Monthly Archives: March 2014

Those Pesky Multi-spot Target Faces

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I got the following question from one of my college archers and I thought you might be interested in the discussion And maybe you have some wisdom to share.

“On the three spot target today, I was able to shoot out the 10 ring on one of the spots (using my compound). 50% of the time, I would score a 9 really close to the 10, the other 50% would be a flat out 10. On the other two spots, however, I kept getting 8’s. Since the ring that I kept getting 10’s on was at the top, I decided to switch the bottom two rings with the top ring, so that there would be two rings on top. But, I still kept getting 10’s in that one center ring. Thus, I concluded that it wasn’t the height of the target that helped me, but it was the fact that the center target was perfectly perpendicular with how I was standing. Given this, what can I do to get of all my arrows in the 10?”

Welcome to the wonderful world of Archery!

My guess is that your preliminary analysis is wrong. One obvious reason is that there are many other factors you ignore. For example, a target spot that gets many 10’s ends up with a hole in the middle that can appear as a dark spot from the target line. Studies show that such “dots” can help aiming. (One of the difficulties associated with the multicolored target face is that the 9-, 10- and X-rings are all the same color, which makes them hard to distinguish, one from the others, at full draw). Realize, though, that I have never been able to get the same pattern on all of the spots of a multi-spot target! Only the elite seem to be able to do it.

Here are things you can try:
#1 Always put the target in its proper orientation as that is how you will see it in competition.
#2 Shoot in one particular order: e.g. 1, 2, 3. Compare the groups you get (10-12 arrows per spot, minimum).
#3 Try a different sequence: e.g. 3, 2, 1 and repeat.
There are six separate sequences on a three-spot target. One of them will typically give you better results.

You also should examine the results based on first, second, and third shots (no matter the sequence). If, for example, your third shot is always the weakest, you are probably shooting too quickly. It takes about 30 seconds for muscles to fully recover their full function and if you are getting off three shots in one minute, the last shot may be with only 80% of muscle capacity (numbers made up).

You will find that expert archers number their arrows and shoot them in the same order because there are defects in arrows that aren’t visible and only show up in the target. If your #3 arrow scores poorly, replace it with another and see if that was the cause of your poor scoring (I use the bottom tube of my quiver as a “penalty box” during competition. I do not shoot arrows in the bottom tube, so if I suspect an arrow is substandard I will consign it to the bottom tube until I can examine it more carefully. This is why you always want to have spare arrows in your quiver.

Other factors that affect your patterning: lighting (this is a biggie!), and soft target butts. Compound archers tend to shoot fairly tight groups. A great many arrows shot into a single place create a soft spot in the butt. Subsequent arrows are deflected from the firm parts into the soft parts, which causes the arrows to move position during impact. We want you to move your target face around while practicing to preserve the butts but at a competition you don’t know the condition of the butts, so if you watch the elite archers, they will move their target faces if they detect they are shooting into a soft spot. (Although they can only be moved so far.) They want to create their own soft spot, dead center in each spot of their target, not someone’s from another target.

Have fun!



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Hey Coach “What’s In It For You?”

There are two levels we wish to address this question in this article: the first is “what is in it for you personally as an archery coach” and then again from an outside view as someone who is responsible for youth archery coaches in a program, which is “what’s in it for them?”

A very common arc for an archery coach is this: your son or daughter gets involved in an archery program and, voila, you are by definition “an archery parent.” If your child sticks to it so that you are involved for several years, your kid’s coach suggests that you help out and to help out you need to be certified, so you become a Level 1 Coach and start helping out with the team/classes. Along the way, you give archery a try and it is a lot of fun and you become a more or less committed archer yourself. As the years go on, you can find yourself in the position whereby the longtime coach retires from that position and asks someone to “step up” and take his position. Often many people look to you because you’ve been a helper for so very long and . . . sound familiar? I suspect that many of you recognize at least a part of this scenario.

It goes on. From the viewpoint of the youth coach, many times they find themselves two to three years past the point where their kids stopped participating and wonder “Why am I still doing this?”

We recommend that you look at this question from the beginning and re-examine it from time to time. It is one thing to do something to support a child’s hobby, but you could end up spending a great deal of precious family time, a great deal of money (on your own equipment, lessons, training programs, books, etc.) out of inertia, that is just by being involved.

We think you need get something out of this effort, being an archery coach, but we can’t tell you want that is. we suggest that you do a little exercise and write out your coaching philosophy. Steve Ruis, AFm Editor, has posted his several times so that will serve as an example.

My Coaching Philosophy
Steve Ruis
Last Updated Summer 2013

Because archery is not just an individual sport but is a sport with no opponent, almost all of the responsibility for a performance falls to the athlete. Consequently my goal is to create a situation in which the athlete becomes functionally self-sufficient. To do this, I:
•    describe my general approach (bring all parts of an archer’s shot up to parity and then rework the shot as many times as is desired to achieve the archer’s goals) but am open to other approaches an archer may desire.
•    endeavor to explain everything I am asking an athlete to do (but only up to the point they desire)
•    ask the athlete to make all final decisions regarding form changes, etc.
•    continually educate the athlete in techniques that can be used to self-educate him- or herself, e.g. process goals, journaling, learning how to analyze video (but only up to the point they desire).
•    break down complex tasks into doable parts as much as is possible, explaining to the athlete what is being done and why.
•    demonstrate a positive outlook, which is a requirement of successful coaching as much as successful archery.
•    educate the archer on his/her equipment with the goal of them taking full responsibility for their own equipment.
•    educate the archer on the requirements of competing successfully with the goal of them taking full responsibility for competition planning, preparation, and execution.
•    honor the athlete’s outcome goals and teach how one achieves outcomes through ladders of success and careful preparation and execution.
•    honor the fact that each student is a diverse individual and that I may not be the most, or even a very, substantial influence on their lives.
•    work as hard for my students as they do for themselves. If a student does not want to work toward their own goals, I will honor their decision but I will not continue to work with them.
•    will endeavor to point out how what they are learning from their bow and arrows carries over into other aspects of their lives.
•    will work with parents of underage athletes, necessarily, so that there is full communication between and among the archer’s support team.
•    work hard to improve my knowledge, skills, and attitudes as a coach.

Once you have written out your own coaching philosophy, basically “what you do” and “how you do” it as a coach, go back through and ask yourself “why?” for each point. For some things you may find it stems from “wanting to do a good job” and you may find that you do others “because you like to help people.” Archery provides a short feedback loop such that you can make a suggestion to an archer and they can get positive results in very short order. Compared to the other “projects” in your life, like “being a good parent” or “raising your children well” or “getting a promotion at work in the next three years,” this is blazing fast proof that your activities are effective and important to others. That feels good.

Whatever you discover as to “what I am getting out of this,” we think that to do a good job, you have to want to do a good job and the “whys” are important.

Do You Supervise Other Coaches?
Or do you help “run” the program you coach in? Or are you in any way invested in the success of the program? If so, there is another aspect of this and that is if your other coaches aren’t getting something out of their participation they will be gone shortly and you will have to replace them.

In the long run, we think coaches need to be paid. They don’t have to be paid as if it were like being in a great job but youth coaches are doing work very similar to what paid teachers and paid recreation leaders do. There is a lot of work associated with running a program and coaching a bunch of student-archers. Coaches also incur out-of-pocket expenses. Do your coaches have whistles? Where’d they get them? (We give our coaches a whistle as part of their graduation ceremony when we train them.) Coaches end up buying all kinds of things out-of-pocket (even their own whistles). Since the vast majority of them are volunteers, they are in effect paying for the privilege of donating their services.

If you want your coaches to stick around, there are any number of things you can do to encourage that. Obviously treating them with respect is a given, but after that appreciation goes a long way to encouraging volunteer coaches. This can be as simple as thanking them publically, either at a picnic/dinner/party or in an ad in the local paper thanking them by name. Plaques of appreciation are welcome as are other tokens (windbreakers, shirts with “Coach” embroidered upon them, whistles, books on coaching archery, (subscriptions to Archery Focus magazine, Ed.), etc. If your program doesn’t have much money, you can ask the parents to support a “coach gift” or as we did for a long time, we printed appreciation certificates designed on a computer. It is the thought that counts, not so much the money, but sometimes it is the money: to pay for a coach training program, to buy a bow for themselves, to allow for the coach to travel to an important event to be with the team. Parents will often donate all kinds of things if you ask for help. We have had parents donate round-trip airfare coupons they had to allow us to bring in a coach for a special team training session for one of our JOAD groups. Other parents offered to house and feed the guest coach and drive him around, others offered to pick him up and drop him off at the airport, and we collected enough cash to pay his fee for the session. We didn’t ask for anything specific, we just pointed to the opportunity and the parents did the rest.

You need to think about the “care and feeding of volunteer coaches” and how you can enhance the experience of your coaches. They will be happier, stay with you longer, and speak more positively about the program than they will if they are just taken for granted.

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Filed under For AER Coaches, For All Coaches