Walter....
I agree. Putting it in different words:
THE STRAIGHT LINE PATH OF THE ROD TIP MUST OCCUR IN ALL PLANES.
One device many have used to hel;p teach SLP is what Jason Borger has called, the, "planomatic". This (as far as I could find) was first described by Doug Swisher as a square of cardboard affixed to a handle. As the caster made a, "casting stroke" with it out of plane, the resistance of the air would make lack of SLP obvious.......little resistance if SLP was intact.
I've heard of this thing being made out of a flat pizza box. Dennis Grant and I used one made of clear lexan at the last Conclave for classroom instruction. That one had been made and given to me by Peter Lami.
This device teaches the straight line path (SLP) of the rod tip as a, "feel"......a good tactile way of learning. It does so in the rod plane used.
I've thought that one made as a wide diameter TUBE might well plant the idea of SLP IN ALL PLANES in the student's mind.......but I haven't actually tried that.
Gordy
From: WALTER/SUE SIMBIRSKI <simbirsw@xxxxxxx>
To: Gordon Hill <hillshead@xxxxxxx>
Subject: Re: Actual demo of ESSENTIALS
Date: Wed, 11 Jan 2006 08:45:38 -0700
Gordy - Bob has done a very nice job here.
One other thing to consider in the slp of the rod tip is that this applies in
all 3 dimensions - not just 2. If we think of the direction of the target as
the X axis many students think of slp as preventing up and down (or Y axis)
movement of the rod. Maintaining a slp relative to side to side (i.e. Z axis)
movement also need to be emphasized. For a demonstration of what not to do I
just show them my back cast when carrying 40 feet of line and have the students
observe from face on. Just kidding in that last sentence, but seriously, having
the student observe your cast while standing in front of you while demonstrating
an over-emphasized casting stroke and then showing what a straight line path
cast looks like is a good demo. I also point out that with the Z axis motion
the line has a tendency to land in a curve so that if they see that happening
in their own casts they have a good idea of what to do to correct it.
Cheers - Walter
From: Gordon Hill <hillshead@xxxxxxx>
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Subject: Re: Actual demo of ESSENTIALS
Date: Tue, 10 Jan 2006 20:38:24 -0500
Bob...
Good, useful suggestions. I'll pass these on to the Group.
Gordy
From: "Bob Rumpf - The Flye & The Pen" <caddis@xxxxxxx>
To: "Gordon Hill" <hillshead@xxxxxxx>
Subject: Re: Actual demo of ESSENTIALS
Date: Mon, 9 Jan 2006 07:23:23 -0500
Hi Gordy & group,I will make an attempt at answering the new quiz. Good suggestion by Molly.Bob RumpfSent: Sunday, January 08, 2006 7:04 PMSubject: Actual demo of ESSENTIALS
Group...Following a suggestion by Molly Semenik, I have one more question on the 5 (or 6) ESSENTIALS.
In your own words, describe what you would do to demonstrate clearly to a group of fly casting students, each essential. You may use a fly outfit or any other teaching prop or tool.
1.) Straight Line Path of Rod Tip - I have a short (one foot) section of a rod tip complete with tip top guide. It enables me to hold the short section up to eye level and while moving it back and forth as per casting strokes, I can use the other hand to clearly demonstrate the straight line path by accompanying the rod tip with the flat palm of my other hand.
2.) Eliminate Slack - When teaching, I always stress this very early in the lesson. I have always liked and used Lefty's way of putting this. With the line laying out about 30' with a bit of slack, he points to the fly and leader and states: "Ain't nothing gonna happen until that fly starts to move." After stating that fact, I demonstrate how much of the back stroke is wasted pulling out slack that was not removed. I also, to indicate the uselessness of slack in casting and to interject a little levity as a bit of an ice breaker, use the analogy of a drunk pulling a chain down the street, when asked by a very proper lady, why he is pulling a chain, he replies, "Lady, did you ever try pushing one of these things?"
3.) Short Line - Short Stroke, Long Line - Long Stroke - I use analogies here also. To indicate proper stroke length, I pantomine throwing a line-drive baseball, which requires a short straight line throw/stroke for a close throw and a longer straight stroke for a longer ball. I also have the student watch the rod as I make longer strokes while adding line.
4.) Pause - I like to use the term -Timely Pause - With beginners I try to have them temporarily adapt to a 90% stance and watch their back cast straighten (almost straighten). This has a dual-fold purpose, as it allows them to see the line trajectory and often helps to keep their back casts up where they belong. If the individual has trouble watching their back cast, I revert again to one of Lefty's old methods. I ask them where they are from, and I instruct them to make a back cast while pausing long enough to state their name and where they are from. It works like a charm on a 30' cast.
5.) Proper Application of Power. - When explaining power and how to apply it, I have started to use a term that I believe our own Gordy has coined, and that is "An accelerated acceleration to a stop", I have never heard it explained better. For this all important step I also use hands on guidance with permission. There are many analogies for this also, such as driving in low gear then shifting to second and finally high.
6.) Abrupt Stop - When trying to explain the importance of the stop, I allude to the elite distance caster's (Steve Rajeff) words, when he was asked: What do the best casters do that other's fail to do? And he replied; "They stop the rod." As to demonstrating this, I again like to, with permission of course, use hands on. It is a wonderful way to have the student actually feel the abruptness of the required stop. Here again there are many visual aids we can apply, throwing water at a wall off of a paint brush, slinging an apple from a dowel rod and so on.
Since I have a plethora of beginners here in the Catskills, I have printed out little cards (laminated) with the essentials listed and hand them out at the end of a one day lesson. I tell them to put them in their wallet or purse and refer to them if necessary when they are practicing, and then I always add; "You do plan to practice, don't you?"