Lessons 2.1-2.n, As Required
Posted: Thu May 22, 2008 10:35 am
Now we get to the first important node in the decision tree for the coach and the student.
The coach and student need to work together to help the student achieve two things:
- Clarity in where the student wants to go with the activity
- Focus on what the requirements will be for that level/nature of participation
I will focus the remainder of these discussions on the student who desires to participate in precision competition shooting, either "national style" (NRA Conventional Pistol) or "international style" (ISSF). We will branch off in a moment to look only at international.
The specific activities include of course the dialogue about the students goals, objectives and desires and what types of shooting activities are available.
For skill development, the activities will focus on developing the "Basic Fundamentals" (as opposed to "Intermediate" and "Advanced" Fundamentals).
Good courses/materials have already been developed at this level. The new Position Pistol Shooting course of fire may be appropriate. The NRA course of fire is good. The intent is to get the student to a level where they are:
1) Having fun
2) Developing basic competence/confidence
3) Gets to the point where they want to enter a competition
Re-enforce the primacy of Sight Alignment-Trigger Control.
Training activities centered around dry fire against neutral surface (either seated or standing) to allow student to refine grip etc. fundamentals.
Make extensive use of Ball and Dummy drills at range sessions (against neutral surface and bull; engage in conversation about disruptive role of the bull with respect to fundamentals; engage in level 2 "Align vs. Aim" discussion ie sight alignment vs. sight picture).
Introduce the concept of the "shot plan" for delivering a single precision slow fire shot.
It is during this cycle that many students begin to lose interest (depending on age, goals, and desire). Exposure to reactive targets, etc. will help in this regard.
Introduce the idea of "organizing training" and using goal setting and monitoring; at least at an informal level.
If the student presses on, and formal competition ("In It To Win It" attitude), then take it to the next level . . .
The coach and student need to work together to help the student achieve two things:
- Clarity in where the student wants to go with the activity
- Focus on what the requirements will be for that level/nature of participation
I will focus the remainder of these discussions on the student who desires to participate in precision competition shooting, either "national style" (NRA Conventional Pistol) or "international style" (ISSF). We will branch off in a moment to look only at international.
The specific activities include of course the dialogue about the students goals, objectives and desires and what types of shooting activities are available.
For skill development, the activities will focus on developing the "Basic Fundamentals" (as opposed to "Intermediate" and "Advanced" Fundamentals).
Good courses/materials have already been developed at this level. The new Position Pistol Shooting course of fire may be appropriate. The NRA course of fire is good. The intent is to get the student to a level where they are:
1) Having fun
2) Developing basic competence/confidence
3) Gets to the point where they want to enter a competition
Re-enforce the primacy of Sight Alignment-Trigger Control.
Training activities centered around dry fire against neutral surface (either seated or standing) to allow student to refine grip etc. fundamentals.
Make extensive use of Ball and Dummy drills at range sessions (against neutral surface and bull; engage in conversation about disruptive role of the bull with respect to fundamentals; engage in level 2 "Align vs. Aim" discussion ie sight alignment vs. sight picture).
Introduce the concept of the "shot plan" for delivering a single precision slow fire shot.
It is during this cycle that many students begin to lose interest (depending on age, goals, and desire). Exposure to reactive targets, etc. will help in this regard.
Introduce the idea of "organizing training" and using goal setting and monitoring; at least at an informal level.
If the student presses on, and formal competition ("In It To Win It" attitude), then take it to the next level . . .