Correct from the body out: change the body movement first, then the rod movement it produces, then the line result. The diagnostic half of the six-step method runs the other way — line, rod, body — because the line is what you can see. The corrective half reverses it, because the body is what the student can control.

• Body. Show the student the body movement that has to change — wrist, stance, stroke, timing — and have them make that change.
• Rod. Explain how the corrected body movement changes what the rod does: the rod tip path, the casting arc, the stop that was producing the fault.
• Line. Finish by showing the improved line result, so the student connects the change they made with the loop or delivery they can see.

Hold that order in a lesson. Correcting the line result directly — telling a student to make a tighter loop — skips the two things that produce it. Work on the body movement, name the rod change it causes, then let the line prove the point.

Source

From Six-step fault analysis and correction (Bruce Richards), the corrective order of the method required in Task 19 of the CI Study Guide (2025); terms follow the FFI Fly Casting Definitions.