Month: March 2015

Teaching Old Dogs New Tricks – by Dayle Mazzarella

I received the following from Steve Smith: [SS] Walter great article today in the Globe and Mail about teaching. It is in the Globe life section Mon.Mar.9th.They are talking about skiing but it could be any sport. It starts with are you a watcher, thinker, feeler or doer. I don’t know how to copy it and share (as I get it electronically ) but I’m sure you do, anyways it is a good read. Steve [WS] Thanks Steve! The article can be found by clicking on this link: http://www.theglobeandmail.com/life/health-and-fitness/fitness/tremblant-ski-school-teaches-old-dogs-new-tricks/article23338383/ I asked our resident expert on teaching theory, Dayle Mazzarella, for his thoughts about this article. Here is what he had to say: [DM] I’ve a few things! 1. The Canadian Ski article

a) Roger Castonguay’s “style” of teaching by his own admission, only works with very advanced or very talented individuals. That is not a style of teaching anyone should emulate. It is seriously limited in its effectiveness.

b) Anyone can learn using Kathy Prophet’s “style” – including the people Roger can reach. Her style, which is organized, sequential, and detailed, works with anyone.

c) A style that reaches only a relatively small percentage of the population is like having a cast that only reaches a few of the potential fish. Would we teach it?

The paragraph “There is not empirical evidence supporting … matching learning style and teaching style” is supported by the attached article, “Are Learning Styles a Symptom of Education’s Ills”. [WS] See attached document at end of this article[WS] 2. Style vs Substance: Whole – Part – Whole Teaching is virtually the only methodology supported by research insuring optimal learning for all students. Following is the substance of good teaching embodied in a whole-part-whole methodology:  (How one does this is style.)

a) Explain and/or demonstrate what you want the student to know or do by the time the lesson is done.  (How one does this is style.)

b) Explain and/or demonstrate what past knowledge and/or skill will be used as a building block. Explain and/or demonstrate how the  new skill will be used in the future. This is called motivation – “what’s in it for me” and “what do I know that will help me do this more easily and make it less intimidating”. (Often referred to as the anticipatory set.) The whole is completed, putting the parts to follow in context.  (How one does this is style.)

c) Break the skill and/or knowledge down into as many separate components as possible – (structured practice). Explain and/or demonstrate each step separately in a sequential manner.   ( How one does this is style.)

d) Now have the student do each of the steps in a very closely controlled environment so that errors are minimized. This step is usually, in the case of casting, done by having the student pantomime the steps with the instructor. For most students, this step requires lots of repetitions.  ( How one does this is style.)

e) Now have the student teach those steps to someone.

f) Have the student “put it all together”. Students begin putting it all together so that each step “flows” seamlessly into the next.  Do the “whole” skill.

g) Have the student practice the new skill 7 or 8 times over the next several days.

Style is how one does those steps! It is about what analogies one uses, which props, which “tools” in their bag they use while following the basic sequence. For instance, in the structured practice, an instructor may choose to have the student use a rod and line, a rod with no line, half a rod, a pool noodle, a paint brush, a pencil, etc…. The instructor may use pantomime, or have the student simultaneously do the steps with the instructor. These are examples of style. Following the basic steps above are not style issues for someone who wishes to become an exceptional teacher, any more than the 5 Essentials are style issues for those aspiring to become optimal casters. Every piece of research we have in the past 30 years continues to support the above methodology as the basis for optimal instruction. Virtually every successful coach in any sport, from high school to professionals, follow these basic principles of good instruction. Dayle [WS] Thanks Dayle and Steve! The document mentioned by Dayle can be found below: [embeddoc url=”http://wildoutfitting.com/testwp4920/wp-content/uploads/2015/03/LearningStylesResearch.pdf” viewer=”google”]

Superman vs The Flash, Force vs Power

Force vs power or torque vs power is a difficult concept for many people to understand. Most people who have an interest in cars will have an idea but have a hard time explaining it.

In our Superman vs the Flash analogy, Flash is the only person who is faster than Superman but Superman is capable of generating far more force than the Flash. We know that F=ma which means a=F/m so we should expect Superman to always win in a race. More force equals more acceleration equals greater speed. Right?

So why does Flash win in a race if Superman is capable of generating far more force than Flash?  Is this just comic land ignoring real world physics or is thus scenario possible in real life?

The answer is in the relationship between force, work, energy and power.

If I apply force to an object and get it moving I am doing work on the object. The amount of work I do on the object  is equal to the force I apply times the distance I apply the force (W=fd). When I do work on an object I change its kinetic energy by the amount of work I do on the object. Let’s say I apply one Newton of force on an initially stationary 1 kilogram mass for a distance of 1 meter.  Ignoring gravity and losses due to friction I will do one Joule of work on the mass and, hence, raise its kinetic energy to 1 Joule. Since we know the mass of the object is 1 kg we can determine its final velocity with the formula KE=1/2 mv^2. The velocity of the mass is now roughly 1.4 meters/sec.

The final velocity of the mass is directly related to the amount of work I do on the object. If I do that work in 1 second or 2 seconds it doesn’t matter, the final velocity will remain the same.

This is where power comes into the discussion. Power is the rate at which I do work on an object, i.e. P=W/t. If I do 1 Joule of work on an object in 1 second I will be applying twice as much power than if I do 1 Joule of work on the object in 2 seconds. In the first case my power output is 1 watt, or 1 joule/s, because I increased my energy level to 1 joule in second. In the second case my power output is only 0.5 watts because I increased my energy level by 0.5 joules for two seconds for a final energy level of 1 joule.

Think of power as the ramp up rate of energy and the amount of energy I give to an object determines how fast the object will end up moving. Power is how fast I increase the energy of the object.

Okay this is still confusing because if I apply more force to an object I give it more acceleration and it gets up to speed that much faster so more force still means a greater increase in energy in a shorter amount of time. How is force different from power? And why do I care?

This is where the car buffs say, “But the amount of force (torque) my vehicle can apply to the road varies with how fast my vehicle is moving. The faster my car is moving the less torque it can exert.”

Bingo!

When we measure a person’s strength we measure how much force they are able to exert against an unmoving or slow moving object. When we measure a person’s power we look at how much force they are capable of exerting against an object that is in motion. We measure that value at various speeds and generate a power curve, i.e. how much force can I exert on an object that is moving at various velocities.

A typical power curve for a person can be found here:

Muscle Force Velocity Relationship

This is similar to the automobile analogy where a truck built for towing can exert far more force than a race car on a stationary or slow moving object but the race car is capable of far greater speeds. This is because the amount of force the truck is capable of exerting with its tires on the road (i.e. torque) decreases rapidly as its speed increases. The amount of torque the race car exerts also decreases as its speed increases but not as rapidly as the truck. At speeds of a little over a hundred miles per hour most trucks are only capable of exerting enough force to overcome drag and friction in order to keep the truck moving at a constant speed. The race car on the other hand continues to exert sufficient force to overcome drag and friction and to continue accelerating up to speeds in excess of 200 mph. When the race car reaches its maximum speed it too will top out and will only be able to continue at that speed without further acceleration.

Since power is equal to force times velocity (P=Fv) , at lower speeds the truck has more power but at higher speeds the race car has more power.

When it comes to casting we have another factor to consider. The time it takes to reach peak force. I may be physically much stronger than someone else but if someone else is faster than I am they will reach their peak force more quickly than I will. In casting we want to reach peak force quickly and then continue to apply a constant force to the rod for the duration of the casting stroke until we stop the rod butt. This was described by Bruce Richards in his article about Casting Analyzer Traces. If we take too long to reach our peak force the resulting casting analyzer trace will show a lack of “smoothness” resulting in tailing loop.

For most casting that we do we are capable of reaching the desired force for our casts quickly enough to be smooth and we have sufficient power to generate the line speed we need. These items are more of interest to distance casters or anyone looking to increase their distance cast.

How does one increase power and improve time to peak power for distance casting? I think that is a subject for a separate post which I plan to work on later.

 

Rod Rating Systems by Daniel le Breton

Rod ratings

 

There is no way to find a perfect rod rating system for fly rods. Provocative isn’t it? But there are reasons why this ideal situation cannot be. It does not mean that nothing is possible in this domain; it just means that this is not something unique. There are rod scaling systems, they reflect the way rods are designed and cast by their maker. Individual systems from rod makers are publicly unknown; they are part of intellectual property. The most popular ones have been derived by independent people with the goal to achieve a universal system. Let’s start by a historical review.

The oldest reference I found comes from a book published in 1946 by Joannes Robin. The author tried to rate rods using the classical horizontal rod with a weight at tip (around 150 grams). His work started by 1935 and he finally considered rating rods by the mass needed to get an angle (see scheme A) of approximately 24 degrees between horizontal and a line joining the handle to the tip. Interestingly, he tried to link this characteristic to the line he could cast, but at that time, lines were classified by their dimension, not their weight as it is today. So he measured the weight of line he could cast! The corresponding line length was about 45 feet. At that time fly lines were still made of silk and quoted in diameters defined by a letter (example: HDH means a double taper with the diameter H for the belly and the diameter D at the tips. He finally gave up given the difficulty to find a clear fit, but had just discovered the basic problem without successfully solving it. He just lacked a little bit of knowledge in mechanics since he tried to evaluate rod stiffness and speed by complex combination of horizontal and vertical deflection under load, while there are other means to do that experimentally (he designed a smart specific test bench for his experiments). A remarkable work for that period of time, with little means by comparison to what we can use today.

This type of methodology can be qualified of a “relative deflection scale”. You imagine that, for a given line number, rods of various length would correspond to the same weight at tip to reach the 24 degrees line. At first sight, this makes sense.

The second oldest one was published in 1948 and was inspired by the way one used to rate spinning rods (scheme B). I guess it was created before. The ideal weight to cast is 1/50th the weight which makes the tip of a rod bent to the vertical position, the rod being clamped horizontally. For example, if you need 400 grams to achieve that, your rod is supposed to cast 400/50 = 8 grams nominally. Spinning rods were quoted in grams, referring to the full weight (e.g. a 400 grams rod) by the mid of the 20th century. It may have been used for fly rods but there is no evidence of that. As you can imagine, detecting the exact position for which the end of the tip is vertical is subject to uncertainty.

By comparison to J Robin’s method of rating, this scale does not need to take the rod length into consideration. It is an “absolute deflection scale”. We now have just reviewed the two basic methodologies but we cannot tell yet which one is the most appropriate.

A new line rating, based on the weight of the first 30 feet excluding the tip, was launched by 1961. Then line numbers appeared on the shaft of rods and the discussion about if rods were quoted right took place. This scale in weight is more relevant since it is the weight of lines which influences the behavior of a fly rod during casting (on top of the casting style), we shall come back on that point later.

Historically, the rod rating challenge has been met by Europeans first, when Dr Ludwig Rheim proposed his methodology by 1997. In fact he inspired what is known today as the “15 degrees” method, for when he presented it, it was based on a dynamic test (scheme C). The 15 degrees angle was the one he chose to release a load corresponding to a 3.75 degrees static test and measure the time for the rod to cross the 3.75 degree line after release. It was changed for a pure static one afterwards, by Theodore Matschewsky, who realized he could match the dynamic values derived by Dr Rheim by static ones. There is a database of measurements with the specific calculations corresponding to the method (Theosky.com). The rods are also quoted in terms of range of speed.

The second method was published in USA by 2003 (scheme D). William Hannemann (Dr Bill), developed his own from experience, starting from the observation that some people were not satisfied by ratings proposed by manufacturers, and that amateur rod builders needed something practical. It is based on the principle that rods of the same line get a 33% length vertical deflection if loaded with a given weight (using a small bag of US cents to tune the deflection, hence the name “Common Cents System”). There is also a database to which anyone can contribute. Another parameter is given by the angle of the tip from vertical in the deflected position, the higher the angle, the more on the “tip action side” the rod is. It is quite comparable to the 15 degrees method; the deflections are just larger than for that one. A close comparison would give 27% deflection for the “15 degrees”, 37% for the CCS (based on effective length), and 44% for J Robin. The CCS method has got some refinement on the dynamic side (CCF, F for frequency) at the end.

Soon some casters noticed that “relative” methods are relevant for a small range of rod length, and that their prediction was not adequate for long rods for example. This is due to the fact that assuming that rods for a given line have the same relative deflection (%), short rods are significantly stiffer and long rods are significantly softer. Given the general trend between stiffness and speed, the scale tends to “underline” short rods, and “overline” long rods. Nevertheless these methodologies constitute some reference point and even if you do not believe completely in their ratings, you may just find what rating his best for you for any line and look for comparable rods.

Incidentally, some experiment had been conducted by 1996 in USA to compare rod characteristics and their rating. The stiffness measurement for small deflections appeared to be a good estimator of the adequate line number. Measurements were conducted by Jo Hoffmann (Cal Poly University) and his team, while the ratings were done by Al Kyte, a renowned caster and casting instructor. At the end of a couple of days of experiment, it came out that there was a pretty good correspondence between the stiffness measurement for small deflections and the line ratings performed on various rods. Rod length (tested from 7”6 to 9”6, lines from two to eight) was not influencing that fit (see scheme E). Apparently this did not spread out while in fact comparable methods were in used by that period of time. I found one on the web, unfortunately without reference to its inventor. It may have been released in the late 90s but created earlier (peche-mouche-seche.com).

So why would this last technique, an “absolute deflection scale” better fit reality? To understand that point we must capture the basic mechanism governing the fly cast, which considers that a fly rod and line is comparable to a “spring and marble” system. In one case we rotate the rod, in the other we push on the bottom of the spring. Reality is more complex than this simple model but the basics are interesting in a sense that the single characteristic explaining the behavior of the spring and marble system is a dynamic one. It is the “speed of the tackle”, in more technical words the vibration frequency of the marble/line attached to the spring/rod. It means that one may prefer a certain range of frequencies and others another one, obtaining similar results (line speed) for various rods and lines. Tackle speed is related to the stiffness of the rod and the mass at the tip: increasing the line number (mass) must be followed by an increase in rod stiffness to keep the frequency level in an appropriate range as load is changing (with line length during the cast). So it is not by chance that a correspondence has been experimented between line number and rod stiffness, it comes from the underlying mechanism of casting. This was the subject of the last article about CCS (the CCF concept), but the author did not want to consider the mechanics of casting as relevant for his relative rating system.

Ok, we may have a clearer idea of what a rod rating should be, but why can’t it be universal? There are multiple reasons:

  • First, the way we fish, our physical capabilities, our casting proficiency. I remember a friend of mine (wrist) casting his 9 foot Fenwick rod built for a #6 line with a WF3.
  • Second, the role of other mass (rod shaft, guides and wraps, line in the guides) which influences also the speed of the tackle and contribute to the lack of universality.
  • Third: the fact that rods are hard springs, increasing their stiffness as they deflect. This is a matter of design and it also contributes to scatter the rod/line fit.

Although imperfect, the current system is quite fair for rating rods, and it should be all right if you cast like the chief rod designer. If not, you know how you can adapt the line. This is cheaper than changing the rod.

schemea

schemec

schemed