USA Curling

Train-The-Trainer Guide – Levels I and II

(Updated November 21, 2003)

 

Introduction

Thank you for leading an instructor’s course. The PowerPoint presentation will assist you in properly training Level I and II instructors. The training methods used here are proven, industry standard. The curling mechanics are also proven, mainstream methods that all of your members can use.

 

You will be training potential USCA instructors on

 

  1. Proper training methodology

  2. Level I and II PowerPoint presentations

  3. Demonstrating the skills properly

Training methodology is very simple and logical. You will introduce the new instructors to the methods used in properly training novice and intermediate curlers. A small amount of time is spent here due to the inexperience of both parties. Very few curlers have a professional training background. Because of this, the USCA has developed, in partnership with www.curlingschool.com, several PowerPoint presentations. Most of the Train the Trainer session will focus on learning how to use the tools and not how to be a trainer.

 

You will also be certifying instructors. In many cases, the Train the Trainer session will include live students that the potential instructors can teach.

 

Preparing for your Train the Trainer session

 

In most cases, your regional training coordinator or the USCA office will schedule the Train the Trainer courses. The method of student registration will depend on your regional logistics. As potential instructors 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 instructors should be encouraged to pre-read sections on descriptions of the sport, the delivery, sweeping and strategy sections. They must also review the presentations and program notes.

 

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

 

Necessary Instructional Material

Necessary Handouts

For each student you’ll need one copy of:

Necessary Equipment

Train the Trainer Presentation Process and Flow

 

 

Slide #1         The cover slide should on screen

Once the instructors have gathered, introduce yourself and conduct an intro session similar to the ones used in student clinics.

 

Slide #2         Session Objective

Allow the instructors to read the slide. Tell them they will learn a little training and a lot of content.

 

Now is time to tell the instructors what it means to be a USCA certified instructor. If the group is level I, explain that they should be able to teach the basic USCA curling skills at a novice clinic (Level I) using the USCA tools. For Level II, they should be able to teach an intermediate clinic at the club o regional level using the USCA tools.

 

Slide #3         Take-aways

Click to disclose each slide and briefly describe what they mean.

 

 

Slide #4         Agenda

Review the day. Below are suggested times for each section. A quick note on attention span. Never go more than 1:30 during a classroom session without a break. Students loose interest and patience quickly without a break.

 

Today’s Agenda                                                                             Segment       Total

Intros and Training discussion                                                          0:20                0:20
Review the PowerPoint presentations & guides                               1:10                1:30
Break                                                                                            0:15                1:45
On-ice demonstrations                                                                   0:45                2:30
Break                                                                                            0:10                2:40
Classroom wrap-up                                                                       0:20                3:00

Exam                                                                                             0:20                3:20

 

Level II course have two PowerPoint presentations to cover. Extra time will be needed.

 

 

Slide #5         Delivery & Sweeping

At this point discuss with the students the USCA standard on delivery and sweeping. The slide outlines the standard for both.

 

 

Slide #6         Training Methodology

Start the discussion with a comment on how you can make the students feel comfortable in the new training clinic. Learning happens if the students are comfortable enough to try new things and ask questions. Always listen to what the students asking. NEVER use harsh or loud voices. ALWAYS encourage the students and find good thing to comment on

 

Every skill that is taught will use a five-step process.

 

This is included in the L1&2 program notes, but it’s important to cover here.

 

 

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.

 

Step 3.  Learner Trial

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

 

Step 4.  Instructor Feedback

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

 

Step 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 repetition 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, 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 the default, he needs to practice the new release properly over and over until it becomes instinct.

 

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

 

 

Slide #7         Clinic Formats

 

Web-Based Pre-Reading

www.curlingschool.com is the first of three main tools for conducting your clinic. All students should read up on the key information before arriving at the clinic. Beware instructors. Know the content!!

 

PowerPoint Presentations

The main instructional tool for instructors is the PowerPoint presentation. Each presentation has a corresponding set of program notes. PowerPoint is very professional if used on a PC projection device. The bullets progressively disclose. The presentation can also be done manually.

 

Skills Demonstrations

The on-ice component of the clinic starts with demonstrations of the skills. This is where you use the five step training system.

 

Students Practice

After the demonstrations, the students get a chance to practice with instructor feedback.

 

Slide #8         Review Instructors Guides & PowerPoint Presentations

 

Review the first seven pages of the program notes as they deal with general topics for the instructors, setup and clinic logistics. Don’t read the pages. Review and ask questions about it.

 

Now shift to the Level I or II PowerPoint presentation depending on the Level of certification in your course.  Review the following for your course:

 

Level I Course                     Level I PowerPoint and Guide only

 

Level II                                  Level II PowerPoint and Guide plus Strategy PowerPoint and Guide

                                               

Exit the Train The Trainer PowerPoint presentation and load the Level I presentation. Move through the presentation using the next section of the Instructors Guide.

 

If you are conducting a Level II Instructors Clinic, you must also review the Strategy PowerPoint presentation.

 

Ask the instructors to provide feedback on the session.

 

At the 1:30 point, break the group, give them a fifteen-minute break and meet them on the ice.

 

------------------------------------------------------------------------------------------------------------

 

BREAK FOR THE ON-ICE SESSION

 

On-ice content…. Review proper delivery and sweeping.  Give the instructors plenty of time to practice the new skills.

 

Give them a five-minute break and meet them back in the classroom.

 

------------------------------------------------------------------------------------------------------------

 

Back in the classroom…

 

Slide #9         Presentation  Traps

 

Staying on Subject

One of the most common problems with any discussional session is staying on topic. As the facilitator, you control the discussion. Be familiar with the entire session so you can “table” an off topic discussion and pick it up later.  If you are sure that the topic will come up later ask the student to remind you of the earlier question or discussion.

 

In many cases the guilty party is part of your instructional staff.

 

Content Unfamiliarity

Remember, the students in any curling clinic have been prepared before they arrive. Most of them will have reviewed www.curlingschool.com and are very familiar with the content. Never before have curling students had so much information available to them. Your role is to put it all together.

 

The “Humble” instructor

In preparing curlers to instruct, it is crucial that they understand this point. One of the biggest mistakes an instructor can make is to answer a question incorrectly. Many new instructors think they need to be the “authority” on the subject. The best instructors know when they don’t know the answer and will seek the correct answer. This actually enhances your authority if you can do it.

 

Keeping the students engaged

A good instructor knows when the group is fading in interest. Try to be flexible in the agenda. If people begin to lose interest, shift the schedule for them.

 

Opinion vs Fact

Another huge trap new instructors fall into is offering an opinion as fact.  In some cases, the new instructor can’t tell the difference.  If you offer an opinion, tell the students.  Even better, ask the students if they are interested in your opinion before you give it.

 

Slide #10       Follow-Up

The follow-up to a Level I clinic is a Level I refresher clinic. This is a short version of the regular Level I and just concentrates on delivery and sweeping mechanics. The best time to conduct the refresher is approximately two months into the season. They will have learned a lot about the game and should be ready for some more detail in the delivery and sweeping

 

A Level II clinic is a good follow up after two years of curling.

 

To follow-up a Level II clinic, suggest to the students that they attend another Level II clinic. Their skill level will be better and they should be more receptive to more detail. Generally, it takes several weeks of one or two games per week to begin to engrain a new skill. Try to wait a few months before repeating the Level II course.

 

Fault Analysis (Level II)

Review with the Level II instructors the basic fault analysis in the program notes.  If they can cover the basics, the students will leave with information and skills to work on.

 

Certification

Explain the USCA certification process. Each potential instructor should know how to get certified. Level I instructors can be certified on the same day if they have some students to instruct. Level II certification is more complicated because it requires fault analysis.

 

Five steps to Level I certification:

 

  1. Sign up for a Level I course (theory)

  2. Pass the written test the same day

  3. Instruct as many people as possible* using the proper skills (practical)

  4. Have a Level II instructor sign off on the practical

  5. Send the certification sheet to Bev Schroeder at the USCA office.

* can be the same day if a Level II can verify

 

Five steps to Level II certification:

 

  1. Sign up for a Level II course (theory)

  2. Pass the written test the same day

  3. Instruct as many people as possible including fault analysis (practical)

  4. Have a Level III instructor sign off on the practical

  5. Send the certification sheet to Bev Schroeder at the USCA office.

 

Slide #11       Continuous Improvement

As you complete Level I and Level II clinics, we want your feedback to continue to improve these materials.  Any comments or suggestions you have should be passed on to your Regional Coordinators. Appropriate review will occur and timely updates to the materials are possible with the development and delivery methods we have adopted. 

Now is the time to test the new instructors. Break the instructors into groups of three. As a group, have them take the exam with an open book. After fifteen minutes, review the answers with the entire group.

 


Level I Instructors Exam

 

 

Briefly explain the four positions on a curling team.

 

List four key components of the delivery setup position.

 

New curlers learn to throw the rock with a 1-2-3 motion.  Describe each motion.

 

What is the most important component of the delivery?

 

Describe a proper release.

 

What does sweeping do?

 

What two things make sweeping effective?

 

List the three basic shots in curling.

 

List four etiquette rules every curler should know.

 

List three presentation “traps” an instructor can fall into.

 

List the five steps to effective skill training.

 

List three important rules a new curler should know.

 

List three safety rules at the curling club.

 

 

Level II Instructors Exam

 

 

List the key power generators in the no-lift delivery.

 

Briefly describe how tempo improves the delivery.

 

List the three different places where the rock can be drawn back to in the “draw/step” portion of the delivery.

 

Describe how an instructor knows when a student has shifted weight properly in the delivery.

 

What is the most important component of the delivery?

 

Describe in your own words a proper release.

 

What two things make sweeping effective?

 

List the four main areas of analysis in the no-lift delivery.

 

List three presentation “traps” an instructor can fall into.

 

List the five steps to effective skill training.

 

 

Bonus question:

 

Explain why rocks curl.

 

Level I Instructors Exam

Answer Sheet

 

Briefly explain the four positions on a curling team and what their roles are.

(skip, vice, second, lead)

 

List four key components of the delivery setup position.

(ball of foot, relaxed, shoulders square, broom under arm, etc.)

 

New curlers learn to throw the rock with a 1-2-3 motion. Describe each motion.

(1-press, 2-draw/step, 3-slide)

 

What is the most important component of the delivery?

(balance)

 

Describe a proper release.

(hold angle until late, rotate at wrist to handshake position)

 

What does sweeping do?

(decreases rate of deceleration, makes rocks go farther and straighter))

 

What two things make sweeping effective?

(Head pressure and rapid movement)

 

List the three basic shots in curling.

(guard, draw, takeout)

 

List four etiquette rules every curler should know.

(hand shakes, be ready, broomstack, be humble, etc.)

 

List three presentation “traps” an instructor can fall into.

(opinion vs fact, over instructing, content unfamiliarity, off subject discussions)

 

List the five steps to effective skill training.

(read, demonstrate, trial, feedback, practice)

 

List three important rules a new curler should know.

(burned rock, tee line sweeping, hog line, positions)

 

List three safety rules at the curling club.

(stretch first, no running on ice, step with gripper foot, etc.)

 

 

 

 

Level II Instructors Exam

Answer Sheet

 

List the key power generators in the no-lift delivery.

(weight shift, body drop, leg drive, arm extension)

 

Briefly describe how tempo improves the delivery.

(adds rhythm for consistency)

 

List the three different places where the rock can be drawn back to in the “draw/step” portion of the delivery.

(center hack, side of foot, toe)

 

Describe how an instructor knows when a student has shifted weight properly in the delivery.

(when the student has stepped onto the sliding foot in the draw/step)

 

What is the most important component of the delivery?

(balance)

 

Describe in your own words a proper release.

(hold angle until late, rotate at wrist to handshake position)

 

What two things make sweeping effective?

(Head pressure and rapid movement)

 

List the four main areas of analysis in the no-lift delivery.

(weight shift, body drop, C curve, balance, release)

 

List three presentation “traps” an instructor can fall into.

(opinion vs fact, over instructing, content unfamiliarity, off subject discussions)

 

List the five steps to effective skill training.

(read, demonstrate, trial, feedback, practice)

 

Bonus question:

 

Explain why rocks curl.

(the slow moving side (less friction) creates less frictional melting allowing the rock to pivot on the slow side)