground. I'd like to continue with the general topic of faults and solutions. We'll discus various common faults and problems, and then ask you to offer suggestions as to some of the less common or more difficult ones.
My apologies and thanks to many of you who have sent messages which were not included. Far too many for me to include all of them. With these final ones, I do think we've covered this fault to the max.
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[GH] Tim Lawson answers with statements on the "hands-on" techniques as well as the use of PANTOMIME:
Hi Gordy,
Rene and Gary added two of my favorites, i.e., hands-on and casting with just the rod while holding on to the line. I think one of the most under-used techniques for any casting skill is pantomime. Some students can develop "deafness" while holding the rod. Have them put the rod down and use their index finger to simulate the position of the rod. Finally, have the student with the unruly wrist LOOK at their hand while casting.
Tim
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[GH] Tim,
The late Tom White used his long index finger to demonstrate and pantomime fly rod moves. He did it simply and effectively. He used to say, "When you teach, use a BIG CRAYON."
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[GH] Another "analogous" move by Gary Davison:
Gordy,
Another analogy I have heard before for arm movement is use of a fly swatter.
Pretend you are swatting a fly on the wall in front of you. Do the same for the wall directly behind you also.
Gary
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[GH] Gary,
Yes. I first heard that when on a fishing trip in Panama. There were flies everywhere, so we actually had real practice with the swatter.
When you first try that, you learn how awkward it is to do it backward .... especially when you actually miss the fly!
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[GH] I had no sooner finished typing the above note, when this came in from Bob Rumpf:
Hi Gordy & group,
As it relates to wide loops:
I have short rod butt sections with the rubber tops of fly swatters attached. When explaining a casting stroke, either to a beginner or any level caster experiencing wristing, I have found that I have better results if I am able to hold the students focus in the area of the hand and rod grip as opposed to asking them to concentrate on what I am saying while they are also trying to concentrate on the rod tip and the line.
As we all know, a casting stroke very much resembles swatting a fly on a perpendicular post and to have them watching and concentrating on this one area of focus of forward and backward movement of the ersatz rod swatter at eye level, they seem to be better able to grasp the principle of keeping the rod butt erect and the rod tip traveling in a relatively straight line. First I demonstrate with the rod swatter and then have the student do the same.
This behind us, I find when the student begins actual casting and begins to apply too much wrist, I simply remind them; Remember we're swatting this fly on a post, not on a table. I consider this to be like a power point demo, because it focuses the student attention to the same area where both the physical demo and explanation are coming from. This seems to stay in the mind's eye of the student and they are able to quickly make the adjustment. I readily acknowledge there are as many styles of teaching as there are casting styles, but this really works for me.
Regards,
Bob Rumpf
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[GH] A process to follow when diagnosing and correcting fly casting faults, from Walter Simbirski. Walter pointed out to me that this can be used in combination with Bruce Richards' 6 step algorithm. * (Highlights are mine):
Gordy,
The answers to the casting fault diagnosis/correction are interesting in that they all reflect thought processes that I expect to see from instructors with some level of experience. I'm curious how someone would instill this knowledge in someone else who wants to be an instructor. I'm not sure if anyone else is interested in this but I'll share my process and feel free to critique from there:
1. First determine if there is a fault. Is the student experimenting for example? Am I looking at things from a bad angle? If the line is hitting the ground there isn't much question that there is an issue but it doesn't hurt to be sure before spending time and effort on an issue.
2. Eliminate equipment issues. The quickest way I know to determine this is to try the equipment yourself. If I find any potential issues with the equipment it's likely that a beginner will have even bigger issues with the equipment. Also ensure that the student hasn't exceeded the limitations of the equipment or their skill level (e.g. trying to carry 80 feet of line). If casting doesn't improve go to next step.
3. Eliminate (if possible) environmental issues. Is there a tail wind for example? Many beginners have a hard time with even a slight tail wind. If casting doesn't improve go to next step.
4. Determine if there is one fault (line hits ground) or multiple faults (large loops and line hits ground). Identify all of the faults you are seeing even if they seem minor.
5. Consider all potential causes of the fault or faults - begin with the 5 essentials, look at the stop, the 180 degree rule, trajectory. What things are causing the fault(s)? Which is causing the most problems? Does it make sense that the potential cause of the fault can actually create the fault we are seeing? For example - trajectory could explain why the line hits the ground. Timing (pausing for much too long) could also result in the line hitting the ground. Breaking the 180 degree rule could explain this. Of all the things that could cause the line to hit the ground which ones also result in large loops? Eliminate the non-starters and concentrate on the realistic causes.
6. Observe to see which of these things are actually happening e.g. is the trajectory so low on the back cast that the student can't avoid hitting the ground? Is the pause long enough to cause significant line sag? Is the casting arc much too large? What is the student doing to cause this? Look at wrist movement, arm movement, shoulder movement, grip. Where is the rod stopping? Is it a distinct stop or a mushy stop? You may want to observe from more than one vantage point such as from the side and from the front (make sure the caster isn't worried about hitting you).
7. Do your observations in 6 agree with your analysis in 5? Based on your experience do you feel that you have identified the fault(s) and cause(s)?
8. If there are multiple issues decide which one or ones you will address first.
9. Suggest modifications for the student to try and observe the effect. Was the student able to adapt? If not what other modifications can you try? If the student made the desired change did it have the desired effect?
10. Have you dealt with all of the issues you want to for now. Or do you want to student to practice the current modification a bit first before making additional changes?
This is more or less the process I follow...
Thanks!
Walter
* A SIX STEP METHOD, by Bruce Richards, The Loop, Spring, 1999.
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[GH] Walter,
Master candidates would do well to save and archive your message!
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