How often do your students practise/train?

[Paul Arden]

Like you Vince, I need to see the fish. That can be very hard on a short trip for your eyes to dial in. The poling platform gives better vision too. I’m not comfortable fishing under directions. I’m quite happy to give them however

Yes it runs the other way Gary, but it’s a hell of a lot easier to teach a mend to a SW guy than teach casting heavy gear and taking shots in the wind to a small stream guy. All good fun!

I have my students switch practise to the tackle they’ll fish a month or more out before a trip. Casting the same gear, same leader, with the same fly but with the hook bend removed.

Cheers, Paul

[Paul Arden]

Incidentally I find teaching presentation casts, as well as Spey casts, extremely beneficial for overall casting control. I’ll teach predominantly SW guys to Spey cast with the single handed rod, because I’ve found that it improves distance as well as is great for incorporating the Sweep movements into change of direction shots.

It’s also excellent for adding variety to casting training and keeping it interesting.

Cheers, Paul

[Stoatstail50]

I hear guides constantly complain about "good" trout anglers who cannot make the casts you mention when they try the salt.

Trout strike… Can’t stop myself.

[VGB]

taking shots in the wind to a small stream guy.

Using a 3wt on Dartmoor seems to be a pretty good lead in

[Mangrove Cuckoo]

I hear guides constantly complain about "good" trout anglers who cannot make the casts you mention when they try the salt.

Trout strike… Can’t stop myself.

Stoats,

A gentleman I fish with frequently has the same problem. Translation: we fish frequently - he always trout strikes.

And I never miss the opportunity to point it out to him.

I even have about 5 minutes of film (for educational purposes only of course) that he stars in on how not to hook a tarpon.

One thing that helps is two hand stripping with the rod held in the arm pit.

[Paul Arden]

I met a guide on Rutland who told me a story of a client of his who couldn’t help himself from strip setting with dry flies! Isn’t it interesting how this doesn’t work? I don’t believe it’s just angles or pressure. It must be timing and/or force. You can’t “trout” strike waked greased-up muddlers either. And you can’t strip set them taken static!!

Fascinating.

Cheers, Paul

[VGB]

Interestingly, Bernd has posted on Facebook that he doesn’t have a problem with his students not training after a lesson. I would like to hear how he achieves that.

Regards

Vince

[Paul Arden]

You can find all sorts of nonsense on FB.

Cheers, Paul

[Stoatstail50]

Bernd can speak for himself of course and I know he’s not enamoured with some of these concepts but I’m sure that, if that’s what he actually wrote, it isn’t what he meant.

There are occasions when rapid skill development is exactly what is needed because that’s what brings maximum happiness to the student. 20 minute combat teaching at shows for example. I don’t care if they practice or remember or anything else when I’m doing that…
…”did I get a smile ?” “Yes…” bosh…on to the next one. Do I do this in a 121 lesson ? No of course not. Do I want them to practice ? Of course I do, I’m certain Bernd does too.

What happens in these conversations, particularly on social media, is that we create, and then debate, false dichotomies. Direct v Indirect instruction, internal v external focus, blocked v variable practice, etc etc. These are not binary choices, one or the other, they all do different things, have different effects, different value, they are tools to be used to tailor a lesson to the specific needs of the people we teach in a whole variety of different contexts. Just ingredients in the cake mix.

Whether an instructor uses them or not is entirely down to them but that choice is only available if people are aware of them in the first place.

[NM]

Bernd can speak for himself of course and I know he’s not enamoured with some of these concepts but I’m sure that, if that’s what he actually wrote, it isn’t what he meant.

There are occasions when rapid skill development is exactly what is needed because that’s what brings maximum happiness to the student. 20 minute combat teaching at shows for example. I don’t care if they practice or remember or anything else when I’m doing that…
…”did I get a smile ?” “Yes…” bosh…on to the next one. Do I do this in a 121 lesson ? No of course not. Do I want them to practice ? Of course I do, I’m certain Bernd does too.

What happens in these conversations, particularly on social media, is that we create, and then debate, false dichotomies. Direct v Indirect instruction, internal v external focus, blocked v variable practice, etc etc. These are not binary choices, one or the other, they all do different things, have different effects, different value, they are tools to be used to tailor a lesson to the specific needs of the people we teach in a whole variety of different contexts. Just ingredients in the cake mix.

Whether an instructor uses them or not is entirely down to them but that choice is only available if people are aware of them in the first place.

Yes
I agree 100%
What we need more of, though, is a discussion of when to use what for whom, in what context, for what purpose, and for adressing what issue.