USCA Championships

USA Curling

Instructors Guide – Level II

(Updated November 21, 2003)

 

Introduction

Thank you for leading or assisting in a USCA Curling Clinic.  The training methods used here are proven, industry standard. The curling mechanics are also proven, mainstream methods that all of your members can use.

 

The Level II clinic presentation on Microsoft PowerPoint is the USCA instructional standard for teaching intermediate curlers. If you are instructing under the USCA umbrella, you are required to teach from this presentation. Follow this Instructors Guide and your curlers will not only enjoy the training, but will be better prepared for the next step, whatever that might be.

 

USCA Clinic Content

The clinic you are about to conduct was created by the USCA National Course Conductors in partnership with CurlTech  (www.curlingschool.com). The methods and procedures are proven, time-tested and are the USCA standard for instruction. As a USCA certified instructor, you are required to teach the approved content.

 

Training Philosophy

All USCA clinics should be fun for both students and instructors. Students will take away from each clinic useful and implementable information. All training methods and techniques will stress safety on and off the ice. Use a discussional format. This means the students will feel comfortable asking questions whenever possible.

 

Again – HAVE FUN

 

Training Methodology

Step 1.  Information

Before learning can happen properly, steps must be taken to introduce the skill to the learner. This can be reviewing www.curlingschool.com, pre-reading, video, discussion, etc. The important thing here is the new instructors must prepare the students properly. A discussion on the skill will always take place immediately before the demonstration.

 

Step 2.  Instructor Demonstration

Students will do what you do. After they have been introduced to the skill, they must see it demonstrated properly. Important point. Find someone that can demonstrate properly.

 

3.  Learner Trial

Now is the time for the students to try the new skill.

 

4.  Instructor Feedback

As they continue to try the skill, constantly provide feedback. An additional demo may be necessary.

 

5.  Practice

Students get better by practicing the skill.

 

A quick note on practice.

We practice things to get better at something, sort of.  The real reason we practice is to create a “default” skill.  When anyone is asked to do something, they respond in a certain way, sometimes without even thinking about it. The default reaction comes from repletion of doing the action. It may or may not be correct or proper, but it is what we’re accustomed to do.

 

Example:

A ten-year curler comes to your clinic looking for a proper release. He learns about the new release by reading www.curlngschool.com, and then sees a proper demonstration at the clinic. He then demonstrates the new release perfectly. He’s even asked to repeat it a few times. He leaves your clinic happy with his newly learned skill. The next night, he’s forced to throw a difficult shot in the first end and guess what happens, his old release shows up and he misses the shot.

 

What happened to his new release?

 

Even though he learned a new release and showed he could do it, his “default” release was still the old one. In order for the new release to become the default, he needs to practice the new release properly over and over until it becomes instinct.

 

How long will he have to practice to change his default?  It’s up to the individual. Some people have the ability to concentrate and override the default while others revert back quickly.

 

Presentation Guidelines and Suggestions

Few people are naturally comfortable speaking to a group of people. Below are a few suggestions to help the presentations go smoothly.

 

There is a big difference between a good orator and a good presenter.  An orator uses animation and strong voice infections to send a message. This is not necessary when presenting at a training session. Good presenters have two things in common:

 

  1. Good voice projection (not loud, but clear)

  2. Confidence in the material

Good voice projection comes from standing and speaking directly at the students with your head up. This allows your voice to project over the entire area. Speak as slowly as possible without sounding like you’re trying to speak slowly.

 

Confidence in the material comes from thorough preparation. All instructors must be completely familiar with the content of the presentation. This means all instructors must have read all of the available information on the web sites that the students are reading.

 

Because you are the authority figure in this environment, many students will do what ever you say. Because of this, it is important that you discuss only known and approved USCA material and that you demonstrate only the approved delivery and sweeping mechanics. Introducing new techniques or concepts is dangerous if they are not proven methods. Remember, you are a representative of the USCA.

 

One of the most common problems in curling clinics is the tendency for instructors to over-instruct. The clinics are carefully planned to fit into smaller timeframes. The discussion notes for each slide and demonstration have the key points highlighted.  Lengthy discussions beyond these key points detract from the session. As the Lead Instructor, you are responsible for keeping the session on time. If support instructors carry-on too long, refocus on the agenda.

 

As a certified instructor, you are not required to properly demonstrate the skills. You ARE responsible for finding someone who can.

 

USCA Clinic Capacities and Coverage

The student capacity of each club to conduct clinics is based on the number of sheets.  Eight students per sheet is the maximum number of students that can be enrolled in any clinic.

 

The USCA training program requires a “Lead Instructor” for each clinic. The Lead Instructor must be certified at the same level as the one given, which means you must be Level II certified to act as Lead Instructor at a Level II clinic. The USCA also requires at least one support instructor for each sheet of ice. The support instructors must be certified at next lowest level or higher. Try and choose support instructors that are seeking certification at any level.

 

Example:

 

Level II Clinic at a four-sheet club.

1 – Lead Instructor                Level II Certified

4 – Support Instructors         Level I or higher

 

You will also need two additional support people for administration, food, camera operation, etc.


Preparing for your session

Post a notice at your club that a clinic is approaching. The method of student registration will depend on your club logistics. As students register, it is critical to the learning process that they be directed to the training material on the Internet. Direct all students prior to the session to:

 

  1. www.usacurl.org/training

  2. www.curlingschool.com

All intermediate students (Level II course) will be encouraged to pre-read sections on descriptions of the sport, the delivery and sweeping and strategy sections.

 

Once the signups are complete, compile the information in roster form for the day of the clinic.

 

Preparing the Instructors

Choosing good instructors will not only be beneficial to the students, it will benefit you in the instruction process. Balance the need to help certify new instructors with using experienced instructors.

 

Schedule a pre-session instructors meeting. This is where each instructor is assigned roles and responsibilities.  Each instructor will download the instructional material from the web sites. The USCA web site has the PowerPoint presentation and the Instructor’s guide. The Curling School has the curling content.

 

Find out who can demonstrate the skills properly. Determine which support instructors need certification and allow them to present or fulfill any certification requirements.

 

For Level II, you may need an instructor that can analyze the faults in a back swing delivery. As time passes, the need to instruct back swingers will dwindle.

 

Instructors Beware!!!

With the Internet material so accessible, the students have a wealth of knowledge. Instructors must read the web material to be aware of what the students already know.

 

Necessary Instructional Material

Necessary Equipment

 

* 8mm and digital cameras allow good slow motion and stop-action. They also plug directly into the television set.

 

Choosing an appropriate setting

Most curling clinics take place at the curling club due to the on-ice component of most sessions. The importance of a proper learning environment cannot be overstated. Distractions that seem insignificant can stall or even prevent learning. You’ll need a quiet section of the club to conduct the classroom portion. Choose a place away from the front door if you have only one level at the club. In two-level clubs, choose the quietest level if possible. It is very important that the students hear everything you are saying without distractions.

 

Setup the Room

If you need to setup the classroom on the main level, position yourself to face the traffic area, mainly the front door. This allows you to monitor the traffic and helps late students enter the back of the class quietly. Setup the chairs in a semi-circle with as many rows as necessary. If possible, have the club dedicated to this session to train on and off the ice.

 

Bring equipment to the classroom and place on the table. You will need:

 

On the ice, temporarily shut off any loud heaters or ice making equipment that will prevent the students from listening clearly. Check with your ice person before shutting off key equipment.

 

Using Microsoft PowerPoint

PowerPoint is a professional presentation tool. It is easy to operate and provides a high level of consistency and professionalism to the USCA clinics. It is easily updated and made available via the USCA web site.

 

If you choose to use the computer to present slides, you will need a computer projection device. These can be rented. The computer presentation is slightly different than the overhead projector version. They are the exact same presentations but the computer version uses progressive disclosure to reveal the bullets on certain slides.  This means the slide bullets are disclosed at the presenter’s request. A click of the mouse discloses the bullets.  The manual version uses printed transparencies and the progressive disclosure technique cannot be used.

 

If you are using the computer version, you should purchase a Microsoft PowerPoint Quick Reference from your local computer store. This will help understand how the mouse controls the presentation.

 

Get Ready

You are now ready to begin the clinic. Now is your time to share knowledge with your new curlers. Have fun and enjoy the game.

 

Level II Presentation Process

 

The Level II Clinic is broken down into five major training segments:

 

  1. Classroom review of delivery

  2. On-ice review of delivery and sweeping

  3. Video Analysis

  4. Pickup game (optional)

Segment #1               Classroom Content                                    60 minutes maximum

                            

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Slide #1         The cover slide will on screen

The students are entering the room or training area. If possible, have a video of curling playing in the background. Write your name as Lead Instructor as well as the other instructors on the flip chart. This way the students can learn your names quickly. They will also need this for the clinic survey at the end of the session. As Lead Instructor, mingle with the students as they enter the area. A support person will help register students and give them a nametag with their first name printed BOLDLY. No later than 10 minutes after the scheduled start time, begin your clinic. Ask the students to sit down and introduce yourself. Have each student introduce themselves and add something.

 

Suggested intro additions:

Required items to cover:

 

Before you start:

After you start:

After all of the introductions, begin the presentation by clicking to the next slide.

 

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Slide #2         Session Objective

 

Read the objective.

 

Tell them they will not necessarily have perfect deliveries and sweeping mechanics after this clinic, but they WILL have more knowledge to work with.

 

Required items to cover:

 

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Slide #3         Take-Aways.

 

The slide represents the key information they will take from the class. Progressively disclose each topic as you read it. Again, explain that these are the curling essentials. The clinic is geared towards the no-lift delivery.  Encourage the students to convert to the no-lift. If not, they can have instruction on their back swing delivery.

 

Required items to cover:

 

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Slide #4                     Agenda

 

This is a quick review of the day. Read each topic and tell them what time they will be finished. Explain that the game is optional but recommended. If you offer food, tell them when.

 

For the next hour and 15 minutes, you will be discussing advanced delivery and sweeping. With the computer, use the disclosure method to reveal each topic.

 

This is only an introduction…

 

Required items to cover:

-         classroom

-         on-ice

-         fault analysis

-         2 end game

 

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Slide #5                     Delivery Mechanics (Title slide)

 

Disclose and read each bullet. This is only a cover slide. You will discuss each bullet in detail during slides 6 through 10.

 

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Slide #6                     Balance

 

Balance is the foundation of a sound delivery.  Focus on balance first.

 

Required items to cover:

 

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Slide #7                     Four Key Power Generators

With the no-lift delivery, the students must understand these power generators. 

 

Power equals control. The more you control the rock, the more shots you’ll make. The students will have reviewed the delivery on the web site. This is more of a question period rather than a lecture.

 

Required items to cover:

 

Weight Shift:

Body Drop:

Leg Drive:

Arm Extension:

 

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Slide #8         Line of Delivery

 

Cover the following points in your own words.

 

Define line of delivery “the imaginary line between the skip’s broom and the rock’s starting point”

 

At this time, you will get into the question of where to draw the rock to. All USCA Level I and II students learn to draw the rock to the center of the hack. Now is the time to discuss options. Some students will comment on drawing the rock to the toe. Let the students draw to the toe if they want but comment that they do this at their own risk and may cause line of delivery issues with the teams they play on.

 

If students mention the right and left eye dominant issue, discuss it only if you fully understand it. This is becoming an over-discussed issue as it relates to “sighting” the rock.  The question is usually “can a right-handed, left eye dominant curler truly sight the rock?”  The answer is no. However, right-eye dominant right-handers only have a slightly better perspective. The Curling School teaches curlers to “feel” what its like to hit the broom.

 

Required items to cover:

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Slide #9         Tempo. 

 

Disclose each topic first and discuss in your own words.

 

Tempo refers to the pace or rhythm of the delivery. The press, draw/step and slide should be evenly paced to add fluidity and consistency in the delivery.

 

Required items to cover:

 

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Slide #10       Release

 

Briefly discuss the following in your own words.

 

Required items to cover:

 

Grip and setup

Rotation

Release

Follow through

 

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Slide #11       Delivery Theory Flow Chart

 

The flow chart simply answers some delivery questions. It is very simple to use and understand.

 

Assess the student’s interest on this chart. Some classes prefer to gloss over this chart while others work through with interest. The instructor will decide how to use it.

 

Work up and down the chart with the students.

 

Required items to cover:

 

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Lead the group in a series of stretching exercises.

 

 

Elapsed Time           1:30 max

 


 

Segment #3               On-Ice Content

60 minutes maximum

 

Gather the group on the ice and briefly discuss the safety rules.

 

Ask the group if any of them prefer instruction on their back swing deliveries. If so, have another instructor take them to another sheet.

 

Delivery Demonstration

Gather the students around a hack in a semi-circle facing the hack. The students will be familiar with the setup.  The key part about this demo is demonstrating the power generators. Be sure you have an instructor that can demonstrate the skills properly.

 

Required items to cover:

Demonstrate the proper delivery. 

This is Step 2 of the training process. It is very important that you demonstrate the delivery properly.

 

For the student practice sessions, it is necessary to allow them to practice the delivery segments. Demonstrate the following components and let the students try them without having to put it all together in one session.

 

Delivery Segment flow:

Instructor demonstrates the Setup and Weight Shift

Students practice

Instructors look for proper weight shift (weight on sliding foot behind hack)

 

Instructor demonstrates a Balanced Delivery

Students practice

Instructors look for sliding foot position. Have students lift broom to check for balance.

 

Instructor demonstrates the proper Grip and Release

Students practice

Instructors look for students holding the angle until release, then handshake position ( 12:00 )

 

If the students are having a hard time with the 12:00 release, use the empty toilet paper roll. Have them hold the roll and slip over the rock handle. Deliver the rock normally. They must release at 12. The roll will not allow them to release at any other point.

 

Instructor demonstrates the Body Drop

Students practice

Instructors look for the sliding foot to stay in position until the rock is out front.

 

Note:  Now is the time to incorporate the delivery modifications discussed in the classroom. You may modify to:

 

  1. The standing setup – for students who can’t squat in the hack

  2. The rolling press – gets the hip up during the press for students who can’t lift their hips during the drawback.

  3. The stick – for students who can’t slide at all.

After several rocks have been thrown, explain to the group that the next demo is ready.

 

Sweeping Demonstration

Gather the entire group. Split them into two groups and have each group line up on each sideline of one sheet, facing the centerline. Have them remove their sliders. A support instructor will demonstrate the grip and stance in between the two groups.

 

Review with the group what you talked about inside.

 

Have two support instructors demonstrate sweeping together.

Have the students try it by sweeping the centerline for the entire sheet. Once they complete the sheet, have them sweep back the other way without changing sides. This forces them to sweep on both sides.

 

 

 

Elapsed time            2:30


 

Segment #4               Video Analysis

15 minutes maximum

 

As the students are practicing their new skills, two or three support instructors will be setting up the cameras for taping. The “plumb-bob” device is good for showing line of delivery issues. Since most clubs only have one device, save it for the more advanced students. The less advanced students will benefit from taping without the device.

 

Break the students into smaller groups and describe the video taping process. Video each student with:

Videotape an instructor that can demonstrate good balance, weight shift and body drop. This can be used when the students need to see it done properly on video.

 

Once the students have been taped, move back to the classroom to begin the individual analysis. The 8mm camera can be plugged directly into the TV/VCR and has good “stop-action”.

 

Using the Delivery Analysis Form

The form covers most of the delivery components. The delivery critical components (the ones people have the most trouble with) are in bold italics. During the video analysis session in front of the television, have the student fill out the form. This will allow you to concentrate on the video and help them be a part of the analysis. As the instructor, use the form as a guide for the analysis process.

 

Fault Analysis Basics:

Anyone can be a great fault analyst if they concentrate on a five major fault items. The setup and follow through are important but most faults happen with the five items below.

 

Weight Shift

This must be analyzed from the side. 

 

Many intermediate curlers can demonstrate a proper weight shift. On the video, you’re looking for the hips coming up and back in a fluid motion. If the body weight is not on the sliding foot at “back-dead-center”, the weight has not been shifted properly. A common problem with inexperienced no-lifters is the hip sway or hip dip. This is when the hips move back or down after reaching back-dead-center. Good tempo helps prevent the sway and dip.

 

Body Drop

This is where the value of video pays off. This must also be done from the side.

 

Most intermediate curlers do not have a proper body drop. From the side, this can be seen clearly. Once the body reaches back-dead-center the next move is the rock forward. The sliding foot must stay in position until the rock has moved 1 foot or more. If the sliding foot moves before this, the body will not drop in place and the curler is losing valuable power. Once this I pointed out to the curler, they will want to practice the new drop.

 

Balance

Balance is the foundation of a good delivery, yet almost all intermediate curlers have a balance problem. On the video, it can be seen by drifting to the curlers right (camera’s left). This means the sliding foot is being placed too far to the thrower’s right, forcing the body to lean on the broom and aiming the slide to the right. Suggest to the curler that they place the sliding foot more left. Be specific and say “move left 2 inches” or whatever is necessary.

 

“C” Curve or Hook

The “C” curve happens when the curler pulls the rock in front of the body as they are sliding out.

 

The “Hook” is the opposite of the “C” curve when the rock is pushed out during the early parts of the delivery.

 

Release

The most common release problem is not holding the setup angle long enough. Point out that the curler should hold the angle until a few feet from release.

 

 

Elapsed Time            4:00 max

 

Take 5 minutes and have them fill out the clinic surveys.


USA Curling - Level II Curling Clinic

Post-Clinic Survey

 

The United States Curling Association is committed to the continuous improvement of our instructors, training tools and systems.  Please take a few minutes to answer some questions regarding the clinic you just completed.

 

Clinic Date/Place                  ______________ / _______________

 

Lead Instructor:                      _______________________________

 

What was the most useful part of the clinic?

________________________________________________________________

 

________________________________________________________________

 

Do you think there was enough time to cover the material?                     Yes      No

 

Did the instructors present the material in a clear fashion?                     Yes      No

 

Were your questions addressed adequately?                                           Yes      No

 

Were there enough instructors to assist you on the ice?                              Yes      No

 

Do you feel prepared to improve your delivery?                                        Yes      No

 

Please comment on the overall value of the clinic.  The USCA is committed to the continuous improvement of all training and development programs.

 

________________________________________________________________

 

________________________________________________________________

 

________________________________________________________________

 

________________________________________________________________

 

________________________________________________________________

 

________________________________________________________________

 

________________________________________________________________

 

 

Please submit to the clinic organizer.

 

Segment #5               2-end game                                           40 min.

 

Ask the students to meet on the ice in 5 minutes. Pick teams with the instructors as skips. The other instructors must be at the opposite end to help position players. Try not to instruct at this point. This is more of a logistics drill than a mechanics session.

 

Post Session Responsibilities

Certification follow up.

Send surveys to training coordinator