1
00:00:12,990 --> 00:00:16,451
you know years ago they did a study at one of the big Midwestern colleges I think it was Ohio State
你知道吗，多年前他们在中西部一所大型大学做过一项研究，我想是俄亥俄州立大学。

2
00:00:16,451 --> 00:00:22,839
and what they did was they took a bunch of students so like 2,000 or 3,000 students they split him into two different groups
他们的做法是找来一大批学生，大概两三千人，然后把他们分成两组。

3
00:00:22,839 --> 00:00:26,633
there was a thousand or 1500 each group in one group they were gonna teach him free-throws
每组大约一千到一千五百人。其中一组要教他们罚球。

4
00:00:26,633 --> 00:00:30,859
and he had six six weeks to learn these free throws to how to shoot the free throws
他们有六周时间学习这些罚球，学会怎么投罚球。

5
00:00:30,859 --> 00:00:36,251
they had one group that went through the same introductory class with a really good free-throw shooter who taught him
其中一组上了同样的入门课，由一位很棒的罚球手来教他们。

6
00:00:36,251 --> 00:00:39,390
what to think about what to do physically what to do
该想什么，身体上该怎么做。

7
00:00:39,390 --> 00:00:45,757
and then a thousand of those kids sat in the bleachers or went to the floor and did their free-throw shooting but without a ball
然后这一千个孩子坐在看台上，或者走到场上做罚球动作，但手里没有球。

8
00:00:45,757 --> 00:00:50,134
all they did was visualize the free throws and the other thousand or the other half
他们所做的只是想象罚球的过程；另外那一千人，也就是另一半。

9
00:00:50,134 --> 00:00:55,847
whatever it was actually took a ball and actually shot free throws for ten minutes three times a week for six weeks
不管具体是多少人，他们真的拿起球，每周三次、每次十分钟地练习罚球，持续六周。

10
00:00:55,847 --> 00:01:00,600
so at the end of this both groups having practice one in their heads and one
所以到最后，两组都进行了练习，一组在头脑里练。

11
00:01:00,600 --> 00:01:05,928
and physically free-throw shooting for six weeks three days a week 10 minutes a day
另一组则实际练习罚球，每周三天、每天 10 分钟，持续六周。

12
00:01:05,928 --> 00:01:09,149
they studied and they try to find out who had improved the most
他们进行研究，想找出谁的进步最大。

13
00:01:09,149 --> 00:01:17,725
and the truth that what's actually really fascinating is the group that had never touched a basketball improve more than the group had actually practice because
而真正非常有意思的是，从没碰过篮球的那一组，进步反而比真正练习的那一组更大。

14
00:01:17,725 --> 00:01:18,749
they never made an error
因为他们从未犯过错。

15
00:01:18,749 --> 00:01:26,549
I honestly think when I start teaching my first always is pantomiming with the hand or with the noodle
说实话，我开始教学时，第一步总是用空手或泡沫棒做模拟动作。

16
00:01:26,549 --> 00:01:31,526
I usually start more sophisticated cast just with the hand I want him to get used to the hand so
我通常先只用空手来教比较复杂的抛投，我想让他们先熟悉手的动作。

17
00:01:31,526 --> 00:01:37,193
if they're having trouble with too much wrist I tell them just just move your hand back and forth and stop right here
所以如果他们手腕动得太多，我就告诉他们：手前后移动，停在这里。

18
00:01:37,193 --> 00:01:41,820
or move your hand back here back and forth and stop depending on what their grip is
或者把手移到后面，前后移动再停下，具体看他们怎么握竿。

19
00:01:41,820 --> 00:01:43,139
but that's pretty simple
但这很简单。

20
00:01:43,139 --> 00:01:44,796
now put a noodle in their hand
接下来把泡沫棒放到他们手里。

21
00:01:44,796 --> 00:01:46,770
now I've put a rod in their hand without a line
然后把飞钓竿放到他们手里，但不带线。

22
00:01:46,770 --> 00:01:49,346
and then I put a rod in their hand with a line
再然后把竿和线一起交到他们手里。

23
00:01:49,346 --> 00:01:56,414
and we do it if they've done enough of these repetitions that they're much more likely to be able to cast with a rod and a line
我们这样做，是因为只要重复得足够多，他们就更有可能用竿和线真正抛投起来。

24
00:01:56,414 --> 00:01:59,953
I know that I don't learn any of my casts with a rod and a line
我知道，我自己学每一种抛投都不是从竿和线开始的。

25
00:01:59,953 --> 00:02:08,687
I learn all of my cast first by pantomiming with my hand first and then with a noodle and then with a rod and then with a line
我学所有抛投都是先用空手模拟，然后用泡沫棒，再用竿，最后才加上线。

26
00:02:08,687 --> 00:02:11,520
and that's accelerated my learning process considerably
这大大加快了我的学习过程。

27
00:02:11,520 --> 00:02:14,943
grabbing a line I'm telling you it just screws you up
一旦抓起线，我告诉你，它就会把你搞乱。

28
00:02:14,943 --> 00:02:17,179
as soon as we all get a line in our hand
只要手里拿到线。

29
00:02:17,179 --> 00:02:20,036
a rod and a line in our hand we just turned dumb
竿和线一到手里，我们就变笨了。

30
00:02:20,036 --> 00:02:24,780
it's like you can't think because it's got a weird to it and we're mesmerized by the line
好像没法思考了，因为感觉很奇怪，我们被那根线迷住了。

31
00:02:24,780 --> 00:02:29,157
we the field I can't explain it but I just know that's the way it is
我说不清为什么，但我知道事实就是这样。

32
00:02:29,157 --> 00:02:32,923
so the first thing we try to do is really work with pantomiming first
所以我们首先要做的，就是先做模拟动作。

33
00:02:32,923 --> 00:02:36,996
the hand a noodle a rod without a line and in a line
先空手，再泡沫棒，再不带线的竿，最后加上线。

34
00:02:36,996 --> 00:02:43,120
the next thing is understanding the sequence what's first what's second what's third what's fourth
接下来是理解顺序：第一步是什么，第二步、第三步、第四步是什么。

35
00:02:43,120 --> 00:02:47,160
and giving specific cues for what's first second third and fourth
并为第一、二、三、四步给出具体的提示。

36
00:02:47,160 --> 00:02:49,350
on a pickup what's the cue when to stop
以提起为例，什么时候停下的提示是什么？

37
00:02:49,350 --> 00:02:51,059
it's when the line comes off the ground
就是当线离开地面的时候。

38
00:02:51,059 --> 00:02:53,141
as soon as that line comes off the ground you stop
线一离开地面，你就停下。

39
00:02:53,141 --> 00:02:58,303
so you watch the line that's a visual cue that allows you to see when to stop
所以你要看着线，这是一个视觉提示，让你看得出什么时候该停。

40
00:02:58,303 --> 00:03:02,660
if you just tell a person to stop at two o'clock that's not enough
如果你只告诉一个人在两点的位置停下，那不够。

41
00:03:02,660 --> 00:03:04,525
because they can't see two o'clock
因为他们看不到两点在哪里。

42
00:03:04,525 --> 00:03:08,805
but if they just watch the line as soon as they see the line come off the ground they stop
但如果他们看着线，一看到线离开地面，他们就会停下。

43
00:03:08,805 --> 00:03:16,999
so anytime we can give somebody a visual cue or a cue they can feel really obviously or they can see that's gonna help tons
所以只要我们能给出视觉提示，或者他们能明显感觉到、能看到的提示，那帮助就非常大。

44
00:03:16,999 --> 00:03:19,665
so those are kinds of things we're going to do
这些就是我们要做的事情。

45
00:03:19,665 --> 00:03:25,426
when you start a typical lesson if you have time the lesson format is in the the CI study guide
开始一节典型课程时，如果有时间，课程格式就在 CI 学习指南里。

46
00:03:25,426 --> 00:03:29,036
the FFI CI study guide and I would definitely look at it
就是 FFI 的 CI 学习指南，我肯定会去看它。

47
00:03:29,036 --> 00:03:31,619
and it's got a lot more detail what we're gonna go into here
里面的细节比我们这里要讲的要多得多。

48
00:03:31,619 --> 00:03:36,416
but the first thing I'm gonna do I'm gonna demonstrate the skill I'm gonna demonstrate the skill
但我要做的第一件事是演示这项技能，先演示这项技能。

49
00:03:36,416 --> 00:03:41,733
to show them show the student where are we where do we want to be in 20 minutes 30 minutes five minutes
让学员看到：我们现在在哪，20 分钟后、30 分钟后、5 分钟后我们想达到什么程度。

50
00:03:41,733 --> 00:03:45,201
this is where we want to be this is what you should be doing in five minutes
这就是我们要达到的目标，这就是五分钟后你应该做到的样子。

51
00:03:45,201 --> 00:03:49,440
then I'll explain the skill and I'll kind of raise the level of concern
然后我会讲解这项技能，并适当提高他们的关注程度。

52
00:03:49,440 --> 00:03:52,396
why is this skill important why do you want to learn it
为什么这项技能重要？你为什么想学它？

53
00:03:52,396 --> 00:03:55,937
how is this skill a foundation for future learning
这项技能如何成为后续学习的基础？

54
00:03:55,937 --> 00:04:01,294
how is this skill a continuation of stuff you've already done in my teaching sequence
这项技能如何延续了你在我的教学序列中已经学过的东西？

55
00:04:01,294 --> 00:04:07,762
I can tell them look you've already done to paintbrush that's just nothing but that's step four that's the paintbrush
我可以告诉他们：看，你们已经学过刷油漆了，那其实就是第四步。

56
00:04:07,762 --> 00:04:13,387
you've already done accelerate to a stop except for instead of doing it here you're just gonna do it here
那就是刷油漆。你们已经学过加速到停止，只是不在那里做，而是在这里做。

57
00:04:13,387 --> 00:04:18,507
that's step two now all we're doing is adding a stop and then following it down
那是第二步。现在我们只是加一个停顿，然后顺势向下。

58
00:04:18,507 --> 00:04:19,952
so that's all there is to it
就这么简单。

59
00:04:19,952 --> 00:04:26,503
we're not adding a ton we're using previously learned material to help you be able to do this new task
我们没有加很多东西，而是用以前学过的内容，帮你完成这个新任务。

60
00:04:26,503 --> 00:04:29,727
and its new task once you can do the pickup and lay down
这是个新任务：一旦你能做好提起和放下。

61
00:04:29,727 --> 00:04:31,689
now we can start doing false casting
现在我们就可以开始练假投了。

62
00:04:31,689 --> 00:04:36,016
I've got a lot of stuff falling off we had a lot of wind and that's blowing off the so
我这儿好多东西都被吹掉了，风很大，把它们都吹跑了。

63
00:04:36,016 --> 00:04:42,125
but it's a great day sunny not exactly but cool and southern Florida here
不过今天天气不错，不算完全晴朗，但很凉爽，这里是南佛罗里达。

64
00:04:42,125 --> 00:04:49,052
so now we're gonna get so freaked explain and demonstrate and and work on the why we're doing it
现在我们开始讲解和演示，并说明我们这么做的原因。

65
00:04:49,052 --> 00:04:52,279
raise the level concern why is it important for you to learn
提高关注程度：为什么学这个对你很重要。

66
00:04:52,279 --> 00:04:58,793
this you know that whole thing about IT staff teachers tell me well Dale you can relate a horse to water but you can't make them drink
你知道吗，就是那套说法——有老师跟我说：Dale，你能把马牵到水边，但没法让它喝水。

67
00:04:58,793 --> 00:05:04,640
you know what a good teacher does a good teacher makes the horse thirsty that's the whole idea of what a good teacher is
你知道好老师会怎么做吗？好老师会让马口渴，这就是好老师的核心。

68
00:05:04,640 --> 00:05:11,441
a good teacher doesn't just drag a kid to the fountain of knowledge and shove water down their throat
好老师不会把孩子硬拽到知识之泉边，把水灌进他的喉咙。

69
00:05:11,441 --> 00:05:17,810
they want that kid to date when that person whether it's a kid or an adult I want to make that person want to learn the material
他们希望那个人——不管是孩子还是成年人——我想让那个人自己想学这些内容。

70
00:05:17,810 --> 00:05:19,835
by raising the level of concern
办法就是提高关注程度。

71
00:05:19,835 --> 00:05:24,714
why is this and your best spell set the best self interest to learn this material
为什么？因为这最符合他们自身的利益，所以要学这些内容。

72
00:05:24,714 --> 00:05:26,563
so that's what we want them to do
这就是我们想让他们做的。

73
00:05:26,563 --> 00:05:29,320
so after we get done with that the next thing we're gonna do is structured practice
做完这些之后，我们接下来要做的是结构化练习。

74
00:05:29,320 --> 00:05:33,098
okay I'm going to show you the steps one step at a time
好，我会一步一步地给你演示这些步骤。

75
00:05:33,098 --> 00:05:42,869
pick up and lay down rod tip down to nice smooth acceleration to a stop just as the line comes off the off the ground or the water
提起再放下：竿尖向下，平稳加速到停止，就在线离开地面或水面的时候。

76
00:05:42,869 --> 00:05:47,258
one two okay now you do it one two one two
一、二。好，现在你来做，一、二，一、二。

77
00:05:47,258 --> 00:05:50,450
now we're going to pause we're going to say hi mom hi mom
现在我们要停顿一下，喊一声“嗨，妈妈”，嗨，妈妈。

78
00:05:50,450 --> 00:05:54,040
and then we're going to go through the whole sequence one at a time
然后我们一步一步地把整个序列走一遍。

79
00:05:54,040 --> 00:06:00,200
do step one then add step two do one and two at Step three do one two and three at step four
做第一步，再加上第二步；第三步时做一和二；第四步时做一、二和三。

80
00:06:00,200 --> 00:06:03,290
do one two and three at Step five and so on
第五步时做一、二和三，以此类推。

81
00:06:03,290 --> 00:06:10,773
now structured practice to that structured practice one step at a time structured practice to is my student teaches me
第二个结构化练习，也就是一步一步的练习，就是让我的学员来教我。

82
00:06:10,773 --> 00:06:18,439
and by the way if you've got a group if you can pair them up you have person eight each person B and then person beat each person a
顺便说一句，如果你带的是一群人，可以两两配对，让一个人教另一个人，然后交换。

83
00:06:18,439 --> 00:06:25,321
we've done a lot of research that shows that teaching someone is one of the most effective ways of learning how to do something
我们做过很多研究，表明教别人是学会做某件事最有效的方式之一。

84
00:06:25,321 --> 00:06:30,956
so that's going to be an plus it raises the level of concern a little the anxiety level in a student
所以这是个加分项，它会稍微提高学员的关注程度，也就是焦虑水平。

85
00:06:30,956 --> 00:06:36,597
if we want people to learn no anxiety and too much up here they choke they can't do it
想让人学习：没有焦虑不行，焦虑太高他们就会紧张，做不出来。

86
00:06:36,597 --> 00:06:39,860
down here they're just asleep we need an optimal amount of anxiety
太低他们又会睡着，我们需要恰到好处的焦虑。

87
00:06:39,860 --> 00:06:45,698
when you have people work in pairs most people that's a pretty good amount of anxiety to start learning learning better
让人们结对练习时，对大多数人来说，这个焦虑程度正好有助于更好地学习。

88
00:06:45,698 --> 00:06:52,885
so structured practice - if I had a group ten people it would be all ten people do it with me one step at a time
结构化练习——如果我带十个人的班，就让十个人跟我一步一步地做。

89
00:06:52,885 --> 00:06:54,700
with me in front so they can see it
我站在前面，让他们能看到。

90
00:06:54,700 --> 00:07:01,530
then I would say okay person one teach person to person to teach person one and we go through that
然后我会说：好，第一个人教第二个人，第二个人再教第一个人，就这样过一遍。

91
00:07:01,530 --> 00:07:04,700
and after a structured practice - we go to guided practice
结构化练习之后，我们进入指导练习。

92
00:07:04,700 --> 00:07:10,419
guided practice is when I'm telling you okay you guys you do it on your own I'm gonna come by and help
指导练习就是我跟你们说：好，你们自己练，我会过来帮忙。

93
00:07:10,419 --> 00:07:15,097
and what we're gonna do is I come by and I use praise prompt and leave so my stand
我要做的是走过去，用表扬、提示、离开这三步。

94
00:07:15,097 --> 00:07:18,821
if it's a one-on-one situation I'm gonna use praise prompt to leave
如果是一对一，我就用表扬、提示、离开。

95
00:07:18,821 --> 00:07:23,330
if it's one-on-one I'm the student they teach me now I turn around its the
如果是一对一，我就当学生，让他们教我，然后我转过身来。

96
00:07:23,330 --> 00:07:32,176
okay very good stop your rod at two o'clock praise nice pickup super acceleration prompt stop at two o'clock
好，很好，把竿停在两点的位置——这是表扬；提起得不错，加速很棒——这是提示；停在两点。

97
00:07:32,176 --> 00:07:37,160
don't say oh you're going back too far that's an obvious thing and you can see that
别说“哦，你往后太多了”，这很明显，你也看得出来。

98
00:07:37,160 --> 00:07:40,963
maybe I've even done that some of these tapes but that's not what we should be doing
也许我在某些录像里也这么做过，但这不是我们该做的。

99
00:07:40,963 --> 00:07:42,500
it's a very hard habit to break
这是个很难改掉的习惯。

100
00:07:42,500 --> 00:07:46,633
don't tell a person what they've done wrong tell them what to do right
不要告诉一个人他做错了什么，要告诉他该怎么做对。

101
00:07:46,633 --> 00:07:50,248
because we just reinforce a visual image of them doing it wrong
因为那只会强化他们做错动作的视觉印象。

102
00:07:50,248 --> 00:07:57,511
so nice stop it two o'clock stop at two o'clock watch the watch the line stop when the line comes off the ground
所以：停得不错，两点，停在两点；看着线，线离开地面时就停。

103
00:07:57,511 --> 00:07:59,557
stop when the line comes off the ground
线离开地面时就停下。

104
00:07:59,557 --> 00:08:02,173
much more effective so that's going to be the next step
这样有效得多，这就是下一步。

105
00:08:02,173 --> 00:08:07,890
if we've done that and they've done step one two three and four and five and six and let's say structured practice
如果我们做完了这些，他们也做完了一、二、三、四、五、六步，比如结构化练习。

106
00:08:07,890 --> 00:08:11,509
and they've done pretty good they get the guided practice they do step one two three and four
而且做得不错，就进入指导练习，他们做一、二、三、四步。

107
00:08:11,509 --> 00:08:18,390
let's see in a pickup and lay down one's good twos good three pauses good four instead of stopping at ten they just drive it down
我们看看提起和放下：第一步不错，第二步不错，第三步停顿也不错，可第四步他们不停在十点，而是直接压下去。

108
00:08:18,390 --> 00:08:24,500
what do you say man great pickup super stop nice acceleration forward perfect pause
你会怎么说？伙计，提起得漂亮，停得好，向前加速很棒，停顿完美。

109
00:08:24,500 --> 00:08:28,468
now I want you to stop at ten o'clock stop at ten o'clock
现在我要你停在十点的位置，停在十点。

110
00:08:28,468 --> 00:08:30,270
and have them do that then leave
让他们这样做，然后走开。

111
00:08:30,270 --> 00:08:35,959
let them do it one two three pause for stop at ten just have them do that
让他们做：一、二、三，停顿，停在十点，就让他们这样做。

112
00:08:35,959 --> 00:08:40,460
then walk back over man you got that now follow it down now follow it down
然后再走过去说：伙计，你做到了，现在顺势向下，现在顺势向下。

113
00:08:40,460 --> 00:08:45,716
so it sprays prompt and then leave an unbelievably effective tactic
所以表扬、提示、然后离开——这是个极其有效的策略。

114
00:08:45,716 --> 00:08:53,950
to prevent negative language when you're trying to teach and it actually works better besides feeling better for the student
可以避免教学时使用负面语言，而且除了让学员感觉更好，效果也更好。

115
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so make sure you know Bruce Richards system because you're gonna have a lot of students who come to you with flaws already built in
所以一定要了解 Bruce Richards 的体系，因为很多来找你的学员已经有了固化的错误动作。

116
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and then you might start rebuilding the whole system
这样你可能就得重建整个体系。

117
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so if they come to you and they're doing this in the back then you may have to just start with one two and have them work on that
所以如果他们来找你时后面做成这样，你可能就得从一、二开始，让他们练这个。

118
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you may have to put a noodle back there
你可能得在他们身后放一根泡沫棒。

119
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or whatever else we're gonna go through a lot of those things
或者其他办法，这些我们都会讲到很多。

120
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but make sure you're you've got a plan and you've watched and you dissected what's going on and you're not trying to correct a hundred things at one time
但要确保你有计划，观察并剖析了正在发生什么，而不是想一次纠正一百个问题。

121
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so good teaching strategy means these are the principles the principles are where are they gonna be
所以好的教学策略意味着这些原则：原则就是他们要达到什么程度。

122
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you want to show them show them one step at a time where they're gonna be and how to get there
你要一步一步地示范给他们看，他们要达到什么样子，以及怎么达到。

123
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have them show you that's the next thing
接下来就是让他们做给你看。

124
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then have them work at it and then it when that's all done break it down
然后让他们练习，等这些都完成了，再把它拆解开来。

125
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and get to the first error in a sequence and correct the first error in the sequence
找到序列中的第一个错误，并纠正序列中的第一个错误。

126
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don't worry about errors after the first error
第一个错误之后的错误不用管。

127
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if they break it down on step four that's where you have to work
如果他们在第四步出了问题，你就要在那里下功夫。

128
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don't worry about five six and seven because it's very likely that the error is in five six and seven are just caused by the air in four
别去管第五、六、七步，因为五六七步里的错误很可能只是第四步的错误造成的。

129
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so don't go trying to correct seven if you haven't corrected four
所以如果还没纠正第四步，就别急着去纠正第七步。

130
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so that's basically the strategy that you want to have when you're working on these
这基本上就是你处理这些问题时该有的策略。

131
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and then we will also have a video we do have a video on all the correction tactics
另外我们还有一个视频，我们确实有一个讲所有纠正策略的视频。

132
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and I think I've got like 25 of them that are possible ways to correct different flaws in casting that's your toolbox
我想我大概列了 25 种，都是纠正不同抛投问题的可行方法，那就是你的工具箱。

133
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but it's not divorced from the whole strategy of what you do first
但它离不开整体策略，也就是你先做什么。

134
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second third and when do you use those tools how do you use those tools way more important
第二步、第三步，以及什么时候用这些工具、怎么用这些工具——那重要得多。

135
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a guy walks in and he's got a toolbox full of plumbing tools that doesn't mean you can fix your sink he doesn't have a clue about basic stuff
一个人走进来，带着满满一箱水管工具，但这并不意味着他就能修好你的水槽，他连基本的东西都不懂。

136
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so remember you need to learn or we all need to learn
所以记住，你需要学习——或者说我们都需要学习。

137
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because I'm learning every single day how to teach better
因为我每天都在学习怎么教得更好。