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Walter & Group...
[GH] While there are many change of direction casts which can be used ... or even "invented" to solve individual problems, there are a few very basic ones that I think all Masters candidates should know.
1. The method of changing direction with a series of false casts as the caster turns a bit with each one until he faces his new target and delivers there. This is important to know because it is the way many fly fishers do it as well as the fact that there are some obvious disadvantages including those of the effort and time expended as well as the likelihood of spooking every fish in the pool.
2. Change of direction on the forward cast.
The caster picks up and makes his back cast directly back from the first target, then turns and delivers the forward cast to the new target. Sometimes called the "Wye Cast" after the river of the same name between England and Wales. *
3. Change of direction on the back cast.
Before picking up, you turn and face your new target. Then make your back cast directly 180 degrees back from the new target followed by a forward presentation to your new target.
Of course, we can add many different kinds of change of direction casts including:
# The entire litany of Spey casts including the snake rolls.
# Change of direction roll casts.
# 180 degree change of direction casts, including :
- The "Barnegat Bay Cast (Presenting on the back cast.)
- The "Galway Cast" (Two forward strokes aimed in forward and back directions.)
- The Snap Cast. (Like a "Snap-T" performed at 180 degrees from the original fly position).
As you consider these, perhaps you would like to apply Gary Eaton's, "EXHAUST THE POSSIBILITIES" by attempting to answer his questions which I have highlighted in his message, below .
* FLY FISHING for trout, salmon, bass & panfish, by Frank R. Steel, 1946, pp. 46-48.
Gordy
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[GH] From Gary Eaton :
Gordy,
I also advocate an "exhausting the possibilities" approach to MCI prep.
Taking your assessment of methods a little further, I try to have candidates analyze the multiple methods in terms that go beyond their actual fishing experience - some merely don't fish very broadly. As an example -
Which Change of Direction (CoD) method:
- has the fewest movements?
- occurs most quickly?
- allows for using the full fly line that is out as "carry"?
- is least splashy?
- has least overhead shadow that might spook fish?
- allows the angler to keep their eye on the cruising fish?
- is best suited to a bulky rig ( indicator, two weighted flies, etc)?
- suits CoD in wind with a heavy fly?
- is most splashy as in plopping in a popper or frog for aggressive predators?
- uses up, or kills, fly line one the water as part of the CoD?
ETC.
I might also have them think in terms of the number of degrees of CoD.
which CoD methods are best suited to:
- facilitate 180-degree change?
- facilitate 90- degree change?
- facilitate 45-degree change?
- facilitate 30-degree change?
Then I have them start combining them, as in:
- Best for 180-degree CoD throwing heavy Steelhead gear?
- Best for placing a popper to an actively feeding Largemouth Bass at 45-degree CoD?
- Best for killing 50% of carried line to a Trout in still water from a float tube over greater than 60-degree CoD? a 120-degree CoD?
- Best for delivering a sink-tip at 90-degree CoD at 70-ft with only 20-ft of back cast room
ETC.
More is better. Clarity about the why dictates the when.
One huge caveat- NEVER bring-up, nor attempt any method you cannot expertly perform on first effort.
I refrain form telling my students which choice is best. Instead, my mentoring style is Socratic. I ask the main question then a series of "Whys" and "What ifs" to build solid comprehension of the applications and considerations. A particularly solid candidate may invoke a consideration that failed to be part of my own considerations. We all learn form elucidation.
The final arguments and differences of opinion are always resolved in the "one-chance" demonstration under the proposed conditions or limitations. As this is and "Explain and Demonstrate" task, I reinforce that a passing score is no less than 100%.
I employ a similar approach to the task that requires adaptation to wind.
Gary Eaton
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