Betragter man et veludført fluekast vil man blive betaget af den ynde og lethed hvormed linen bevæger sig i luften, let lydløst og elegant. Fluekast handler om at bruge lige præcis den mgd. energi der skal til at få fluen ud til bestemmelses stedet, hverken mere eller mindre, og hvis der øves lidt i den praksis vil man opleve at der faktisk ikke skal så meget til medmindre vi taler distance kast i den meget lange ende dvs. +30m.
Et typisk program består af en teoretisk del og en praktisk del hvor vi gennemgår øvelser og deltagerne får individuel feedback undervejs.
Programmet tager udgangspunkt i hvor man er som kaster, begynder, øvet eller avanceret.
Langt de fleste instruktører har udviklet deres egne forkortelser som letter det at huske de vigtigste elementer i kastet.
Selv er jeg ingen undtagelse og bruger flg:
KVALLT
– Kastevinkel
– Vandring
– Acceleration
– Lige Linje
– Timing
Kastevinkel
Vinklen mellem førreste og bagerste stop skal være symmetrisk, ved et kast der ligger horisontalt. Lang line stor vinkel, kort line lille vinkel.
Vandring
Vandringen er den bevægelse der udføres med kastearmen, hvad enten man bruger Push eller Pull -Kort line kort vandring, lang line lang vandring.
Acceleration
Accelleration af kastet skal starte langsomt og slutte hurtigt, efterfulgt af et brat/kontant stop.
Lige Linje
Stangspidsen skal bevæge sig i en lige linje mellem bagerste og forreste stop og vice versa.
Timing
Efter kastet er udført og det kontante stop er indtruffet er det vigtigt at holde en pause inden næste kast udføres, dette for at sikre linen er rettet helt ud inden næste kast påbegyndes.
Kort line kort pause, lang line lang pause.
Foruden de ovennævnte regler er der yderlige 180 graders reglen og reglen om løsline.
Det hele hænger sammen og husker man disse grundregler kan man komme langt.
Sidste og blandt det vigtigste er Bruce Richards ‘Six Step Teaching’
Herunder frit citeret fra Sexyloops website.
Lær at læse linen -det er nøglen til at få rettet dine fejl og øge glæden ved fluefiskeri
The six steps analyze the cause of the problem from “top to bottom”, then the cure of the problem from “bottom to top”. The first step of the CAUSE is describing to the student what is wrong with the (1)LINE. The next step is to explain what the (2)ROD is doing to cause the line problem. The last step of the cause analysis is to explain what the (3)BODY (usually hand/wrist/arm) is doing to make the rod and line misbehave.
The CURE part of the process tackles the same steps, but in reverse, “bottom to top” order. First, explain what to do differently with the (4)BODY. Next describe what this makes the (5)ROD do differently, and then how that affects the (6)LINE to get the desired results.
Each step should be as concisely stated as possible, extra words can confuse, especially beginners. Only work on one flaw at a time, start with the one that is most detrimental to progress. Speak slowly and clearly and demonstrate what you mean with the rod if appropriate. If you demonstrate, make sure you cast as slowly as possible and exaggerate what is right and wrong so the difference is clear to the student.
This can be an interesting exercise for an instructor. It is imperative that the instructor has a very thorough understanding of the dynamics of both good casting and bad. If you try this and find you struggle with any of the steps it may indicate that your understanding is not as complete as you thought. I often suggest posing a particular casting problem then writing down the 6 steps of cause and cure. Better yet, have someone else pose the scenario and analyze your 6 steps.
Here is an example of the process, analyzing a typical beginners big loops. Assume loops and loop terminology have been explained to the student.
CAUSE (top to bottom, line to body)
LINE – “See the big, wide loop we talked about?”
ROD – “Remember that the big, wide loops are caused when the rod tip travels in a big, wide arc?”
BODY – “See how your wrist is bending a lot and how that makes the rod tip travel in the big arc?”
CURE (bottom to top, body to line)
BODY – “Don’t bend your wrist so much”
ROD – “See how that makes the rod tip travel in a much straighter line?”
Line – “Look, your loop got much smaller”
[whohit]Kasteprogram[/whohit]