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Walter & Group...
[GH] From Gary Eaton :
Gordy,
I learned from Tom White's "candy cane" teaching that you must watch loops in order to know when the "candy cane" is formed that signals timing to initiate reverse rod-tip movement (given that the time from initiating the brain command to actual tip motion results in complete straightening of the leader. If one waits until they feel the unload of the rod, the loop reverses and the symmetry is off before the tip actually restores tension to the line.) I teach that if the distance, loop size, and wind does not change, the experienced caster can watch the first few initial false casts and then adopt a rhythm.
In my view a hallmark of the great casters is the ability to watch the back cast unfurl to "candy cane" without altering their SLP. To do this, most require turning their rod side foot out; to out and rearward, so as not to have to duplicate Joan Wulff's exquisite "owl-like" spinal rotation. This move is more complex for those of us carrying several extra pounds. There is nothing in the set-up that requires "shoulders square at 90-degrees to casting plane throughout the cast" or "eyes forward at all times". Now that I see that in print, it is patently ridiculous. I completely agree with Governor Franke on this. Watch every back cast that you possibly can! If we fail to do this in angling cover, we catch vegetation.
I think we do a dis-service to our students if we do not develop in them the habit of diagnosing their cast-crushing habits through observing all casting loops. In teaching timing adaptations, casting planes, tip path, tracking, loop width, consistent stop position, haul timing, adapting to tail winds, etc - observing loop progression on both back and forward casts enhances precision and classical presentation of loop forms for students. To optimally demonstrate textbook diagram moving loops, visual monitoring is usually required and probably mandatory as conditions change.
ON DISTANCES
In Loveland, one of the presenters at the 2009 MCI Examiner's Workshop made the general point that all distances are intended to be from foot-to-fly unless otherwise stated. The controversy of whether "x-feet of line" for aerial tasks included leader or not arose. I am not certain there was ever any agreement on that.
Gary Eaton
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[GH] Gary,
Your description of the "open stance" and the "owl-like" spinal rotation with the complexities of body habitus speaks to your advanced knowledge of human biomechanics !
I just didn't want our candidates to look awkward in trying to do that on the exam.
Tom White's "candy cane" analogy helped many a beginner. He talked about BIG CANDY CANES & little candy canes. I recall one of the candidates Tom had mentored using that very way of explaining loops on his exam when asked to teach the task to new casters. He was famous for saying, "When you teach, use a BIG CRAYON".
I know that, although not stated on this task description, most examiners prefer that the forward and back cast loops match one another. Not a good idea to form a nice tight loop on the forward cast and a wide one on the back cast . That would make it even more advisable for the caster to be able to see the loops in each direction.... to be sure to match them well. I'd prefer to see them matched with respect to size, loop leg alignment, and timing. (Provided there is no significant wind to deal with.)
Seems obvious, but I'd best note that the examiners will be judging those loops on BO'TH the forward and back casts. I've tested candidates who thought that they were only interested in the forward loops. Big mistake !
Not a good idea to make those loops casting fast with high loop speed and rapid cadence, either. The idea is to cast slowly enough so that onlooking students can easily and clearly see what you are doing, to make the rod Do what it does, to make the line behave as it does when making small and large loops. Right in line with Bruce Richards' six-step method. Of course, the more slowly you cast, the more difficult it is to accurately form these loops. To do it well requires lots of practice. It represents good LOOP CONTROL.
The old worn cliché : "First impressions are lasting" should not hold here as the examiners try to remain objective.
Having said that, I note that this is Task 1. As such, it is usually the first one the candidate is asked to perform. A perfect performance will not only put the candidate on a "successful roll" psychologically, but might even do so with the examiners if only subconsciously.
When Bruce Richards and I gave the Master Prep Course at the W. Yellowstone Conclave last year, we took the position that the distance was an approximation.
Phil Gay sent me this reminder, today :
Gordy,
In the CI/MCI exams all distances are measured from the caster to the fly!
Phil
Gordy
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[GH] From Jim Dowd :
Dear Gordy,
Thank you again for keeping me in your Master Study Group. I may not be able to respond to each topic in a timely manner, but do read avidly.
Issues to consider with Task 1:
The performance of the candidate should present an ideal model of each task so that prospective students could reasonably be expected to observe exactly what is involved and obtain a clear understanding how to do it.
Potential pitfalls:
- tracking error(s)
- how does wind affect candidate's performance? does (s)he modify the cast and/or choice of position relative to wind direction?
- casting plane may not necessarily be vertical
- is explanation simple, concise, coherent, and consistent with demonstration (i.e., the way the cast was performed)
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