FFF Casting Instructor Workshop
By Dan McCrimmon
The Federation of Fly Fishers Board of Governors requires that every Certified Casting Instructor candidate has to:
1. Attend a workshop given by Federation of Fly Fishers Masters and/or Board of Governors 2. Pass a written examination 3. Pass a performance and instructional skills test
The emphasis of this workshop is TEACHING and TRAINING methodologies, along with INFORMING the candidates about some of the FFFs’, goals and objectives. There is also information on improving themselves as instructors and fly fishers in the future.
This workshop is NOT designed as a teaching tool to assist in the casting performance evaluation, or the written test. It is assumed that the candidate who would be attending this workshop is as prepared as possible for the performance and written aspects of the certification process or else they would not be in attendance.
The workshop covers the following items:
1. What is the objective of the casting program? 2. Who runs the program? 3. FFF Angling Code of Ethics 4. What will be your obligations to your students as an FFF Certified Instructor? 5. What do the best instructors do? 6. How do students learn? 7. Training Aids 8. Notes on Instructing 9. Substance and style. 10. Loop shapes. 11. Analysis of the casting stroke 12. Keep it simple. 13. Improving as a fly fishing instructor and fly fisher.
Each section is supported by a numbered hand-out for easy reference during discussions. Those handouts are:
1. Handout Article # 1 - Mission / Federation Code of Ethics – FFF Board of Governors 2. Handout Article # 2 - Training Skills – Compiled by Jim Watkins 3. Handout Article # 3 - Communication - by: Bruce Richards 4. Handout Article # 4 - Principles of Adult Learning 5. Handout Article # 5 - Arm Styles - by: Al Kyte 6. Handout Article #6 - Casting Analysis - by: Steve Rajeff 7. Handout Article #7 - Simplicity - by: Mel Krieger 8. Handout Article #8 - Notes on Instructing – Denise Maxwell 9. Imbedded Item: Improving as an Instructor – by: Peter Caverhill
This 75 minute workshop is constructed as follows:
1. There are allotted times shown for each subject and section 2. The time remaining after each section has been completed is shown. 3. There is a timing color bar running down the left side of page:
Green – you have time remaining Amber (Orange) – time is running out Red – Time to wrap-up
You will also notice that time has been set aside for questions.
Please carefully monitor your time spent on candidate questions. If the question periods get off topic or are taking too long, it is more efficient to ask an individual candidate to wait until after the workshop for their answer, so that the others may proceed.
Time Warning Topic Content Allotted Bar / Time 60 min. Remaining 1. HOUSE KEEPING ITMS Is every one here who is supposed to be. Structure of testing • Time allocated for the work shop ( 1 hour ) 3 Min • Time allocated for written test ( 30 Min ) • Time allocated for practical test ( 30 hour ) • Total time • Where testing will take place. • How will test be done • Washrooms • Any parking issues ( meters, tow away zones ) 57
QUESTIONS?
2. WHAT IS THE OBJECTIVE It is assumed that the candidates have studied and practiced prior to OF THIS WORKSHOP? arrival, or they would not be here. Therefore, this workshop is to assist the candidate in teaching fly fishing by offering information on how 2 Min students learn, how to analyze a cast, and understanding style vs. substance.
Introducing the candidates to the goals and objectives of the Federation 55 of Fly Fishers. As well as the Federation of Fly Fishers Code of Ethics.
3. INTRODUCE TESTING • Each Panel Member To Give A Brief Bio PANEL • Introduce any BOG that may be sitting in • Introduce Any Special Guests 3 Min • Introduce any Masters that may be sitting in • Introduce any Certified Casting Instructors that may be sitting in • Make sure everyone has their handouts etc. 52
4. CANDIDATE Have each candidate introduce themselves and give information INTRODUCTION • Why they want to become certified 5 Min • What they do • Do they currently teach and where • What their goals are 47
QUESTIONS?
6. WHAT IS THE OBJECTIVE The Certified Fly Casting Instructors Program was designed to assist OF THE FFF CASTING those who wish to enter into fly fishing a means by which to receive PROGRAM high caliber instruction right from the very start; so that they would 3 Min continue with the sport over a long period of time. A long term interest in the sport means more people who will support the conservation and enhancement activities of the Federation to the mutual benefit of us all.
With FFF raising the level of flycasting instruction, beginners have a smoother entry into flyfishing. Flyfishers who want to build on their existing casting skill will have ready access to instructors trained to help them advance to the next level. The Program fosters the exchange
of teaching and casting ideas among instructors across the continent.
To educate and enhance the growth of fly casting instructors by:
• establishing high standards for teaching
• conducting teaching workshops that are a required part of the certification
• administering a test that assesses the applicants knowledge of casting, teaching ability, and casting proficiency • conducting clinics on how to teach flycasting at FFF shows, conclaves and at consumer fishing shows • establishing and maintaining communication networks for certified instructors (i.e. pamphlets, newsletters) 42
7. WHO RUNS THE The Board of Governors for Casting Certification developed the PROGRAM program and administers it. The volunteer Board is an arm of the FFF and is made up of some the most respected names in the world of fly 2 Min fishing and fly casting, include Gary Borger, Mel Krieger, Al Kyte, Joe Libeu, Steve Rajeff, Tim Rajeff, Simon Gawsworth, Doug Swisher, Denise Maxwell, Lou Tabory, Joan Wulff and other well-know experts. The tests for certification is administered either by one member of the Board of Governors, or by two Certified Master Instructors.
40
8. FFF CODE OF • Fly anglers understand and obey laws and regulations ANGLING ETHICS associated with the fishery. • Fly anglers believe fly fishing is a privilege and a 4 Min Handout Article # 1 responsibility. Mission / Federation Code of • Fly anglers conserve fisheries by limiting their catch. Ethics • Fly anglers do not judge fellow anglers and treat them as they would expect to be treated.
• Fly anglers respect the waters occupied by other anglers so that fish are not disturbed • When fishing from a watercraft, fly anglers do not crowd other anglers or craft or unnecessarily disturb the water. • Fly anglers respect other angling methods and promote this Code of Angling Ethics to all anglers.
36 36 9. WHAT WILL BE YOUR • Demonstrate a beautiful comfortable (effortless) cast OBLIGATION TO YOUR • Describe verbally and visually how to do it STUDENTS AS AN FFF • Analyze their casts for proper mechanics and flaws 3 Min CERTIFIED • Teach them to cure the flaws that inhibit their cast INSTRUCTOR? • Be a coach
• Celebrate the process with them Handout Article # 2 Training Skills 33 Jim Watkins et all
10. WHAT DO THE BEST INSTRUCTORS DO? • Ask if they have had someone working with them before they begin to instruct 5 Min Handout Article # 3 • They have a plan and tell students what it is Communication • They present information in small chunks By: Bruce Richards • Balance thoughtful critiques with justified praise • Avoid over coaching, giving students time to cast alone • Ask the students to tech the instructor • Invite questions • Celebrate the process with the student while still correcting their errors 28
11. HOW DO STUDENTS The learning pyramid. LEARN? • Hearing • Seeing 5 Min Handout Article # 4 • Feeling Principles of Adult Learning
23
12. SUBSTANCE AND STYLE Do all casters use the same style at all times?
5 Min What is the difference between “substance” and “style” in casting? Handout Article # 5 Arm Styles By: Al Kyte SUBSTANCE: is the adherence to the basic or core elements of all fly casting. These are the CORE elements.
1. Removing slack 2. Rod tip traveling in a straight line 3. Casting arc varying with the amount of line being cast 4. Power being applied in the correct amount at the correct time 5. There must be a pause at the end of each stroke
STYLE: Some Examples 1. Maybe in the grip 2. Stance 3. Drift 4. Wrist
Describe some different styles in casting. Is one style better than another? For Example: ARM STYLES
ELBOW FORWARD: Description: 1. At start of cast, elbow is directly below hand. 2. Hand at ear level 3. Hand slightly ahead of casting shoulder Used by: 1. Mel Kreiger 2. Steve and Tim Rajeff 3. Jimmy Green 4. Joan Wolf
ELBOW UP TO THE SIDE: Description: 1. At start of cast, elbow is positioned out to the side at about shoulder level 2. Hand directly above elbow 3. Forearm directly in line with top of shoulder 4. Forearm pivots on elbow
Used by: 1. Dan Blanton 2. Bruce Richards
LOW ELBOW: Description: 1. Elbow kept low, down close to the body 2. Moved back and forth, mostly from shoulder 3. Hand comes up on the back cast 4. Hand and forearm chop down on the forward cast
Used by: 5. Lefty Kreh 6. Chico Fernandez 7. Jay Clark 18 13. LOOP SHAPES How are different loops shapes formed
What would be some classic shapes Handout Article #6 2 Min Analysis • Curve By: Steve Rajeff • Wedge 16
14. ANALYSIS OF THE CASTING STROKE • Loop • Stroke 5 Min Handout Article #6 • Tempo Analysis By: Steve Rajeff • Trajectory
11
QUESTIONS? 15. KEEP IT SIMPLE - Keep your explanations simple and to the point.
Handout Article #7 “Rod loading is the bending of the rod when power is 4 Min Simplicity correctly applied” By: Mel Krieger 7
16. IMPROVING AS A FLY - Take workshops/courses – FFF annual conclaves CASTER AND FLY - study the current fly casting/instruction material (books, CASTING INSTRUCTOR. mags, videos) 4 Min Improving and the future. - Consider forming a fly casting “group” (keen folks get By: Peter Caverhill together regularly to practice, preach, try new gear/techniques and learn) - Try fiddling around with a video camera (or a digital that will produce short video clips). It’s fun (but not easy) to try to capture each other’s casting. Play the casting back and analyze what was right and what was not. 3
17. QUESTIONS? • Ensure that everyone knows where they should go for 3 Min testing. TESTING DIRECTIONS
• Make sure that they know who goes first… who is next INFO AS REQUIRED BY CANDIDATES • Make sure they know where to wait until called for testing
• Explain that they are not allowed to watch other persons testing or interfere or comment. No discussion of test with others waiting to be tested. 000 TOTAL END 60 Min.
Federation Work Shop Of Article Fly Fishers MISSION & CODE OF ETHICS 1
Mission The mission of the Federation of Fly Fishers is to lead activities that enhance and support the fly fishing experience for all anglers who fish with the artificial fly.
Federation of Fly Fishers Code of Angling Ethics © Copyright by the Federation of Fly Fishers, Inc. 2002
The mission of the Federation of Fly Fishers is to lead activities that enhance and support the fly fishing experience for all anglers who fish with the artificial fly. As part of our efforts to educate through fly fishing, we believe that ethical behavior is a key component of the angling experience. While the need to preserve for all anglers the natural beauty and quality of fisheries for future generations is paramount, consideration for fellow anglers cannot be overlooked.
FFF believes it essential that fly anglers in all waters embrace an ethic that embodies consideration for the environment and for others whether they are fishing or not. This Code of Angling Ethics complements the Catch and Release philosophy that is the hallmark of the Federation of Fly Fishers and reflects the importance of ethical behavior for all anglers. Moreover, it provides a framework for improving the angling experience by combining consideration of the fishery with respectful conduct towards fellow anglers. Overall, the policy denotes a journey in ethical behavior for fly anglers and not a destination.
Person-to-person and person-to-resource ethics go hand-in-hand. Fly anglers strive to understand and practice the land ethic of Aldo Leopold, which extends ethical consideration to the land, plants, animals, fish, and water that comprise the entire ecosystem. An important part of this land ethic is that fly anglers support those programs that sustain high species diversity, and do not support policies that could cause the premature extinction of another species. The Native Fish Policy of the Federation of Fly Fishers is based on this ethic of preventing fish species extinction.
The following nine behaviors comprise the Federation of Fly Fishers' Code of Angling Ethics:
• Angling ethics begin with understanding and obeying laws and regulations associated with the fishery. Fly anglers understand that their conduct relative to laws and regulations reflects on all anglers. Angling ethics begin with and transcend laws and regulations governing angling and the resources that sustain the sport.
• The opportunity to participate in the sport of fly fishing is a privilege and a responsibility. Fly anglers respect private property and always ask permission before entering or fishing private property. They seek to understand and follow the local customs and practices associated with the fishery. They share the waters equally with others whether they are fishing or engaging in other outdoor activities.
• Fly fishers minimize their impact on the environment and fishery by adopting practices that do not degrade the quality of the banks, waters, and the overall watersheds upon which fisheries depend. These practices include avoiding the introduction of species not native to an ecosystem, and cleaning and drying fishing gear to prevent the inadvertent transport of invasive exotics that may threaten the
Code of Ethics - FFF Board of Governors 1 integrity of an aquatic ecosystem. In simplest terms, fly anglers always leave the fishery better than when they found it.
• Fly anglers endeavor to conserve fisheries by understanding the importance of limiting their catch. "Catch and release" is an important component of sustaining premium fisheries that are being over- harvested. Fly anglers release fish properly and with minimal harm. They promote the use of barbless hooks and angling practices that are more challenging but which help to sustain healthy fish populations.
• Fly anglers do not judge the methods of fellow anglers. Fly fishers share their knowledge of skills and techniques. They help others to understand that fly-fishing contributes to sound fisheries conservation practices.
• Fly anglers treat fellow anglers as they would expect to be treated. They do not impose themselves on or otherwise interfere with other anglers. They wait a polite time, and then, if necessary, request permission to fish through. They may invite other anglers to fish through their positions. Fly fishers when entering an occupied run or area always move in behind other anglers, not in front of them whether in a boat or wading.
• Fly anglers when sharing the water allow fellow anglers ample room so as not to disturb anyone's fishing experience. They always fish in a manner that causes as little disturbance as practical to the water and fish. They take precautions to keep their shadow from falling across the water (walking a high bank).
• When fishing from watercraft fly anglers do not crowd other anglers or craft. They do not block entrances to bays or otherwise impede others. Fly anglers do not unnecessarily disturb the water by improperly lowering anchors or slapping the water with paddles or oars.
• Fly anglers always compliment other anglers and promote this Code of Angling Ethics to them whether they fish with a fly or not.
The following is a shortened version suitable to be carried by the angler:
• Fly anglers understand and obey laws and regulations associated with the fishery.
• Fly anglers believe fly fishing is a privilege and a responsibility.
• Fly anglers conserve fisheries by limiting their catch.
• Fly anglers do not judge fellow anglers and treat them as they would expect to be treated.
• Fly anglers respect the waters occupied by other anglers so that fish are not disturbed
• When fishing from a watercraft, fly anglers do not crowd other anglers or craft or unnecessarily disturb the water.
• Fly anglers respect other angling methods and promote this Code of Angling Ethics to all anglers.
Code of Ethics - FFF Board of Governors 2 Federation Work Shop Of Article Fly Fishers TRAINING SKILLS by Jim Watkins 2
TRAINING SKILLS FOR FLY CASTING INSTRUCTORS
INTRODUCTION
An instructor of Fly Casting must be proficient in the skills of Fly Casting in order to demonstrate those skills to the students. But that is only half of the instructor's responsibility. The other half is the skills required to communicate Fly Casting skills to the students. These are called "Instructional Skills." The information provided in this set of materials was prepared to assist new instructors to become competent instructors and to assist experienced instructors to become master instructors.
FOUR STEPS TO TRAIN A PERSON TO FLY CAST
These steps are essential to your success as an instructor. Use them with every student you teach. They are:
1. The instructor demonstrates the skill and explains how to do it. 2. The instructor demonstrates the skill while the student explains how to do it. 3. The student demonstrates the skill while the instructor explains how to do it. 4. The student demonstrates the skill and explains how to do it.
As you may see, this method requires the student to not only be able to do a skill, but also to explain it. This assures that the skill has, in fact, been learned. The instructor's effectiveness can be measured by the quality of the student's performance of the skill and ability to explain how to do it. These four steps appear easy to accomplish. However, to effectively instruct using the four steps you must be able to:
• Apply learning principles, • Practice the qualities of highly competent instructors, • Avoid the pitfalls that lead to instructor failure, • Assess and improve your abilities continuously.
APPLYING LEARNING PRINCIPLES
WHAT IS LEARNING?
Learning can be defined as: • An experience • That is retained by the learner • And produces a measurable change in behavior.
The purpose of teaching fly casting is to provide the EXPERIENCE to cause learning to happen. The instructor's job is to structure the learning so that a positive CHANGE will occur. Change must occur in three ways for learning to take place. These are:
• Attitude: I will do it. • Skills: I can do it.
FFF Instructors Workshop 1 • Knowledge: I know how to do it.
All learners use all three areas--knowledge, skill, and attitude--to learn. However, as we develop as learners, we form a unique blend called LEARNING STYLE. As an instructor, it is important to understand learning style because it helps you to help the students. When teaching, some students may seem to "get it" while others aren't. There are two basic
LEARNING STYLES:
• Learners that like knowledge and skill presented in a linear, step by step manner. • These learners learn at a gradual, steady rate. • Learners that prefer being given the big picture first by putting facts into the overall context of the lesson.
Observing and questioning students will allow you to make some judgment about each of your students. What you are doing is intentionally structuring your lessons so that students will
PROCESS INFORMATION in a way that helps them to RETAIN it. Information is processed through all of the senses--sight, sound, smell, touch, and taste.
Learning by sight, accounts for 87% of all learning. That is why it is extremely important that you are able to demonstrate the proper way to fly cast for your students. People learn more quickly if they can SEE the correct way to fly cast.
Retention of learning is highest (90%) from learning by doing (performance). You must provide as much practice as possible to assist students to retain the techniques you showed them.
Students need close coaching to make sure that what they are practicing is correct. You do not want them to learn the wrong thing!
WHAT ARE THE PRINCIPLES OF LEARNING?
The principles of learning can be used to structure your fly casting lessons in a way that will assure the students become proficient.
The following eleven principles should be used to instruct fly casting classes.
MOTIVATION. If students are not receptive to incoming information it will be lost. By expressing why the information is important, students will want to learn. For example, you may want to state: "By using as few false casts as possible, your line will be on the water longer giving you more opportunity to catch fish."
DIGESTIBLE CHUNKS. The amount of information given during a period of time is important. Present information one step at a time and stop often and check students' grasp of the knowledge and skill. Students will have plenty of time to store the information, one CHUNK at a time.
EXPERIENCE. Learning by doing is the way experience is gained, so give lots of guided practice. Also, learning is enhanced by relating a new experience (what they are to learn) to past experience (what they already have learned). For example, many students may have cast a spinning or bait casting rod. You can assist their learning by relating how fly casting is different because it uses the weight of the line to cast instead of the a weight at the end of the line.
FFF Instructors Workshop 2 ATTENTION. If information comes in too slowly or students do not understand, they may become bored or lost. To get and keep attention, keep the pace moving, change the inflection of your voice, and move around. This is pretty easy to do for fly casting instruction since movement and practice are you main activities. Be sure to watch each student to make sure they are attentive. If some are not, they may be lost and you need to give them extra help.
REINFORCEMENT. Provide positive reinforcement every time a student does something right. A positive word (good job!) or a pat on the back does wonders for learning. Reinforce the behavior you want to happen. DO NOT PUNISH BY TELLING THEM THEY ARE WRONG. Rather, if a student is having a hard time mastering a skill, take them back to a skill they have done right and reinforce it, then say: "Now that you have done such a great job with the pick-up and lay down, let's concentrate on keeping your wrist in the correct_ position."
RETENTION. Positive reinforcement assists in student retention of knowledge and skills and gives them a better attitude or willingness to learn. Another way to improve retention through practice is to involve more than one of the senses. During practice, demonstrate to individuals the back cast(sight), explain the skill steps (sound), and hold the student's arm to show the correct stopping position of the back cast (touch). Without good retention, everyone's time is wasted.
FACILITATION. Facilitation skills draw the student into the learning. They include:
1. Presenting yourself in a manner that shows you are paying attention to the students (facing students, maintaining eye contact, moving close to students, and avoiding, distracting behavior such as jingling change in your pocket.
2. Observing what is going on in the class to determine how to apply other learning principles to the situation. Look at the students' faces, body position and movement. Look for enthusiasm, boredom or confusion. Form an opinion of their feelings based on what you observed. Take appropriate action such as: Encourage enthusiasm, involve bored students, and relieve student's confusion.
3. Listening to understand the needs thoughts and concerns of students and sending the message that their input is important. Listen to the content and the meaning of the words. Paraphrase what was said to demonstrate you received and understood the message. QUESTIONING. By asking questions of students, we can determine student learning level, reinforce desirable behavior, improve interest, check effectiveness of the instruction, and reveal student attitudes. An effective question has a specific purpose, is easily understood, and emphasizes one point. To ask a question, do the following:
1. Alert the students by saying: "I have a question." or "Here is a question for you." 2. Ask the question and pause at least three seconds for a response. (Gives the student time to think.) 3. Call on one person to answer and pause for three more seconds. 4. Reinforce the response by repeating it and clarifying all that you want the students to know. (If it is incorrect, reinforce the effort by saying "that's close but what I'm really asking is ..." then repeat the question. Ask if anyone else can help get the answer.)
RETRIEVAL. Once knowledge and skill is retained, it must be retrieved in order to be used. During practice, you may ask a student to demonstrate a skill on demand. "Show me the roll cast." Or, after explaining the steps in making the pick-up, you may use a cue such as: "The first step in making the pick-up is to slowly raise the rod tip. What is the next step?" This will help the student to retrieve the information.
FFF Instructors Workshop 3
TRANSFER. Most fly casting instruction is held away from the stream or lake, usually a park or casting pond. The instruction is not useful unless the student can transfer what was learned to the stream. This may be the hardest part of the instruction. One way to accomplish this is to gather the students at the end of the session and discuss how to apply what they have learned to the stream or lake and demonstrate some techniques. Another way is to show a casting instruction video that takes place on the water. This allows the student to see the techniques applied to the real situation.
HARRIERS TO LEARNING. There are many factors that have a negative impact on learning. Some of these factors you may encounter are as follows:
• Physical condition and health barriers. Sensory impairment such as poor vision, stress, physical limitations, and poor health can restrict information processing.(Its hard to learn to fly cast if your casting arm hurts!). When a student has one of these conditions, you must accommodate it by slowing down, giving them more time, and giving them lots of positive reinforcement.
• Emotional barriers. People's ability to learn is dependent on the degree of "safety" they feel in the learning situation. Fear of failure or embarrassment is high among adult learners. The instructor must create a learning environment "safe" from ridicule and give people plenty of reinforcement, even for the smallest of gains in ability.
• Intellectual barriers. Previous learning can be an asset or a liability. An asset is when new learning can be applied to past experience. A liability is when the incorrect learning took place and now you have to teach the correct way. Many people will have difficulty un- learning bad casting habits, so you must be patient, reinforcing, and persistent with them.
SUMMARY. We defined learning as an experience that is retained by the learner and results in a measurable change in knowledge, skill, and attitude. The learning principles include: Motivation • digestible chunks • experience • attention • reinforcement • retention • retrieval • transfer • and barriers to learning.
PRACTICING THE QUALITIES OF COMPETENT INSTRUCTORS:
ENTHUSIASM FOR PRODUCING LEARNING. Enthusiasm is having a real enjoyment of what you do and displaying a positive attitude about the fun of fly fishing. The eagerness and interest you have in fly casting makes it easier and more enjoyable for students to learn. Show your enthusiasm!
FLY CASTING EXPERTISE. All instructors must have an excellent command of their subject. Instructors must know what the students must learn. Students must look at the instructor as the expert.
FFF Instructors Workshop 4 ABILITY TO GET STUDENTS INVOLVED. It is up to the instructor to structure the learning and present it in a way that involves all the students. The use of assistant instructors helps to make sure all of the students are under guided practice throughout the course.
MEETING THE NEEDS OF THE STUDENTS. Students expect to benefit from the learning. If they do not learn the skills required to cast (and catch fish) then the time and money spent are wasted.
PROFESSIONAL APPEARANCE. You should be clean and dress just a little better than your students. In fly casting instruction, this means no dirty, torn, or tattered clothing and the use of good equipment.
APPLICATION OF THE LEARNING PROCESS. The key to success is the application of the four steps to training, the learning principles, the qualities of competent instructors, avoiding instructor pitfalls, and self-assessment and improvement.
ABILITY TO COMMUNICATE AND RELATE TO OTHERS. Your success is rooted in your ability to get ideas across to others and to understand what others are saying to you. In addition, you must be able to get along with others. In order to relate to others you must be poised, genuine, honest, flexible, patient, trustworthy, and forgiving. If students perceive you this way, they will try harder and learn more.
COUNSELOR, ADVISOR, EVALUATOR. Students need your instruction and support, and your feedback on their performance. They want to know what progress they have made (a chance for you to give them positive reinforcement) and what they need to work on. Set high standards for achievement, but be reasonable as to how students get there.
LEADERSHIP. Leadership is the ability to influence others to achieve positive goals. A leader is liked by the followers. This is called charisma. You can improve your own personal charisma by smiling a lot, taking pride in the excellence of your work, being a roll model not a critic, strive for self improvement, do more than is expected of you, be open to better ways of doing things, never convey the attitude "it is not my job," do not give up when the pressure gets tough, and look for ways to add quality to your work.
ORGANIZATION. People will accept the ideas of an organized person much faster than a disorganized one. Students respect an instructor that is organized and prepared. One way to do this, is to use a lesson plan to guide you while instructing fly casting. Included in this packet is Fly Casting, A Guide to Teaching Fundamental Casting for Beginners. It is an excellent lesson plan for beginners and a model for developing your own lesson plans.
AVOIDING THE PITFALLS THAT LEAD TO INSTRUCTOR-FAILURE
NOT EXPLAINING THE WHYS. People learn better if they know why they are learning something (why it is important).
UNORGANIZED APPROACH. Learning that is not well organized is not going to be effective. It will not make sense to the learner.
ASSUMPTIONS WITHOUT FOUNDATION. If you do not know an answer, do not assume, bluff, or make statements that are not based in fact.
FFF Instructors Workshop 5 FAILING TO PREPARE THOROUGHLY. Students will know immediately if, you are not prepared to teach. They will tune out what you say.
NOT SETTING HIGH ENOUGH STANDARDS. People strive to achieve goals that are a challenge. Set attainable but challenging standards.
NOT ADHERING TO STANDARDS. Once set, lowering a standard makes all other standards lose their credibility.
LACK OF TIME AND PATIENCE. Take the time and effort necessary to be sure students have learned properly. All students are not at the same level and some require large amounts of patience.
LACK OF FOLLOW THROUGH. You need to check the learning level of students. Follow through is essential to determine if instruction was received and understood
LACK OF CONSIDERATION OF STUDENT NEEDS Show concern for a student needs and they will respond with attention, interest, and involvement. developed by: Jim Watkins reviewed by: Larry Hampy,Mel Krieger, Judy Lehmberg, Allan Rohrer, Barbara Rohrer
October 1992
Revisions: July 1999
FFF Instructors Workshop 6 Federation Work Shop Of Article Fly Fishers 3 Clear Communication
SIX STEP METHOD By Bruce Richards
The heart of good instruction is communication. Too many instructors try to cure a casting problem before the student even knows what the problem is or why it is a problem. Also, some instructors try to cure every problem they see all at once, and don't use clear, concise language that the student will understand. All of these things lead to a confused and often frustrated student (and instructor). In order to address those concerns, I use a six-step method that allows an instructor to clearly and concisely analyze, communicate, and then cure casting problems. The six steps analyze the cause of the problem from top to bottom, then the cure of the problem from bottom to top. The initial step of the CAUSE analysis is to describe to the student what is wrong with the (1) LINE. The next step is to explain what the (2) ROD is doing to cause the line problem. The final step is to explain what the (3) BODY (usually hand/wrist/arm) is doing to make the rod and line misbehave. The CURE part of the process tackles the same steps, but in reverse order (bottom to top). The initial step is to explain what to do differently with the (4) BODY. The next step is to describe how the body modifies the motion of the (5) ROD, and then how that affects the (6) LINE in order to produce the desired results. Each step should be as concisely stated as possible-extra words can be confusing, especially to beginners. Only work on one flaw at a time, start with the one that is most detrimental to progress. Speak slowly and clearly and demonstrate what you mean with the rod if appropriate. If you demonstrate, make sure you cast as slowly as possible and exaggerate what is right and wrong so the difference is clear to the student.
The six-steps can be a learning process for the instructor, too. It is imperative that the instructor has a thorough understanding of the dynamics of both good casting and bad. If you try this and find you struggle with any of the steps, it may indicate that your understanding is not as complete as you thought. I often suggest posing a particular casting problem then writing down the six steps of cause and cure. Better yet, have someone else pose the scenario and analyze your six steps. What follows is an example of the process, analyzing the typical open loops of a beginner. Assume that both loops and loop terminology have been explained to the student.
CAUSE (top to bottom, line to body)
LINE: See the big, wide loop we talked about? ROD: Remember that the big, wide loops are caused when the rod tip travels in a big, wide arc? BODY: See how your wrist is bending a lot and how that makes the rod tip travel in the big arc? CURE: (bottom to top, body to line) BODY: Don't bend your wrist so much. ROD: See how that makes the rod tip travel in a much straighter line? LINE: Look, your loop got much smaller.
I know this seems simplistic, but in most cases it really works for both the student and the instructor. In the example given, the student would likely not be throwing perfect loops after one pass through the exercise, but the loops should be improved and the student should know why. At that point the instructor would re-analyze the student's cast, decide on the next biggest problem (or repeat the loop exercise), and then proceed to the next series of six steps. I will grant that this tool works best for students with a more analytical mind set and may not be effective with everyone. However, I have found that it works with a large majority of students, and offers a good, clear, easy to remember guideline for an instructor to follow. Every casting flaw can be addressed.
Six Step Method – Bruce Richards 1 Federation Work Shop Of Article Fly Fishers 4 PRINCIPLES OF ADULT LEARNING by Denise Maxwell
• We learn by doing
• We learn at different rates based on abilities and experiences
• We tie our learning to what we already know
• We learn one thing at a time
• We need to understand what we learn
• We have to be, willing and ready in order to learn
• We' learn and retain more when all of our senses are being used
• We develop skill through practice
• We tend to remember best that which was presented last
• We have no limits to how much we can learn
Principles of Adult Learning 1 Work Shop Federation Article Of STYLES Fly Fishers 5 Arm Styles – Al Kyte
Experienced fly fishers differ from one another in It is part of an overhand baseball throw, which how they cast. They stand, hold the rod, and move is called a "kinetic whip" because each body part moves their bodies in different ways, yet differ most in a whip-like sequence, adding to the overall force. noticeably in how they move their casting arm. In This upright forearm is also important to accuracy by beginning fly-casting classes, students typically leading and thus controlling the vertical forward move- learn a certain arm movement-the one taught by the ment of. your fly rod and unrolling. fly line. I believe this is instructor. Yet students soon begin to differ in such why most tournament casters use an elbow-forward style things as how far they move the hand, where they Most elbow-forward casters also use this vertical plane, position it, and how firm they keep the wrist. Some offset slightly, for the back cast to simplify the fly line's of these adaptations interfere with their casting path as it changes direction from backward to forward. success and require correction. However, other The arm-lifting motion of this back cast is called "shoulder adaptations work well illustrating what; movement flexion." Lowering the elbow on the forward cast is analysts call "self-optimization" a student's "shoulder extension." This is the arm style of people who discovery of a more natural or comfortable way to have most influenced casting in California, including cast. Jimmy Green, Mel Krieger and Steve and Tim Rajeff. In observing expert casters, I have been surprised They personify a long-standing link between our interests by how many different ways people, can vary the in tournament fly casting and trout and steelhead fly hand and arm movements of the east. As a first step fishing. The elbow-forward style also characterizes the in analyzing such differences, I have lumped them casts of other notables, such as Joan Wulff, Jerry Siem, into three general styles, recognized by how the and Gary Borger. elbow is positioned at the start of the forward cast - forward, up to the side, or low. These positions set the stage for movement differences that have more to do with the shoulder than the elbow. The elbow is a simple hinge that can only open (extend) or close (flex). The shoulder, however, is a ball-and-socket joint that allows the arm to apply force in a variety of ways. This is where most arm variation occurs. Understanding various types of arm movement allows you to view your own casting stroke in relation to several existing styles. You may even try to imitate movement styles other than your own to see if one of them feels more comfortable.
Elbow Forward
I start a beginning class with what I call the "elbow-forward" style. At the start of the forward cast, your elbow is directly below your hand, which is at ear level and slightly forward of your casting shoulder (Figure 1).
Arm Styles – Al Kyte 1 Elbow Up to the Side Low Elbow
In the "elbow-up-to-the-side" style, the forward cast In the "low-elbow" style, your elbow is kept low, down starts with your elbow positioned directly out to your close to your body, and moved back and forth mostly side at about shoulder level with your casting hand from the shoulder. Even so, your hand comes up directly above your elbow (Figure 2). In its simplest somewhat on' the back cast to lift the line and downward form, the upper arm acts like a rotisserie, rotating on the forward cast enough to keep it from hitting your without going anywhere. Thus, on your back cast, rod tip (Figure 3). When going for distance, most low- your forearm and rod are rotated up and backward elbow casters open up their stance by dropping the around a stationary elbow and then rotated ahead casting side back. This c combination of arm style and of your elbow on your forward cast. This shoulder stance lends itself well to sidearm casting long strokes movement is called "external rotation" on the back and saltwater fly fishing The low to and hard position cast and "internal rotation" coming forward. Casting provides additional strength to help you force a bend into instructors sometimes criticize this arm style as stiff, heavy fly rods, the long arm movement helps being a poor throwing motion because your elbow control long lines in the wind, and the side-arm cast lags behind your hand. However, this movement helps keep heavy rods low and big hooks away from relies more on your shoulder, which is exerting force your eyes. In trout-fishing schools, I most often select in a strong throwing motion. this style to provide a strong arm position for small or I see this casting style most often in fly slightly built students, as well as to teach a side-arm fishers who habitually cast from a float tube or when cast. wading deep. The need to keep the elbow high and To understand this style better, I recently spent dry invites this shoulder' movement. I also see this time with professor Craig Johnson, who teaches both style used by stream anglers casting nymph riggings biomechanics and fly casting at Saint Mary's College, in with weight on the leader. To avoid tangling, they Moraga [California]. We discovered that this shoulder use wide loops and change the casting plane. Thus, movement, though occurring in a diagonal, rather than they make a sidearm back cast, then lift the elbow to vertical plane, is opposite to that used by elbow-forward come forward over the top. Such situational uses of casters. In the elbow-forward style, you start with an arm movement can carry over into all your fishing shoulder flexion (lifting` the elbow in front) on the back and influence your casting style. A number of cast, then shoulder extension (lowering the elbow) on casters, including Dan Blanton and Bruce Richards, the forward cast. This order is reversed in the low-elbow cast beautiful loops with this style. style, where you sort with shoulder extension (moving the "low" elbow back) on the back cast, then shoulder flexion; (moving the elbow forward) on the forward cast. We were fascinated to learn that the same body part can be moved in the opposite direction, using directly opposing muscle groups, yet produce the identical effect - an overhead cast.
Arm Styles – Al Kyte 2
Arm Styles – Al Kyte 3 Federation Work Shop Of Article Fly Fishers ANALYZING THE CAST 6 by Steve Rajeff
When we practice flycasting accuracy or The typical novice caster relaxes the hand and wrist distance, many of us forget to evaluate important as the rod reaches the backcast position. This relaxing basic techniques. Distance casters often resort to the promotes a wide arc or curved path of the tip resulting `hit it harder' method, while accuracy casters in a wider backcast loop. execute countless, mindless, and imperfect false casts. While power and plenty of practice are The final forward cast loop of a distance cast can be important, effort spent on pure technique may yield' improved by a slight forward drift via wrist turnover, even better improvements. Flycasting may be following the stop. Very good casters achieve a `V' analyzed from four main categories: loop, stroke, shape to the front edge of their loop because of this tempo and trajectory. subtle follow through drift. This slight drift, while si- multaneously reducing grip pressure, absorbs the tip The Loop deflection bounce down, minimizes shock waves and tightens the loop.
Face it; without a really good, narrow loop not While wide loops are bad, tailing loops are worse. much is going to happen. A controlled; tight loop, Every caster has seen the fly catch the line or fold both on front and backcasts, should be priority back on the leader creating big problems. This is the number one. The size of the loop is controlled by infamous tailing loop. It is the result of the tip of the the path the tip top takes as it travels back or forth. rod curving under a straight line path. It is the The closer to a straight path, the narrower the loop. opposite of too wide a loop. Overpowering the rod in For most casters, the backcast loop needs more too short of a stroke causes the rod to `overload' and attention than the front loop. The key to improved as a result the tip top will dip under a straight line backcast loops is the ability of the caster to stop the path causing a tailing loop. Spreading the power over rod abruptly. This will transfer the stored energy in a wide portion of the stroke and also lengthening the the rod bend to the line and help form a narrow stroke will reduce or eliminate tailing loops. loop. Depending on the length of line, the exact stop position shifts between 12 and 2 o'clock. The longer Stroke the line, the more bend the rod experiences and the further back the rod will need to travel to help The stroke is the second most critical aspect of maintain the straight line path. Also, a slight drift improving flycasting. Length of stroke and arm back on a. short cast or a longer drift for longer positions during the stroke should be analyzed and casts may be needed, depending on rod length and the assistance of another caster or coach really stiffness. Longer and stiffer rods allow the caster to helps here. power harder during the stroke; resulting in higher In accuracy casting to a short target, the hand should be line speed, and make it possible to significantly forward of the body, in front of the shoulder or even shorten the stroke. Softer rods require a longer slightly toward the center of the body. Think of tossing stroke and more drift:
The sudden stop of the backcast helps the tip track a straight line path.
Analyzing The Cast - Steve Rajeff 1
darts at a dart board. A good tossing position is The added line speed will cause the leader to kick over holding the hand with the dart just forward of the eye the fly much harder, so the tippet adjustment is your way or slightly off center toward the shoulder. The to compensate for the added power and speed. accuracy casting position is similar. When we start lengthening line, the hand should Trajectory shift gradually outward to the side to make the longer stroke easier. Think of your changing motion as you Finally, study the trajectory. In accuracy we should throw a baseball 25 feet, then 75 feet, then 125 feet, cast high enough not to tick, but as low as possible to help and finally from deep center to home plate. As we see the fly just above the target, enhancing depth and cast with longer length line, we should similarly distance perception. When distance casting, adjustments extend the stroke and reach. back. In order to locate a to trajectory and overhang is ongoing. Aim higher on caster's most comfortable and powerful stroke windy days and use longer overhang. On calmer days, try posture the assistance of a second person is very lowering the cast using a shorter overhang. helpful. With the caster stopped at the backcast position, the assistant should stand behind the caster Adjusting the overhang controls how fast the shoot- and grasp the rod just above the handle. Providing ing head turns over during the flight of the cast. Too short resistance to the forward stroke, the assistant holds an overhang and the head will straighten out too - soon the rod back while the caster tries moving the hand during the shoot. The back end of the head is heavier than and arm up, down, closer or further from the shoul- the tip end so it will catch up to the tip and eventually the der, then drives forward through the stroke. Casters whole head will land in a big spaghetti pile. Too long of should seek their most comfortable range of an overhang and the loop will not have straightened out movement in this exercise. This will result in better when the cast lands. The overhang adjustment control is casts because the most natural throwing motion is the most critical in the Angler's Fly event because the employed, translating into greater speed. head is relatively short and turns over very fast. In single -- - In addition to the stroke, the perpendicular to hori- hand and two hand fly distance events, where fly line zontal tilt or overhead to- sidearm position of the rod heads are rather long, changes in overhang are still during the cast affects the stroke. Direction control is important but do not require as much change in length. most enhanced with the rod more perpendicular, Loop, stroke, tempo and trajectory are key elements to while extra power can be gained with a sidearm slant good flycasting and worth evaluating every time you cast. during the cast. Wind conditions, rod stiffness, and even leader design and how fast it turns over the fly, Steve Rajeff holds 28 National All Round titles and have an effect on how perpendicular or sidearm you 13 International All Round Casting championships in should cast to optimize control. competitive casting. He serves on the FFF Board of Governors for Casting Instructor Certification. This article was originally written for the Golden Gate Angling Tempo & Casting Club Bulletin to help tournament casters in 1988 and will have some merit for fycasting instructors After looking at loops and stroke, the tempo or cycle today. It is reprinted with the permission of the author. time of the cast should be evaluated. Many casters have a tendency to cast a little too slowly front to back. Probably each of us has been reminded of rushing the backcast and not allowing the line and leader to straighten out, so we slow down. Instead of slowing down, it would be even better to quicken the actual stroke, and wait the same time for the line to straighten on the backcast. The faster the line moves, the more we can feel the rod working and the less effect a wind will have. The next time you practice accuracy, test your tempo: try a faster cycle time cast. Sometimes you may find it necessary to
lengthen the leader tippet to stop from ticking.
Analyzing The Cast - Steve Rajeff 2 Federation Work Shop Of Article Fly Fishers Keep it Simple 7
Simplicity by Mel Krieger
Have you ever thought, not only about the airplane, but about complicated and involved theoretic concepts in fycasting to whatever man builds, that all of man's industrial efforts all his more basic truths and to simpler explanations. We eliminated computation and calculations , all the nights spent working over photo and illustrations and many many words. A funny thing draughts and blueprints invariably culminate In the happened to me and like my transition from killer to production of a thing whose sole and guiding principle, is the conservationist in catch-and-release fishing, I began to feel ultimate principle of simplicity. very good about this new direction, finally embracing it, not only for the book, but in all of my teaching. In anything at all, perfection is finally attained Do not confuse simple with elementary teachings only, or for not when there is no longer anything to add. but that matter easy instruction. In fact the reverse is usually true. when there is no longer anything to take away, Helping the advanced fly caster commonly requires the most when a body has been stripped down to his fundamental of adjustments. It may happen, for example, that a nakedness small change of hand position will solve a Antoine de Saint-Exupery tailing loop, timing, velocity or any or all of
Despite my feelings that style and many other casting faults. That fine, tuning, flair of Brownstones and Victorians finding a basic common denominator, does have nore appeal than the efficient not come easy. Simplicity invariably, requires geometric shapes of modern more time, effort and usually, experience. A buildings, there is the strong wring of famous author once said at the end of a letter truth in Saint-Exupery’s principles of to a friend, "My apologies for this long simplicity. The perfect fly cast is a letter. If I had more time, it would be good example; straight lines of line much shorter." and rod with no extraneous force or movements or motions of hand and Over teaching, a universal problem in flycasting instruction consists of two major parts; not allowing the student enough body; all energy solely directed through rod and roiling alone time - time to learn without the impediment of instruction, line to the fly. These principles of simplicity are also an and of course, too much instruction. Have I solved this relatively integral part of both communication and instruction. easier explained problem? Hell no! My own biggest difficulty in Nelson Ishiyama, a friend and the editor of my fly casting teaching continues to be too much explanation, too many words, book, did more than help me with words. Early in our work too much critique, too many "let me show you" casts --- in short together, he asked me if the purpose of the- book was to – over-instruction. For all of us, however, understanding is the teach people to cast. The real truth was that I wanted to first step is improving that complex relationship (almost a show my peers and the world that once and for all, the fly dichotomy) that exits between the simple "helping someone to cast would be completely and perfectly analyzed and that cast a fly" and the healthy ego that is a necessary part of a it would be carved in stone forever and ever, and that Me[ being a good instructor. I hope it also means that we will Krieger would be recognized as the author of flycasting's continue to grow. theory of relativity. Somehow I had trouble admitting this feeling, so I agreed to adopt the “Will this help someone learn to cast?" question, to everything we did in the book. The quintessence of learning is doing. We spent a lot of time attempting to reduce The quintessence of teaching is inspiration.
Simplicity – Mel Krieger 1 Federation Work Shop Of Article Fly Fishers NOTES ON INSTRUCTING 8 By Denise Maxwell
INTRODUCTION This program is intended to introduce a simple, logical and easy method of teaching or instructing any of the various subjects a beginner angler will have to learn to become an accomplished and successful flyfisher.
We must all remember highly qualified but boring teachers who put us to sleep in class - we must also remember other teachers who had us riveted to our seats as we lapped up what they were teaching. What is the difference? The answer is simple: • Some teachers can transfer knowledge from their brains into yours - others can't. • You will see that anyone can give a good lesson - providing they follow a few simple rules and are prepared to learn them and follow them faithfully.
Guiding Principles Your job is to get information out of your head and into the student’s long term memory. • Some skulls are so thick that hardly anything penetrates • Others have the ability to pass information in one ear and out of the other. • An obvious but often neglected principle of teaching is that you must know your subject. • Students have a sixth sense and will quickly turn off if they detect you are shaky on your subject. • It is essential that you know how to demonstrate and explain all procedures. • It is equally important to know why the procedure is possible. • If you only know HOW and not WHY, you should not be teaching the subject.
TYPES OF INSTRUCTING There are many ways of presenting information to students:
The Lecturers • Who deliver their talk, answer a few questions and leave. • They are not really concerned if you learn anything. • Not a good method of instruction for beginner flyfishers.
The Demonstrators • Shows you how its done, answers questions and leaves. • Many of these demonstrators seem to rely on their charisma or personal magnetism to get their message across. • They are showing you. Not instructing you. • Just because you can demonstrate does not mean that you can teach. • Entertaining however is not very effective for beginner flyfishers. The Instructors The instructors job is: • To provide information and demonstrate the physical skills required. • It is also important to make sure that the student understands why and how each procedure is possible. • The most important duty of the instructor is to test the result of the lesson. • A good instructor should always leave the student wishing to know more.
PREPARING THE LESSON By following the simple rules for a good lesson, you will find that: • Everything is prepared. • The subject is introduced. • The lesson proceeds logically. • Nothing is missed. • You can test your product. • You can deliver your lesson with ease and confidence.
Prepare Yourself • Do you really know your subject? • Have you assembled and tested your equipment?
Introduction • Tell them what the subject is • Keep it simple - don't elaborate.
The Link • Ask them to recall some unfortunate fishing incident related to the subject being taught. • Was the problem due to their lack of knowledge or poor instruction?
The Object • Explain the scope of the lesson. • Explain the standard that they’re expected to reach.
RULES OF INSTRUCTING
Rule One - Explanation • Explain the subject so that the student knows what to expect. • Don’t over elaborate and discourage the student.
Rule Two - Demonstration • Show the student how you perform the procedure. • Repeat the more difficult items.
Rule Three - Interrogation • Answer any questions. • Ask questions yourself. • If they know that they may be questioned, they are more attentive.
Notes On Instructing – Denise Maxwell 2
Rule Four - Imitation • Have the student imitate your performance. • Check for faults. • Correct Faults.
Reinforcing The Lesson • For the benefit of slow learners or difficult subjects, you may have to repeat the entire lesson over and over again.
How To Handle Faults Many students are held back and are afraid of making mistakes and looking foolish - however, there is a very simple and effective way of overcoming this difficulty. • After your demonstration, explain that mistakes are a valuable teaching aid. • Encourage them to make mistakes. • Explain that recognizing and correcting mistakes will enable them to avoid the fault later on. • Treat mistakes carefully, don't get too serious • Make a joke of it. It will calm down even the most nervous student.
Group Lesson Faults • Never refer to a student by name when pointing out faults - this can really upset the slow learners. • Refer to any fault in a general way. • If you don't mention names, they will all think its them and try harder. • Everybody benefits.
Questions from Students • Student's questions will tell if you gave a good lesson or not. • A good question can point out something that you missed. • Thank the student for pointing it out. • Then answer the question.
Difficult Questions • Never reply to a question if you don't know the answer. Don't guess! • The student may just be testing you and already knows the answer. • No question is too silly! • Remember that there are more slow learners than not.
Conclusion To Your Lessons • Evaluate your own performance. • Can your students do what you have been teaching them? • Have you enjoyed teaching them? • Have they enjoyed the lesson?
Teaching Practice • You must practice your teaching skills before attempting to give a class.
Notes On Instructing – Denise Maxwell 3 • Work in pairs and play student and instructor. • Your teaching skills are just as important as your casting performance.
There are no "Born Teachers" There are many self-styled instructors who think that teaching is just talking or demonstrating. For example: • Some excellent flycasters are hopeless at teaching anyone to cast. • They can't understand why the student can't learn. • Don't expect your charisma or your entertaining style to get you through your lesson. • You and your students will be disappointed.
The Knife Sharpening Analogy • Giving a lesson is like sharpening a knife. • You grind away and then check for improvement. • Does any part of the blade need special attention? • Are you satisfied with your results? • Is the knife ready for use?
Become An Accomplished Instructor If we are to welcome newcomers to our wonderful sport of flyfishing, we must make sure that: • They do not fall into the hands of poor instructors. • We must understand that instructing flycasting is easy, if you know your subject. • You must also be skilled in the art of instructing. • You should enjoy your instructing.
Notes On Instructing – Denise Maxwell 4