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.
Of Old Golf Clubs And Spiders!

Of Old Golf Clubs And Spiders!

I am Norm’s driver. I am a Callaway FT-9. I know, I am a bit old. But Norm is really old. He is older than some of the dirt that flies in the air when he hits a fat shot with me (all too often, I might add). At the moment, I am in a corner in the basement. I have been here for over a year!  I was put here to “learn a lesson.”  Old Norm thinks that by having me stand in the corner of the cold and dark basement, when I get out I will be so happy I will behave and he will hit straight drives again. Give me a break!

This is not the first time I have been down here. This seems to happen more and more as he reads golf tips online or in golf magazines, then tries to put them into practice. He is hopeless and confused, is the way I look at it. I mean, crap, he stands up to the ball and I look back and see his eyeballs rolling around and smoke coming out of his ears just before he grips my handle end so tight I think I am going to choke. Then he rips the downswing off the top in a casting action that would make you think he is fishing for whales. This is quickly followed by my head hitting the ground just behind the ball, giving me a headache and pointing my face somewhere east of where the ball should go. Then I am slammed into the golf bag and a club cover is put over my head.

As I sit here in my dark corner, I think back to bouncing around on the back of the cart. I manage to look around from time to time and wonder why I am the only one sent to the dungeon. I look down on those little bitty wedgies and know they hit more bad shots than I do…and talk about hitting it fat and adventures in the sand bins! Then those other clubs, I don’t even know why he brings them along. He can’t hit his five-or six-iron and relies on a “utility club,” whatever that is.

So here I am, just me and the spiders. I hate spiders! Old Normie spends so much time at the practice range that he never cleans up the basement. Cobwebs and spiders everywhere!  They used to crawl up my shaft and bite my grip. That taught them a lesson, I tell you. Norm is such a tight wad that he changes his grips every two years or so. They are so shiny and sweaty I don’t know how he hangs onto me. Anyway, back to the spiders. I think they tried to bite the grips and either the smell or the sweaty salt did them in as there were a few dead ones on the floor one day. Now the spiders just go by and wave at me. I am not sure if these are friendly waves, even though we have been here together so long, or a one-finger wave, as I can’t quite make out if they have hands or not.

Well, here it is spring again and Old Normie is dusting off the golf bag and the rest of his paraphernalia and has actually put me in the bag. He is a year older and a year weaker, is my thinking. Perhaps he will swing a bit easier, keep his head behind the ball and let me do my stuff. Could be a good year coming up or I could be back with the spiders.

Even golf professionals have bad days. Average Human Beings (AHBs) can choose to pick their attitude at the start of every day; professionals have to pick their attitude every day. Don’t blame the driver…and watch out for spiders!
The Four Stages of Learning and What They Mean to Teachers

The Four Stages of Learning and What They Mean to Teachers

Noel Burch worked for Gordon International Training in the 1970s, a company founded by Dr. Thomas Gordon to help train people in various disciplines such as leadership, conflict resolution, personal development, and teaching. Burch came up with a learning model titled “Four Stages of Learning Any New Skill,”and he and Gordon co-authored a book in 1974 titled T.E.T., Teacher Effectiveness Training. The aim of the book was to help teachers to bring out the best in their students and for parents to aid in their child’s learning development. It has been said that great teachers are also great thieves, as they “steal” the proven ideas of others in order to be the best that they can be. Burch’s model works well with teachers in all fields, and golf is no exception – so we’ll “steal” it for our purposes. The model consists of four parts: 1) unconsciously incompetent; 2) consciously incompetent; 3) consciously competent; 4) unconsciously competent. UNCONSCIOUSLY INCOMPETENT Golfers in this stage are doing exactly what this description indicates: They are doing something wrong, but they have no idea what it is, or even if they are indeed doing anything wrong. (Studies have shown that incompetent employees have less stress than competent employees, because since they are basically clueless, they don’t have enough knowledge to know if they’re doing a good job or not – but that’s another topic entirely.) When students first come to us, this is the stage that they find themselves in. We as teachers are tasked with identifying the problems, making the student aware of them, and coming up with the solutions. Students in this stage need a teacher who will be a strong guiding force. This is not to say that student input on the direction they want to go should be ignored, but in the end, the teacher should lay out a game plan and do it authoritatively. This helps instill confidence in the student regarding the teacher’s ability, but more importantly, it gives the student a firm path from which not to deviate, helping to eliminate doubt. CONSCIOUSLY INCOMPETENT The student now is aware of what the problems are and what remedies are needed. It’s okay for them to make some repetitions in this phase with the goal of becoming aware of what their flaws are. Teachers should take great care to still be a strong guiding force in controlling the direction of the lesson. Student feedback is sought, but only for the teacher to modify the direction he or she has laid out. It is detrimental to allow the student to guide the direction of the lesson in this stage, or for the teacher to reduce his or her control. CONSCIOUSLY COMPETENT This is the “turn the corner” stage, where the student has made the change. The student has to consciously think about what he or she is doing, and must be constantly aware of the feel of the change. This is also a “turn the corner” stage for the teacher, who at this point should back away and let the student engage in self-discovery. It is tempting for the teacher to keep reinforcing the instruction given, but it is more important for the student to simply engage in the learning process. This means the teacher should reduce the feedback dramatically, offering instruction only if the student is reverting back to bad habits or is struggling excessively with the new ones. In one sense, control of the lesson has now been handed over to the student. Another option is for the teacher to offer feedback only if the student requests it. Granted, that’s a pretty unconventional approach and isn’t often used, but one that studies have found to be quite effective. A mistake some teachers make in this stage is to assume that the student has successfully made the change, so it’s time to introduce another one. Wrong!  The great Byron Nelson said he only worked on one change at a time, because it was all he could handle. It’s great advice for golf teachers to heed, too. However, this needs to be explained further. Some students may need to make two changes at a time, perhaps one on the backswing and one on the forward. This is fine for most golfers. The admonishment to avoid multiple changes is when you’re working on one change and then decide to add another one to the mix. UNCONSCIOUSLY COMPETENT This is the ultimate stage, where the student is now executing the changes without conscious thought. Think about driving a car: If a car suddenly pulls out in front of you, you automatically and reflexively put on the brake. The same thing applies to golf. The student will now be able to swing without consciously focusing on the new habit. After this occurs, any new changes can now be introduced.
Fairways For Warriors Making A Difference

Fairways For Warriors Making A Difference

USGTF Certified Golf Teaching Professional Dennis Daugherty from Clermont, Florida, has a passion for giving back. Through his work organizing golf events for the American Cancer Society, United Way, Make A Wish Foundation and others, Daugherty’s efforts reap rewards for those who face life’s difficulties.

Most recently, he has worked with a group called Fairways for Warriors, an organization that has as its mission providing golf instruction, equipment, and outings for combat-wounded veterans. This helps with the rehabilitation process through physical, cognitive, social, and emotional health benefits through the game of golf. In addition, families are aided through their participation in the programs.

According to its website, “Warriors can’t heal alone, so Fairways for Warriors events and support community is open to the families of wounded warriors, as well. We provide golf equipment, instruction, and outings to wounded warriors and all their family members who wish to participate in the spirit of fun and healing.”

When it comes to rehabilitation, Fairways for Warriors says the most significant injuries aren’t seen, and include depression, post-traumatic stress, and brain injury. The program is designed to help men and women heal from such injuries and the wounded warriors “experience a sense of support and community again.”

In regards to physical health benefits, Fairways for Warriors aims to improve hand-eye coordination and increase functional independence, balance, strength, endurance, fine motor skills, and flexibility, with the goal of reducing the risk of secondary medical complications. Cognitive health benefits include enhanced self-esteem, assisting with managing stress and anxiety, alleviating and  decreasing the risk of depression, and increasing coordination skills, focus, and attention. Social health benefits are enhanced relationships among fellow veterans, families and friends; creating networks and providing accessible resources while giving veterans a sense of belonging, and creating a shared space and experience that helps breakdown negative perceptions, allowing individuals to focus on their commonalities. Finally, the emotional health benefits allow veterans the freedom to make choices that lead to meaningful leisure experiences, and draw on their strengths and assets of energy, enthusiasm, skills, and the desire to excel.

A number of veterans sing the praises of Fairways for Warriors. Steven Allberry said, “Fairways for Warriors has changed my life in so many ways…. And I am now part of the biggest family and support team ever. All of the members of Fairways for Warriors are my brothers and sisters.”

Jack Wiseman, a Vietnam War veteran, commented, “Fairways gives the older vets an opportunity to share our experience, strength, and hope, to the younger vets, not just in golf, but in life.”

Bryan C. Coons stated, “This group of people has allowed me to live again through fellowship, friendship, and lastly golf. I love the game of golf and it allows me the camaraderie that I need in the aspect that it mimics life and military state of friendship. Fairways for Warriors has made me a better Christian, husband/father, and all-around person.”

Fairways for Warriors currently has three chapters in Orlando, Florida; San Antonio, Texas; and Jacksonville, Florida. Tom Underdown is the founder and director, and his e-mail address is tom@fairwaysforwarriorsorg.

For more information on the organization, please visit www.FairwaysForWarriors.com.  
Getting Worse Before Getting Better (more to the story)

Getting Worse Before Getting Better (more to the story)

Golf professional helping young man with his swing

“You have to get worse before you get better” is a mantra of golf teaching professionals throughout the years, and is also generally accepted by most golfers. This saying refers to making swing changes, with the belief that a person’s performance will suffer during the transitioning phase from getting rid of old habits and ingraining new ones.

You might see someone undergoing a swing change who hits almost every ball poorly, but they stick with it under the guise of getting worse before getting better. However in fact, this person may not actually be on the right path. The question becomes, how can we distinguish between someone getting worse who will eventually get better, as opposed to someone getting worse before…staying that way?

We can start with these two tenets: 1) Students who execute our instruction properly during a given swing should hit the ball better with that swing. 2) Students who execute our instruction properly, but either don’t see improvement or hit the ball worse, means that our instruction is incorrect.

Now, the student who sees ball striking improvement with our instruction may get worse in terms of consistency. That’s the key word. In most cases they’re still going to hit more poor shots than good ones initially, but as long as they’re hitting some good shots and seeing a better ball flight on occasion, then we’re on the right track. Here’s an example:

Bob is chicken-winging his left elbow through impact, which we diagnose to be his major problem. We get Bob to turn his body better through impact, eliminating the chicken wing. He hits some good shots, but also some bad ones. Do the bad shots mean he’s not executing our instruction correctly? In a very narrow sense, yes, but that’s too strict of a measure. The key here is that Bob is seeing an improvement in his ballstriking on some shots, but he has yet to learn the nuances involved in the new move, making it understandable why he hits many poor shots initially. We’re on the right path. Bob’s scores may suffer for a while, but eventually he’ll turn it around and start improving. Here’s where “getting worse before getting better” makes sense.

We’ll use the same example for the second tenet mentioned earlier. We get Bob to turn his body better through impact, eliminating the chicken wing, but he can’t hit a good shot to save his life. Should we just tell Bob he needs to just grin and bear it, that you have to get worse before you get better? No. And what’s worse, that’s lazy teaching. We may have correctly diagnosed Bob’s problem and come up with the correct solution, but people aren’t like robots that we can program to be automatic.

So now we have to find a way for Bob to start seeing some good results at least once in a while. For example, maybe he had to stand too close to the ball with his old swing because of the reduced radius; now he’s got a bigger radius and is not used to it. Standing farther away may help his cause. Whatever the reason Bob is struggling, we have to come up with a way for him to hit the ball better– at least occasionally – before the lesson ends. More often than not, this involves giving him an additional key to focus on, or making a secondary change to go with the main one.

One aspect that needs to be discussed is when we accurately diagnose the problem, give the proper cure, and the student just cannot get it, no matter what. It’s tempting to send the student on his way, telling him to just keep working on it and to remember that you have to get worse before you get better. But such action is akin to teaching malpractice. It may be hard to abandon what we know to be the correct solution, but if it becomes obvious the student will never get it, we must change course.