Instructors
Guide – Level I
(Updated
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 I clinic presentation on Microsoft PowerPoint is the USCA instructional
standard for teaching novice 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
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
10-year curler comes to your clinic looking for a proper release.
He learns about the new release by reading www.curlingschool.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:
Good
voice projection (not loud, but clear)
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.
Always
act professionally on and off the ice.
Wear
a clean, crisp curling uniform with nametag (USA Instructors jacket
preferred).
Use
a discussional format to present the material.
This means the instructors present topics and the students are
encouraged to ask questions throughout.
Ask
students to raise their hands for questions.
If
students begin to have side discussions and are disrupting the group simply
ask the entire group to “refocus their attention to the front of the
classroom.” This keeps your comments
directed at everyone and the chatters will soon get the message.
If
the students are not paying attention, ask questions to specific people.
Once the class knows they may be asked a question regarding the
presentation, they will pay attention.
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
I Clinic at a four-sheet club.
1
– Lead Instructor
Level I Certified
4
– Support Instructors
Level I or Level I Registered
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:
www.usacurl.org/training
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.
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
USCA
Level I Instructor’s Guide (web-based Word Doc)
PowerPoint
Level I Clinic presentation
Paper
copies of the entire presentation for backup
Printed
copy of the Delivery and Sweeping section of www.curlingschool.com
Most
current USCA Championship Procedures booklet (rules)
Necessary Equipment
Name
tags and markers
Notebook
PC with PowerPoint software
PC
projection device or overhead projector for PowerPoint presentations
Overhead
projector as a backup
One
full slider available for each student
Food
for breaks and lunch
VCR/TV
Video
of a curling game
A
table for the classroom
Dry-erase
board or flip chart
Magnetic
curling board
Copies
of the surveys at the end of the Instructor’s Guide
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:
A
rock
Broom
Slip-on
slider
Curling
shoe
Gloves
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
I Presentation Process
The
Level I Clinic is broken down into four major training segments:
Classroom
content
On-ice
review of sliding, throwing and sweeping
Classroom
review of rules
Pickup
game
------------------------------------------------------------------------------------------------------------
Slide #1 The cover slide will be 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:
Where
they live
Where
they heard of curling
Etc.
Before
you start:
Write
instructor names on flip chart
Mingle
with students before clinic
Give
students nametags
After
you start:
Introduce
yourself
Have
instructors & students intro themselves
------------------------------------------------------------------------------------------------------------
Slide
#2
Session Objective
Read
the objective. Tell them they
won’t know everything after this clinic, but they WILL be prepared for their
first league. In some cases, they
will have learned the newest material and their teammates will not have.
Their teammates have been instructed to be patient and they should also
be patient with them. More
information can be learned in the Level II Clinic so look for L2 sign-ups.
Required
items to cover:
Read
objective
Have
fun
Most
learning happens during league games
Look
for other clinic signups
------------------------------------------------------------------------------------------------------------
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.
Required
items to cover:
Disclose
bullets slowly
Briefly
describe each one
------------------------------------------------------------------------------------------------------------
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 45 minutes, you will be discussing the sport of curling.
With the computer, use the disclosure method to reveal each topic.
This
is only an introduction…
Slides
5-8 will be covered.
Required
items to cover:
The
day is split into 4 segments
-
classroom
-
on-ice mechanics, scoring
-
classroom (rules)
-
2 end game
game
is optional but recommended
Slide
#5
Safety
Newer
curlers need to know what safe curling is. Read
through each bullet and add your own if necessary.
Most curling injuries happen as the new curlers get used to sweeping,
particularly takeouts.
Required
items to cover:
Stretching
Slider
safety
Sweeping
safety
------------------------------------------------------------------------------------------------------------
Slide
#6
Basics of the Game
The
students will have reviewed curling on the web site.
This is more of a question period rather than a lecture.
Try not to use curling lingo at this point.
Even simple terms like end and house they may not understand yet.
Have your curling diagram available.
Ask
the students if they know the power generators.
Required
items to cover:
Purpose:
4
players on a team
42
pound rocks
Opposing
players alternate shots (you throw one, they throw one)
Closest
to the center without any opponents rocks scores
Skip
is captain, vice, second, lead
8
or 10 ends (innings to them)
Score
counted for each end
Team
with the highest cumulative score wins game
15
minutes per end
Sweeping:
Broom
action reduces friction
Decreases
rate of deceleration (technical term)
Rocks
travel farther and straighter (not faster)
Dimensions
of sheet
Lines
and boundaries
Pebble
Climate
control (heat & dehumidification)
Rocks
(42 pounds, $400 each)
Ice
is very clean
Draw,
takeout, guard
Clockwise,
counter-clockwise
Why
we rotate the rock
------------------------------------------------------------------------------------------------------------
Slide #7 Equipment
Disclose
each topic and discuss in your own words.
Required
items to cover:
Sliders
and Shoes
Wear
clean shoes, have separate pair
Slip-on
slider
Shoes
with slider built in
Shoes
are much faster and more stable
Hair-type
vs. synthetic
Loose
fitting pants
Sweater
or jacket
Gloves
------------------------------------------------------------------------------------------------------------
Slide
#8
Delivery Mechanics
Cover
the following points in your own words. Deliver
means, “throwing the rock”. Balance
is the foundation of the delivery. For
new curlers, explain balance as centering your body over the sliding foot.
Don’t expect them to have perfect balance right away.
In fact, many curlers will never achieve a perfectly balanced delivery.
The Curling School considers a delivery balanced if the body weight is
not clearly on the broom or rock. This
means the body will be straight up and down and allow for a straight line of
delivery.
Required
items to cover:
Balanced
and Flat-Footed
Slide
on entire foot
Balance
over slider (slider under chest)
Demonstrate
setup and 123 in the classroom
Demonstrate
grip, cocked handle and 12:00 release
Modified
setup position (standing with bent knees)
Stick
------------------------------------------------------------------------------------------------------------
Slide
#9
Stretching Exercises
Lead
the group through the exercise.
This
is your first opportunity to view the flexibility and strength of the students.
For example, if a student can’t squat (or can squat and can’t get
up), you’ll need to modify the setup position for this person.
Required
items to cover:
Stretch
first and observe students
15
minute break
Meet
them on the ice
------------------------------------------------------------------------------------------------------------
This ends the Segment #1.
Have the students take a break and meet back in the warm room in ten minutes.
Once
the students are stretched, move to the ice area for sliding, delivery and
sweeping.
Elapsed Time 1 hour max
Segment
#2
On-Ice Content
60 minutes maximum
Gather
the group on the ice and briefly discuss the safety rules.
Ice Orientation
Have
the students slider-up, broom up and get use to the ice.
As the instructor, lead them in a “get used to the ice demo”.
Demonstrate how to use the broom for stability.
What ever you do, they will do.
Delivery Demonstration
Gather
the students around a hack in a semi-circle facing the hack.
Required
items to cover:
Press
must only be 4-5 inches
Hips
up and back
Foot
under chest
Handshake
position at release
It
is very important that you demonstrate the delivery properly.
Now
the students practice. Break them up into
smaller groups and move to the other hacks. There
must be an instructor for each group. Have
them try the delivery. Instructors
provide feedback.
Note:
Now is the time to incorporate the delivery modifications discussed in
the classroom. You may modify to:
The
standing setup – for students who can’t squat in the hack
The
rolling press – gets the hip up during the press for students who can’t
lift their hips during the drawback.
The
stick – for students who can’t slide at all.
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.
Decreases
the rate of deceleration
Sweeping
makes rocks travel farther and straighter
Head
pressure and movement
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.
Required
items to cover:
Grip
and stance
Brush
motion
Foot
motion
Standing
high with a “shovel” grip
As
fast as possible with as much pressure as possible
Only
cover a five inch area
Tripod
Similar
to skating
Demonstrate
the sweeping motion with an adjustable angle broom or swivel type.
If new curlers purchase new equipment they usually buy the swivel or
adjustable brooms.
Scoring Demonstration
Take
5 minutes to demonstrate a few scoring scenarios.
This is only a quick demo to acquaint them with the scoreboard.
Tips for explaining the scoreboard:
Only
one can score in an end
Scoring
is cumulative
Opposite
of baseball
Hang
tags backwards for ease of explanation
The
last on-ice demonstration will be on how skips call shots.
Gather the students around the house so they can see the house and hack
area. Have a support instructor
stand in the house and call shots for another instructor in the close hack.
While the skip demonstrates the calls and signals, have the instructor in
the hack demonstrate the turns and grip.
This
ends the Segment #2
Elapsed
time 2:00
------------------------------------------------------------------------------------------------------------
Segment
#3
Classroom rules discussion
15 minutes maximum
------------------------------------------------------------------------------------------------------------
Slide #10 Rules and Regulations
Back
in the classroom, discuss only the rules that will affect them in the first few
games. Have the Championship
Procedures booklet in hand or available. Be
sure someone knows the rules. Very
few people know the “displaced stationary stone rule” and it was changed in
August of 2003.
Required
items to cover:
Burned
rock
Sweeping
coverage
Positioning
Hand
shakes before and after
Coin
toss
Displaced
stationary stones
Ready
play
Don’t
move rocks until the vice says so
Broomstacking
------------------------------------------------------------------------------------------------------------
This
ends Segment #3
Take
5 minutes and have them fill out the clinic surveys.
They will give the surveys to the clinic organizer.
Segment #4 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.
Place
at least one instructor at the house end and one at the hack end of each sheet.
The role of the house instructor is to keep the game flowing if the skips
are new students.
Remember
the 1-foot, 4-foot rule for brooming. On
unknown ice, place the broom one foot from the center of the rock for takeouts
and four feet for draws.
The
role of the hack instructor is stress the importance of being ready to throw.
DON’T
INSTRUCT – THIS IS A GAME DRILL AND NOT MECHANICS INSTRUCTION
USA
Curling - Level I 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 for your first league game?
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.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Pleas
submit to the clinic organizer.
Post Session Responsibilities
Certification
follow up.
Send
surveys to training coordinator