Dinghy Program

Instructing Guide

Racing Skills

INSTRUCTING GUIDE Dinghy Program Racing Skills INSTRUCTING GUIDE Dinghy Program Racing Skills  Unit 1 Basic Fitness Nominal duration: 45 mins

 Unit Purpose  Learning Outcomes The purpose of this unit is to introduce participants to basic fitness principles and At the completion of this unit, participants will be able to: training methods 1. Identify the need for physical fitness in the sport of Sailing 2. State three components of physical fitness  Equipment/Teaching Aids 3. Perform four sailing stretches Display equipment which may include OHT, Whiteboard or other

Nominal Content cues Group Organisation Suggested Learning Strategy Duration Teaching Aids 5 min Introduction Seated with access to OHT, Mini lecture using teaching aids teaching aids Whiteboard  Relationship between physical fitness and mental agility 5 min Three components of fitness Seated with access to OHT, whiteboard Mini lecture using teaching aids teaching aids  Flexibility  Strength  Endurance  The importance of mental agility in sailing 5 min General fitness Seated with access to OHT, whiteboard Group brainstorm teaching aids  Core Strength and Flexibility 25 min The Central Aim – Core Strength and Flexibility Seated with access to OHT, whiteboard Practical participation in activity teaching aids session  Seven Super Stretches  Amazing Abdominals 5 min Activity Review Seated with access to OHT, whiteboard Group questioning teaching aids  3 components of fitness  7 Super Stretches  Amazing Abdominals

INSTRUCTING GUIDE Dinghy Program Racing Skills INSTRUCTING GUIDE Dinghy Program Racing Skills

Basic Fitness

Learning Strategies Unit 1 Basic Fitness INTRODUCTION

Coach Note: Sailing is one of the few sports that requires both mental agility and high levels of physical fitness. Without a good physical fitness base, the athlete soon tires mentally and is unable to observe the environment effectively or make clear and intelligent decisions. Sailing also places ‘unnatural’ loads on the body - those not applied on a daily basis and there is a strong case for injury preventative activity to be undertaken as the basis of all physical training.

Mini lecture using THE THREE COMPONENTS OF PHYSICAL FITNESS teaching aids  The 3 basic components of physical fitness are Flexibility, Strength and Endurance  Flexibility relates to the length of the muscles and the range of motion around the joints  Flexible muscles are generally less susceptible to injury and because they allow a greater range of motion are often able to generate more power than inflexible muscles  Strength is a measure of the forces the muscles can apply  Muscles function to support joints and create movement  Stronger muscles tend to fatigue more slowly than weaker muscles  Endurance relates to aerobic capacity  Aerobic capacity refers to the ability of your body to extract oxygen from the air you breathe and transport it throughout the body’s cells so that work can be performed  A well developed aerobic capacity is important because it allows the body to perform at higher levels for extended periods and also allows the body to recover well from exercise.

Mini lecture using GENERAL FITNESS TRAINING teaching aids  Before training for sailing fitness, it is important that the body is trained for general fitness  The basis of a good physical conditioning program is formed around the development of good core and joint stability, enhanced by flexibility

Mini lecture THE CENTRAL AIM

 All sailors, young and old, should be encouraged to develop strong central control and flexibility in an effort to prevent injury in later life  Stretching is part of general conditioning and should not be performed without a warm up  A gentle 5-minute warm up jog is enough to prepare the body for these stretches  Once the warm up has been completed, perform the abdominal strengthening exercises first.  Avoid injury when stretching – NEVER bounce  Remember to breath while stretching  Move ONLY to the point of slight discomfort – NEVER be in pain  Stretch EVERY day  Try breathing out as you gently move into the stretched position – it helps you to ‘relax’ into the stretch

Note for Coaches – 30 seconds is a long time for younger students. At this stage they need to become aware of the stretches, so guiding their performance for 15 seconds, twice each is sufficient for the purposes of this exercise.

INSTRUCTING GUIDE Dinghy Program Racing Skills

Learning Strategies Unit 1 Basic Fitness cont. AMAZING Abdominals Mini lecture, demonstration and  Your abdominal muscles are postural muscles, that is, they work continuously to student participation help you stand and sit, twist and bend over, and they help you to walk and run.  To a large extent they help support your lower back and without them you would find it very difficult to do any of these things.  Strong abdominal muscles are one of the keys to great performance and injury prevention.  You can gradually build the number of repetitions you do if you practise daily  Remember when you are doing these exercises that it is better to do a small number properly than lots of them wrongly.  Once your muscles tire and you can no longer do the exercise properly: STOP and REST before you continue.

Mini lecture, Reverse crunches demonstration and To help strengthen the very deepest layer of your abdominal muscles student participation   Lie on your back with your knees bent  Breath out and lift your knees toward your chest to the position that they rest in  The aim of this exercise is to gently lift your hips off the ground by pressing your lower back into the ground as you breathe OUT. Breathe IN and relax after each action.  You should feel tension in your lower abdominal region as your hips lift off the ground.  The movement will only be slight and the knees should not be used to rock the body into the movement – this defeats the purpose.  Repeat 5-10 times to start

Mini lecture, Oblique crunches demonstration and To help strengthen the Oblique abdominal muscles which help hold you in a student participation  twisted position in the boat.  Lie on your back with your knees bent and feet flat on the floor close to your buttocks  Roll both knees to the right side  Make a cradle for your head by placing your hands behind your head on opposite shoulders.  It is important that you REST your head in the cradle, DO NOT use it to pull up (this can cause neck strain)  The aim of this exercise is to lift your back and shoulders off the ground (towards your feet) as you breathe OUT. Breathe IN and relax after each action.  It is normal for the movement to be small and you will still feel tension along the side of your body between your ribs and hips  Repeat 5 – 10 times on each side to start

Mini lecture SEVEN SUPER STRETCHES  Neck  Hip Flexors and Quads  Gluteals  Lower back rotation  Shoulders and Back  Chest and Shoulders  Hamstrings

INSTRUCTING GUIDE Dinghy Program Racing Skills

Basic Fitness

Learning Strategies Unit 1 Basic Fitness cont. Mini lecture,

Neck demonstration and student participation  Since you rely on your neck to allow you to turn and look at what is happening around you, it is important that you give this a stretch, too – before and after sailing. The Stretch  Stand or sit with your back straight  Gently turn your head to the right as far as it will go and hold it for approximately 15 seconds and relax  Repeat this for your left side and then again for both sides once more.  This exercise is very simple, and if practised daily will soon bring results.

Mini lecture, Hip Flexors and Quads demonstration and  Along with your abdominals, your hip flexors and quads are your hiking student participation muscles.  They are powerful muscles and tend to be very tight in sailors – especially when they aren’t stretched before, between and after racing.  When hip flexor and abdominal strength is not balanced, it is possible to experience lower back pain…..SO…..stretch them LOTS! The Stretch:  Kneel on your right knee and place your left foot firmly on the floor so that your knee is at right angles  Remember to keep your foot in line with your knee.  Rotate your pelvis into a ‘backward tilt’ position using your abdominal muscles (tuck your bottom under you) and you will probably already feel a stretch in the top of your thigh near the hip joint.  To get more of a stretch, move your weight forward and over your left knee and foot, keeping your back straight and your bottom tucked under.  Hold for 15-30 seconds and relax.  Do the same for your other side and repeat twice

Mini lecture, Gluteals demonstration and  These are the muscles at the back of your hips – you sit on them. They also student participation help you stay extended when you are hiking, so they need a good stretch too The Stretch:  Lie on you back with your right knee bent (foot on the floor)  Place your left foot on your right knee so that your left knee points to the outside of your body  Reach forward with both your hands and hold the back of your right leg (If you can’t reach your leg, use a towel to loop around the back of your leg instead of your arms)  With your back on the ground an head relaxed, lift your right foot off the floor  You should feel a stretch in your bottom (gluteals)  Hold the gentle stretch for about 15-30 seconds, then relax  Do the same for the other side and repeat twice

INSTRUCTING GUIDE Dinghy Program Racing Skills

Learning Strategies Unit 1 Basic Fitness cont. Mini lecture, Lower Back Rotation demonstration and student participation  Staying flexible in your lower back helps you to be able to twist without twinging – something that comes in handy when you’re trying to look out for breeze and hike at the same time. The Stretch:  Lie on your back with your right foot placed on the ground near your left knee.  Extend your arms out to the side of your body at about shoulder height  Roll your right knee to your left side using your left hand to gently guide it over and hold it.  Turn your head to the right  Keep your right shoulder ON THE GROUND while holding the left knee as low as possible.  Hold the gentle stretch for about 15-30 seconds, then relax  Do the same for the other side and repeat twice

Mini lecture, Shoulders & back demonstration and student participation  Your shoulders and back are used to pull on the sheets  This stretch looks after both areas The Stretch:  Sit upright (back straight) with your right foot placed along your left knee (Your right knee should lie outwards)  Place your left hand on your right knee and gently hold your knee cap  Keeping your back straight, lean forward and place your right hand as far down your left leg as possible.  You should feel a stretch across your back and upper arms.  If you’re really flexible, you may be able to get a stretch in your hamstrings  Gently hold the stretch for 15-30 seconds (remember to breath) and then relax  Do the same for the other side and repeat twice

Mini lecture, Hamstrings demonstration and student participation  These muscles are found on the back of your thighs. They help to maintain the hiking position and also assist movement in and out while hiking. The Stretch:  Sit upright with your right foot placed alongside your left knee (Your right knee should lie outwards)  Keeping your back straight, place both of your hands on your left leg at about knee level and gently slide forward as far as you can.  Breathe out as you move forward  You should feel a stretch in the back of your left leg (Your hamstrings!).  It doesn’t matter if you can’t reach your toes – just lean forward until you feel the stretch and stop at that point.  Gently hold the stretch for 15-30 seconds (remember to breath) and then relax  Do the same for the other side and repeat twice

INSTRUCTING GUIDE Dinghy Program Racing Skills

Basic Fitness

Learning Strategies Unit 1 Basic Fitness cont. Mini lecture, Chest and shoulders demonstration and student participation  Because you spend your time sailing with your arms in front of you, (and if you’re a crew who handles a spinnaker) it is easy for your chest muscles to tighten up, so to get some balance back in your body, these need a good stretch before and after sailing  You can use a wall or a door frame to help you stretch The Stretch:  Stand side on to the wall and about an arm length away  With your fingers facing backward, place your palm against the wall  With your palm against the wall, slowly turn your body away from the wall until you can feel a stretch in your chest and front of your shoulders  Gently hold the stretch for 15-30 seconds (remember to breath) and then relax  Do the same for the other side and repeat twice

Mini lecture and student ACTIVITY BRIEF participation This session is designed to introduce sailors to stretching and abdominal strengthening exercises. Younger students will find it difficult to concentrate for the required length of time to complete the exercise thoroughly, however it is important to create awareness at this stage. Reduce the stretching time to the minimum recommended and perform the stretches only once for each side.

 BE AWARE of any special needs of your students (asthma, limiting injuries or disabilities, diabetes, etc)  WARM UP before you stretch or strengthen. Lead your students on a brisk, 5 minute walk or light jog. A shuttle run or circuit course is very useful for keeping them all in a confined place. Make sure you have checked the route before you start out – KEEP IT SAFE.  After the warm up, teach each of the Abdominal exercises. Ensure proper technique is being performed and remind sailors of the importance  Follow the abdominal exercises with the stretches. Again, ensure proper technique is performed – you are responsible for showing them how to take care of their bodies for the rest of their lives.

Group questioning ACTIVITY REVIEW

 Components of fitness  Amazing Abdominals  7 Super Stretches

INSTRUCTING GUIDE Dinghy Program Racing Skills

INSTRUCTING GUIDE Dinghy Program Racing Skills

 Unit 2 Boat Handling Nominal duration: 70

 Unit Purpose  Learning Outcomes The purpose of this unit is to provide participants with the opportunity for guided At the completion of this unit, participants will be able to: practice of boat handling skills 1. Execute roll tacks and roll gybes on demand and in sympathy with the class of boat being sailed and prevailing conditions  Equipment/Teaching Aids 2. Produce a skilled performance on a short windward/leeward mark rounding course Display equipment which may include OHT, Whiteboard or other in moderate conditions Rescue boat appropriately equipped and manned 3. Demonstrate boat speed control in a coach-led drill Megaphone 3-4 Course marks Rigged sailing boats

Nominal Content cues Group Organisation Suggested Learning Strategy Duration Teaching Aids 2 min Introduction Seated with access to OHT, Group discussion guided by coach teaching aids Whiteboard  The importance of boat handling skills 8 min Drill Briefing Seated with access to OHT, Mini lecture using teaching aids teaching aids Whiteboard  Roll Tacking  Gybing  Slalom course  Follow the leader drill 15 min Practice session Boats on designated Megaphone, Set pace Roll tacking drill upwind, course area sound signal, gybing drill downwind  Follow the leader drill boats 15 min Practice session Boats on designated Megaphone, Performance on short course area sound signal, windward/leeward course area  Boat control circuit boats 15 min Practice session Boats on designated Megaphone, Coach guided ‘follow the leader drill course area sound signal,  Roll tacking & gybing boats 10 min Return to shore

10 min Activity Review Query and feedback session

INSTRUCTING GUIDE Dinghy Program Racing Skills

INSTRUCTING GUIDE Dinghy Program Racing Skills

Boat Handling Handling Boat

Learning Strategies Unit 2 Boat Handling INTRODUCTION Coach Note:  Boat handling is the single most controllable factor in any race performance.  Each manoeuvre should become completely automatic and flawless in all conditions.  Boat handling errors are ‘give aways’ and should be eradicated if at all possible.

This session is designed to provide participants with the opportunity for structured and (where necessary) guided practice. It is also important to point out that mostly boat handling drills can be practiced without the guidance of a coach and that participants should take note of the drills and undertake to perform similar drills in their own time – “Perfect Practice = Perfect Performance”

Mini lecture using ACTIVITY BRIEF teaching aids  This session is designed to provide you with general boat handling practise.  It will comprise of a ‘follow the leader’ drill, boat control circuit and tacking and gybing drills Mini lecture using TACKING AND GYBING DRILL teaching aids  This drill is designed to allow tacking and gybing practice on a slalom course  The course is a double slalom configuration with the slalom buoys set directly upwind and downwind  The course shall be rounded to Port (or Starboard)  Sail up the windward slalom, tacking as necessary to pass between the buoys  Try to make each roll tack as good as possible  Round the top mark and reach across to the first mark of the leeward slalom  Sail downwind through the leeward slalom, gybing as necessary to pass between the buoys  (Where appropriate)Use your spinnaker  Sailing the downwind slalom with a spinnaker requires careful organisation – take your time to set up the spinnaker for launch as you reach between the top marks from the windward course to the leeward course  This drill can be performed around a short diamond shaped course or the coach boat, depending on the number and skill of your sailors  Differences may be noticeable with a change of direction in course rounding – make sure both port and starboard circuits are completed  At the beginning of the exercise ask students to count the number of full circuits of the course they can sail in the 5-7 minute period – remember to give them a time start and end signal  Remember also to coordinate the change of direction of the course.  This can be done by having all boats peel off the course at the ‘time end/finish’ signal and have them return to the course on the new ‘time start’ signal in the opposite direction  It is important that you stress the use of boat controls to SAIL the boat around the coach boat, rather than steer it. You can assist this process on the water by reinforcing the use of boat controls (particularly sails and balance, ie including roll tacking and gybing) as they sail around you  For larger numbers of less skilled sailors, it is safer to set a relatively short square or diamond course which allows barely enough space to round a mark properly before reaching the next mark. This length of course forces sailors to be continually proactive as they round the marks of the course – if they do not use their controls properly, their boats will stop and they  It is easy to pick out those sailors with greater skill – they will have their boats continually moving and generally complete more circuits of your boat or the

course.

INSTRUCTING GUIDE Dinghy Program Racing Skills

Learning Strategies Unit 2 Boat Handling cont. Mini lecture using BOAT CONTROL CIRCUIT teaching aids  The aim of the drill is to sail the boats around the coach boat or course as smoothly as possible.  You will be given between 5-7 minutes to sail around the course and you will need to count the number of times you compete the circuit  There will be a signal to indicate the start of the circuit time and another to signal the end of the first course which shall be rounded to port.  When given the signal to stop, peel off the course  You will have one minute before the next start signal at which time you will come back on to the course and sail around it to starboard. Remember to count your circuits.  Use your boat controls including roll tacking and gybing to SAIL the boat around the course rather than steer it.

Mini lecture using FOLLOW THE LEADER teaching aids  To start the ‘follow the leader’ drill, the lead boat will display code flag ‘L’ or make a sound signal  During the ‘follow the leader’ drill, you will be required to follow the power/lead boat and other sailing boats in single file  The lead boat will change speed and direction, you will be required to match the speed and direction without overtaking the boat in front of you  You will adjust your boat speed by using boat controls, primarily sails and balance

ACTIVITY BRIEF:

TACKING AND GYBING DRILL  This drill is designed to allow tacking and gybing practice on a slalom course  The course is a double slalom configuration with the slalom buoys set directly upwind and downwind  Set the markers in line with each other and sufficiently far apart to allow proper performance of the skills  Stress that when sailing on the downwind, it is easier if they maintain as straight a course as possible  Sailing the downwind slalom with a spinnaker requires careful organisation – remind squad members to set up the spinnaker for launch as they reach between the top marks from the windward course to the leeward course

FOLLOW THE LEADER DRILL

 To start the ‘follow the leader’ drill, display code flag ‘L’ or make a sound signal as you instructed to your sailors.  Initiate the drill by choosing a ‘leading’ team and instruct them to follow behind you as you drive the power boat on a reaching course.  Encourage the rest of your squad to fall in behind the lead boat as it is driven on a reach.  It will often be necessary to steer the boat in a large circle to collect all squad members, especially if their skill level is relatively low, or they have not participated in a similar drill before.  To test their abilities to control their boat speed, you should lead a trail that requires them to sail on all points of sail and regulate your speed – even to a near stop at times.  You may need to prompt sailors regarding effective use of their boat controls and their responsibility to not overtake the boat in front of them.  Each boat in the squad should have a chance to sail directly behind you. You regulate this by asking the leader to peel off as necessary.

INSTRUCTING GUIDE Dinghy Program Racing Skills

Boat Handling Handling Boat

Learning Strategies Unit 2 Boat Handling cont. Activity Brief cont.

BOAT CONTROL CIRCUIT  This exercise can be conducted by asking sailors to either sail around the coach boat, or by setting a short diamond course circuit.  At the beginning of the exercise, ask students to count the number of full circuits of the course they can sail in the 5 minute period.  Give them a 1 minute warning signal prior to the start time  Once they have started, remember to give them a signal to indicate the finish of the 5 minute circuit time trial and that they should peel off the course and return to it in the reverse direction within one minute. You will need to prompt their return to the course  One minute later, sound the time start signal for the second 5 minute time period and then another signal to indicate the finish of the time trial  It is important that you stress the use of boat controls to SAIL the boat around the coach boat or course, rather than steer it. You can assist this process on the water by reinforcing the use of boat controls (particularly sails and balance, ie including roll tacking and gybing) as they sail around you  For larger numbers of less skilled sailors, it is safer to set a relatively short square or diamond course which allows barely enough space to round a mark properly before reaching the next mark. This length of course forces sailors to be continually proactive as they round the marks of the course – if they do not use their controls properly, their boats will stop and they  It is easy to pick out those sailors with greater skill – they will have their boats continually moving and generally complete more circuits of your boat or the course.

Group questioning ACTIVITY REVIEW

 Relative feedback where necessary  Drills can be practiced without the coach  Tacking and gybing drills can be done on a timer using start watches  Start by tacking once every 20-30 seconds, depending on the wind conditions and the skill of the sailors. As the tacks get better, reduce the time between them.  Performance, not speed is the aim

INSTRUCTING GUIDE Dinghy Program Racing Skills

INSTRUCTING GUIDE Dinghy Program Racing Skills

 Unit 3 Basic Sail Theory Nominal duration: 45 mins

 Unit Purpose Learning Outcomes The purpose of this unit is to teach participants the basics of Sail theory and sail At the completion of this unit, participants will be able to: trimming 1. Explain in simple terms how a sail works 2. Identify the sail controls that are commonly available on small sailing boats  Equipment/Teaching Aids 3. Explain how to alter the power in the sail with the sail controls available. Display equipment which may include OHT, Whiteboard or other Rigged sailing boat

Nominal Content cues Group Organisation Suggested Learning Strategy Duration Teaching Aids 2 min Introduction Seated with access to OHT, Short verbal introduction teaching aids whiteboard,  Sailing: a question of balance Rigged boat 5 min Basic sail theory Seated with access to OHT, Mini lecture using teaching aids teaching aids whiteboard,  How the sail works Rigged boat 8 min The balancing act Seated with access to OHT, Mini lecture using teaching aids teaching aids whiteboard,  Depth and power Rigged boat  Sail controls  Controlling sail depth 25 min Practical session Standing seated around Overturned Practical demonstration of sail depth mast tip of overturned rigged boat control. boat Group questioning 5 min Activity Review Short break before next session

INSTRUCTING GUIDE Dinghy Program Racing Skills

INSTRUCTING GUIDE Dinghy Program Racing Skills

Basic Sail Theory Sail Basic

Learning Strategies Unit 3 Basic Sail Theory Coach Note: INTRODUCTION

Understanding how the sails work is an integral part of understanding the how, why and when of sail and rig trimming and tuning. With a basic understanding of how the sails work/function, participants will understand the relationship between power and depth in the sails and will be better equipped to manage the power generated by the rig.

Mini lecture using BASIC SAIL THEORY teaching aids  Sails function in much the same way as airplane wings  When the sail is made, the sailmaker builds a foil shape (very similar to the cross section of an aeroplane wing) into it  When the wind flows over the sail, pressure differences occur on opposite sides of the sail, creating a LIFT force  The wind (air molecules) travelling over the leeward side of the sail passes over the ‘outside curve’ of the sail and travels faster than the wind passing over the windward side of the sail.  An example of this is running in the outside lane of a running track while someone else runs across the centre.  Because it is travelling faster, the molecules become more spread out and the pressure is less on the leeward side than on the windward side (where the molecules are slightly more ‘crammed’ up)  Relatively, a LOW pressure zone is created on the leeward side of the sail, while a HIGH pressure zone exists on the windward side of the sail  Just as things go from HIGH places to LOW places under the influence of gravity, a force called LIFT is created because the pressure is trying to equalise and move from areas of HIGH pressure TO areas of LOW pressure  Very simply, the resulting LIFT force occurs at right angles to the curve of the sail on every point and the resulting force is at approximately right angles to the chord of the sail  The LIFT force is made up of DRIVE force and HEEL force.  The DRIVE force drives the boat forward, and the HEEL force is the force which tips the boat over.  The power of the LIFT force which drives the boat forward and sideways is related to the DEPTH in the sail.  By controlling the DEPTH in the sail, it is possible to control the POWER

Mini lecture using THE BALANCING ACT teaching aids  Part of the art of sailing is in maximizing drive force while still being able to control the resulting gain in heeling force.  As the depth in the sail is directly related to the power generated, the balancing act comes in controlling the depth of the sail for maximum performance at all times, on all angles of sailing  Fortunately, although the sail has had a predetermined shape built into it, the shape can be moved and modified to best suit the weather conditions and power requirements  The camber (or depth) in the sail can be modified to make the sail flatter or fuller  The draft (deepest part of the sail) can be moved forward and aft  Sail shape/depth is controlled by the sail controls

Sail controls  Boom vang  Downhaul/cunningham  Outhaul & Inhaul  Mainsheet

INSTRUCTING GUIDE Dinghy Program Racing Skills

Learning Strategies Unit 3 Basic Sail Theory cont. Mast controls  Spreaders  Chocks

Mini lecture using rigged CHANGING THE SAIL SHAPE boat  This session is best conducted with the aid of a boat tipped on its side.  Participants should be encouraged to position themselves at the tip of the mast as this is one of the most effective locations to view the sail shape changes.  Take the time to select a boat on which all systems work effectively and have one of the participants hold the end of the mast at approximately hip level.  Before each sail control change is made, ascertain with the group’s consensus, the depth, or camber, in the sail and the position of the draft.  After each change is made, confirm what changes have occurred to the depth and/or position of the draft in the sail Comment  Each of the sail controls has its own unique effect on the shape and depth of the sail when applied

Boom Vang  Flattens the top 1/3 to 1/2 of the sail  Closes the leech  Moves the draft aft/back

Cunningham/Downhaul  Moves the draft forward  Opens the leech

Outhaul  Flattens the bottom 1/3 to 1/2 of the sail  Moves the draft aft  Opens the bottom leech

Spreaders  control the mast bend Spreaders aft:  induce more mast bend  flatten the sail  opens the leech Spreaders forward:  reduce mast bend/straighten the mast  make the sail deeper  close the leech

Mini lecture using MATCHING THE SAIL TO THE CONDITIONS teaching aids and group questioning Once the effects of each of the controls has been demonstrated, it is time to discuss the basic sail shapes which apply to various conditions and how they can be achieved. If at all possible, teach by questioning participants throughout this segment of the session

 Different sail shapes are more effective in different conditions

INSTRUCTING GUIDE Dinghy Program Racing Skills

Basic Sail Theory Sail Basic

Learning Strategies Unit 3 Basic Sail Theory cont. Mini lecture and Light conditions demonstration  generally require flatter, draft aft, twisted sail shapes

 Wind is lazy: it prefers to travel in straight lines  In light airs, it is particularly difficult to get the flow to attach to the sail  NO FLOW (no pressure difference) NO GO  Light breeze flows more easily and remains attached more readily over flatter sails  Flatter sails for light weather can be achieved by 1. pulling on the outhaul 2. releasing the Cunningham/downhaul 3. releasing the boom vang (allows leech to twist) 4. inducing mast bend with spreaders

Mini lecture and Moderate conditions demonstration  In moderate conditions, the sails can be powered up  Power the sails up by 1. Pulling on the boom vang to close the leech (just until the leech ribbons begin to stall) 2. Pull on the Cunningham to draw the draft forward. 3. Outhaul on about 1/2 way 4. Spreaders in neutral position or raked slightly forward

Mini lecture using Fresh conditions teaching aids  In fresh conditions, the boat will be well and truly overpowered  To reduce the power in the rig, the sails will need to be flattened  This can be achieved by 1. Pulling on the boom vang to flatten the sail 2. Pulling on the Cunningham (full range) 3. Pulling on the outhaul to flatten the sail 4. Raking spreaders backward to induce bend in the mast. This can also have the desired effect of assisting the leech to open, a very effective way of de powering the rig  Remember: flat water requires less power to sail through than big or choppy seas, so for the same wind condition, water conditions will effect the power requirement from the rig

ADDED EXTRA – knowing when to adjust the sail power

 As you develop your feel for the boat you will become sensitive to the pressure on the helm. This is the indicator you use to determine when and how much to change the power in your sails. At all times you should be aiming for a neutral helm or slight weather helm.  As the weather helm increases, you will know that you need to reduce the power in the rig to reduce the weather helm  Lee helm is not acceptable when sailing upwind.

Group questioning ACTIVITY REVIEW

Review sessions are designed to summarise and reinforce newly introduced material. If the session was run using group questioning techniques, reinforcement will have occurred already, however it is always good to conclude with a summary of the main concepts

CHECK for understanding  Sail DEPTH is directly related to POWER  To control power, alter the depth in the sail to induce the required amount of flow  The Light Air sail is relatively flat and open leeched  The Moderate Air sail is relatively full with closed leech  The Fresh Air sail is relatively flat (de powered)

INSTRUCTING GUIDE Dinghy Program Racing Skills

INSTRUCTING GUIDE Dinghy Program Racing Skills

 Unit 4 The Race Nominal duration: 25 mins

 Unit Purpose  Learning Outcomes The purpose of this unit is to introduce participants to the components of racing and At the completion of this unit, participants will be able to: the concept of racing as a perfected performance 1. State the major components of a race 2. Identify potential risk for the race outcome in each component  Equipment/Teaching Aids 3. Identify commonly used race courses Display equipment which may include OHT, Whiteboard or other 4. State the most commonly used scoring systems for a sailing regatta

Nominal Content cues Group organisation Suggested Learning Strategy Duration Teaching Aids 1 min Introduction Seated with access to OHT, Short verbal introduction teaching aids Whiteboard  Setting the scene – race day 3 min Common course configurations Seated with access to OHT, Mini lecture using teaching aids teaching aids Whiteboard 8 min Components of the race Seated with access to OHT, Group brainstorm teaching aids Whiteboard Mini lecture using teaching aids  Racing legs  Boat handling  Start, mark rounding, finish  Potential of each to affect race outcome 8 min Tactics & Strategy Seated with access to OHT, Mini lecture using teaching aids teaching aids Whiteboard  Marks  Other boats  Windshifts  Potential to affect race outcome 3 min Scoring systems Seated with access to OHT, Group discussion guided by coach teaching aids Whiteboard  Low point  Bonus point 2 min Activity Review Seated with access to OHT, Mini lecture using teaching aids teaching aids Whiteboard

INSTRUCTING GUIDE Dinghy Program Racing Skills

INSTRUCTING GUIDE Dinghy Program Racing Skills

The Race Race The Learning Strategies Unit 4 The Race INTRODUCTION

Coach Note: This unit is designed to introduce participants to the concept of racing as a perfected performance rather than something done at maximum speed. In exploring this concept, each of the basic components of a race are addressed in an attempt to identify the potential for ‘point scoring’ opportunities in each.

 For every athlete, the race starts well before the start signal is made.

 Pre race preparation can play a fundamental role in the outcome of a race, Mini lecture using particularly in equipment based sports such as sailing, where incomplete or teaching aids sloppy preparation can lead to equipment failure.  Once on the water, preparation and planning continues before the race and then during the race when plans are often modified. Mini lecture using COURSE CONFIGURATIONS teaching aids  Before your first race, it would help to know what you can expect on race day  Generally, you will be given a verbal race briefing at club level, but at any other level, most of the information will be written in the ‘Sailing Instructions’, which it is very important you read and understand.  The information you would expect to find would include 1. the time the race is scheduled to start 2. start procedure what signals will be used to indicate the start 3. what shape the course will be and which way the marks should be rounded 4. alterations to the course (eg shortening, abandonment) 5. where the finish will be 6. penalties

COURSE SHAPES  Course shape and length varies from venue to venue  Traditionally, championship dinghy racing courses were triangular in shape and were about 2-3 hours in length and most club activities were based on championship courses  Championship courses are generally shorter now (approximately 30-60 mins) and vary in shape.  Realising the potential, some Sailing Clubs have begun to adopt the new course shapes and sizes  The more common course shapes include 1. Windward/Leeward courses 2. Trapezoids with inner and/or outer loops 3. Small triangles - often with downwind finishes.

Mini lecture using RACE COMPONENTS teaching aids Comment

 Although course shapes and length vary, the basic principles remain the same and components include 1. Start 2. Windward legs 3. downwind legs 4. some reaching legs 5. Finish all of which are marked by buoys, which must be rounded to a specified side

 At each start and finish, and on each leg of the course, opportunities exist to better your position, or lessen it, by using the environment and other boats around you.  Generally, races are won by the athlete who made the least mistakes, or the athlete who read and used the environment better than others on the course.  The athlete who used the environment better than others on the course, is the one who crosses the line first: this is the athlete with the most/more perfect performance of the day.

INSTRUCTING GUIDE Dinghy Program Racing Skills

Learning Strategies Unit 4 The Race cont. Mini lecture using THE START teaching aids  All athletes have the opportunity to start equal.  Perfecting the art of being in the favoured position, on time and going fast when the gun goes always provides an easier start to the race.  Being in a position to place your boat where and when you want to in accordance with your pre race strategy without hindrance from others is particularly strong.

WINDWARD LEG/S  Much of windward performance lies in the ability to read the environmental indicators better than others on the course.  The rest of windward performance relies on sailing the boat accurately.  Each time the boat heels from a gust, it slows and gains sideways momentum.  Each time the boat is tacked, there is potential to lose boat lengths.  Simple handling errors by one athlete are welcome give aways for others

OFFWIND LEGS  These need to be played just as tactically as upwind legs. Accuracy in handling is also just as important

MARK ROUNDINGS  Each mark rounding is a strategic/tactical opportunity.  Planning well in advance can make the difference between gaining one or two places and losing several places or relatively great distances.  At each point in the race, there is the potential to lose time and distance ever so slightly.

MINIMISING ‘GIVE AWAY’ LOSSES  While the first minor error may not seem significant, the second and third will begin to tell a story of the loss pattern which could quite easily be avoided  Each handling skill needs to be rehearsed to absolute perfection and automation so that ‘give aways’ do not occur.  Perfecting boat handling skills will significantly minimise loss potential  Ensure you maintain your speed as this allows you sail smart tactically.

Mini lecture using PLANNING & PREPARATION teaching aids  Planning and preparation are the key factors to any performance, athletic or business.  Failing to Plan is Planning to Fail  Prepare your equipment effectively, minimise the potential for equipment failure  Prepare your body and mind effectively, minimise potential for mind or body failure

On race day  Plan the start, plan your route up the windward leg, plan your route on the offwind leg and base your mark rounding plan upon this.  On the downwind legs, plan the next upwind leg and base your mark rounding and positioning on this....and so on.  PLAN & PREPARE TO WIN. Every little bit counts

Group questioning ACTIVITY REVIEW

CHECK for understanding:  Prepare, Prepare, Prepare

Losses occur because of  Inadequate planning and preparation on the race course  Insufficient skill rehearsal  Lack of environmental knowledge  Lack of physical preparation  Equipment failure  Poor boat speed

INSTRUCTING GUIDE Dinghy Program Racing Skills

 Unit 5 Starting Nominal duration: 90 mins

 Unit Purpose  Learning Outcomes The purpose of this unit is to introduce participants to basic starting techniques At the completion of this unit, participants will be able to 1. Identify basic starting procedures (flag and sound signals)  Equipment/Teaching Aids 2. Identify obvious line bias Display equipment which may include OHT, Whiteboard or other 3. Perform a start in accordance with start signals (success rate?) Rescue boat appropriately equipped and manned 3-4 Course marks Megaphone Rigged sailing boats

Nominal Content cues Group Organisation Suggested Learning Strategy Duration Teaching Aids 2 min Introduction Seated with access to OHT, Mini lecture using teaching aids teaching aids Whiteboard  The start-giving yourself a fair chance 8 min Starting procedures Seated with access to OHT, Mini lecture using teaching aids teaching aids Whiteboard  Signals 5 min Favoured end Seated with access to OHT, Group questioning teaching aids Whiteboard  Detecting line bias 5 min Starting techniques Seated with access to OHT, Group brain storm teaching aids Whiteboard  Speed control 5 min Trouble shooting Seated with access to OHT, Mini lecture using teaching aids teaching aids Whiteboard  Handy hints on what NOT to do 5 min Drill briefing Seated with access to OHT, Mini lecture using teaching aids teaching aids Whiteboard 45 min Practice session On designated course area Boats, marked Participation in start drills course area, megaphone 10 min Return to shore

5 min Activity Review Seated with access to OHT, Coach feed back teaching aids Whiteboard

Starting

Learning Strategies

Unit 5 Starting INTRODUCTION

Mini lecture using  All boats and their athletes start equal. teaching aids  Each competitor must start on the same line at the same time.  Judging timing, speed and positioning is an art and one well worth developing as there is no better place than at the start of a race to give yourself a head start. There is also no worse place to fall behind.  Give yourself the best and fairest chance available to start winning the race.  PRACTICE YOUR STARTS  KNOW THE RULES

Mini lecture using STARTING PROCEDURES teaching aids  Starting procedures generally involve flags and sound signals at different time intervals  The flags and signals notify starters how much time is available before the start signal is given  Flags include 1. Course flags 2. A Warning signal (detailed in the sailing instructions, often the class flag ) 3. A Preparatory flag (detailed in the sailing instructions, often code flag ‘P’) 4. Postponement signal (may be flown if interruption to the start procedure is necessary)

 The course flags identify the course configuration and rounding direction  The Warning signal notifies competitors that the preparatory signal will be raised in a given time frame usually 3-5 mins depending on sailing instructions  The Preparatory signal notifies competitors that the start signal will be made within a given the time frame which is generally 3 or 5 minutes.  The Preparatory signal also notifies competitors that they are racing and therefore subject to the racing rules

Mini lecture using THE START - PREPARATION FOR THE RACE AHEAD teaching aids  Optimum speed, prime positioning and perfect timing are the essential ingredients of a winning start  Before the start all competitors are equal  By determining the favoured end of the line and using it, it is possible to give yourself a handy head start on the rest of the fleet

POSITIONING  As a general rule: NEVER start on Port tack – YOU HAVE NO RIGHTS  NEVER position yourself above the lay line of the end of the start line– YOU HAVE NO RIGHTS  Start lines are intended to be set directly perpendicular to the breeze to give all starters an equal chance.  Several factors influence the evenness/squareness of the line  Often, lines are set with ‘pin end’ bias to encourage competitors to compete for a position on the line away from the committee vessel  Wind is rarely stable and fluctuates constantly, causing bias to one end or the other of the line at different times during the start procedure

INSTRUCTING GUIDE Dinghy Program Racing Skills

Learning Strategies Unit 5 Starting cont. DETECTING LINE BIAS & CHOOSING THE FAVOURED Mini lecture using teaching aids END

 There is a simple method used to detect line bias without a compass  Sail your boat along the start line, or just beneath it, on starboard tack and luff the boat head to wind  Once head to wind, determine if the bow of the boat is pointing directly across the line, or if it is pointing towards one end of the line or the other.  If the boat is pointing straight across the line, the line is square and no advantage exists at either end by way of the line setting relative to the wind  If the bow of the boat is pointing more towards one end, then this is the favoured end at the time and you should endeavour to start at the end indicated or close to it.  As the breeze tends to change constantly, this simple check can be carried out quickly & at regular intervals to confirm the favoured end of the line.  Another simple method of determining line bias is to look at the flags flying from the committee vessel  If the flags fly straight back, the line is unbiased.  If the flags are flying at an angle, this indicates the bias on the line/favoured end at any point in time.  The benefit this method has over the first is that the flags can be observed away from the line without the necessity to luff head to wind on or near the line, reducing the potential for fouling other boats during the preparatory

period. Mini lecture using SPEED CONTROL teaching aids  Good positioning and speed at the gun are two of the major elements of a successful start  In order to achieve both of these, strong speed controls skills need to be developed  It is important to be able to stand the boat in one position (preferably the chosen one) near the line, for a substantial period of time - up to 60-75 seconds and to be able to protect that position without fouling other boats and incurring an infringement.  It is equally important to be able to accelerate the boat up to full speed quickly

HOLDING  Once you have decided on your start position, begin to ‘trickle’ in towards that position with about 90 seconds to go before the start signal.  Manage the boat speed by continually easing and sheeting in the sails.  Once you are close, it is possible to almost stop the boat by easing sheets completely and heeling the boat to windward  After a short period, the boat will begin to drift sideways, heel the boat to leeward and sheet in to reposition.  Repeat as necessary  NEVER LET YOUR BOAT STOP COMPLETELY You will have no control when the boat is completely stopped  Protect your windward quarter and try to create a whole to leeward.  In double handed boats, assign the windward quarter for the skipper to monitor and the leeward quarter for the crew to monitor  If the boat to windward tries to run over the top of you, gently luff up  If a boat behind tries to sneak into the hole to leeward you have created, bear way and close the gap

INSTRUCTING GUIDE Dinghy Program Racing Skills

Starting

Learning Strategies Unit 5 Starting cont. Mini lecture using SPEEDING UP/ACCELERATING teaching aids  You should know how long it takes to accelerate your boat to top speed in the given conditions  When the time is right, bear away slightly into the hole you have created to leeward, heel the boat to windward, sheet on and as the boat picks up speed, pull the rig and boat flat  Be careful not to over-sheet the sails as this will not allow the boat to accelerate quickly. Trim marks on the sheets can help to prevent this problem.  This technique will have the effect of ‘shooting’ you over the start line with the best speed possible

Mini lecture using TROUBLESHOOTING… teaching aids  Most of the troubles experienced when starting are caused by lack of speed control  LEARN TO MASTER YOUR BOAT SPEED CONTROL  Other problems are created because 1. your head is inside the boat rather than watching what is happening around you and paying attention to fixing problems before they occur  GET YOUR HEAD OUT OF THE BOAT 2. You failed to create a plan  ALWAYS PLAN & PREPARE THOROUGHLY

ACTIVITY BRIEF

Mini lecture using Progressive square drill teaching aids  Drill 1 ♦ The aim of this drill is to stay within the square for the whole 3 minute pre start period– use your boat controls and rules  Drill 2 ♦ The aim of this drill is to be positioned on starboard tack and nearest a chosen buoy at the ‘start’ gun. You will be given a 3 minute start sequence. Use your boat controls to maintain your position next to one of the markers  Drill 3 ♦ The aim of this drill is to be positioned on the start line on starboard tack when the start signal is given. You will be given a 3 minute start sequence. ♦ 60 seconds before the start signal, you will be given a warning signal at which time you should approach the line and attempt to hold your position until the start signal is given  Drill 4 ♦ The aim of this drill is to be on the start line on starboard tack with speed and clear air when the start signal is given. You will be given a 3 minute start sequence ♦ Once you have started, you may not tack until you are given a signal approximately 45 seconds after the start signal. This way you learn the importance of being on the line WITH SPEED

ACTIVITY REVIEW CHECK for understanding Group questioning A good start  Maximum speed  clear air  favoured end  right of way (starboard tack)on the gun

For the safest starts:  ALWAYS start on starboard tack  NEVER approach the line from above the lay line  ALWAYS maintain speed and positional control

INSTRUCTING GUIDE Dinghy Program Racing Skills

INSTRUCTING GUIDE Dinghy Program Racing Skills

 Unit 6 Mark Rounding Nominal duration: 80 mins

 Unit Purpose  Learning Outcomes This session is designed to teach participants how to manoeuvre their boats around At the completion of this unit, participants will be able to: marks efficiently, maximising speed into and out of the rounding 1. Sail a boat around a windward mark efficiently in moderate conditions 2. Sail a boat around a leeward mark efficiently in moderate conditions  Equipment/Teaching Aids Display equipment which may include OHT, Whiteboard or other Rescue boat appropriately equipped and manned 3-4 Course marks Megaphone Rigged sailing boats

Nominal Content cues Group Organisation Suggested Learning Strategy Duration Teaching Aids 2 min Introduction Seated with access to OHT, Group discussion guided by Coach teaching aids Whiteboard  Setting the scene – mark roundings: first in, last out? 3 min Windward mark Seated with access to OHT, Mini lecture using teaching aids teaching aids Whiteboard  Preparation  Execution 5 min Off wind marks Seated with access to OHT, Mini lecture using teaching aids teaching aids Whiteboard  Bear off or gybe? 5 min Leeward mark Seated with access to OHT, Mini lecture using teaching aids teaching aids Whiteboard  Preparation  Execution 5 min Drill briefing Seated with access to OHT, Mini lecture using teaching aids teaching aids Whiteboard  Course configuration  Cues 45 min Practical session Participants in boats on Boats, Rescue Demonstration and practice by marked course area boat, marked participants course area 10 min Return to shore 5 min Activity review Seated with access to OHT, Group questioning using teaching aids teaching aids Whiteboard

Mark Rounding Mark

Learning Strategies Unit 6 Mark Rounding

INTRODUCTION

 Positioning yourself favourably at marks can save much time and space and even help gain them. Mini lecture using  Mark roundings require just as much planning as other aspects of the course teaching aids and have the greatest potential for instant gains and losses of any other point on the course.  Where you position yourself on the approach to the mark has a definite bearing on the success of the rounding.  Going into the rounding first and coming out last is an unpleasant experience and one which can be avoided with a little careful planning

ROUNDING AT THE WINDWARD MARK Mini lecture using teaching aids  The approach to the windward mark, particularly the first one is often a crowded affair and hence fraught with danger.  As you approach the windward mark consider 1. how you want to be positioned on the following leg 2. whether it is likely that others will have the same plan  It is important that you keep the boat moving in relatively fresh air and if this means going around the outside of a bunch of boats stopped dead in their own dirty air, then this is very real option.  Generally if you wish to be low or inside on the next leg, you will need to round sharply and possibly gybe  Using the rudder to round the mark is not nearly as effective as easing the main and pulling the balance of the boat to windward  It may be beneficial to sail wide around the fleet and gybe back in

OFFWIND ROUNDINGS

Mini lecture using  The planning for offwind roundings often occurs at the previous mark teaching aids  It is generally advantageous to approach the mark on starboard tack and inside  The exit from the rounding MUST protect your position and allow no space for others to take advantage of  “IN WIDE. OUT CLOSE”  Once again, boat controls are the key to ensuring an effective rounding  The starboard approach can be initially difficult to learn, but once mastered provides a clear and relatively un-challengeable approach to the leeward mark  Approach the mark on starboard  As the mark passes the pivot point of the hull (approximately sidestay), gybe the main  Use the turning force from the mainsail to spin the boat upwind around the mark while sheeting in and balancing the boat.

ACTIVITY BRIEF

Mark rounding exercise  The aim of the activity is to practice mark roundings  Define the course shape (windward/leeward, triangle, trapezoid) and location  Inform sailors that you will be positioned at both the top and bottom marks during the session

ACTIVITY REVIEW Group questioning and Check for understanding feedback  Preparation for mark roundings should begin well in advance of arriving at the mark  Practice and sharpen boat handling skills (bearing away, rounding up, and spinnaker drops)  The starboard tack approach into the windward mark generally carries the least risk and is consequently most favourable  Try to achieve an inside rounding at leeward marks  Be aware of boats overlapped and on opposite tacks at leeward marks  PLANNING & PREPARATION is the key – Keep your head out of the boat and begin to set up for mark roundings well in advance.

 Unit 7 The Windward Leg Nominal duration: 90 mins

 Unit Purpose  Learning Outcomes This session is designed to introduce participants to the major factors affecting At the completion of this unit, participants will be able to windward performance and allow practice of relevant skills 1. Identify wind shifts by type while sailing on a beat 2. Sail a boat upwind in gusty conditions (light to moderate) using balance, sail trim  Equipment/Teaching Aids and steering effectively Display equipment which may include OHT, Whiteboard or other 3. Sail a boat upwind in moderate conditions using wind shifts to advantage Rescue boat appropriately equipped and manned Megaphone 3-4 Course Marks Rigged sailing boats

Nominal Content cues Group Organisation Suggested Learning Strategy Duration Teaching Aids 2 min Introduction Seated with access to OHT, whiteboard Group brainstorm teaching aids  Performance factors affecting windward performance 5 min Boat Handling Seated with access to OHT, whiteboard Mini Lecture using teaching aids teaching aids  Sailing flat  Gust anticipation  Communication 8 min Reading the wind Seated with access to OHT, whiteboard Mini lecture using teaching aids teaching aids  Types of Wind shifts

8 min Tactics and Strategy Seated with access to OHT, whiteboard Mini lecture using teaching aids teaching aids  Using the shifts  Communication 5 min Practical session briefing Seated with access to OHT, whiteboard Mini lecture using teaching aids teaching aids  Sailing upwind 45 min Practical session Participants in pre Rescue boat, Demonstration of windward sailing allocated boats on marked marked course skills on marked course with coach course area area feedback 10 min Return to shore 7 min Activity review Seated with access to OHT, whiteboard Group questioning teaching aids

The Windward Leg Windward The

Learning Strategies Unit 7 The Windward Leg INTRODUCTION Coach Note: Good windward performance is affected as much by boat handling as it is by  clever tactical and strategic consideration.  This session will focus on boat handling and basic tactics and strategy for the windward leg

BOAT HANDLING

Mini lecture using Sailing a boat to windward effectively involves teaching aids  sailing flat in all but the lightest of conditions  well developed gust anticipation skills, so that the boat is sailed flat through the gusts and lulls  having the sails optimally powered

Mini lecture using READING THE WIND teaching aids  Knowledge of wind shifts and their characteristics can help plan a windward leg and identify an appropriate strategy  Common types of wind shifts are 1. Geographic 2. Persistent 3. Oscillating

Mini lecture using Geographic shifts teaching aids  Changes or bends in the breeze direction caused by the effect of the wind flowing over and land/water border.  As the breeze crosses a land/water border, it tends to bend and cross the border at approximately 90 degrees.  this causes wind directions to be dramatically changed from the principle direction  The benefits of geographic shifts are particularly noticeable when windward marks are set close to land

Mini lecture using Persistent shifts teaching aids  Steady shifts in breeze direction from the original direction.  They tend to be uniform in directional change

Mini lecture using Oscillating shifts teaching aids  Regular and consistent changes in breeze direction about a mean wind direction.  Once the pattern is defined, oscillating shifts can be used to navigate up a work in a much more direct path over the ground than would be possible in a steady breeze

Mini lecture using WIND STRATEGY teaching aids  Deciding which way to go up a windward beat can be difficult without an understanding of wind characteristics such as the shifts just discussed

When sailing upwind always look for  The best angle  The most wind  Being on a better angle and/or in more wind than other competitors is clearly an advantage

Mini lecture using MORE WIND teaching aids  Gusts can be seen travelling across the water  The side of the course from which they are blowing should generally be identified as the favoured side of the course.

 Eg. If the gusts are blowing from the left hand side of the course ♦ stay to the left hand side of the fleet be in pressure first INSTRUCTING GUIDE Dinghy Program Racing Skills

Learning Strategies Unit 7 The Windward Leg cont. Mini lecture using BETTER ANGLES teaching aids  Whenever better angles can be achieved it is best to take them.  If knocked below the mean wind direction, ie you begin to point AWAY from the top mark, tack onto the lift on the other tack  If you are sailing and surrounded by land/water borders, seek out the most effective headland.  Remember: the further you knock in, the better the lift out and vice versa

Mini lecture using COMMUNICATION teaching aids  The skipper and crew should be in constant communication in an effort to identify the best upwind path.  Heading and speed relative to other boats is a good indicator of progress and should not be dismissed but rather processed

ACTIVITY BRIEF

Course racing  Course type/shape and location  Start timing (3 min prep; go)  Before each start identify the preferred path and reason

Mini lecture and group ACTIVITY REVIEW discussion  Feed back from racing session  Discuss starts briefly if necessary  Review wind shift patterns on course area

INSTRUCTING GUIDE Dinghy Program Racing Skills

 Unit 8 Sailing Downwind Nominal duration: 75 mins

 Unit Purpose  Learning Outcomes The purpose of this unit is to provide participants with an opportunity to enhance At the completion of this unit, participants will be able to reaching skills in an effort to prepare them for reaching in all conditions 1. Use wind gusts and lulls to effectively increase or reduce loss of reaching speed 2. Use boat handling skills effectively when hit by gusts, reducing the risk of capsize  Equipment/Teaching Aids Display equipment which may include OHT, Whiteboard or other Rescue boat appropriately equipped and manned Megaphone 3-4 Course marks Rigged sailing boats

Nominal Content cues Group Organisation Suggested Learning Strategy Duration Teaching Aids 2 min Introduction Seated with access to OHT, Short video presentation teaching aids Whiteboard OR  Reaching: fun and frantic Series of OHT/flip chart pictures 7 min Variable conditions Seated with access to OHT, Mini lecture using teaching aids teaching aids Whiteboard  effect of gust on boat  rig relative to boat  gust anticipation 5 min Boat handling Seated with access to OHT, Mini lecture using teaching aids teaching aids Whiteboard  Maintaining speed  Steering  Balance  Communication 3 min Drill Briefing Seated with access to OHT, Mini lecture using teaching aids teaching aids Whiteboard 40 min Practical Session Participants in boats on Marked course Participants demonstrate reaching marked course area area, rescue skills on course area with coach boat feedback 10 min Return to shore 8 min Activity Review Seated with access to OHT, Group questioning teaching aids Whiteboard

Sailing Downwind Sailing

Learning Strategies Unit 8 Sailing Downwind INTRODUCTION

Coach Note:  Often, Reaching is looked upon as the ‘take it easy ‘leg of the course as it is fast by nature and it is considered very difficult to gain places. Mini lecture using  Reaching is fun because of its speed, and doing it well makes it even more fun. teaching aids  It is also a great opportunity to gain distance between yourself and the rest of the fleet which is by now, traditionally, slacking off.  Your Running skills need to be as well developed as your windward sailing skills, especially in catamarans and high performance boats with asymmetrical spinnakers.  Sailing the correct angle downwind keeps the boat planing and catching waves.

Mini lecture using BOAT HANDLING ON A REACH teaching aids  As with all points of sailing, boats on reaches sail fastest flat, with the rig moving through the air like a knife rather than tipping and spilling erratically.  As a gust hits the rig, the boat will tend to heel over  To counter this, ease the sheet, hike out and bear away until the heeling force is reduced (boat becomes flat once more)  This has the effect of sailing the hull/boat underneath the rig, reducing the heeling moment and allowing the boat to accelerate noticeably  The less the boat heels, the more it is able to accelerate  GUST ANTICIPATION is a vital skill on and requires good crew communication to perfect.

Mini lecture using MAINTAINING SPEED teaching aids  As the wind speed reduces and ‘lulls’, the boat will need to be powered up again  This is done by sheeting in and heading up for the next gust which is moving across the water  this maintains the speed of the boat and keeps the boat planing.  When the boat planes it lifts up out of the water and skims across the surface, rather than sailing through the water  As the boat is no longer sailing IN the water, the resistance is reduced and the boat moves much faster.  The more time spent planing

Mini lecture using BOAT HANDLING ON A RUN teaching aids  The principles of sailing on a run are very similar to those which apply when sailing on a reach  It is very important to sail the boat with neutral helm. In some boats, especially single sailed/cat rigged classes, it may be necessary to heel the boat to leeward to achieve this.  Sailing the boat as low and close to the rhumb line as possible while maintaining optimum speed is the aim when running downwind  It is imperative that you search for extra wind pressure and sail to it rather than letting it come to you (providing of course this does not involve sailing too far off your general course line  It is also important to use the waves as you sail down the run  Watch the pattern and rhythm of the waves 1. Steer toward the wave & move your body weight forward 2. As you feel the stern lifting, bear away and run down the face of the wave 3. Move your body weight aft to prevent nose diving 4. As the speed begins to reduce, move your weight forward and begin to search for the next wave  Careful use of the wind pressure, waves, balance and trim will ensure that you stay on the plane for as long as possible  GUST ANTICIPATION is a vital skill and requires good crew communication to perfect.  Playing the shifts downwind and knowing when to gybe (on the lifts) will create distance between you and the rest of the fleet – develop this skill.

INSTRUCTING GUIDE Dinghy Program Racing Skills

Learning Strategies Unit 8 Sailing Downwind cont. ACTIVITY BRIEF Mini lecture using teaching aids  Training course shape and location  This session is to provide you with time to practice reaching in ideal conditions  concentrate on watching and searching for the gusts  As the gust hits, Feel the pressure in the rig, ease sheets and bear away  Notice the acceleration  SAIL THE BOAT UNDERNEATH THE RIG AT ALL TIMES  Feel the deceleration of the boat as the gust dies, sheet in and head up in search of the next gust

ACTIVITY REVIEW Group questioning and feedback CHECK for understanding  Sail Flat and Fast  Consistently search for more pressure on downwind legs  Sail toward areas of more pressure  Learn to anticipate the effect of the gust effectively  Keep the rig upright: as a gust hits, bear away and sail the hull under the rig  Feel the boat – be aware of acceleration and deceleration and respond accordingly with steering and sail trim

INSTRUCTING GUIDE Dinghy Program Racing Skills

 Unit 9 Racing Rules of Sailing Nominal duration: 30 mins

 Unit Purpose  Learning Outcomes The purpose of this unit is to introduce participants to the racing rules which are most At the completion of this unit, participants will be able to: commonly applied on a fleet racing course 1. Apply Racing Rule 2 (Fair sailing) when racing at all times 2. Apply the following rules in a hypothetical racing situation to establish right of way  Equipment/Teaching Aids when boats meet: Rule 10, Rule 11, Rule 12, Rule 13; Rules 18.1, 18.2a – Passing Display equipment which may include OHT, Whiteboard or other Marks and Obstructions 3. Apply the following rules in a hypothetical racing situation: Rule 29.1 - On the Course Side at the start; Rules 31.1, 31.2 – Touching a Mark

Nominal Content cues Group Organisation Suggested Learning Strategy Duration Teaching Aids 5 min Introduction Seated with access to OHT, Group brainstorm with coach guidance teaching aids Whiteboard,  Keeping the game fun – playing by the Rules magnetic board  What Rules do:  Rules define, help standardise the game  Establishing rights, Avoiding collisions, Safety  Relationship with collision regulations and boats not racing 5 min Racing Rules Seated with access to OHT, Mini lecture using teaching aids teaching aids Whiteboard,  Rule 2 - Fair Sailing magnetic board  Rule 29.1 - On the Course Side at the Start  Rules 31.1, 31.2 - Touching a mark 10 min When boats meet Seated with access to OHT, Mini lecture using teaching aids teaching aids Whiteboard,  Rule 10 - On opposite tacks magnetic board  Rule 11 - On the same tack, overlapped  Rule 18.1, 18.2a - Passing marks and obstructions 10 min Activity Review Seated with access to OHT, Participants determine applicable rules teaching aids Whiteboard, for simple situations magnetic board

Racing Rule Racing

Learning Strategies Unit 9

Racing Rules of Sailing Sailing of s INTRODUCTION Coach Note: As with all games, sailing has a set of rules that define the boundaries of fair play

and nominate the scoring system/s. This session is designed to introduce participants to the racing rules which are most commonly applied on a fleet racing

course Mini lecture using teaching aids Comment  Rules are made to help keep games fun by encouraging safe and fair practices.  Rules define the game and help standardise it.  In sailing, the rules help establish right of way to assist in the avoidance of collisions and prevention of damage to equipment and promote safety for all those playing.  Racing Rules do not override the collision regulations and do not apply to boats not racing

Coach Note: RIGHT OF WAY RULES

These are best presented using a magnetic whiteboard with magnetic pieces, although drawings are also effective. The text below is derived directly from the YA Racing Rules of Sailing for 1997-2000. If you have not already done so, it is highly recommended for your own benefit and that of your students that you attend a Racing Rules Seminar in your State or Territory.

THE RULES Mini lecture using teaching aids  Rule 2 - FAIR SAILING  Rule 10 – When boats meet on Opposite tacks  Rule 11 – When Boats meet on the same tack, overlapped  Rule 12 – When boats meet on the same tack, not overlapped  Rule 13 – When boats meet while tacking  Rule 18, 18.1, 18.2a – Passing Marks and Obstructions  Rule 29.1 – On the Course side at the start  Rule 31 – Touching a mark

WHEN BOATS MEET Mini lecture using teaching aids  Rule 10 ♦ When boats meet on Opposite tacks, a port-tack boat shall keep clear of a starboard-tack boat  Rule 11 ♦ When boats meet on the same tack and are overlapped, a windward boat shall keep clear of a leeward boat  Rule 12 ♦ When boats meet on the same tack and are not overlapped, a boat clear astern shall keep clear of a boat clear ahead  Rule 13 ♦ When boats meet while Tacking ♦ After a boat passes head to wind, she shall keep clear of other boats until she is on a close-hauled course. ♦ During that time, rules 10, 11 and 12 do not apply. If two boats are subject to this rule at the same time, the one on the other’s port side shall keep clear.

Mini lecture using RULE 18 PASSING MARKS AND OBSTRUCTIONS teaching aids  Rule 18.1 When this Rule Applies ♦ Rule 18 applies at any mark or obstruction to be left on the same side when boats are about to pass it until they have passed it. However, it does not apply ♦ at a starting mark or its anchor line surrounded by navigable water from the time the boats are approaching them to start until they have passed them, or ♦ (b) between boat on opposite tacks when they are on a beat to windward or when the proper course for one of them to pass the mark or obstruction is to tack

INSTRUCTING GUIDE Dinghy Program Racing Skills

Learning Strategies Unit 9 Racing Rules of Sailing cont. Mini lecture using  Rule 18.2 teaching aids ♦ (a) When boats are overlapped before one of them reaches the two-length zone, if the outside boat has right of way, she shall give the inside boat room to pass the mark or obstruction, or if the inside boat has right of way the outside boat shall keep clear. If they are still overlapped when one of them reaches the two-length zone, the outside boat’s obligation continues even if the overlap is broken later. This rule does not apply if the outside boat is unable to give room when the overlap begins ♦ (b) If a boat is clear ahead when she reaches the two-length zone, the boat clear astern shall keep clear even if an overlap is established later. Rule 10 does not apply. If the boat clear ahead tacks, rule 13 applies and this rule no longer does ♦ (c) If there is reasonable doubt that a boat established or broke an overlap in time, it shall be presumed that she did not.

Mini lecture using  Rule 29 Starting: Recalls teaching aids ♦ Rule 29.1 On the Course side at the Start. When at her starting signal any part of a boat’s hull, crew or equipment is on the course side of the starting line, the boat shall sail completely to the pre-start side of the line before starting.

 Rule31 Touching a Mark Mini lecture using teaching aids ♦ Rule 31.1 While racing, a boat shall not touch a starting mark before starting, a mark that begins, bound or ends the leg of a course on which she is sailing, or a finishing mark after finishing. ♦ Rule 31.2 A boat that has broken rule 31.1 may, after getting well clear of other boats as soon as possible, take a penalty by promptly making one complete 3600 turn including one tack and one gybe. When a boat takes the penalty after touching a finishing mark, she shall return completely to the course side of the line before finishing. However, if a boat has gained a significant advantage in the race or series by touching the mark, she shall retire.

ACTIVITY REVIEW Group questioning  Present hypothetical scenarios using teaching aids to reinforce session information.  Encourage sailors to generate scenarios for the group

INSTRUCTING GUIDE Dinghy Program Racing Skills

 Unit 10 Teamwork Nominal duration: 50 mins

 Unit Purpose  Learning Outcomes The purpose of this unit is to introduce participants to the ‘team’ concept, and to assist At the completion of this unit, participants will be able to sailors to gain an appreciation of their own and others’ roles within the team 1. Define “Team” 2. State the stages of team formation  Equipment/Teaching Aids 3. Identify the benefits of team work Display equipment which may include OHT, Whiteboard or other 4. Identify themselves as either team oriented or individual competitors

Nominal Content cues Group Organisation Suggested Learning Strategy Duration Teaching Aids 2 min Introduction Seated with access to OHT, Short video presentation teaching aids Whiteboard OR  Being part of a champion team or a team of champions OHT examples 5 min Team Seated with access to OHT, Group brainstorm teaching aids Whiteboard  Definition  Identifying team members 5 min Team formation Seated with access to OHT, Mini lecture using teaching aids teaching aids Whiteboard  Four stages 5 min Keeping it together Seated with access to OHT, Mini lecture using teaching aids teaching aids Whiteboard  Positive, Constructive Communication 20 min Role identification Exercise Seated with access to OHT, Mini lecture and role identification teaching aids Whiteboard activity 3 min Activity Review Seated with access to OHT, Group discussion teaching aids Whiteboard

Teamwork

Learning Strategies Unit 10

Teamwork INTRODUCTION Coach Note:  Although dinghy teams are small, made up of only 2 or 3 individuals, team dynamics are just as important, if not more so, than for larger teams.  It is important that athletes understand basic team dynamics and that they have some concept of the forces governing team formation.  It is important also that they understand a team of champions does not necessarily become a champion team, and those that do so, have worked hard at achieving their successful combination, often under quite difficult conditions  The purpose of this session is to introduce participants to the ‘team’ concept and to assist them to identify the importance of their own and others individual roles within the team.

Mini lecture using TEAMS teaching aids  A team is made up of more than one individual.  Individuals who are part of a team have a common goal, cause, or purpose and work together to achieve it

Mini lecture using TEAM FORMATION teaching aids  When a team initially forms, it goes through four stages, these are FORMING, STORMING, PERFORMING, and the final phase, called NORMING

 FORMING: In the early stages team members try to appease  in all instances.  STORMING: Once they begin to get comfortable with each other and more purpose driven, conflict begins to surface amongst team members. This is the most dangerous time for newly formed teams and many do not survive......

 PERFORMING. Those that do survive, reach the next stage where the team is working cohesively and performing at its optimum.  Typically, performances continue to improve and better results are indicated.  NORMING. After time, some of these teams may become ‘stale’ and performances can drop off. In this stage, the team becomes unsettled, dissension within the team is not uncommon and members often re evaluate their joint effectiveness and goals:  some teams emerge refreshed with new purpose and commitment, while others decide to disband and look elsewhere for a new team combination .

Mini lecture using KEEPING IT TOGETHER teaching aids  The most damaging factor to team formation is communication, or rather poor communication.  It is important that you discuss  your goals as a team – after all, it can be very frustrating if you think you should be training for the National championship and the rest of your team thinks they don’t need to train because they only want to sail occasionally on Sundays!  It is important that when trying to express an idea relating to performance of the team, that communication is positive, constructive and non-personal.  Behaviours rather than people should be addressed as this removes the personal attack syndrome from the situation  Remember that each member of the team has an important function requiring cohesion and coordination.

Mini lecture using ROLE IDENTIFICATION teaching aids  It is important that each member of the team is aware of their own specific roles and those of the other team members  It is equally important that all team members understand, appreciate and respect that their roles complement those of other team members and vice versa  This exercise is designed to help you understand what your own roles in the boat are as well as those of other team members.

INSTRUCTING GUIDE Dinghy Program Racing Skills

Learning Strategies Unit 10 Teamwork Activity sheets ACTIVITY and Review exercise

 Individually, complete the activity sheet by listing your goals and then your responsibilities for the activity outlined on your activity sheet (it may be a tack, the start, sailing up wind)  With your crew, compare your individual goals – are they the same or similar?  Compare your ideas of each of your roles during the activity.  Was there anything that didn’t get done?  Was anything done twice or unnecessarily?  SEE HOW IMPORTANT TEAMWORK IS?

INSTRUCTING GUIDE Dinghy Program Racing Skills

Teamwork

Activity Sheet Teamwork Nominal duration: 20 mins

Activity Instructions

1. Individually complete both parts of the activity  If you’re not sure what to do, ask your coach for help

2. Compare your goals with the rest of your crew or your tuning partner/s  Are your goals the same or similar?  Do you think you should still be sailing as a team?

3. Compare your list of tasks for the skill you chose with those of your sailing partner/s.  Did everything get done that needed to be done to accomplish the task?  Were any tasks doubled up on?  Could the system be improved?

Part 1 Sailing Goals

Name: Sailing Position:

What:

Goal When:

What:

Goal When:

What:

Goal When:

Part 2 Sailing Skill Task List

Sailing skill: Crew Position: Helm / Sheethand / For’ard hand Choose the same skill as the rest of your crew

Order Task

1 2 3 4 5 6 7 8 9 10

INSTRUCTING GUIDE Dinghy Program Racing Skills

INSTRUCTING GUIDE Dinghy Program Racing Skills