Instruction program for school instructors

[GoldenDorado]

Ten years ago I became the instructor of our local Fly fishing association, ARPEMO (Asociacion rosarina de pesca con mosca).By that time, the former instructor and I as his helper used the Mel Krieger instruction method, beginning with the rollcast, etc. I realized then that the outcome was really bad, so I started searching for alternative methods and found the Sexyloops page, and bought the App for the IPAD. The next yer I started using the triangle method, and results improved a lot. In 2018, I met Fernando Mosso, MCI, and took him as my mentor to improve my instruction skills, and to prepare to take our local instructor certificate . Our association gives an annual introductory course, and we have between 15 to 20 students each year. By now we are three instructors, and plan to form more, so three years ago I created a program for instructors, so as to be monolitical in our teaching method, melting the Sexyloops app method with new concepts learned through our capacitation lessons. In three years it had many modifications, as through experience we found many things to change or improve. Year fter year the outcome improved, and in this year´s course (this year we had only 9 students, and 6 finished all the lessons, many newcomers find that flycasting is not for them), almost all the students became decent casters, capable to go fishing without frustration.
Here in Argentina, we have trout in Patagonia, but Iam from Rosario, so we fish mainly Golden dorado and wolffish, so the method is directed to our local fishing. A small dorado fly is 10cm long in 1/0 hook with chain eyes, up to 20-25 cm in 7/0 hook, so learning to double haul in mandatory.
HereI post the instruction program for your consideration, I think it can be helpful for someone, and helpful for me if anyone thinks there are some errors or things to improve.
It is quite long, for it is directed to the instructors.
I also post some videos of this years students, who used this learning sistem.

ARPEMO

FLY FISHING INSTRUCTION PROGRAM

1st Class: CONSTANT TENSION, INTRODUCTION TO CASTING STROKE

1st Exercise: Continuous circular movements.

Students will be instructed to make continuous circular movements, with 4 meters of line plus the leader, above the head (helicopter), on the side (circles and ovals) and figure eights later, in both directions, emphasizing achieving constant tension with the line from the tip of the rod to the fly. The objective will be for them to understand the concept of dynamic load of the rod (line weight + speed) and that the line follows the tip of the rod, because there is a constant redirection of the line. Then, the same exercises but with two more meters of line, highlighting the necessary changes to achieve it (wider movements of the hand) and indicating the position of the hand and the forearm as a whole that articulates from the elbow and not from the wrist. Then, taking the rod again, we will indicate to systematically perform each of the exercises (circle, helicopter, oval, eights), for each side.
In this phase, two facts will be emphasized: 1- the line follows the tip of the rod, so you must concentrate on PULLING the line. 2-For this, the tip of the rod must ALWAYS go behind the line of the hand.
These exercises will be carried out with 3 meters of line at the beginning, and with 4 and 5 meters later, again emphasizing the concept of variation of the amplitude of movements according to the amount of line outside the rod.
The feeling of the rod flexing under the line load will be emphasized.



2nd Exercise: Transition from circular to straight movements.

We will indicate, on the figure of the helicopter, to make a half helicopter (cut the circle by the diameter), stopping the rod when passing 30º (approximately) from the vertical continuing with the helicopter twice and executing a half helicopter on a third occasion. Repeat that 2+1 sequence several times and then do the same in a 1+1 sequence. A posteriori indicate to do a half helicopter without landing on two occasions and letting the line extend forward landing, on a third occasion. Then do the same in sequence 1+1.we will be introducing the concept of stop of the rod, and its mandatory condition for the formation of the LOOP. They will do it by combining helicopters with halfs, in a ratio of 2 to 1 (two complete helicopters for one cut by the diameter, posing the line)
We will repeat this exercise on both sides.
Then, we will indicate to repeat the exercise of the oval to the side indicating that they stop the rod in the upper part of the oval, until the line extends in front of them. Again, they will combine two continuous by one with stop at 30º.(as in a belgian cast)
We will repeat this exercise on both sides.

Then, we will indicate combining an oval and a half helicopter, first on one side and then on the other.

The last activity will be to pass the students one by one and evaluate the execution of the exercises.

At the end of this class, students should know the following concepts:
1- For the entire arm-rod-line system to work, it is necessary to maintain a constant tension (or load), and that the tension or load is the product of the mass (or line outside the tip) by the speed, Tension or load = mass x speed.
2-To achieve that constant tension or load, it is necessary to PULL the line, and for this, there must be a sequence of hand-rod-line movement.
3-The tip of the rod must ALWAYS go behind the line of the hand.
4- The more line (mass) outside the rod we have in the air, the lower the speed and the wider the movements.
5-In order for the line to advance and the LOOP to form, it is necessary to stop the rod abruptly (whip effect)


3rd Exercise:Introduction to casting stroke. Using the trapezoid method.

We will explain the objective of the new exercise, which will be to form loops, on both sides of the casting arc. To do this, we will first draw a loop with the line on the ground, explaining the three parts: lower leg or rod leg(speed 0), nose of the loop (50% speed) and upper leg or fly leg (100% speed), indicating that for the loop to form it is absolutely necessary to STOP THE ROD.
It will be explained that in the casting stroke, the rod and the hand draw a trapezoid in which the sides are the rod in the back ( back cast) and the forward cast ( front), the base is the displacement of the hand, and the upper side, the rod tip pulling the line. The concept of the rod tip trajectory will be explained, which must be (almost) rectilinear to make the loop legs parallel and close (closed loop), or curvilinear (convex) so that they are separated (open loop).
We will emphasize that during the casting stroke, the gradual acceleration is what loads the rod so that when it stops (stop) the loop is formed, and the line is projected (by its own momentum and part of the discharge of the rod), while making the tip of the rod to follow a straight line.
We will indicate to imagine this trapeze extended on the floor in front of the body.
We will place four cones in a line, two marking the upper side of the trapezoid, and two outside of these marking where the projected line should go.
Starting with the rod on the back cast side and with the line extended behind (5m ), they should go with the rod to the other side of the trapeze, pulling the line, in a movement of gradual and constant acceleration until stopping abruptly, projecting the line forming a loop to its full extension on the forward cast side To teach the correct application of force, we will indicate dragging the line on the ground until the tip of the rod passes the body, then accelerate more so that the line takes flight to the stop and subsequent landing. Then from that position they should return in the same way to the back cast position, fully extending the line. We will highlight in these movements the sequence handtoe-line and gradual and continuous acceleration, and to set the sensation of loading and unloading the rod. They will repeat this exercise, until they manage to form symmetrical loops on both sides of the cast stroke, completely extending the line and the leader.
Next, all the students to be tested will be passed one by one, making the necessary corrections and observations in each case, and then asking them to carry out the exercise individually, concentrating on the concepts expressed. Gradually, we will indicate increasing the amount of line, explaining the changes that this implies: elbow displacement (elbow-hand-line sequence), greater amplitude of movements, lower displacement speed) to achieve loops of similar diameter.
They will repeat the exercises until they manage to form similar loops on both sides.

At the end of this class, students should know that:
1-The application of force in the casting stroke must be gradual, without power jumps until the final stop.
2-They must PULL the line, in an elbow-hand-rod-line sequence, this being a necessary condition to achieve constant tension and load.
3- The stop of the rod is absolutely necessary for the rod to start discharging the energy accumulated during acceleration and in this way the line is projected.
4-The casting stroke is variable.

2ndClass: Introduction to the concept of PAUSE and making false casts.

Warm-up: 5 minutes of tension exercises. Highlighting the little oval with a stop at 30 degrees ,then 10 minutes of casts to both sides with the trapeze method.
1st Exercise: Pause.
Again, we will repeat the trapeze exercise on the floor, reinforcing the concepts of gradual acceleration, correct application of force, stop and loop formation.
Once ALL the students manage to make loops to both sides, unwinding the line and the leader completely, we will introduce the concept of PAUSE.
To do this, we will again draw a loop on the floor with the line, this time pulling the line simulating a cast until we reach the leader, emphasizing that the moment to start the next movement after the pause, is when the line has finished unrolling. and the leader begins to unroll.
Using the figure of the trapezoid, we will indicate that in the back cast they incline the casting plane upwards about 10 to 15 degrees, and that they do not rest the line on the ground, but rather start the forward cast in the air when the line finishes unrolling. and before the leader unrolls. They will do it interspersed in a sequence of forward and back on the ground with a pause in the back, two supporting the line and one with an aerial pause.
Once they get it right consistently, we'll call the same but pausing the forward cast.
These exercises will be done with five meters first, and then with six and seven meters of line outside the rod, indicating and highlighting the necessary adjustments to do it correctly (little line=short arc=short pause; a lot of line=long arc=long pause ) making the necessary adjustments , then returning to six and then five meters of line, repeating this sequence several times, reinforcing the fundamentals of variable casting stroke.

2nd Exercise: False casts.

Using the figure of the trapeze, we will indicate taking it from the floor to the air, gradually raising it, not supporting the line after each pause but going from back to forward constantly, thus performing a sequence of false casts. They will repeat the exercise by laying down the line every three movements, that is, if we start on the back side, do a forward, a back and another forward until the line is down; then they will start again from there, doing a back-forward-back sequence.
They will do it at different angles, first at 30°, then at 45° and then at 60°.
When they manage to perform the exercise correctly, we will indicate doing 3 false casts continuously, starting with the right shoulder and taking it to the opposite shoulder.
We will explain the Lee Cummings method as a simplification for the shoulder (side) change.
Once all the students achieve consistency in the tension, sequence of movements, application of force, stop of the rod, symmetrical loops to both sides, they will repeat the exercise taking one, two and three more meters of line from the reel, explaining that by having more line off the rod, the displacements must be greater, the pause must be longer, and the acceleration speed must be less, thus introducing them to the VARIABLE casting stroke concept. We will indicate making the false casts on both sides of the body.
Next, all the students to be tested will be passed one by one, making the necessary corrections and observations in each case, and then asking them to carry out the exercise individually, concentrating on the concepts expressed.

At the end of this class, students should know that:
1- The moment to start the cast shot in the opposite direction (pause), is when the line is finished unrolling and the leader is beginning to form the roller, in this way the voltage in the system remains constant.
2- The pause will be greater the more line we have out, and vice versa.

They must also be able to perform symmetrical false casts, with constant tension, with five and seven meters of line, making the necessary adjustments, on both shoulders.

3rd Class: Stripping, line projection and introduction to double haul.

We will repeat for 20 minutes the false casts of the 2nd class.
We will return later to the figure of the trapezoid on the floor.
On the side of the back cast of the trapezoid figure and with the line stepped on, we will indicate to pick up the line with the non-right hand sliding it between the index and the cork of the handle (stripping), and hold the loose line with the index fingers and thumb of the non casting hand. They will carry out a forward cast, releasing the line at the moment of the stop, thus projecting the collected line. We will repeat this exercise several times, explaining the essentials of a stop to cast line. Then we will do the same but not supporting the line on the back, with a pause. Later we will repeat this sequence, but picking up line from the forward cast side and projecting it on the back cast.
Once this skill is acquired, we will begin with the double haul concept, demonstrating it in the air, and indicating its purpose: increase the speed of the line to achieve greater distance, distribute the casting effort between the two arms, among other advantages.
To teach the double haul, we will do it in four consecutive steps.
1st step:
We will return to the trapeze on the floor, indicating to take the line from the reel with the non-right hand, joining the index fingers and thumb (those that hold the line) of both hands on the side of the forward cast. From there, perform a back cast leaving the line hand in place at the side of the body, noting how in doing so the line slides off the tip and increases the load on the rod. We will return from the back cast to the forward cast, again joining the index fingers and thumb of both hands. We will repeat this exercise, emphasizing the correct execution of the casting blow with the right hand.
2nd Step:
Starting in the forward cast, with the index fingers and thumb of both hands together, we will make a back cast by separating the hands, but now taking the hand from the line, once the back cast is stopped, towards the other side until the fingers of both hands are joined again (for this step to be possible it is essential that we project a line when making the stop).
3rd Step:
From the back cast, and with the thumb and index fingers of both hands touching each other, we will perform a forward cast by separating the fingers at the same time in a synchronized manner, bringing the line hand to the side of the body in the same direction as the cane.
4th Step:
Starting in the back cast with the hands together, we will make a forward cast separating the hands, but now, following the line that the stop projects until joining the hands again on the side of the forward cast.
Once the skills are learned, it will be indicated to do the four steps consecutively on the floor.
Later we will repeat the four steps, but making an aerial pause in the back cast, only supporting the line in the forward cast, and then, pausing in the forward cast, supporting the line in the back cast. When these movements are well apprehended, we will indicate continuous false casts with double haul, adding one meter to the transported line and indicating the adjustments in amplitude of movements and acceleration speed of the right hand and haul.
Next, all the students to be tested will be passed one by one, making the necessary corrections and observations in each case, and then asking them to carry out the exercise individually, concentrating on the concepts expressed.

At the end of this class, students should:
1- be able to synchronize both hands in the double haul, managing to have constant tension throughout the cast stroke.
2- Make false casts with double hauls with 4, 5, 6 and 7mts of line outside, making the necessary adjustments, that is, adjusting the path of the haul to the path of the casting hand.

4thClass: Double haul with on-the-fly adjustments (Variable Cast Stroke principle) and distance line throw.

The first hour, we will indicate making false casts with double haul, starting with four meters and progressively paying half a meter in the forward cast, increasing the amount of line outside the rod, making the necessary adjustments, that is, expanding the path of the hand, the path of the haul and varying the speed of the movements, until they achieve synchronization of both hands, with symmetrical loops on both sides of the casting arc.
Subsequently, it will be indicated to remove the entire torpedo plus 6 meters of running. They will strip line with their hand until they leave three meters out, and they will begin to cast by releasing line until they have the torpedo out and then shoot all the running that remains.At the end of this exercise, students should:
1- Be able to adjust the stroke of the cast with increasing amounts of line.
2- Being able to throw the line at distance.

5th Class: Roll cast, pull up and lay down.

The first ten minutes we will make false casts, with five and seven meters of line, making the necessary adjustments, on both shoulders, applying the Lee Cummings method.
We will demonstrate a roll cast, explaining the difficulty of having to redirect the line in order to unload the rod in the direction of the loop. We will demonstrate the sweep or drag concept (advancing the rod in the direction of the target, without changing the angle and without the necessary force to form the loop). Finally, we will indicate its usefulness.
To carry out the static roll cast, with the tippet anchored (roll cast machine), we will indicate walking towards the nail with the reed at 30º behind the body until the d-loop is formed. Then, we will indicate to make a small, short and energetic blow of the forearm (NOT THE WRIST) ("flick") with the tip of the rod, to achieve a small wave in the line. Then and progressively they will add power and displacement, ending with the complete movement, which is a cast shot with translation (drag) and an energetic stop at the end. They should be able to do an aerial roll cast that lifts the entire line.
This exercise will be repeated for both shoulders (Lee Cummins method?).
Going into the water, we will indicate how to lift the rod from the side, at an intermediate distance between the tip of the rod and the arm, waiting for the line to slide until it forms the D-loop, and we will repeat the exercises practiced on the ground. , until they achieve a consistent roll of about 6-7 mt.
The principle of 180º will be explained at this point (without naming it), noting that the line follows the direction it comes before the cast hit, and the need, in the roll, to redirect the line from its vertical position in the d- loop, to a horizontal position achieved with the displacement (drag) of the rod.
At the end of this class. The students must:
1- manage to extend the line in front of them with the roll cast, without collapsing the leader, with an aerial loop, by both shoulders.
2-Know the usefulness of the roll, be able to launch without space behind, raise a sinking line, etc.



Pull up and lay down.

We will review the false casts exercise, tilting the plane of the casting arc until it touches the ground with the fly and the tippet (touch and go) in front in sequential and continuous movements.
Then we will indicate that, every three continuous casts, they land the line on the floor, and start the exercise in 3/1 sequence several times.
Subsequently, the lifting and laying will be fully explained, highlighting the viscosity of the line with the water and how to take advantage of it to load the rod in the back cast, postponing the back until the water gives us the line.
We will indicate to extend the line completely with a roll, leaving the tip of the rod touching the water. From that position they should raise the rod slowly (but without losing tension) until the line is detached from the water, at which point they must make a casting stroke to the back cast, and then carry out the forward cast to later accompany the line in its descent until touching the tip of the rod in the water again, emphasizing that the casting plane must be from top to bottom and in the direction of the target.
We will repeat this exercise until it is correctly executed. These exercises should be done on both sides.
Progressively, this exercise will be repeated until they manage to lift without disturbing the water, ideally loading the rod only with the adherence of the tippet.
At the end of this exercise, students should be able to perform a PUALD with a consistent back cast and 180 degrees to the forward cast, on a downward sloping plane, extend the line all the way to the fly, and where possible , perform the entire sequence without disturbance in the water.
Next, all the students to be tested will be passed one by one, making the necessary corrections and observations in each case, and then asking them to carry out the exercise individually, concentrating on the concepts expressed.

6thClass: Integration of skills and exercises in a fishing situation, with a medium fly. Pick up and lay down pulling line.

We will start the class by reviewing double haul false casts. Then, already in the pool, we will roll cast and pick up and lay down consecutively. (a roll followed by a PUALD), adding the double haul in the PUALD, indicating the correct way and timing to do it (only leaving the line hand in front, near the first guide) while performing the back cast, then adding a small haul when taking off the fly from the water), and indicating the concept that the back cast should go BACK; UP AND OUT, and the forward cast must go FORWARD; DOWN AND IN.
We will place a medium fly without a point, and we will perform the previous exercises again.
After will indicate collecting a few meters of line and then launching them, performing a PUALD exercise with a false cast and line projection, until finishing with a puald with projection of the entire collected line.
Then we will indicate to make a pick up and lay down, paying line in the back cast, until throwing the greatest possible distance.
Next, all the students to be tested will be passed one by one, making the necessary corrections and observations in each case, and then asking them to carry out the exercise individually, concentrating on the concepts expressed.

[Paul Arden]

Hi Sebastian,

Subsequently, the lifting and laying will be fully explained, highlighting the viscosity of the line with the water and how to take advantage of it to load the rod in the back cast, postponing the back until the water gives us the line.

I think in lifting the line and fly off the water it’s better to try to avoid “loading the rod”. Otherwise we tend to have a splashy lift and/or a wide loop on the backcast.

The programme obviously works. On the FP there is a “first gear” exercise where I cast the rod without the line, just “bouncing” the rod. I learned this first from Mel Krieger. It can be very useful for getting a student to cast tight loops with minimal effort. That might be something to play with in lesson 2, or if you simply have a student using a wide arc and lots of force.

Thanks for posting. I’ve read this quite a few times now

Cheers, Paul

[GoldenDorado]

Thanks a lot Paul for the advice, as soon as we get water at the local pool (it has been under repair for a year now) i'll try to perform puald as you suggest, and make the necesary corrections to the instructions. I've seen the first gear exercise, and introduced it in our second level course, in the first lesson. The second level course that I prepared is directed to our older members of our association, many if not all, with a bad to very bad casting level consolidated through years of fishing, so instead of correcting errors individually, I'll try them to rebuild their casting stroke from zero. We will start the second level course next weekend so I'll have the oportunity to see how the first gear exercise works, and then add it to the introductory course.
Thanks a lot again for your feedback, it is highly appreciated.
Cheers, Sebastian

[Paul Arden]

Hi Sebastian,

That second level is interesting. I usually start them with accuracy and build an accuracy specific stroke. A number of them however I go to triangle method.

Bill Gammel uses long plastic sheeting for sliding the line across the ground in his video. A gym floor would also work. What I like about this is that I think that even experienced casters would find this “game” interesting. What I don’t like about this is that it’s a lot to carry about to a lesson! However as an idea for introducting the triangle method and for teaching how tip path shapes loops it might be worth including in your kit. And if it rains you can all stand under it.

Cheers, Paul

[Bernd Ziesche]

Hello Golden Dorado,
If I understand correct, you teach 6 classes. How much time per exercise, class and in summary do you teach though?
Thanks and regards
Bernd

P.s.: Paul, maybe you shift this thread to the teaching section?

[Paul Arden]

It is in the teaching section!

[GoldenDorado]

Hi Bernd, the six classes are taken weekly, usually sunday morning. They are two to three hours long, depending on the number of students and their learning ability. The idea is that the students build a solid casting stroke from the beginning, hence the progressive steps, each step is passed after the previous has been consolidated.
Cheers,
Sebastian

[Bernd Ziesche]

(this year we had only 9 students, and 6 finished all the lessons, many newcomers find that flycasting is not for them)

Hello Sebastian,
This made me wondering. Very different here. I know about 3 students in 25 years who gave up fly fishing. I may not know all though, but so many I see again may it be in another lesson, on a hosted trip, a workshop or I meet them fishing wise somewhere at the water.

My first impression is, that 6 days is very long! It means one has to make free time on 6 weekends and missing one easily may stop them from attending the rest, cause they may think to have missed too much now.

Reading the details of what you teach, I am looking for a significant faster progress. But I would have to watch a full cycle of your classes to be able to compare. I never would want to "judge" without having seen it.

In my own teaching I many times asked myself: can I teach the same in less time, achieving the same outcome? The answer many times was yes in the end.

Maybe worth a thought.

We will first draw a loop with the line on the ground, explaining the three parts: lower leg or rod leg(speed 0), nose of the loop (50% speed) and upper leg or fly leg (100% speed).

The concept of the rod tip trajectory will be explained, which must be (almost) rectilinear to make the loop legs parallel and close (closed loop), or curvilinear (convex) so that they are separated (open loop).

We will emphasize that during the casting stroke, the gradual acceleration is what loads the rod so that when it stops (stop) the loop is formed, and the line is projected (by its own momentum and part of the discharge of the rod), while making the tip of the rod to follow a straight line.

I have been reading this or similiar many times.

You say a loop has 1. fly leg 2. rod leg. 3. nose. Then you say the loop forms when the rod starts to stop.

I prefer to think the fly leg (most important part) was formed pre stopping the rod. The nose yes, starts to form during the stop and the rod leg mainly forms post the stop.

You seem to talk a lot about loading the rod. Is rod loading such important?

Reading all your text, I think you offer a lot of information to your students. Would be interesting to follow that in your real lessons and see what sticks. Do you check this?

Regards
Bernd

[GoldenDorado]

"Hello Sebastian,
This made me wondering. Very different here. I know about 3 students in 25 years who gave up fly fishing. I may not know all though, but so many I see again may it be in another lesson, on a hosted trip, a workshop or I meet them fishing wise somewhere at the water.
Berndt,our students are absolute newcomers to fly fshing. Many come from baitcasting, others from baitfishing and some never fished before. Flyfishing takes a huge amount of practice and study to be performed well, and many people don´t want to make the effort. We encourage them not to buy a flyrod until they finish the classes and are convinced that they like it.

My first impression is, that 6 days is very long! It means one has to make free time on 6 weekends and missing one easily may stop them from attending the rest, cause they may think to have missed too much now."

Usually we have 15 to 20 students (last two years due to covid, we had smaller groups), so it is usually a very heterogeneus group, we have fast, medium and slow learners, and people with different phiscal abilities. In order for them to all learn correctly, the pace is usually gib}ven by the slow learners. After 11 years of teaching in our association, we finished with six classes teken weekly, every sunday morning. If anyone losses a class, I personally give him the class in the next week. I am a medical doctor, I teach just for the love of casting and to our association, so once a week is all I can do!

Reading the details of what you teach, I am looking for a significant faster progress. But I would have to watch a full cycle of your classes to be able to compare. I never would want to "judge" without having seen it.
When taking individual students, I use the same program but usually it takes three to four classes to teach correctly.

In my own teaching I many times asked myself: can I teach the same in less time, achieving the same outcome? The answer many times was yes in the end.
I agree, optimizing the learning progress so as to make it faster is a real goal!

"I have been reading this or similiar many times.

You say a loop has 1. fly leg 2. rod leg. 3. nose. Then you say the loop forms when the rod starts to stop.

I prefer to think the fly leg (most important part) was formed pre stopping the rod. The nose yes, starts to form during the stop and the rod leg mainly forms post the stop."

You are right, and it helps me a lot this new idea that the flyleg is formed durig the forward stroke before the stop. Many of the explanations I give to my students are simplifications, so as to mmake them easier to understand.

"You seem to talk a lot about loading the rod. Is rod loading such important?"

Not so important in general flycasting, or flycasting phisics, but yes in the teching/ learning process
For me, the most important of all the principles is constant tension (no slack line), so teaching the students to be aware and conscious about the loading of the rod helps them to build a solid stroke, as they learn to feel the rod not being relaxed during the whole casting stroke.

"Reading all your text, I think you offer a lot of information to your students. Would be interesting to follow that in your real lessons and see what sticks. Do you check this?"

The information I give to the students is for explaining them why they are performing the task we are teaching, not to increase their knowledge. In my own experience, I improved dramatically when my mentor taught me the five principles; knowing why you do any movement is much more effective than just receiving instructions to perform a movement, at least in mi experience. I don´t check directly what sticks, but if a student finishes the course with a solid stroke, and they can perform correctly every drill, exercise or when they succeed at fishing, I assume that they understood.
It is really valuable for me to receive your feedback Berndt, thanks a lot!
Cheers, Sebastian.

[Bernd Ziesche]

You made some proper points, Sebastian.

Let me offer one aspect about exercises.
The best exercise needs nearly no extra explanation, because everyone will immediately understand what it is about by watching and doing it. The more words your explanation needs, the more impossible for the human brain it is, to keep the key information in mind. Realizing this by controling what was remembered post the lesson many times was maybe THE biggest step in changing my own teaching for better. Give 3 key words to be remembered. 4 already is too much often. Human brain can be strange!

Keep up your great work, mate!