Tag Archives: Working with Adults

Do You Work Out?

dumbellsDo you workout to benefit your archery … or just for health and well-being … or even to lose a little weight? Well, there is a syndrome that is prevalent that you need to know about.

Workouts for archery generally focus on strength development, but can include stamina/cardio elements, too. The experience of any number of people, though, in pursuing physical improvements through a regular physical workout routine, is that they don’t always seem to work. Studies show that when ordinary people pursue bettering their physical performance through a workout program, that the average result is almost always an improvement. But more recently, studies have looked more closely at individual variation (one of my favorite topics) and found that there are very wide ranges of results (very wide!). People on simple strength programs got stronger, on average, but for some people in these studies such programs had almost no effect and some even got weaker! Exercise scientists are now calling those who get no benefit from such programs “non-responders” in that they do not have a “normal” response to exercise. (Maybe we just never really knew what “normal” was and now we are beginning to understand.)

This explains the oft-heard complaint, that people “tried going to the gym” but they don’t seem to be any better off, so they quit. Unfortunately the quitting was accompanied by a feeling of failure and some shaming from others for being someone who doesn’t follow through, aka a “quitter.” Now we know that this is not a moral failing or a lack of will (our usual go to’s when we criticize someone else), it is quite probably a lack of effect.

The silver lining to this cloud is a study that was done that took a wide variety of subjects and asked them to subscribe a number of different exercise routines in three-week stretches. When they worked up the results, they again found the wide range of responses to the programs, with there being some “non-responders” in every group, but each and every participant responded positively to at least one of the regimens. So, being a “non-responder” is not a general label, it is just a case in which many people do not respond to one particular program, but they can and will respond to another.

When I recommend exercise to archers, it is usually for strength building, mostly deltoid strengthening for steadiness, but also core and leg strengthening for advanced archers, also some cardio for steady breathing and nerves. If some of these programs do not work, do not take it personally nor should you let your students do so, try looking for a different mode of exercise or a different program to which you or they will respond. And if you/they don’t respond to something straightforward, try something related but different.

For example, I have been told that Tiger Woods doesn’t do visualizations before he takes shots. He was never able to get that to work. Instead his “shot rehearsal” (maybe a better label for what we do) focuses on the feel of the shot, so his rehearsal is tactile rather than visual.

So, if you or a student are not able to increase the strength of your deltoids and holding up a heavy bow is a problem, maybe you should look for a lighter bow? Of course, my standard warning applies: the person we are best at conning … is our self (we have more experience at it). So do be sure you have committed to an exercise regimen, and are performing the exercises correctly, before you look at results. Don’t just assume you are a “non-responder” for an exercise you do not like because it is convenient.


Filed under For All Coaches

Por Favor Numero Dos

QandA logoI need your help.

I am toying with the idea of creating A Blog for Archery Parents. There are few sources of information tailored to help them support their children in the sport. About the only example of something specific is my book A Parent’s Guide to Archery.

To help me decide whether to do this I would like your take on this idea, specifically if you would respond to these three questions:APGTA Cover (color)

#1 Do you think this would be helpful to archery parents?

#2 Assuming the quality of that blog was comparable to the quality of this blog, would you recommend it to the parents of the youths you coach?

#3 Any other insight you might be able to supply.

If I do this I would like to do a good job. I started this blog because there seemed to be so little support available to archery coaches. The same motivation is fueling the idea of a similar blog directed at archery parents. Quality information and a place they could ask questions without necessarily anyone else knowing. (Hint, hint, nudge, nudge, know what I mean.”) Parents need advice and the sources of that advice are few in number and often supplied only orally, so if part of it is gotten wrong, expensive mistakes can be made.

So, what do you think?


Filed under For All Coaches, Q & A

I Don’t Need No Stinkin’ Advice

QandA logoThis is a question from a frustrated coach on a topic you may have some experience with.

Dear Coach Ruis,
In the past, I’ve dealt with students who wouldn’t follow all of my advice. But now, I have a student who not only doesn’t follow even half of my advice, but also argues with me constantly. She always finds an excuse to not do what I want her to do, even if I am able to prove her ideas wrong. How do I deal with students like her?

* * *

It is the teacher’s role to teach … and the student’s role to learn.

And, since this is a voluntary arrangement, I would simply not spend any more time with her. You are providing a service, if someone doesn’t want what you are providing, you don’t help by irritating them by insisting upon it.

At a deeper level, my coaching philosophy involves helping all archers to become independent, to be able to take or leave coaching as they see fit. I can’t do that by taking away their autonomy, by telling them they must do as I say or I will take my marbles and go home.

I suggest you respect your student’s right to ignore you. The flip side is I certainly do not want to spend time with people who ignore my advice and/or cherry pick my advice, distorting it into something it is not. If I must continue to work with such people, I tend to get more formal and less casual and instead of making statements, I ask questions. If they are insisting on doing everything their way, I honor that by making them do it. I can help by asking questions that lead them to think, but I cannot do their thinking for them.


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There are Archery Coaching Principles

I was watching a teaser for Hank Haney’s instructional video “Lessons Learned from Coaching the World’s Greatest Golfer” and Coach Haney brought up something I had already recognized as a basic principle for coaching archers. When I recovered from the cheap thrill, I realized that he had expanded upon that principle in a way I had not.

The Goldilocks Principle
I have recommended “the Goldilocks Principle” to many coaches, the basic thrust of which is when you are looking to make a change, exaggerate at first. Goldilocks comes into it because if something is too low and you effect a change that moves you to a position of being too high, then you now have boundaries, between which you will find “just right.” (This porridge is too hot. This porridge is too cold. This porridge is just right. Ah.)

An archery example of this occurs while sighting in. If your first sight setting results in your arrow hitting the target very low, you could put a couple of “clicks” into your sight and shoot again. The result will be the arrow will land slightly higher than the first one (if you moved the aperture the right way, of course). Instead, you should move your aperture down quite a bit, hopefully so that your next shot is too high. Once you know where “too low” and “too high” are on your sight bar for this distance, then try half way in between those. If that isn’t very close, then half way to one of those boundaries (depending on where the next arrow lands) until you are very close, then you can go a couple of clicks at a time to fine tune your group location.

Coach Haney referred to those “boundaries” (e.g. too hot and too cold) as being “parameters,” a fine Latin term which means “to be measured against” but there is really no difference between what he was teaching and what I am. But Coach Haney indicated that working with Tiger Woods taught him a great deal. One of those things he shared in his sales pitch for the fill video, namely Tiger’s father, Earl, taught him that “there is a big difference between feel and real.” So Tiger would do a lot of mirror work, trying very hard to exaggerate any change he was making. The reason for this is that when you have practiced something until it feels natural, something I call the “Old Normal,” if you deviate just a little bit it feels like you have deviated a lot. This is why when you ask a student-archer to do something differently, they will move only slightly away from what has been tried and true for a long time. You have to ask them to exaggerate, as Coach Haney said “I have to ask for a foot to get an inch.”

So Tiger would do mirror work when he was trying a change a bit of his swing or he would ask his coach when his club (or hand or …) was in the right position. Then Tiger could associate that particular feel (which always felt very exaggerated to him) with the real position he was trying to create.

In other words, he used his own sense of the feel of things to calibrate the change.

This involves the athlete more actively in making the change. They are not just being a good soldier, doing everything (or trying to do everything) commanded by their coach. The coach is there is provide the feedback the athlete needs to match up the “feel” he is having with the “real” situation. This puts the athlete more in charge of his training, which I believe is always a good thing in an individual sport.


I believe there are Principles of Coaching Archery. I believe we share some of these with other sports. What I call the Goldilocks Principle is used in golf and, I suspect, other individual sports.

If you look at these two sports (golf and archery) both have been around for very long times. So why is golf so much farther advanced when it comes to coaching than is archery? I am sure that it has something to do with golf being restricted to the well-to-do by and large and that the wealthy would pay for instruction where the poor and middle class could not afford it. But there is more. Part of it involves the transmission of information between and among golf instructors and coaches and the codification of that knowledge. Now, I really don’t believe everything the PGA teaches about coaching golf is correct, but at least you can acquire those teachings. You do not have to start from scratch.

I think it would be a “good thing” if us coaches were to make a list of as many of these archery coaching principles as we can identify. I can think of no better information to pass along to the next generation of coaches. As it has been, we have left each new generation to learn what they could on their own. We can do better.

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Working with Newly Serious Archers

Okay, coaches, what happens when an archer you are coaching gets “serious” and wants your help? Well, this can end up being the equivalent of “going steady” so let’s discuss this.

What Does “Getting Serious” Mean?
Our favorite mental coaches, Troy and Lanny Bassham, say there are three levels of training:
1. Training to Learn
2. Training to Compete, and
3. Training to Win
The vast majority of archers are in Category 1, no matter what they say.

Training to Learn All beginners are in this stage and are learning how to shoot arrows from their bows. We often say they are “finding their shot.” These students are characterized as ones learning how to shoot correctly or well. They have their own equipment but haven’t fitted it well or tuned it enough for consistent accuracy. They may attend competitions and be “competitors” thereby but are primarily focused on learning their own shot as part of the process. They are just getting started on the mental game (with maybe Self-talk and Process Goals). At this stage, shooting large numbers of arrow is not recommended.

Training to Compete Archers who are training to compete have a number of things going for them: (a) they have their own equipment, (b) their equipment is fitted to them and tuned (somewhat), (c) they have “their shot” down and are merely tweaking fine points. At this stage, shooting large numbers of arrow is recommended.

In addition these archers are learning competition rules, strategies, how to set their bow up for indoors and out, they are absorbing the mental game and applying it to competition. They shoot practice rounds from time to time and compare those scores with their competition scores. They start a journal for archery.

Training to Win Archers in this category have all of the attributes above in Training to Compete but have already shot quite large volumes of arrows and continue to do so. We say they “own their shot” even though minor tweaks and adjustments are being made (as they always are being made). Archers focused on learning to be a consistent winner may have a physical fitness plan involving strength training and cardiovascular exercise. They may have examined their diets and optimized what they eat to support competing. They have a full-fledged mental program or are developing and implementing one.

They have plans for practicing and plans for traveling and competing at tournaments and have a calendar of event to keep these in mind. They train 5-6 days a week and wish they could train more. They have a performance log that includes all of their notes and details and plans, etc.

Archers can “get serious” in any one of these categories. Signs they are is that they want more time to shoot, they want more lessons and more coaching, they want more and better equipment, but so do all other archers so that is not much of a sign.

Should They?
This is a tougher question. It depends a lot on the student and the family. First, we don’t think very young archers should specialize in any sport to the exclusion of others.  You’ve probably seen all kinds of movies in which a young person commits him- or herself to some athletic goal and through obsessive spunk and desire wins through. What these inspiring movies don’t show you are the cases in which the young person wants something so badly, obsesses over it and fails miserably. Those stories don’t make such great movies.

But you have heard stories, about driven sport parents and crushed kids, etc. We prefer well-balanced kids. If they want to fully commit to the sport, there will be plenty of time when they are 15 or 16. They don’t need to do nothing but archery from the age of eleven.

Do They Want To? Many parents love what the sport of archery does for their kids: get them away from their computers, get them outdoors in the sunshine, get them physically exercising, helps them focus mentally, gets them interacting with other kids, etc. Sometimes they want their kids in archery more than the kids want it. You must be on guard for this as assuming a motivation is coming from a youth when it stems from his parents is not a good mistake to make.

The Signs Indicating They Want To Simply put, when they start acting like a Category 2 or Category 3 learner, they are getting more serious. When they want to practice on their own initiative is a good sign, when they want to practice more, when they want more coaching, when they want top read instructional books, when they want to research archery on the Internet (and don’t get distracted by YouTube kittens), are all good signs.

We talk about “signs” because words are often just words, actions speak much louder. What they do is much more important that what they say. To this end we respond to requests from students for more information on a topic with a short discussion to clarify what they want to know, then we ask them to send us an email reminding us of the request and we will send them the desired information. The number of emails we get is far, far fewer than the number of oral requests. (even when we ask them to write a note in their notebooks about the request).

Should You?
Occasionally, when working with earnest young people, your desire to support their efforts overwhelms your good sense. Before you agree to help a student “get serious” you need to look at your own capacities.

Working with a serious archer may involve: private lessons (even several times a week), email correspondence, examining videos taken by the student, taking videos of the student and discussing them, helping them with purchasing decisions, helping them fit and tune their equipment, all one-on-one. You need to ask: do I have the time? Do I want to do this; is this what you sign up for? And maybe most importantly, am I capable of doing this?

We believe that part of learning as a coach is getting in a little over your head. This puts pressure on you to learn and grow. But the key word is “little,” getting in a lot over your head may be hard on you and hard on your student. No matter what you decide, you will (not may) have to decide when to pass that student off to a better coach.

Whatever happens, we wish you the best of luck and will be here to support you. Send questions into the Coaching Blog and we will get back to you as fast as we can.

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Hot Off the Press!

ACHT Cover v2I promised (threatened?) I was writing a “how to” book for archery coaches. Well, Archery Coaching How To’s is out and available on Amazon.com! In this book I tried to describe what I consider to be teaching techniques tf contents:


Table of Contents

General Caveats

How To’s

  • How to . . . Introduce Clickers
    ·   How to . . . Manage Draw Weight
    ·   How to . . . Teach Release Aids
    ·   How to . . . Introduce Slings
    ·   How to . . . Introduce Stabilizers
    ·   How to . . . Introduce Bow Sights
    ·   How to . . . Introduce Finger Tabs
    ·   How to . . . Introduce Peep Sights
    ·   How to . . . Introduce New Arrows

How To’s
Form and Execution

  • How to . . . Teach the Use of Back Tension
    ·   How to . . . Teach Shooting Off of the Point
    ·   How to . . . Teach Stringwalking
    ·   How to . . . Introduce Anchors
    ·   How to . . . Teach Different String Grips
    ·   How to . . . Teach a Finger Release
    ·   How to . . . Develop A Strong Bow Arm
    ·   How to . . . Create A Good Followthrough
    ·   How to . . . Create A Surprise Release (Compound)
    ·   How to . . . Adapt to New Bows

How To’s
New Experiences

  • How to . . . Introduce Field Archery
    ·   How to . . . Introduce Target Archery
    ·   How to . . . Introduce Competition
    Sidebar: Who Competes? Against Whom or What?

Having a Written Coaching Philosophy
Coaching Rationales

If you read it, please post a review on Amazon.com to help others with their buying decisions. Thanks.





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Help Me Now, Help Me Now!

I do need your help. I started this blog as a source of support for archery coaches (many whom we have trained, but all y’all). I kind of fell asleep on the job and then made two quick posts yesterday from which I got quite a few comments. What I need to make this blog useful to you is just your questions and suggestions. If you write a question in a comment, I will answer it to the best of my ability or find someone who can. You can even send it as an email (to steve@archeryfocus.com) if you want to be anonymous. (I will not use your name if asked to do that.) That will get me back to this blog more often. And if you have something substantial to say about coaching archery, I welcome guest posts, just send me an email. (If it is really good stuff, I may ask you to put it in a form we can use in Archery Focus magazine and then you’ll be famous . . . well, at least you’ll get a check.

Help me now!

(If you got the reference in the title of this post, you are officially old—it is Bruce Springsteen, I think paying homage to James Brown.)


Filed under For AER Coaches, For All Coaches

What I Learned from ATA’s Archery Participation Survey

In a previous post I referred you to what in my knowledge is the first scientific study of participation in our sport. Here’s the link again if you missed it—www.archerytrade.org/uploads/documents/ATA_Participation_2013_Report_FINAL.pdf. Thanks to the Archery Trade Association for making the report public.

Prior Collective Wisdom

Before I get into comments about this study, here is my take on what the collective wisdom of archery folks was regarding the numbers of archers and bowhunters in this country. Estimates of the numbers of bowhunters were in the 3-3.5 million range with target archers probably greater in number but that being only because of large numbers of kids shooting arrows in summer camp (and that those kids notoriously didn’t continue in the sport). The actual number of adult target archers was considered to be a very small fraction of the number of bowhunters. The number of registered members of all of the target archery associations combined is less than 50,000 and many of those are duplicates as many of us belong to more than one such organization.

Archery manufacturers are focused primarily on bowhunters in this country as they say that there isn’t much money to be made selling to target archers. Contrary to that stance, my personal assessment (an informal one) is that individual target archers buy more archery equipment and more expensive archery equipment than do bowhunters. Archery manufacturers don’t sell clothing, deer stands, scents, food, cook stoves, calls, blinds, hunting licenses/permits, travel, lodging, etc. which makes up a great deal of the bowhunting market. Cabela’s, by the way, makes most of its profits on clothing.

In support of the claim that archery equipment of target archers tends to be higher end than that of bowhunters, consider how many X10s, Nano Pros, and the like are sold and what they cost compared to hunting shafts. About the only area of archery equipment that bowhunters out spend target archers is in arrow points. Target archers favor more expensive optics, bows, shafts, etc. You don’t see many bowhunters buying computer programs and apps to determine their sight marks, nor do you see them buying $350 sights with $150 scopes or $300 release aids, for example. (Think about all of the handheld releases Carter Enterprises sells in target colors. Those aren’t being sold for bowhunting.

The Survey

Interestingly, the survey only counted adults. Of the kids (under 18) that participate in archery, I suspect that the vast majority are target archers only but that is just a guess.

The survey firm conducted 8335 phone interviews, weighted according to all of the appropriate parameters. All surveyed were adults (in 2012, 23.5% of us were under 18 years old and 76.5 were older, and since the population was 314 million people then, that works out to there being 240 million adults in 2012); 8% of all surveyed participated in archery (69% male, 31% female, and younger than the average adult, tending to be more rural than urban, more concentrated in the Midwest) which works out to 19 million archers in 2012not counting kids! Wow!

4.4% of the 8% were “target archery only” participants (55%, 10.5 million)

0.8% of the 8% were “bowhunting only” participants (10%, 1.92 million)

2.8% of the 8% were “target archery and bowhunting” participants (35%, 6.7 million)

If my math is right, that means that 3.6% of those surveyed had an bowhunting archery experience in the survey year while 7.2% had a target archery experience. Shockingly, there are more target archers than bowhunters!

Shockingly, there are more target archers than bowhunters!

With regard to equipment, 75% of those surveyed used compound bows (no surprise) but in response to the question “Where did you shoot a bow and arrow in 2012?”

72% said “back yard, private land, friends place” and

16% said “Private club or facility.”

Another really telling question was: “What influenced you to become involved in archery?”

46% responded “A relative or family member”

17% said “A friend”

Other than “Scouts” all of the usual culprits (NASP, JOAD, camp, school, after school programs) accounted for 1% or less of the reasons people got involved. In fact, all of the “usual culprits” added up to a mere 7% of the total.


Clearly we need to a better job of marketing our sport in that all of our proactive efforts (fun shoots at county fairs and sporting gatherings, kids’ programs, school programs, etc.) only account for 7% of the people in archery now (of course, that may be changing).

It also seems it is in the best interests of archery equipment manufacturers to promote target archery significantly more than they have in the past. If I am right that a new target archer is worth more in sales than a new bowhunter, there are significant amounts of money to be made selling to target archers.

A little research on the internet showed that 11 million kids every summer attend summer camps (American Camp Association/ACA estimate). I didn’t pay for the ACA’s data report but they have published the facts that over half of their camps are “resident” camps and that in those camps, archery was the third most popular activity. So, as a rough estimate, I would say that 4-6 million kids experience archery in camps every year. I also happen to know that archery youth groups don’t have populations anywhere near that big so I suspect that one of the biggest problems is program accessibility. If every one of those kids who got jazzed on archery at summer camp and on their way home drove right by a convenient archery facility, I can’t imagine that they would not be clamoring to “check it out.” My experience is that our archery clubs and ranges might as well be camouflaged, they are so well hidden.

What do you think?


Filed under For All Coaches

Training Aids

I must have mentioned along the way in this blog that I have set a goal for myself, one commensurate with my ego: I want to create a professional literature for archery coaches. There are a zillion “how to shoot” books, more being produced every day. I have close to 250 archery books in my library and the vast majority of them are “how to shoot” books.

What I want are “how to coach books” and “how to teach books.” We have enough “how to shoot books.” It is as if we had all of the anatomy, physiology,  surgery, diseases of the human body books to train doctors with, but left out “how to treat patients.”

I want to address the situations archery coaches find themselves in and provide them with options and supports to deal with them successfully. So, . . .

Do You Want to Help?
One of the ways to train coaches (doctors, lawyers, etc.) is “case studies.” Doctors are provided with a “case,” a patient with a certain set of symptoms. They are then asked to figure out what to do. Later, the lesson goes on with an explanation of what was done and what the disease really was, etc. (This is portrayed in TV dramas set in teaching hospitals when groups of interns/doctors make “rounds.”) Law schools similarly have hundreds of legal cases they use to train lawyers.

I would like to have a set of cases for archery coaches. We could post them on the web, use them in training programs, etc. Sound like fun?

I have written up a few cases that have come up in my lessons but I want to get cases from all over the spectrum of archery, so I would like you to participate. Either you could write the case up (Part 1 “I had an archer who had come to me with (symptom, symptom, etc.) what would you recommend she do? Part 2 “What I did was and we found out was that . . . etc.) or you can work with me in real time (send me a question, I will suggest a course of action, you can try it . . . or not) and write up a “what happened” segment afterward. It can even be a question about your own shooting that we can make into a useful “case study” for archery coaches.

So, do you want to help?

PS I am working on the final touches on a new book: “Coaching Archery How To’s” which should be out in a month or two. This book is for beginning-to-intermediate coaches and those coaching outside the area of their specialty (what they shoot).


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Working with Adult Beginners

Claude and StudentAn interesting thing happened about a year and a half ago. The Chicago Archery Center put out a Groupon offer for a set of four archery lessons at their center. A whopping 1400 people bought a Groupon! But that’s not the most fascinating thing; that was that the vast majority of those purchasers of archery lessons were young . . . adults. As you are aware, archery is undergoing one of its typical growth spurts, probably fueled by popular movies, like Brave, The Avengers, and The Hunger Games and by television shows like Arrow. Many of these archery newbies are adults. Working with adults is different from working with kids. Let’s explore this.

Are Adult Beginners Different?
We teach all beginners in much the same way but we see three different groups, each of which have to be addressed at least somewhat differently: pre-pubescent youths, post-pubescent youths, and adults. Pre-pubescent youths do not have much muscular development, so the lightest weight equipment is used and “fun” is emphasized over everything but safety. These are pre-teens who usually looking at archery for recreation and not as a competitive sport (but there are exceptions, of course). Post-pubescent youths have more muscular bodies but are often growing rapidly, so much attention must be paid to their equipment so that it fits them, especially if they are getting serious and purchasing their own equipment. Allowances for growth must be made especially in arrow selection. (We go over this in detail in our bowfitting seminar.) Adults, on the other hand, do not have growing up to deal with, but we still start them with lighter weight equipment because archery form, posture, etc. is best learned with as little stress as possible. Once proper posture and technique is learned, draw weight can be increased fairly rapidly, as long as it does not degrade an archer’s form and execution.

How We Treat Adults Differently
Adults have a number of traits archery coaches to be cognizant of; here are a few:

Adults Can Overpower Light Weight Equipment By “Light Weight” we mean bows with low draw weights. Adults can overpower the equipment trying to force it to do what they want rather than learning how to get the equipment to show them how it operates best. The first job in learning to shoot well is learning how to relax. Youths often don’t have the option of muscling their bows into a particular behavior, so they can often learn to relax quickly. Some adults struggle with this. Constant reinforcement regarding relaxation is needed.

Adults are Self-Conscious About Appearing Incompetent One of our coaches went to a family reunion and took some bows, arrows, and a target to teach the kids how to shoot. One particular young lady was shooting very well in short order and this was pointed out to her parents and grandparents. When Dad and Granddad were coaxed into giving it a try within two arrows they were competing with one another and their quite young daughter/granddaughter to see who could score better! (Of course, scoring was not being emphasized.)

OLYMPUS DIGITAL CAMERAAs adults we want to appear to be at least competent and especially do not want to appear to be foolish. This is akin to teenagers wanting to look “cool” and it is as big a handicap. Our best recommendation is to encourage adults to channel their “inner child” (ask them to revert to being a 12-year old again) and just enjoy what they are doing. Encourage them to avoid thinking about how they might look to bystanders. (Most of the bystanders are other beginning archers in any case.)

Adults Control Their Own Money No parent wants some archery coach getting their kid jacked up about all of the expensive equipment they will need to progress in their sport. So, we make every effort to educate the parents and involve them whenever we make a recommendation regarding a purchase of any kind (organization dues, competition fees, equipment, etc.). With adults, you generally control your own purse-strings, so we talk to you directly.

It is perfectly acceptable for them to use your “program equipment,” as long as all they want to do is shoot arrows for fun. But once they address archery as an endeavor deeper than that, they need their own equipment. Usually the thought comes to them “if I did a little work at this I could get pretty good” or they get home and find that shooting arrows has made all of your “problems” disappear for a while. (Not only does it do that but their problems come back to them in the order of their importance, at least to their subconscious minds anyway.)

In order not to be limited in what they do, they need a bow of the right size, weight, and especially draw weight and draw length. The last two are the two pillars of archery performance and without them, not much can be done. Program equipment has all been chosen to be “enough:” that is long enough (arrows), light enough (in draw weight), light enough (in physical weight), but it can’t possibly be expected to fit every participant and it does not.

If they become interested in purchasing them own equipment, our guiding principle is that folks should buy equipment that matches their level of expertise. Experts should buy top-of-the line gear, intermediate archers should buy intermediate-level equipment and beginners need to buy beginning level equipment. This does not mean all beginners who want a compound bow need to get a Genesis, or other zero-letoff bow, a bow with letoff is good to have, but just not a really expensive one. Not only is the higher end equipment harder to afford, it is harder to use, that is it requires a higher level of expertise to use it to effect. If you want to become more expert in making equipment recommendations we teach a seminar for you in bow and arrow fitting and even if you haven’t taken the course, you may be able to recommend equipment to your adult students that will fit them and their recreation budgets, too. As always, limit yourself to your own competence. If you don’t know much about compound bows, tell your student that they will be better served going to a local shop. Do tell them that they are looking for “beginner level” equipment,” though.

OLYMPUS DIGITAL CAMERAAdults Often Want Explanations Kids are usually told they need to just do what adults tell them to, so often we give suggestions and they just go about trying. Adults, on the other hand, are used to making their own decisions. Consequently you will need to supply explanations if asked. We recommend you wait until asked for an explanation because our definition of boring is “an answer to a question you didn’t have.” Archery class is supposed to be fun.

We also insist that “the athlete is in charge” in that unless there is a safety violation involved, they pretty much get to do what they please (in the context of the class. Archery is an individual sport and we can’t promote your independent excellence as an archer but denying you the right to make your own choices. If a student insist on drawing his bow with a two finger grip on the strip, please do tell them that we recommend three fingers on the string (to avoid damage to the nerves in the fingers from the pressure of the string) but if they insist, it is their sport and they can do what they want.

So, we encourage adults to ask away . . . but they need to recognize that in a class setting you have many people to pay attention to and you may have to ask them to hold their questions while you attend to one of your other charges. You are not being rude; you are doing what we want you to do. Just monitoring the safety of all participants, our #1 goal, requires a great deal of your attention.

If they are taking pleasure from their excursion into archery, one of our staff has written a book for adult beginners: “Shooting Arrows: Archery for Adult Beginners.” Recommend it to those who want such a thing.

Shooting Arrows Cover v4 (small)


Filed under For AER Coaches