Let’s Put These Old Myths To Rest For Good

What do the Loch Ness Monster, Bigfoot, and the importance of keeping your head down in golf all have in common? Of course, they are myths, seeming to have some elements of plausibility, but in the end have yet to be demonstrated as true. Here we are, a number of years into the 21st century, and many golf myths that have been debunked are still taken as gospel by countless amateurs, and unfortunately many golf teachers, as well. In the teaching and coaching professions, it is our responsibility to base our instruction on information that has proven to be true and scientifically sound. Let’s take a look at some of the more prevalent myths that are still believed by many in the golf world. EQUIPMENT “Slow swing speeds don’t compress a ball as much as faster swing speeds.” Tests of different swing speeds show that even modest swing speeds compress the ball just about as much as tour swing speeds. It really doesn’t take much to compress a ball. The USGTF Technical Committee found that a ball imprint of ¼” (.6 cm) diameter was left on a putter face after striking a 10-foot (3-meter) putt. “Distance balls travel farther than tour balls off the tee.” This was true back in the balata ballera, but not today. The fact is that all balls travel about the same off the driver because tour-level balls are engineered to not spin very much with low-lofted clubs. However, with the medium and short irons, distance balls will travel a little farther due to having less spin than tour level balls with these clubs. “Shafts that are too stiff cause slicing.” If you put stiff shafts into an Iron Byron hitting machine and program it at slow swing speeds, the ball will still go straight. Conversely, flexible shafts hit by an Iron Byron at tour speeds will still result in straight shots. The key is that people are not machines, and individual reactions will vary with ill-fit shafts. INSTRUCTION “Keep your head down (also keep your head still).” This is probably the most-imparted bit of instruction in golf history. If you talk to any accomplished instructor, they will tell you that this myth is also one of the most destructive tips ever given. It results in a lack of dynamic action through the ball, among other maladies. Yet, it continues to be the number one mantra of amateur golfers to their friends worldwide. Golfers can feel their heads coming up, yes, but that’s the result of other factors. And amateurs also notice their friends raising up through impact, but again, the head staying down is not the root cause. As responsible teachers and coaches, we should never tell anyone to keep their head down (or still). “To cure a hook, play the ball more back; to cure a slice, play the ball more forward.” This bit of advice was dispensed by a professional golfer on a Golf Channel show, but it’s 100 percent incorrect. Although it seems to make sense at first glance, a slicer who plays the ball more forward will now be swinging more outside-in through impact than before, resulting in a bigger slice. And someone who hooks, who plays the ball farther back, will now have a more exaggerated inside-out path through impact, likely promoting a more severe hook. “Keep your left arm straight.” While it shouldn’t collapse on the backswing, the left arm does not need to be straight. There are many fine players who play with a bent left arm on the back-swing, including former World Golf Teachers Cup champion Ken Butler, who is still an excellent player today. “Impact position should be the same as the setup position.” You don’t hear this one much anymore, but it still has some traction among some instructors. RULES We could probably write several pages alone on rules myths, but we’ll limit the discussion to a few of the most common. “If you knock a leaf off a branch on a practice backswing, it’s an automatic penalty.” Not necessarily. The standard is if knocking off the leaf (or leaves) improves the area of intended swing. In many cases, it doesn’t; hence, no penalty. “Holding onto the removed flagstick while tapping in a putt is a penalty.” This is perfectly legal, unless the player is using the flagstick as an aid of some sort (such as steadying oneself in high winds). But since this is almost never the case, this is not a penalty. “You can’t change the brand or model of ball you’re using during a round.” This is true only if the committee invokes the “one-ball rule” as a local rule. Otherwise, it’s legal for a player to play a Bridgestone on one hole and a Callaway on the next. “It’s illegal to practice putt after the hole is over in stroke play; in match play, it’s okay.” This is an extremely prevalent belief, but wrong. Under Rule 7-2a, players are permitted to practice putt on the green of the hole they just played in both stroke play and match play. However, the committee has the power to prohibit this in either form of competition. MISCELLANEOUS “The ball flies farther in dry air because humid air is heavier.” This is 100 percent false, and probably the most-believed myth in golf outside of keeping the head down. Humid air is actually lighter than dry air, because water vapor molecules weigh less than nitrogen and oxygen molecules, which make up 99 percent of the atmosphere. What’s true is the ball will fly farther at higher altitudes and also in warmer air. Barometric pressure also plays a small role:  The lower the pressure, the lighter the air. “The best way to practice is to hit the same shot with the same club over and over.” Motor learning research has debunked this method of practice, called blocked practice. More efficient is random practice, where a different club is used, or at the very least a different shot is hit, from repetition to repetition. However, there is some evidence that hitting 2-3 shots in a row the same way with the same club (known as random blocks) can be as effective as true random practice. “Golf is hard.” It depends on what the person is trying to accomplish. Making the tour? Yes. Having fun? No. We might be slightly biased, but the Technical Committee believes that golf was, is, and always will be the greatest individual game man ever invented.
The Changing Face Of Set Makeups

The Changing Face Of Set Makeups

There was a time – maybe until the mid-1980s or so – that a normal set of golf clubs consisting of 14 clubs had the following:  a 1-wood (driver), 3-wood and a 5-wood; 2-iron through 9-iron, a pitching wedge, sand wedge and a putter. Among better players, it was not out of the ordinary to see a 1-iron thrown into the mix, usually replacing the 5-wood. Occasionally, you would see novelty clubs such as a 2-wood, a 6-wood, or a chipper in some-one’s bag, usually in place of the 2-iron. Fast forward to 2017, and this set makeup is history. You would be hard pressed to find a golfer with the same make-up as his counterpart from 30 years ago. The first change occurred when Dave Pelz came up with the concept for the 60-degree wedge, known today as the lob wedge. Tom Kite, who worked with Pelz at the time, put the club into play in 1981, and other touring professionals eventually followed suit, even if not right away. The next set change occurred in the early 1990s when Callaway Golf introduced multiple fairway woods consisting of the usual clubs along with the 7-wood, 9-wood, and 11-wood. LPGA Tour golfers were not hesitant to adopt these new clubs to replace their long irons, as they were easier to elevate and yet provided the same distance. In addition, their more forgiving properties allowed for better overall shot-making. Male professionals, on the other hand, largely elected to stay with their long irons, although these newer clubs did find their way into the bags of some male club golfers. The 7-wood (called the “Heaven-wood” by Callaway) became popular among the senior set, but a fair number of younger amateurs played the club, too. At the time, it was somewhat prevalent among better players to snobbishly-proclaim that “real men” don’t use fairway woods, and most male golfers carried only a driver and 3-wood. Of course, a prominent golfer a few years later put what he described as an “old man’s club” in his bag, and seemed to relish the attention it brought. When Tiger Woods added that 5-wood to his arsenal, it signaled to his professional brethren that results, not appearances or macho behavior, were what counted. TaylorMade Golf in 2003 introduced the next big change in golf, a change that has had a lasting effect on set makeup. The Rescue Mid Hybrid was the first hybrid golf club (a mix between an iron and fairway wood) that truly took off with mass sales that had staying power. Previous generations had hybrid precursors such as the Baffler and Ginty, but they were strictly novelty items, even though they were highly effective. Since TaylorMade by 2003 had the name recognition and credibility most golfers required in order to influence their purchases, the Rescue became a popular club among both professionals and amateurs in short order. Senior professional golfer Dana Quigley in the mid-2000s was noted for having no iron higher than a 7-iron in his bag, and advised amateurs everywhere to follow his example. Although you don’t see many 2- and 3-irons in any amateurs’ bags these days, Quigley’s advice to dump the 4-, 5- and 6-iron has yet to take hold in wholesale fashion, but it’s common on today’s LPGA Tour for players to have a 5-iron as the lowest-numbered iron in their set. Some companies have introduced complete hybrid iron sets, but so far they haven’t gained widespread interest. In contrast to the early 1980s, a set makeup today may consist of the driver, a 3- or 4-wood, 3-hybrid, 4- through 9-iron, a pitching wedge, gap wedge, sand wedge, lob wedge and a putter. That’s quite a difference. The gap wedge came into play when the standard pitching wedge loft, formerly at 50°, changed for many companies to 46°, or even lower, in some sets. Since the standards and wedge loft has held steady at about 56°, there became too much of a distance gap between the pitching and sand wedges. Thus, companies rushed to fill the void with a gap, or approach, wedge. Things have certainly changed in set makeup these past 30 years, but there was a time when many golfers carried fewer clubs and had an entirely different composition when shafts were made out of hickory. Golfers a century ago may have carried anywhere from 6-10 clubs. Francis Ouimet won the 1913 U.S.Open with just seven clubs, and they can be seen in the famous picture of him with caddie Eddie Lowery walking down the fairway. One of the reasons to carry so few clubs was the relatively high cost of each individual club. As steel shafts came into prevalence and made clubs more affordable, golfers continued to add clubs to their bag. Lawson Little won the 1934 and 1935 British and U.S. Amateur tournaments carrying anywhere between 26 and 31 clubs. Caddies everywhere were grateful when the USGA and R&A soon limited the number of clubs to 14. The set makeup of tomorrow may consist of club designs yet to be invented, but if history is our guide, will surely one day differ from what we see today.

Continuing Education Key To Teaching Sucess

Who dares to teach must never cease to learn.” These words by the great American librarian and museum director John Cotton Dana are incredibly profound, even given their brevity and seeming simplicity.

They are particularly true for golf teaching professionals and coaches, and more relevant today than at any time in history. In our modern 21st century, golf instruction has seen an explosion of great thinkers, theorists, and practical applications that Bobby Jones and Ben Hogan could only dream about. Today, we have universities getting involved in studying golf in terms of mechanics, technique, the mental game and motor learning skills needed for success. It also seems every other teacher who makes their presence known on the Internet is deeply into the science of golf. All of us like to think of ourselves as competent instructors, and those of us who have gone through the USGTF certification process have experienced a golf teacher training program that is the best in the industry. Those who have successfully completed the academic portion of the program are qualified to teach all aspects of the game to average players, and those who have attained Certified Golf Teaching Professional® status can competently teach the game to more advanced players. Nevertheless, the learning process for golf teachers should never end upon attaining certification as either an Associate member, a Certified Golf Teaching Professional, or even as a Master Golf Teaching Professional®.  There are countless ways of imparting instruction to those who seek our counsel, new teaching techniques to learn, mental game skills to master and motor learning procedures that are always being studied and reviewed by the finest minds in academia. Golf teachers who are not keeping up with these developments risk being left behind by their more inquisitive and motivated peers who work to be the best that they can be. USGTF Master Golf Teaching Professional David Vaught from California wrote in the last issue of Golf Teaching Pro how important it is for teaching professionals to continue their education, and this article continues with that theme. Vaught is also on record as saying one of his main motivations in continually learning is that he never wants to give a bad lesson, and that’s a great ideal for all of us to strive for. What are some of the ways that we can continue our education as golf teachers? TAKE A LESSON. That’s right, take a lesson. One well-known adage is that doctors who treat themselves have a fool for a patient. No matter our skill level, we can always use outside help on our own games, but more importantly as a golf teacher, taking a lesson exposes us to different ways of thinking and learning. USGTF national course director Mark Harman fought a hooking problem several years ago, and after failing to fix it on his own went to another instructor who gave him new tools to solve the problem. So it doesn’t matter if you’re the best player in the world, the best teacher in the world, an officer in the USGTF, or a newly-minted teaching professional who just attained your certification…take a lesson! GIVE A LESSON. As teaching professionals, this is of course our mission, but just as the student is using the lesson as a learning vehicle, so should the teacher. After giving a lesson, contemplate what you learned and record it, either on paper or electronically. You should learn something new every lesson you give. ATTEND SEMINARS. It doesn’t take a long Google search to find golf teaching seminars given by various teachers and coaches all across the country. USGTF certification courses also fall into that category, with the added benefit of having an opportunity to earn a golf teaching credential that is recognized industry wide. UPGRADE YOUR CERTIFICATION. Did you earn your Associate or Certified Golf Teaching Professional status years ago and never sought to upgrade your membership?  If so, you might want to think about doing it. In addition to gaining a higher certification status, you will gain more knowledge in the process. The Master Golf Teaching Professional certification course in particular is always a wonderful learning opportunity, especially with your peers presenting thesis papers drawn on their experiences and research. TAKE ADVANTAGE OF USGTF CONTINUING EDUCATIONRESOURCES. The USGTF has gone to considerable time and expense in creating instructional materials for golf teachers and coaches that provide pertinent and relevant information that promises to improve the knowledge base of anyone who takes advantage of them. Industry-recognized professionals like Dr. Gregg Steinberg, Michael Brantl, Thomas T Wartelle and others have put together programs and instructional DVDs and books that are second-to-none when it comes to giving teachers and coaches an education in their respective fields. These materials are available through the USGTF Pro Shop. If teaching and coaching are your passions, you owe it to your students and players – and also to yourself – to continue to learn as much as you can about your craft. The resources are out there, so please take advantage of them.

Evaluate The Student And Yourself

The Student You are in your office, or behind the counter of the pro shop, or maybe on the driving range finishing your lesson and waiting for the next lesson. Wherever you are, your lesson starts when you immediately see your student, or students, approaching you. You are now in teaching mode. No words are used as you are analyzing the visual aspects of the approaching student. The student is giving you signals, or body language, as to their personality and emotional state. As the student approaches, you study the following:
  •   The walk: Is their walk smooth or jerky? Do they move athletically? Is their stride long or short and jerky? Smooth walkers usually will have a smoother flow to their body movements, and perhaps their golf swing. Short-stride walkers will usually take a short backswing and rush the swing.
  •   How is the balance of the student while moving? Balance is the most vital ingredient to skill movement, and not just in athletics. If there is a balance problem, that is going to be your first approach to the golf swing.
  •   Does the walking stride show nervousnessIs the head sagging down or gazing around side-to-side? Such may signal a lack of confidence or an embarrassment in the fear of not being able to do well. This will require an assurance by you to make the student feel comfortable and more at ease. One of the things an instructor has to do is make the student feel a little more self-assured by having the student realize that many shots and attempts will go wrong and not to feel embarrassed when it happens. Mistakes are part of the learning process. The student must leave their ego at home.
The student must realize the lesson is fun and learning is fun. Maybe a little humor will ease the student, but be careful, as humor is only humor if the student interprets it as humor. Some students will show too much ego and be aggressive and demand better results. Sometimes this is shown in their aggressive walk towards you and how they approach your personal space by standing too close to you with an “in your face” attitude. The student’s attire may also show some personality: the style of clothes, how the clothes fit the body. Color may show a comfortable, conservative attitude, or a flamboyant attitude with loud colors. Comfortable clothes may show a relaxed nature, while tight-fitting clothes project a certain image for fashion. Loose, comfortable clothes may indicate an easy manner and a possible easy golf swing. Tight clothes may indicate the possibility of a tight, restricted swing. A fashion-conscious-attired person maybe very aware of their looks, and as a result will be concerned in how their golf swing looks to others. The handshake can tell a lot. A firm handshake is ideal and may be a clue to their gripping the golf club. Too strong a handshake may well mean that the student is tight and believes in overpowering the golf club. A weak handshake may show a lack of needed strength in swinging the club. However, sometimes women use a weak handshake in the false impression of trying to be feminine and lady-like until they get the chance to swat the ball, as some may use vigor and perhaps borderline violence. Voice can be a key to personality. A loud voice may mean self-centeredness in trying to be in control and the center of attention. Such a student often ends up dissecting the instructions in an attempt to show superiority in knowledge of the golf swing. It is amazing how some students, more so with men, want to tell the instructor how well versed they think they are in the golf swing. If a person is too passive in their voice, the student may be shy, with a fear of failure, and produce tentative attempts in swinging at the golf ball. Some may find smashing the golf ball as therapy in the release of tension and frustration. A smashed bucket of balls may leave a good feeling. The Teacher We have just analyzed the student. Now, we will look at how you, the teacher, should convey yourself to the student. This is highly important to the student, as a good image will give the student confidence and satisfaction that things will go well.
  • Thesmile. Your first contact naturally should be a smile that wrinkles right up to the eyes. Lack of eye wrinkle usually indicates a false smile, as just the lips move. No matter how bad your day, do not indicate such to the student. The student is not interested in your bad day.
  • Look your student in the eyes. If you look away, do it slowly, and not as if it is boredom or the student being insignificant.
If there is more than one student, move your eye contact to all members of the group, so each student receives equal eye contact time. If a student receives little or no eye contact, they will feel ignored by the teacher. Being ignored is deadly. It should be noted that eye contact and smile work together for a comfortable relationship. Eye contact and no smile may make one feel uneasy. Eye contact with no smile may show uncertainty in your emotions or feelings to the student. It may be the old “Evil Eye” of Li’l Abner comic strip fame. Eye contact and a smile are comfortable to the student. Remember, too much staring or too little staring at your student will also make the student uneasy and uncomfortable. Too much staring may give the student a feeling that you are scrutinizing them. Too little eye contact may show disinterest.
  • Body position. Always face the student with your full body. This way, the student feels they have your full attention and interest. With half a body facing the student, the student will feel you want to move away from them.
  • Do not fidget, wiggle, twitch, squirm, or scratch. Be careful of hand movement, as it may signal disinterest. Standing confidently shows you are interested in helping them. Habitual good posture is the first mark of a good and confident teacher. Poor posture shows disinterest and lack of attention to the lesson, and may also indicate your poor attitude.
When you meet a student for the first time, it is a formal meeting, and not an old longtime-friend meeting. Informality will come with time, so do not push the friendship in a back slapping attitude. Over-doing the friendship aspect may give the student an uncertainty of you. What you have just read are tendencies. Individual tendencies vary with each individual, so do not overreact on one tendency. Usually, accurate readings occur when more than one signal or tendency prevails.

Dream Foursomes

USGTF members identify their ideal foursomes and imagine the resultant teaching applications.
“As you walk down the fairway of life you must smell the roses, for you only get to play one round.” – Ben Hogan Everyone who loves golf strives to master it, alife long pursuit. Somewhere along the way, discoveries are made: customized equipment for one’s game, favorite courses one has played and others one longs to experience, prominent players whose techniques one respects and tries to emulate, and determination of how best to teach others the skills one has learned – a way of passing the torch. Yet what these objective factors overlook is perhaps the most powerful element of all: imagination. Visualizing a perfect ball flight, contemplating hitting every fairway, envisioning putting with a deft touch and unwavering confidence…all can lead to greater success on the course. Imagination can carry us even further. The greats of the game – those who still walk the links as well as those who have passed into the annals of golf history – dwell in us. Their achievements, personalities, playing styles and contributions to golf and other causes inhabit our thoughts. We admire them, marvel at them, wish we could meet them. Why not imagine playing around with them? That is precisely what several USGTF members have done. Asked to name the living individuals who would round out their dream foursomes and then explain how this experience would enhance their teaching, four members share some insights, their delight in selecting their ideal playing partners on full display. JOE BERMEL, known as The Putting Doctor, chooses players known for their putting prowess, naturally. Bermel has been teaching for twelve years at My Putting Doctor Private Teaching Facility, on Long Island, New York, his own facility. To complete his foursome, he would pick Jack Nicklaus, Tiger Woods and Phil Mickelson. “I chose them because they are great players and great putters,” Bermel says. “Our golf game would be light hearted yet serious.” In his instruction, Bermel focuses on putting and the entire short game. As he was a top contender at the World Putting Championship, Bermel knows of what he speaks. He has produced two volumes of copyrighted DVDs, How to Putt Well, has performed The Putting Doctor Road Show with golf celebrities, and has enjoyed extensive media coverage. Bermel chose Nicklaus “for his pre-putt routine.” Bermel teaches his own brand of routine, but would like to see first-hand what Nicklaus does. The same goes for Mickelson, whose pre-putt routine is more meticulous and repetitive than that of most other golfers, according to Bermel, “which is why he is one of the best putters in the world.”As for Tiger Woods, “one of the best golfers ever,” Bermel admires his general demeanor during play. Bermel would tell his students to “do it like Tiger does it. Copy Tiger.” He would advise his students to buy these players’ books and instructional manuals to learn more about their secrets to playing at the level they do. STEVE KUZMIC, who teaches in the San Francisco Bay area, has been a USGTF member for three years and is in the process of formulating his thesis for certification as a USGTF Master Golf Teaching Professional. He and his teaching partner, Rob Wollack, are working on building an indoor instructional facility in San Francisco’s SoMa District. They have not yet settled on a name for their facility. We’re like the Beatles,” says Kuzmic, who finds joy, solace and balance in golf. “They wrote their music first, then the lyrics afterwards.” Kuzmic, whose father escaped Communism in the former Yugoslavia by “running away with an accordion on his back,” grew up playing classical piano, and now produces music of his own “mel-low electronic genre.” He has “traveled the world as a DJ.” These days he also makes beautiful music on the golf course and the lesson tee. He first was introduced to golf twenty-five years ago by his brother-in-law, Clay Stokes, who represents Kuzmic’s first pick for his ideal living foursome. “Clay started me on the range,” says Kuzmic, who has been teaching golf for fifteen years. “He put a difficult 4-iron in my hands and gave me a couple of pieces of advice, and I was off and running. It’s the opposite of how people learn today.” Kuzmic also would include Lee Trevino. “He is an everyman,” Kuzmic says, “hilarious. He comes from humble beginnings. He has a low ball flight, yet won a U.S. Open. I love his scrappiness and creativity, showing that anyone can play and win at the highest level.” These are Trevino’s qualities that Kuzmic would try to impart to his students after playing around with the famous Texan with the self-taught style. Ernie Els would be Kuzmic’s fourth. “I’ve modeled my swing after The Big Easy,” says Kuzmic. “I’m a pretty mellow guy myself.” Big on playing lessons rather than repetitive practice on the range, Kuzmic would learn from his dream foursome while playing at his dream venue, Pebble Beach Golf Links, in Pebble Beach, California. “I would love to see Lee and Ernie interact,” says Kuzmic. “Lee would get us all laughing. It would be awesome to see two pros so different from each other play the beautiful game of golf. We would all four hit some amazing shots.” SHARON BARLEY, a USGTF member, holds a Master of Divinity as well as a Doctorate in Theology and the Arts. She lives in Denver, Pennsylvania, near Lancaster, an area with an abundance of golf courses. Barley, who professes to a passion for golf, helps elder women players. “I golf with a lot of older women who often get injured,” says Barley. “Their bodies are changing. I consider their body mechanics to teach them not to over swing, while maintaining a powerful impact zone and remaining competitive.” Barley finds it exciting to see how straight they hit the ball, although not far. A United Methodist pastor and a clergy and congregation consultant, Barley makes time to play golf twice a week and work with golfers. She estimates that 30 percent of her professional life is golf related. “Golf is my Sabbath,” Barley says, “a walk of 18 on ‘holey’ ground. It’s a silent, sacred walk. It is my time. The game is powerful.” In 1986, in Houston, Barley won the U.S. gold medal in Archery at the U.S. Olympic Festival Games, which take place between the Olympics. “What I learned carries into my golf and my life,” she says. “It has to do with the mental game and where you focus your attention.” It is with the mental side of golf in mind that Barley selects her dream foursome. Her first choice is LPGA Tour player Gerina Piller, whose performance at the Solheim Cup Barley admires. “I love her competitive spirit, her great attitude, and her gracious and fun-loving disposition,” says Barley, qualities she would ask her students to emulate, along with Piller’s putting technique.“I believe she always thinks an eagle awaits her on the next hole.” Barley’s next pick is Phil Mickelson, “a classic and classy player. I like that he seems to put golf in perspective. And I would teach his short game technique.” Barley likes the fact that even when Mickelson finishes “second fiddle” he doesn’t appear to be defeated. It’s his attitude that Barley would take away from her dream round to share with her students. “He can miss a shot, stay competitive, and smile,” she says. “Some of the other best players just walk by and ignore everyone.” Lexi Thompson is Barley’s final choice. “She is an inspiration to youth,” Barley says. “And she is my driving queen.” Thompson’s drives are not always accurate, notes Barley, yet she is #1 on the LPGA Tour for eagles. She keeps a youthful spirit and puts golf in perspective. “You gotta fall in love with the game,” Barley says. “Don’t do it for money or for your parents. Lexi is an inspiring golfer in that way.” Barley would play her imaginary round at Torrey Pines Golf Course in San Diego, overlooking the Pacific Ocean. She envisions that her interaction with her chosen players would be comfortable and appreciative, not star struck. “My dream is to retire someday on a golf course and teach part time,” says Barley, “the mental, physical and spiritual aspects of the game. I would learn a lot from my ideal-foursome round.” DAVID THOMPSON teaches at two locations in Huntersville, North Carolina: Northstone Golf Club, a private facility, and Skybrook Golf Club, a public course. His first dream-foursome pick is Tiger Woods. “I’d love to interact with Tiger,” says Thompson, who would like to witness first-hand Woods’s personality, attitude, mental toughness, preparedness and intense concentration on his swing. “Like Ben Hogan was, Tiger is ultra focused when he needs to be. That’s what I would teach my students.” Phil Mickelson would be part of Thompson’s foursome for his short game and his personality. “He’s even keeled, even when not playing the way he wants to,” says Thompson, who has played the ASU Karsten Golf Course, in Tempe, Arizona, Mickelson’s collegiate home course. “I’d observe his touch and feel in his short game – his flop shot and his often amazing putts.” Thompson’s final selection is Jack Nicklaus. “I assume I could take away from the experience the ability to work the game,” says Thompson, who lives in Palm Beach, Florida. “You don’t just hit the ball. It’s the whole thought process of playing the course that makes the difference. “I’ve always admired Jack’s long-iron game. If the tournament was on the line, he always had the ability to hit that one shot to win.” It’s that winning attitude that Thompson would remember from Nicklaus during his ideal round, teaching it later to his students. Thompson imagines that his dream-foursome round would be “phenomenal…a great day. Even if I played badly, nothing could spoil that day.” There you have it. It’s interesting to note that while there is some overlap in whom these USGTF members would choose for their dream rounds, what they each would derive from the experience is personalized, tailored to their own playing and teaching interests. Just imagine your own ideal living foursome. Whom would you select to play with you? Where would you have this unforgettable experience? And what would you take away from your dream day to share with your students? Just imagine…  

The Madness of Golf Instruction

The great Bob Torrance, father of European Tour legend Sam Torrance, was once asked by Ernie Els to have a look at his swing. Els had been struggling with his game and had recently missed several cuts. He was certain there was some flaw in his backswing. Bob Torrance had been walking the driving range, a common sight back then at many European Tour events. Mr. Torrance didn’t say a word. He looked at Els’ swing from several different teaching positions. This went on for about 10 minutes. Not a word. Then he said directly and in his stylistic way, “There is nothing wrong with your swing. Now go play golf!” Ernie Els won the British Open the following week. In my opinion, there is a disturbing trend in modern golf instruction. Many golf instructors today complicate the golf swing. I have a profound respect for fellow golf professionals; however, some of the concepts and verbiage I hear coming out of their mouths are pure folly! I know several “Top Teachers” named by famous magazines and TV channels (many who are personal friends of mine) who teach and discuss the golf swing as if they are sending a rocket to Mars. Some of the invented terms, phrases, and concepts are truly atrocious. If it wasn’t so sad, it would be laughable. I have yet to figure out if these instructors are ego driven or just poor communicators, or a combination of both. To boot, they continuously cite the ball flight numbers from their launch monitors to further prove their theories. Don’t get me wrong; I am certainly not anti-science or technology. I have a degree in science and love the mechanics of how things work. I can sit for hours and discuss the physics of the golf swing with any golf instructor. However, in my own teaching, you will rarely hear me mention to a student any complicated instruction. There is no need for an explanation to the student about the D-plane or “going normal” or all of the other terms these instructors invent. These terms might have a place in a biomechanical discussion of the golf swing, but in general, they have no business being presented on the lesson tee. The average student, or for that matter, many tour pros, couldn’t care less about any of these terms. They just want to see results that are easily duplicated. Certainly, there are times when some students could benefit from some science. But the reality is, simple instruction leading to an acceptable and repeatable result for that player is the best form of teaching. My goal as a golf instructor is to use as few words as possible to convey a message and get results. That is why I so often use image and feel to get my point across. I want to be clear: As a golf instructor, it is important to understand and continue to educate yourself on biomechanics and technology. Having this knowledge can be important to the instructor to diagnose certain problems in a golf swing. However, it is not necessary to give a student all of this knowledge or science. This will mostly lead to more confusion. I once heard a great musician say that he didn’t become a truly great musician until he learned to be mature enough to conserve notes and leave some space in the music. The golf swing is simple: take a club and hit the ball. Remember how a child learns most psychomotor skills, by doing the action. We certainly can refine motions by simple thoughts. But remember, the golf swing is under 1.5 seconds from the move away to impact. The more you guide or force the movements, the more complex the action becomes. Many students’ problems in their golf swing stem from a flaw in their grip, stance, and setup position. This leads to compensations during the swinging action. To have a successful impact with a golf ball, physics dictates that one needs five things to be correct: center of contact, speed, angle of approach, clubface position at impact, and club path position at impact. But these impact positions can’t be forced. Impact is a direct result of setup fundamentals and the swinging action. How a student achieves this can take on many forms. However, the moment of truth is impact. In other words, just hit the ball! Then learn to get the ball in the hole in the fewest shots possible, like Ernie Els.

Breaking Out of a Slump

Not long ago, Rory McIlroy was the number one player in the world. With four majors, amazing power and youth on his side, it seemed like Rory would dominate golf for years to come. Then he fell into an amazing putting slump. Rory recently mentioned that he lost his confidence so bad that he only believed that he could make three-footers. Anything longer than that would be a struggle and it was! Then Rory did something very smart to break out of his putting slump. He changed everything. He changed his putting instructor, his grip and his putter. It worked. He went from one of the worst putters on the PGA Tour for the past two years to having one of the best putting performances at the Deutsche Bank Championship. He won this event with his laser-like irons along with his amazing putting! Rory McIlroy was following a psycho-logical process to break out of a slump: change can help eradicate a slump. Newness of a grip or club gives you a different mindset, and with this renewed mindset comes renewed confidence. Next time you are in a slump, or you have a student in a slump, you may want to try a simple strategy: change. This small step can result in a huge leap in performance for the better. Please visit www.MasteringGolfPsychology.com for more articles on the mental game, and your free mental game e-book. Also, visit this site to get certified as a mental game coach by the International Golf Psychology Association. The IGPA is the coaches division of the USGTF and the program is highly endorsed by the International PGA. About the author: Dr. Gregg Steinberg is ranked by Golf Digest as one of the world’s greatest sports psychologist. He is the head sports psychologist for the USGTF and IGPA. He has worked with Tour winners such as Brandt Snedeker and Brian Gay, as well as NCAA championship golf teams such as the University of Florida and the University of Alabama.
Bagpipes and Golf Clubs

Bagpipes and Golf Clubs

As the gentleman left the last green and headed for his golf cart, he was muttering under his breath and whacking his putter into the ground. His playing partner politely asked, “What’s up, Herbie?”“Well, I will give you a hint,” replied Herbie. “The same people that invented golf think that music comes out of bagpipes!” Scots will have you believe they invented golf and they invented the Great Highland Bagpipe. Neither is true, but there is no doubt the Scots have taken possession of the myth and have made each what they are today. We can thank them and curse them, as we often do. Playing golf and playing bag-pipes are equally difficult, even at the beginner stage! I have been playing golf for 40 or so years. I got my handicap down to 10 at one time, but so long ago it is a distant memory. Now I am about a 20, golf once per week with my golf buddies, and we tee off from the “old guys” tee box, just one back from the forward tees. I also play the bagpipes but started just eight years ago. Why and how I got started is a story for another day, but suffice to say I thought that with just nine notes, playing the pipes should be easy. I am about a 20 handicap with the pipes, as well. There is a big pipe and drum summer camp at the resort where my wife and I live. There are about 200 pipers and drummers at this camp every week and range in age from eight years to 80. One of the “more mature” pipers asked the head instructor if there was any chance for older pipers to become good on the pipes. He answered, “Well, we know of one older chap that became a world class piper.” “How old was he when he started,” asked the ancient. “I think he was 12,” was the answer. There is no substitute for youth. They are generally fit and they have no fear. They learn the pipe tunes quickly and their fingers are nimble. When they golf, they watch and they do. I started the pipes when I was a ripe old 67 years of age. My fingers are bent and stiff and I have to work at remembering tunes. When I started, I took a weekly lesson and attended band practice twice a week for over a year. I can now play the simple tunes bands play when they are marching down the street, am able to stay in step, and when I make a mistake, I make sure I do so “on the beat” so no one notices. As well as playing and marching at the same time, I am able to sidestep the piles of horse-apples that seem to be an inevitable part of parades. (Those parade organizers really have to change the horse’s diet or not put them just in front of the pipe band, as there is no soft peddle on the volume we create.) Now that winter is approaching, I look forward to teaching cross-country skiing. How does this all tie in? It all has to do with fitness. The X-C skiers that come to us for lessons are usually older adults. The sport demands the skier have the ability to balance on one gliding ski at a time, and the folks really need some strength in the legs and a matching strength in the arms/upper body. Unfortunately, the students generally have strong-ish legs as they spend some time walking, but they are not able to balance on one ski for any length of time and are not able to add the push with their ski poles to balance the push from their legs. Stance and balance! Sound familiar? The same is true for beginner golfers or golfers wanting to improve. The lad I take golf lessons from and I agree that the biggest hurdle we have to overcome with students is that we can teach them the proper technique, but we cannot teach them fitness. As with my golf, the bagpipes continue to be a challenge. For the instructors out there, if you have forgotten what it feels like to be a beginner, try learning the Great Highland Bagpipes. You just might be able to get an additional gig as the piper that many golf resorts around the world employ who pipe the sun down at the end of the day. That would give you the chance to do what I refer to as a Great Scot’s Triathlon: Teach golf during the day, pipe the sun down in the evening and repair to the club bar in your kilt and have the members shout you a dram and a Guinness!

Current Trends in Teaching and Coaching

Ever since the first golf teachers and coaches emerged hundreds of years ago in Scotland, these professions have continually evolved. From the feathery-era St. Andrews swing to today’s modern action, technique has evolved as more knowledge and data permeate the teaching profession. Coaching practices also have evolved as motor learning techniques have become more refined, and other aspects of developing competitive players have taken on importance. First, a reminder:  Teaching involves imparting instruction on technique and various aspects of the game such as the swing, rules, etiquette, etc., while coaching involves preparing golfers for competition. Some teachers coach, and some coaches teach, but there is a definite distinction between the two. Here are the current trends in each: TEACHING If you watch a televised event these days, you often see players taking what appear to be over-the-top practice swings, with players such as Matt Kuchar and Miguel-Angel Jimenez coming to mind. What exactly are they doing? Some tour players have a tendency to use their lower bodies excessively to start the downswing, more often with too much lateral hip slide. This results in dragging the club to the inside during the downswing, creating an inside-out swing path through impact. The player then has to time the hand action perfectly in order to hit the ball to the intended target. Players such as Kuchar and Jimenez are focusing on making a more rotational move during the downswing, and the feeling they are trying to achieve is one of swinging the club drastically to the left through impact. Of course, that’s not the reality, but simply a feel to overcome the opposite tendency. Tour players also talk about “covering” the ball with their chest at impact. This is another way of expressing making less of a lateral move with their hips, and also promotes the feeling of the rear shoulder working on the proper path, rotating around the spine instead of moving too much vertically downward. David Lead better’s A Swing has received some notoriety on the professional scene, most notably in his work with Lydia Ko. The swing features several elements, of which the most visually-pronounced is the steeper back swing than what is considered conventional. Others who swing with elements of this method are Ben An, who works with Lead better, Jim Furyk and Ryan Moore, although the latter two developed their swings well before the A Swing came onto the scene. Some teachers of professional players are incorporating this steeper backswing move into their teaching repertoire, although time will tell if this is merely a fad. More players today are looking to make a more centered move as opposed to a noticeable shift to the rear leg during the backswing. The emphasis today is on the difference between pressure and center of mass, which can be two completely different things. It’s possible to have most of the pressure on the rear foot, for example, while the center of mass is well to the forward side. Of course, this is nothing new: USGTF national coordinator Bob Wyatt has spoken of this difference for years. COACHING On the physical side, more professional players are emphasizing building muscle mass, the most notable of whom is Rory McIlroy. Johnny Miller has questioned McIlroy’s obsession with the gym, but naturally McIlroy defended his practices, saying he wouldn’t be the player he is today without his intense training and weightlifting regimen. The building of muscle mass in golfers wasstrictly frowned upon years ago, with only Gary Player and Frank Stranahan putting any serious effort into physical fitness. It was only when Tiger Woods began his dominance that other players and coaches realized they were wrong all these years and that building muscle mass can be a good thing for golfers. Gone are the days when professional players congregated at the bar after the round, slurping down multiple alcoholic drinks and eating unhealthy snacks by the handful. Nutrition plays a big part in not only keeping energy levels high enough to stay focused, but also in an overall health and fitness regimen. Since fitness and nutrition are so important to golfers, the USGTF has created the International Golf Fitness and Nutrition Association to address these needs for golf coaches. Successful golf coaches, for the first time ever, are now receiving the training and certification they need in order to stay ahead of the game. More can be found at www.USGTFFitness.com. Additionally, motor learning is finally, but for some reason grudgingly, receiving more attention from coaches, as distributed, random practice schedules are being substituted for massed, blocked schedules. The difference between distributed and massed schedules is that distributed allows for down time between repetitions or a series of repetitions, while massed means little or no down time. Learning research strongly suggests, in most cases, that a distributed schedule works best for most players who are not beginners. A random practice schedule means that the repetition changes each time, while a blocked schedule means doing the same thing consecutive times. Even today at the professional level, blocked practice is the overwhelming choice of players, despite the evidence showing random practice to be much more effective in turning out better performance. This disconnect likely is because a massed and blocked practice regimen produces better results during the practice session than does a distributed and random regimen, but ironically it produces lesser results in the field of battle – or in our case, the golf course  than does distributed/random. As more coaches encourage their players to adapt a distributed/random form of practice, we are likely to see more bullet proof and stronger performances from tour players, even at the lower levels. The International Golf Psychology Association, which is part of the USGTF’s coaches division, serves to address the psychological and motor learning information that coaches need to be at their best. This program, designed by world-renowned sports psychologist and USGTF member, Dr. Gregg Steinberg, is available at www.MasteringGolfPsychology.com. Again, this program is the very first for golf coaches and has proven to be very popular worldwide.

The Competitive Player

The Balance Between Practicing and Playing Competitive golfers have to balance many factors when it comes to their golf careers, whether they are full-time professional players, up-and-comers, nationally-ranked or state-ranked amateurs, or those serious about playing in the city championship or winning the weekly Nassau at their home club.  Time spent on the course vs. leisure activities, time spent in the gym vs. rest, and eating healthy vs. the occasional splurge are all parts of the balancing act that these players face. No less part of the equation is the time spent practicing vs. the time spent playing. You will hear advocates on both sides of the debate touting why it’s better to play more or to practice more. Back in the 1990s, there is the case of one Division I college golf team in Florida that spent the vast majority of its time practicing. The team went out to play only a couple of times a week, with the coach preferring the players to work on their swings through extensive practice sessions. The team experienced little success. A coaching change occurred, and the new coach emphasized playing over practicing. Since then, the team has experienced greater success and has produced some PGA Tour players. Clearly, the prior coach put too much emphasis on practicing at the expense of playing. And yet, it’s possible for a player to neglect needed practice sessions. How do golf coaches handle the balancing act of practicing vs. playing? For a possible answer, we can turn to a golf legend, the late Billy Casper. Casper noted that when he was getting good at the game, he spent about 20-30 minutes practicing before playing 27or 36 holes a day. He ended up with 51 Tour wins and is one of the greatest players of all time. Then there is the legend of Ben Hogan. All serious golfers know that Hogan practiced tirelessly in order to build a repeating swing under pressure, but how much did he play? Information on this is virtually nonexistent, so it’s difficult to say, but Hogan has been on record that he enjoyed practicing as much, if not more so, than playing. Casper and Hogan represent two different approaches. Which one is right? It depends on the individual. Casper believed that the modern-day obsession with obtaining perfect swing mechanics comes at the expense of learning to play the game to the best of one’s abilities. And although Hogan emphasized practice, he almost certainly played the game every day. It has been said that golf is the only sport where practice doesn’t take place on the same field of battle as other sports. Football players practice on a football field; basketball players practice on a basketball court; golfers practice on a driving range. So it is different in that respect. But practice can also be done on the course. Many singles play two or three balls if they’re not keeping score. Getting back to the question of if it’s better to practice or play more, the answer lies in the individual. Players who are more artistic and who don’t think too much about swing mechanics are probably better served playing as much as they can. Bubba Watson, never one too concerned with swing mechanics, spent a lot of time playing prior to making the Tour at Stonebrook Golf Course in Pace, Florida, just outside Pensacola. Watson was a regular in the daily money games that were held at the course, only practicing for 30-60 minutes and then teeing it up for his daily 18 holes. Players who also feel like they have a handle on their swings should spend more time on the course as opposed to practicing. Tour player Bryce Molder has been quoted as saying once he got on Tour, he started practicing more but it didn’t work out for him. Since he felt in command of his swing, he improved after reducing his practice time in favor of playing. Tom Kite, on the other hand, was more Hogan like in his approach, always concerned with mechanics and honing his swing. So it can be inferred that those who are more analytical would probably benefit from spending more time on the range, although it’s possible to engage in some creative artistry there, too.  Do you remember that hooked wedge Watson hit at the 2012 Masters to beat Louis Oosthuizen in a playoff?  That wasn’t the first time he hit one like that. Watson spent some of his practice time hitting hooked and sliced wedges on the practice range at Stonebrook, creating different shots. Players who are struggling with their swings also need to up their time spent at the range. A golfer who isn’t comfortable with their swing will not perform well while playing. One thing that is important though, is that even mechanically-minded golfers need to spend time on the course, because the rhythm of playing is completely different than the rhythm of practicing. As that one college team in Florida found out, eschewing the course in favor of disproportionate time spent on the range doesn’t work. Competitors must find the time to play in order to compete at their best, and the balance between playing and practicing must be dealt with on a fluid basis, not a static one.
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