| Walter, Yours is a great summation for this topic ..... and a springboard to launch into other, more complicated "faults & fixes". It provides the instructor with a mental algorithm which can be used for diagnosis and fault correction across the board, as I see it. WELL DONE! I took the liberty of highlighting. Let me know if this is OK with you before I send it to the Group as the closure to our present fault topic. Best, Gordy [GH] Thoughts by Walter Simbirski, as he considers a method of handling this and other casting faults, many of which may be a lot more complicated than the one we've been dealing with. Highlights are mine: Gordy,
The answers to the casting fault diagnosis/correction are interesting in that they all reflect thought processes that I expect to see from instructors with some level of experience. I'm curious how someone would instill this knowledge in someone else who wants to be an instructor. I'm not sure if anyone else is interested in this but I'll share my process and feel free to critique from there:
1. First determine if there is a fault. Is the student experimenting for example? Am I looking at things from a bad angle? If the line is hitting the ground there isn't much question that there is an issue but it doesn't hurt to be sure before spending time and effort on an issue. 2. Eliminate equipment issues. The quickest way I know to determine this is to try the equipment yourself. If I find any potential issues with the equipment it's likely that a beginner will have even bigger issues with the equipment. Also ensure that the student hasn't exceeded the limitations of the equipment or their skill level (e.g. trying to carry 80 feet of line). If casting doesn't improve go to next step.
3. Eliminate (if possible) environmental issues. Is there a tail wind for example? Many beginners have a hard time with even a slight tail wind. If casting doesn't improve go to next step.
4. Determine if there is one fault (line hits ground) or multiple faults (large loops and line hits ground). Identify all of the faults you are seeing even if they seem minor.
5. Consider all potential causes of the fault or faults - begin with the 5 essentials, look at the stop, the 180 degree rule, trajectory. What things are causing the fault(s)? Which is causing the most problems? Does it make sense that the potential cause of the fault can actually create the fault we are seeing? For example - trajectory could explain why the line hits the ground. Timing (pausing for much too long) could also result in the line hitting the ground. Breaking the 180 degree rule could explain this. Of all the things that could cause the line to hit the ground which ones also result in large loops? Eliminate the non-starters and concentrate on the realistic causes.
6. Observe to see which of these things are actually happening e.g. is the trajectory so low on the back cast that the student can't avoid hitting the ground? Is the pause long enough to cause significant line sag? Is the casting arc much too large? What is the student doing to cause this? Look at wrist movement, arm movement, shoulder movement, grip. Where is the rod stopping? Is it a distinct stop or a mushy stop? You may want to observe from more than one vantage point such as from the side and from the front (make sure the caster isn't worried about hitting you).
7. Do your observations in 6 agree with your analysis in 5? Based on your experience do you feel that you have identified the fault(s) and cause(s)?
8. If there are multiple issues decide which one or ones you will address first. 9. Suggest modifications for the student to try and observe the effect. Was the student able to adapt? If not what other modifications can you try? If the student made the desired change did it have the desired effect?
10. Have you dealt with all of the issues you want to for now or do you want to student to practice the current modification a bit first before making additional changes?
This is more or less the process I follow...
Thanks!
Walter |