Tag Archives: Working with Beginners

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?

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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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Where to Go from a First Experience with a Genesis™ Bow?

QandA logoDear Coach Ruis,
I have new students that have been trained off the Genesis bow. Therefore, I have questions regarding the Genesis bow:

  1. Are they considered compound or recurve bows? I remember you telling me that they were taught like recurve bows, but I’m not sure if they are classified as such.
  2. Are Genesis bows allowed in competitions? I’ve never seen them being used in competition. If so, what class do they participate in?
  3. If a student were to buy an actual bow after being trained on a Genesis bow, which style of bow would mimic the Genesis the best?
    Thanks,

***

These are all good questions. Basically this is the “where do we go from here” question and I refer to this phase in the development of an archer the “Step Up” phase. This is the phase in which a beginning archer gets their first set of archery equipment that can be fit to them and, as such, this is critical to their continuance in the sport. (Even if we pull this off, they may not continue, but if we don’t get them into decent gear fitted to their form and execution, the odds on their “sticking” with archery go way down.Gensis BowI refer to the Genesis bow as the “Bowling Alley” bow, a bow designed to fit a large range of people (and hence fits none of them particularly well). It is a “zero letoff” bow (not the first, but certainly most popular) and since letoff is the most important property of a compound bow, it is not a great choice for archers interested in “shooting compound.” But since it is a compound bow, it cannot be used in competition against recurve bows and longbows.

Where the Genesis shines is that, unlike all other kinds of compound bows, it has no set draw length and therefore does not need to be fitted to the user. Consequently it is the ideal compound bow for beginning instruction tin compound archery. (I own a couple myself.)

There are so many school kids and others who have cut their archery teeth on the Genesis bow that organizations are making places for archers using them in their categories (as going up against compound bows with letoff would be a really handicap for anyone shooting a Genesis—although it has been done—I saw a guy shoot “Vegas” with one). USCA established the “basic bow” category for them (and other simple entry-level bows), for example.

The Genesis bow has aspects of “feel” in between compound and recurve bows. They are heavy like compound bows but have no letoff, unlike compound bows, etc. So, an archer can go any direction after learning on a Genesis. Before I recommend a bow to a student, I provide them light-drawing compound bows (with let off) and recurve bows to shoot to see which they find more attractive. Once they choose a direction, I then proceed with a bow fitting because they usually have no idea of what they need to buy.

Because newish archers often change their minds, it is not advisable to recommend for them to buy the best equipment available. They may be wasting their money on expensive equipment if they end up changing their minds later. My recommendation is: beginner-level equipment for beginners, intermediate-level equipment for intermediate archers, advanced-level equipment for advanced archers and elite-level (aka “top of the line”) equipment for elite archers. This forms a “price ladder” as well. If an archer commits to the sport and gets coached and practiced up, they will proceed to better and more expensive equipment in stages. (The old stuff can be traded or sold as there is an active “secondary market” for archery equipment.)

I hope this helps!

Steve

 

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Helping Your Students with … The Mental Game

(from the May-June 2014 issue of Archery Focus magazine)

Note There is a great deal of talk about the Mental Game of Archery but almost none on how to get students started. Here’s two cents worth.

***

For beginning archers, the physical aspects of the sport dominate. There is probably very little room for anything else in their  minds. The phrase “archery is 90% mental,” is often heard in archery instruction circles, which is not at all true, although it is close to the truth when it comes to archery competitions. To become a good archer, many hours of practice, building muscles and  technique training and additional hours setting up and testing and tuning equipment all have to happen so that on competition day, the equipment and form and execution are unconsciously dependable. The remainder of the day is largely determined by our archer’s minds: how focused they are, how confident, how consistent they can maintain our performance, etc. So, how do you start helping your students with their mental games? When do you start?

The Mental Game of Archery
It wasn’t that long ago that there wasn’t any mental game recognized. Some archers did it, but most just practiced shooting arrows and making their equipment perfect and hope for the best. Today, all elite archers incorporate mental training in their practice and competition. Many young archers compete and win without a mental program but as they get older, they shouldn’t expect to be doing any “winning” when they are giving away such an advantage. Practice . . . mentally? Yep, do you ever expect them to do something well without practicing?

Getting Started A key to shooting well is your archers must focus their conscious thinking upon what they are doing “now” during any shot. If their mind wanders onto their stance while they are at full draw, for example, the outcome will be a bad shot. They must “pay attention” to what is happening . . . right now.

You probably know why. Archery is a repetition sport. If their minds wander it will (at least) change their timing and such shots will occur at a different pace than the previous ones. We want each shot to be their best shot and the next shot to be just like the last one. We know this from the fact that it is easier to do something you have just done than to do it new for the first time. It is more effective to “copy” the last shot than it is to make up a new technique while shooting the next one.

So what are they supposed to “focus on?” This is the role played by their shot sequence. Basically this is a list of everything they do to take a single shot. Their shot sequence puts names to things they will need to refine physically (improving their technique) but also it is a list of where their attention needs to be while shooting. When they are nocking an arrow, they need to pay attention to where the nock goes on the string, the sound and feel it makes when it slides into place, they need to pay attention to the way the “index vane” points, and they need to check how the arrow sits on the arrow rest (and under the clicker if they use one). They need to do this consciously (in practice) to train their subconscious mind to do it subconsciously (whenever they need it done) just like learning to tie their shoes or ride a bike (and later to drive a car). Conscious attention is needed to develop unconscious competence. Doing any of those things wrong can cost them points (e.g. if the arrow is sitting on the bow’s arrow shelf instead of the arrow rest, their shot will be low, very low).

The next thing they need to learn is the “Rule of Discipline.”

The Rule of Discipline If they follow this rule, they will learn faster than anything else you can do. Basically this rule says “don’t shoot shots you know are wrong.” Here it is in all of its glory:

If anything, anything at all—mental or physical—intrudes from a prior step or from the environment, you must let down and start over.

By following this rule they will train your subconscious mind to monitor their shooting and “urge” you to letdown when something is not right, even if you do not notice it yourself! While they are shooting, they are shooting by “feel.” Their eyes are focused on their sight or the target and not upon themselves. If their conscious mind doesn’t focus on what they are doing “now” the shot will be bad, so all they have is how the shot feels at the time. With repetition, they can learn how a good shot feels and use that as a guide to make this call, but the word “feel” is almost the total opposite of conscious thinking, so we use our subconscious minds to monitor those.

We train our subconscious minds what to pay attention to by paying attention to it consciously while practicing . . . and that is exhausting. If you think about how you learned to tie your shoes or ride a bike, it was really hard at first but now it is almost effortless in comparison. That is because you now do these tasks subconsciously.

There has been some misunderstanding regarding the Rule of Discipline. It is not if the coach sees anything wrong, they must let down, but whether the archer thinks there is anything wrong. Beginning archers wouldn’t be able to get off a shot if they had to do it perfectly in the eyes of a coach. What constitutes “right” and “wrong” for an archer evolves as they gain understanding and develop the feel of their shot and the Rule of Discipline helps them develop that “feel” and understanding.

… And the Training?
You are dreading asking them to practice one more thing, aren’t you? To practice their shot sequence, start by using the appropriate terms for the parts. Ask them to make a list of the parts of their shot. Go over it with them. This has physical as well as mental benefits, so they won’t get antsy. From time to time, focus consciously on one of the tasks (not every single one, you’ll wear them out).

For the Rule of Discipline . . . have them use it. Every single shot. If they don’t know how to do a “let down,” demonstrate it for them (note the differences for indoors and out) and have them practice it a couple of times and they will be an expert in no time.

And, don’t worry, there’s more, . . . but only if they want to get better.

Coming Attractions
We follow on from here with the introduction of policing one’s self-talk, it being easy to teach: what it is, how to change negative self-talk into positive, etc. Then comes shot rehearsals/imagery, being the practice of imagining a perfect shot just before raising their bows.

There is much, much more. You can teach these things to your recreational archers as well as your competitive archers. There will be no harm done as the recreational archers just won’t do things they don’t find fun, and you don’t know what will trigger the conversion from a recreational archer to a competitive archer. It may just be that there is some serious, performance enhancing stuff being done here; archery is not just flinging arrows and hoping to win a medal.

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What to Do About Overenthusiastic Archery Shoppers

QandA logoMy friend Tammy Besser sent in a clump of questions for the blog (Bless you, Tammy!) of which this is one: Any advice on how to stop or at least slow down archers who go out and but too much equipment and too expensive equipment, equipment that is beyond their skill level?

The normal situation is people are clueless and need all your help to figure out what they should be buying and when, but these situations do happen. I remember one young archer who, after his first lesson, got his grandparents to buy him a bow and arrows and they went out shooting from the trails of the local state park. (After hearing this story from Grandma and after getting up off of the ground from having fainted due to blood loss to my brain, I explained that it was illegal, dangerous, etc. They didn’t know.)

So, the question is what to do with people whose pocketbooks outweigh their judgment when it comes to archery gear. The answer is simple: you have to educate them. How to do just that isn’t simple; it is hard.

Suggestion #1 Prepare some equipment handouts
The important points to make are: (a) that a beginners’ archery form changes quite a bit and therefore it is almost impossible to recommend equipment until it settles down, (b) buying the wrong equipment can actual retard an archer’s progress to the point they get frustrated and even quit, and (c) getting “advanced” equipment can be a waste of money as many of the features of the advanced equipment can only be taken advantage by expert archers.

I can back all of these up with stories, but if you can or can’t also offer solid advice. Maybe the best advice is that archers need equipment that is matched to their skill: beginners need beginner-level equipment; intermediate archers need intermediate-level equipment; advanced/elite archers need advanced/elite equipment. Cost is an indicator of these stages, but it is not the only one, so make specific suggestions in your handouts.

Suggestion #2 If you do group instruction, schedule classes where the topic is equipment.
Do bow and arrow fittings. (I include a handout on where and how to shop for archery gear based upon local providers. Help students who have their own equipment to realize what they can do to tailor that equipment to improve their shooting. Do equipment checks. (I had a younger student who has been struggling with left-right arrow patterns. So, I took her plunger off of her recurve bow to find out that three of the four set screws that held the settings of the plunger were missing, meaning her centershot and side pressure were changing with every shot!) Beginning archers do not know how to check their own equipment, nor how to document it. You might want to pass out bow/arrow documentation forms at those meetings. (I posted one at http://www.archeryeducationresources.com/Coaching_Resources.html if you want an example of such a thing.

Suggestion #3 If there is a local archery shop in town (Hallelujah!) create a relationship with them.
Go there, introduce yourself. Ask about what equipment and services they offer that your archers might need. If they are cooperative, refer students to that shop. (I used to have handouts to pass out including the shop’s name, contact information, directions on how to get their, hours of operation, and if there was a specialist in beginner’s equipment who to ask for.) Work with them over time to serve your students better. It will be good for their business, your business, and your archers.

And, of course, whatever they buy they will need help with setting it up and adapting it to them. This is especially true for all y’all who don’t have a good archery shop nearby.

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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

Introduction
General Caveats

How To’s
Equipment

  • 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?

Appendices
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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Should I Emulate/Recommend Elite Technique?

Often what we read about how to shoot arrows from bows are descriptions of elite technique. Unfortunately these authors rarely include “this is what you need to do to build this technique.”

Some coaches, on one hand, recommend that you emulate what elite athletes do until you become one. This “fake it until you make it” approach might work but I doubt it. As an absurd example, consider a young high jumper who puts up a bar at seven feet and then tries repeatedly to jump over it. Such an approach is quite unlikely to help anyone. Consider young athletes in any other sport, say baseball or football. Would you recommend that they try to do things like the pros do? Probably not. The reasons are manifold. First, they probably do not understand the game well enough to even comprehend what you were asking them to do. Second, it is unlikely that they have developed the requisite muscle strength to do those things. And, third, it is unlikely that they will have developed enough skill and coordination to do those things. (There’s more.) So, what do youth coaches in those sports recommend? They emphasize “the fundamentals.” In other words, you teach the basics to build a foundation upon which those more refined skills might take root, later. At the same time they teach and encourage conditioning and strength development.

This, I believe, is true for youths and also for adult beginners, who might have more fully developed musculatures in general, but probably not their “archery muscles” so much.

It is my position that there are some things elite archers do that you and your athletes should not do. I urge my students to adopt good basic form to learn how to execute good shots with good alignment. I teach relaxation. I teach the shot cycle. I teach the mental game. I teach equipment maintenance and tuning. There is much to learn before the elements of elite technique come into play.

If you need another analogy consider a beginning archer: if you were to offer him or her a full professional-level bow and arrow setup, would it improve or hurt their development? Would their scores skyrocket or would they struggle to use “touchy” or heavy draw weight elite equipment?

If, and when, my students decide they want to become very, very good, then I will recommend some of the things the elites do, realizing that many of those are built upon a well-built basic form and upon excellent physical conditioning.

I call upon authors of works describing shooting techniques to (a) clearly identify to whom they address their comments and (b) build foundations to learn those techniques including all necessary preliminary stages and bridges between them. This has not been the case so far, but I think it would advance our sport a great deal, especially if a consensus can be achieved among coaches regarding these things.

 

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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.)

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Finding Your Anchor Position

One of the things archers of all experience levels struggle with is finding their anchor position. We have seen very experienced archers move their heads inches to get a shot off, all the while keeping their hand on their face as if glued. We have had beginners fail to get off their first shot because they couldn’t allow their hand to be close to their face/eyes while there was something in it. Finding an anchor position is neither easy nor obvious.

The Word
A fairly prominent archery coach objected to the word “anchor” because it implied a static situation. Apparently this gentleman was not at all familiar with anchors. The word comes from the device used on a ship or boat for a temporary anchorage (there’s that word again). How a little thing like an anchor could hold a boat, which outweighs it many, many times over, still is beyond me. Boats drag their anchors all of the time, so the objection is silly. Even so you will find people who will not use the word. We do.

Anchor Positions
The whole purpose of the anchor position is to bring the bow string back to a consistent position. Many parts of the body have been used for this purpose. Archers have pulled to their ears, to the side of their head next to their eye, to their nose, to their chin (and out in front of the chin), to the side of their face (several positions) and to their chests (several positions. One enterprising Victorian gentleman sewed a button on his waistcoat to draw his bow to (for long distance shooting).

Any anchor position needs to allow for the string to become tangent to the archer’s line of sight (recurve and longbow) or on the line of sight (compound with peep sight). If the bowstring is on or very close to the line of sight, the brain’s hard-wired pointing abilities form the foundation for accurate aiming. If the string is at all off from that line, the brain is guessing as to aiming. This is the equivalent of shooting a pistol “from the hip” rather than using the sights.

What Do We Want from Our Anchor Position?
Anchor positions need to be stable, secure, and repeatable while meeting the necessity of bringing the bowstring to a position tangent with the archer’s line of sight (recurve and longbow) or on the line of sight (compound with peep sight). In general, the string hand must be pressed up against a part of the archer’s anatomy fairly firmly.

The First Anchor Position
Archers are usually introduced to anchor positions with a “side of the face” anchor: in this anchor the tip of the top string finger becomes tucked into the corner of the archer’s mouth while the rest of the top finger wraps around the archer’s cheekbone. Archers are taught this way because, we are told, “this anchor is simplest.” This is not so. The anchor described is best for new archers because it brings the arrow to one of a very few reproducible spots just under the archer’s aiming eye (see the youth in the rear ground of the cover photo for an example of how not to do it).

This is desirable because beginners shoot at targets very close in, often 5-10 meters/yards. If a lower anchor was recommended it would conflict with the archer’s innate sense of aiming and the arrows will fly over the top of the target butts. All anchors are somewhat difficult to learn, this one is used because of its practical advantages, not because it is simpler.

Evidence for this can be seen in competitive barebow recurve archers. At shorter distances they shoot with some sort of high anchor (often more than one). At longer distances they shoot using a low anchor. The “this anchor is simplest” reason was probably made up by someone who didn’t have a good answer to the question of “Why?”

Beginners tend to float this anchor; “floating” being hovering the string hand with little to no firm contact with the head. This stems from an innate discomfort in having something that close to your eye and you not looking at it. The first task is to acquire a firm, solid anchor position by pressing the string hand against the face.

More expert archers go to the extreme of hooking the fingernail of their top finger on a particular tooth. All of this is to either give, or give the sense of, having a firm repeatable anchor position.

The Second Anchor Position
The second anchor position most student’s learn is the “under chin” or “low” anchor, also called the “Olympic” anchor. In this anchor the string is drawn to the outside corner of the archer’s chin and then the string hand is brought upward, pressing firmly into the flesh under the jaw bone. This has the added advantage of bringing the string into a position near the tip of the archer’s nose, so positioning the head so the string touches the archer’s nose creates a second contact point which provides a check on having a consistent head position. The archer’s head must be slightly more “chin up” than when using a side of the face anchor because when the string is loosed, the string fingers must be flipped away by the leaving string. If the chin is too low, the finger tips ride the jaw line downward before they get out of the way; they also tend to take the string with them, making for greater vertical dispersion of the arrows.

This anchor is considerably lower than the side of the face anchors, consequently it is preferred for shooting long distances, such as are encountered in the Olympic Games.

Student’s generally are transitioned from a side anchor to this anchor when they need to “make distance,” that is shoot at a significantly farther distance than they have previously.

Many people point to the fact that Korean archers start with the low anchor and use it exclusively, giving that as a reason we should, too. But Korean archers are training for one and only one purpose and that is to compete and win at the Olympic Games, so they are training solely for long distance shooting. In this country, very, very few beginning archers are in serious training. They are mostly shooting for fun. Since hitting the target is more fun than not hitting the target, we recommend they start with a high anchor and only change from it when there is a need.

Why Not Just Stick With One Anchor? This seems to be a good strategy. Olympic Recurve archers use their low anchors outdoors and indoors, but they have a bow sight to position their bows. Part of the problem comes outdoors when shooting longer distances. If the back end of the arrow ends in the same place for all distances, the only adjustment that can be made is with the bow itself. With a high anchor used at long distances, the bow has to be held so high that keeping control of one’s form becomes difficult if not impossible. One loses a sightline to the target, too.

By lowering the rear end of the arrow (the distance equivalent to the distance from the corner of the archer’s mouth to the bottom of the jaw) the bow can be held much closer to being level, where it is much easier to maintain good T-Form and have a good sight line to the target.

If the low anchor is used indoors without the assistance of a bow sight, archers report that they felt like they were aiming too low even while shooting arrows over the tops of their targets. In other words, it is a position that would take a great deal of getting used to. Also, if archers are using a point of aim technique, their point of aim is likely to be on the ground/floor, where no consistent marks can be found. Using the high anchor at the start of lessons provides points of aim that are on the target butt and often on the target itself, simplifying the learning and using of that technique.

Exploring New Anchors
When any of your archers decides to explore a new anchor, there will be some struggle. Anything new will be awkward and clumsy at first. We recommend you start them blank bale (the target face is not supplying feedback on their new anchor position) with a low draw weight bow (we like 10#), and always respecting the First Law of Archery Practice: You may only give feedback on the thing being practiced. Any shot with a good new anchor is, by definition, a “good shot.” Whether the arrow hits any particular point is irrelevant to learning the new anchor position. Use of a target gives mixed messages. You tell your student “good shot” because their new anchor position was done well and the target (which no archer can ignore) says “bad shot.” This does not create a good learning environment and which is why we take the target face off the butt.

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Catching Up

Egad, it has been a while since I have posted. I have been quite busy, so I will try to catch up shortly. For now, an announcement … Ta Da! My new book is out. It is available on Amazon.com. If you are a subscriber to Archery Focus magazine, we sent you an email with a discount on this book, so look for it (it is probably in your Trash). This book is for beginning-to-intermediate coaches and coaches teaching outside of their primary expertise, e.g. recurve coaches coaching compound students. It provides a system for teaching many of the topics encountered by such coaches. Here is the Table of Contents:

Equipment
·  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

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

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

Appendices
Having a Written Coaching Philosophy
Coaching Rationales

Let me know what you think and if you like (or not) write a review on Amazon.com!

ACHT Cover v2

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