Q&A Re: The Caster - 2

Walter & Group...

[GH]      From Gary Davison :

Gordy,

 

Here is my take on Dennis question.

 

Short answer:  Yes.

 

Long Answer:

 

I feel you can determine how your student learns within this time period, but the bigger question is, once you determine how your student learns, will you have enough time to teach him what is needed using that method within the time line given? 

 

If your student shows his cards early in the session and his learning style is simplistic and not complex you just may have some hope to meet the challenge.

 

I was teaching a student not long ago to Spey Cast and this student needed not only the visual means, but also the analytical cognition for the cast, to put it all into perspective. 

 

I had to describe each rod movement in the cast to show rod tip movement and line path, plus provide the reasoning for the rod positioning during the cast sequences, to show why it was necessary to make the cast work.

 

Once the logical reasoning was realized, then the visual kicked in & he was able to perform the task.  But just the visual was not enough for retention.  

 

I only realized what was needed when he finally said "I am having trouble seeing how the cast works and I can not grasp the movements for the cast".  At this point I realized he needed the logic behind the rod path to set up the cast in his mind to make it happen.   



By administering this method of instruction on subsequent demo's, he was able to retain and execute the casts. 

 

When you have a student that has old muscle memory, plus a multi faceted and complex learning sensitivity, then the time line may be unrealistic.  

 

All the best,

Gary

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[GH]   From Mack Martin :

Gordy:

I thought I would comment on the point made about the importance of confirming that students are learning what the instructor is trying to teach. Some years ago Lefty Kreh pointed out to us the importance of gaining feed back from students being taught the art of both fly fishing and fly casting.

 Subsequently, we administered a written test that was given to all students taking the fly fishing and fly casting courses at the Atlanta Fly Fishing School. Each student was advised that the test was not to grade them but rather to determine how well we were teaching the subject matter in the courses. We administered this test for two years and learned a lot about how students learn and, not so obvious, problems of why they did not learn. This feed-back allowed us to modify many topics, methods and techniques with our instruction. We also learned that some students learned almost nothing after spending 5 hours in the classroom, while others were intimidated by taking the test when they realized that they could not answer many of the questions.

Lefty was right about getting this important feed-back from students. As instructors, we should remember that we must get our students attention and stay vigilant on what the student is learning and at what rate. We no longer give the test because the initial feed back was so productive and the modifications in teaching were so successful.

Mack Martin

MCCI-Atlanta Fly Fishing School

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[GH] From Shaun Ash :

I would like to get him roll casting. This will cut the cast in half it will also help him start with a low rod tip, get him to slide the line back slide set the D-LOOP all of which is slowing him down, plus with the water tension he will feel the rod load it also teaches the pause.

After roll casting then pickup lay down cast get him again slide the line back and up till you hit the line leader connection then back cast The Joan Wulff method  with  words like "throw the loop up not back" between these two cast you can start to get the fundamentals down and still have fish catching casts.

Shaun

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[GH]  From Lewis Hinks :

Hi Gordy,

 

Sorry for the late post, been on the road for work a lot lately.

 

Interesting exercise, and a good one for all of us.

 

I would have started with this student before we even got to the casting pond. On the walk there, I would learn what I can about this person. What they do for a living, what hobbies and sports they are involved with, etc. What most of us would consider 'small talk'. This begins to give me an idea of how to approach this student. How driven they are, how fast they might want new information.

 

After watching the student make a few casts, I would work hard to find something good, or make the best of a bad situation. This caster uses too much wrist, but I would not tell him that, I would note that he has figured out that some wrist is needed in the cast, and that is good. Maybe he has a good stance, find something positive to engage that student and begin to open  the door for more learning.

 

Next, I would ask permission, to make a cast with him, place my hand on top of his to make some casts. Initially, I would tell him to totally relax, that they are just along for the ride, and after a few casts I would slowly let them do some of the casting with me guiding. Just back off a bit, initiate the cast and relax a bit to see if the student 'takes over' while still guiding. All while doing this, I would constantly be complementary of the casts 'we' were making, even if I was the one primarily responsible. Keep that encouragement up at all times, let them always feel part of the process. Look for a sign of them wanting to make a cast like that when they are alone. Look for a clue that the door to learn for the student open a little more. When you get that hint, then stop the hands on casting and talk about what you were doing. This is a great time to introduce the 5 essentials, but do so as I you think the student knows them. Things like I am sure you know this, or have read this etc, but introduce them and BRIEFLY explain them. No need to go into great detail, as you might bore the student or they might feel you are talking down to them. I always go back to the essentials time and time again during the lesson. "See that wide loop you just made, well that refers back to our chat about the arc of the casting stroke, you were too wide there." Stuff like that.

 

Now lets move off the pond and do some horizontal casting to get the feel and look of a good casting stroke, stops and loop shape. Make a backcast and lay the line on the ground, do the same on the forward cast, look at how the line lays on the ground, is it straight off the rod tip, 180 degrees from the forward cast line or is it arcing behind the student. These are ways we can reinforce the arc and stop AND SLP without talking about SLP.

 

Now add the backcast and forward cast together into one cast, still horizontal. Once they seem to be getting it, make sure they know that this is a practical fishing cast, not just a learning exercise. Good for wind, placing a fly under hanging branches, etc.

 

Next step, once they able to cast horizontally, is the move that into a 45 degree angle. Still able to watch what they are doing. I often, mention at this point that many anglers cast at this angle, sometimes I do it. Again, make them feel it is a legitimate cast, and it is, not just a learning exercise.

 

Once they have that, now move them to a vertical or as near vertical as they are comfortable with.

 

All the time during this process, praise the good parts, and don't be too critical of the bad parts. "Excellent backcast, now lets work on getting the foreword cast to match" Notice I said "let's", I like to make this process a team event, we are working on this together.

 

Finally, back to the pond for on the water and possibly filming.

 

I am not sure whether I would show before and after video, but would note a marked improvement.

 

Lewis

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