The big variation is obviously wind, Vince. Somewhere like the BFCC the wind is from behind usually but I’ve cast competitions in strong crosswinds in both directions, as well as headwinds. Weather plays a part too, particularly rain and humidity. Hot/cold makes a difference and changing altitude ca...

Hi Vince, Nice analogy. I try to go the other way completely with many intermediate students, who are having their casting advancement restricted by this poor teaching. I remember one very well known instructor telling me how he made a living out of correcting another even more famous instructor’s m...

Another example, it’s actually in this thread. If I get a student with a frozen wrist, of which I am getting quite a few nowadays because it’s commonly being taught in the US, then I don’t think they are going to easily find wrist movement from a CLA, since it’s been drilled into them to not use the...

Hi Vince, Yes that’s a good point and I agree with that. What I haven’t done is to take their existing forward distance stroke and turn it into a backhand shot (or 170) with constraints. Instead I’ve started afresh building a Stopless backcast PUALD. I was thinking about the baseball pitcher’s chang...

Hi Vince, Another benefit I find in asking them to describe their movement is that you can end up with new cues or analogies in your tool box. I also find it very interesting to know what is going through their heads at the time and to hear their description of it. But primarily it’s for them, so th...

Excellent video. I certainly don’t do that all the time. There are times when I offer a new pattern template and then create variability within that, to then ultimately contrast with what they were doing before. An example where I think I would really struggle would be to go from OSD to 170 using th...

It will only be there 2 weeks later if they reinforce it with practice. Absolutely. I think we can also help by asking them to describe the new movement in their terms. Then it’s really coming from the source and they are more likely to both remember and recall it. It’s funny whenever I ask this ev...

It does make it difficult to know which one is working. If for example we show the video and then pantomime the correct movement, and the student gets better, how do we know that both were effective? Perhaps it would have been even better with just one. And of course the proof of this particular pud...

It’s late here and I have to be up early for a zoom-zoom. Haven’t watched the video yet because I was on a beer and wine run for Mika and Satu who are arriving on Saturday. Don’t know how to get there with constraints, John, and I will think about that. Quite some time ago you asked about external c...

I don’t know John. It seems to work well at the time. But it’s now questionable to me a few weeks later. It does seem that the process of figuring things out is far more important than being just shown it. Quick fives are often quickly forgotten. Of course we use many tools normally in parallel. Che...