ACCELERATION / TEACHING

Walter & Group...........

ol Al's Texas description of acceleration:

Howdy Gordy,

 Looks like we have all most beat this Accelerations thing to bits. I look at it a little differently

 What I want to do is load the rod. BENDING it with the weight of the line. The trouble is the line keeps catching up. So I have to go faster. After I get the weight that is 30 ft long moving in a straight line/path I have to keep moving my rod tip faster. Wait the rod tip is bending as I move the rod. Now I have to move even faster to make up for the bending of the rod. So now I am moving very fast. So is this long weight behind the rod's tip.

 If I slow or stop the rod the line passes the tip a loop is formed and it carries the fly out.

 Now you can call is all sorts of names this moving of the rod to keep the line tight and moving. IF you let up the speeding up the line catches up and the rod unloads. So keep it going faster and faster. Never going slower, that's what it takes to keep the rod loading and the line straight.

ol Al

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Comment:  Get right down to it and this is hard to fault ! .......... Gordy

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From Steve Hollensed:

 

irst, the power of the words we use is absolutely amazing. Case in

point - Gordy, have you ever used a two word phrase before, like

accelerated acceleration, that has generated so much thought and

discussion?

Second, I think it has generated this much discusssion because, for some

of us, it is a great phrase that conveys our thoughts well. For others,

it is seen as something that is just wrong - it is the sound of finger

nails on a chalkboard. Different people will have different perception

of the same words.

This is useful to know in teaching. For example, for some people the

term "accelerated acceleration" might be just the perfect phrase and

help certain students develop their casting stroke and the teacher

becomes a hero. For other students, it will send up a red flag that the

teacher doesn't know what he or she is talking about and negatively

impact the rest of what the teacher says because the teacher is now a

zero. In all probability, the latter case will be the student trained in

technical matters, and in this day of technology, will occur more

frequent than in the past.

So I think the volume of this debate just magnifies the need for, and

demonstrates the irreplacibility of, good teachers. Good teachers will

keenly observe their students and monitor and adjust as needed. And to

adjust - you have to know both sides of the story. This is not easy to

do, and in my opinion, is learned best from actual teaching experience.

This is the art of teaching.

Steve

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>From Gary Meyer.......

Folks,

Please bear with me and my simple question... I've been away and am trying to catch up.

I see we are discussing acceleration.  Interesting discussion, as usual, but acceleration of what: the hand ;  the rod butt (rotational); the rod tip; or the line????

Thanks

Gary Meyer
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Gary.... We've been discussing acceleration of the butt section of the rod.  This also includes acceleration of the hand.  The rod tip follows as, then, does the fly line.         Gordy

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