Re: Well done !

Good thought.  I'll do that.

G.
On Dec 16, 2011, at 11:19 AM, WALTER SIMBIRSKI wrote:

> Gordy,
>  
> Feel free to pass it on. You may want to include something about Bruce's 6 step method as a similar algorithm.
>  
> Cheers!
>  
> Walter
> 
> ----- Original Message -----
> From: Gordy <hillshead@xxxxxxxxxxx>
> Date: Friday, December 16, 2011 6:57 am
> Subject: Well done !
> To: Walter Simbirski <simbirsw@xxxxxxx>
> 
> > 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
> > 
> >