United States Golf Teachers Federation

12 Nov 2009 admin

Michelle Wie’s Power-Swing Technique: An Analysis

PART 2: The Power-Draw Downswing By John Andrisani USGTF Level III Member and Contributing Writer, Gulport, Florida wie

Michelle Wie has reached the top of her wide, well-coiled, and majestic top of backswing position. What happens next to get her started in delivering all this power to that teed up ball? I will answer that question shortly. Right now, I think it is crucial to first present the three popular theories or arguments about what happens to complete the backswing and start the downswing. Theory #1 There is no overlap movements in the two halves of the swing. As the player has just about but not quite finished turning his or her body, while the hands and the club have not quite reached their highest point in the backswing, the player actually starts the downswing by shifting the hips later – ally toward the target. This lateral move of the hips puts so much stress on the coil of the upper body, that it is automatically forced to begin uncoiling, like a taut rubber band whose tension is released, snapping the band back. (I disagree with this movement-in-two- directions-at-the-completion of- the-backswing concept. I don’t think it is physically impossible for any golfer to consciously and successfully make a lateral move with the hip toward the target while the hands and the club are still going up to the top of the backswing.) Theory #2 The player winds the hips and shoulders so far around in a clockwise direction that the force of the windup catapults the arms, body, and club down, due to centrifugal force. In other words, the downswing is triggered automatically. (Although I agree that centrifugal force plays a key role in the downswing, by virtue of the arms and club swinging outward from the body’s center toward the ball, I don’t agree with the theory that the downswing just happens by some form of houdini-like magical spring-back action. On the contrary, it must be triggered by a specific move.) Theory #3 The theory of synchronization calls for the player to first start the backswing by rotating the left knee inward, turning the left shoulder under the chin, coiling the left hip clockwise, and pushing the club away with the left hand on the backswing. Second, to trigger the downswing action by doing the opposite – simultaneously turning the left knee outward toward the target, rotating the left shoulder up and away from the chin, uncoiling the left hip in a counterclockwise direction, and pulling the club down with the left hand. (I disagree with this theory on the basis that it is un-natural for a right handed player to employ left hand triggers. In fact, you’ll soon be hearing more on this subject.) I’ve just cited the three main theories when, in fact, the list goes on and on; it’s so exhaustive that you can appreciate why so many amateur golfers are befuddled. The reason: I believe many teachers are too hung up on left side golf than right side golf.

Before I go any further and discuss Wie’s extraordinary downswing action, I recommend that you say this to your students and enlighten them on proper technique before offering any specific tips for swinging down. “After a golfer swings the club back from the static address position to the top (a segment of the swing that takes on average one and one-half seconds), the body and club do pause, albeit for a moment, before transitioning into the downswing action. Furthermore, in total, it takes only one fifth of a second for the average good golfer to swing the club down from the top into the ball. Consequently, the player does not have any time to mentally connect any dots in order to consciously direct the downward action of the golf club into the ball. All the same, a physical trigger is required by the golfer to spark a chain action involving the shoulders, arms, hands, body, and club to work in unison, essentially on automatic pilot. Yet that physical trigger must be well rehearsed through regular practice, because there is no time to think about it when swinging on the golf course. This trigger must be the right one technically for you or any other golfer to repeat it over and over and consistently hit good drives. Furthermore, this trigger must feel natural, and for that reason I think it should be right sided in nature rather than left sided.” Not since 1986, when I worked with Severiano Balletros on the book Natural Golf, have I observed a golfer that is as right-sided on the downswing as Michelle Wie. At that time, Seve told me that right-handed golfers will find it more natural to trigger the downswing with the right side and, too, more fully and freely release the power stored in their body. I think Seve was right, knowing that in those days, before he started taking lessons from left-sided teachers, he hit the ball great. In observing Michelle Wie in action, I believe her downswing is triggered by a simultaneous rightsided movement, involving downward pressure on the right foot, a downward push with the right hip, and an inward rotation of the right knee. Considering I have looked at hundreds of sequence swings, due largely to my former senior instruction editor position at Golf Magazine, it should mean something when I say Wie’s three-prong downswing is the most coordinated and best in all of golf. Yes, better than Tiger’s! Have your students try cloning Michelle Wie’s right-sided moves and I guarantee that each will say what Michelle said in Golf Digest magazine: “I feel like everything gets to the top and starts down together.” I also guarantee students will tell you that the release of the club and the correct body-sequencing will happen according to a domino-effect and feel effortless. And, I know, that’s what you want to hear as you watch a student drive the ball far down the fairway.

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12 Nov 2009 admin

Take the Challenge of Refining Feedback

Motivation By Carl Swanback USGTF Level III Member – Colchester, Connecticut Whatever you do, don’t touch the roof of your mouth with your tongue! Hmm. Chances are you just did touch your tongue to the roof of your mouth and might continue to do so for some time as you read this article. This plays into the theory, as outlined by Horst Abraham in Skiing Right (Johnson Books, 1983), which says if you ask some-one to avoid a behavior, that behavior often becomes magnified. The same logic can be applied to feedback presented in the context of a lesson. If you frame the feedback in terms of what the student should not be doing, he or she just might do the very thing you’re trying to prevent. Need proof? How many times have you warned your students not to peek while putting, only to find them looking up almost at contact? When you put a positive spin on the directive and say something like, “You’ve almost got it, now try to listen to the ball drop before peeking,” don’t you find it more likely to perform the task as intended? Have you ever heard the saying, “When you have a new hammer everything looks like a nail”? From our first days as golf pros, we learn what things should look like and how to recognize some of the common errors people make while learning. We then take these notions into the class and apply them to everything. It isn’t until farther down the road that we learn some of those errors may be the result of physical or equipment limitations or even misinterpretation of what we said or did. However, by this time we have often fallen into the trap of being judgmental. That’s not to say, of course, that instructors shouldn’t evaluate student form and lend advice. That’s what being an instructor is all about. The key to generating a positive influence is to offer constructive feedback rather than make hollow decrees or cast judgment. Feedback is hands down the best source of motivation that teachers can offer. Through helpful feedback we can encourage individuals and groups, promote group dynamics and mutual respect, and bolster self-esteem. It gives us as educators the opportunity to improve performance and effectively say, “Job well done.” Feedback can be either intrinsic (internal) or extrinsic (external). Intrinsic feedback consists of inner perceptions that tell us we have made progress (e.g., a feeling of being in control) or suffered a setback (e.g., a sense of unease or discomfort). Extrinsic feedback has to do with those cues from outside sources that trigger internal cues (e.g., the extrinsic feedback of good grades triggers an internal sense of accomplishment). We as teachers have control of both types of feedback as we strive to set our guests up for success (see table 1). When it comes to dispensing feedback, it’s important to remember “you get more bees with honey than vinegar.” You’ll want to keep the lesson positive and build a comfortable group atmosphere. Recent studies have shown that doing so will help facilitate a greater learning commitment, higher self-worth, personal satisfaction, and greater bonding within the group (Dubois et al. 1998; Manion and Alexander 1997). When assessing student performance, we compare a mental image of the ideal (the latest standards) to the performance of the guest and then determine the attainable level of success for that guest. The difference between a good instructor and a great one is the ability of the great instructor to see the glass as half full instead of half empty. That is, great instructors use the ideal not to emphasize what the guest is doing wrong, but rather to enhance deficient skills to meet or complement the proficient ones. It’s the difference between focusing on what the guest does wrong and fine tuning what he or she is doing right.

POSITIVE FEEDBACK – Comments that support a positive action, i.e., “Your address posture is just right.” Positive feedback can also take the form of a confident feeling the student gets when they strike a ball well.
INDIVIDUAL FEEDBACK – Comments or actions, positive or negative, given directly to the individual to address their performance.
NEGATIVE FEEDBACK – Comments that discourage a negative action, i.e., “Don’t swing so fast.” Negative feedback can also entail a negative physical consequence, such as a lack of balance from over swinging.
GROUP FEEDBACK – Comments or actions, positive or negative, that help a group bond, i.e., “This is the most talented group of mid-handicappers I’ve had an opportunity to work with.”

Tapping into movements the guest already “owns” will activate prior knowledge and help promote learning and self-esteem. If your approach to introducing skills is to enhance or refine performance, you’ll tend to be less judgmental. That is, if you start all of your observations with “What I saw was __________” or “That was good, how about trying this and see if it feels better?”, chances are you’ll avoid being judgmental and the student will be more willing to listen and learn. Would you want to be with someone who continually criticized you? Just as positive commentary will enhance a student’s “ownership” of a particular skill, adverse remarks have proven to have the opposite effect (Eiser et al. 1995). A teacher who only offers negative or judgmental feedback is unlikely to provide a quality experience for the guest. Remember that it is not what you say but how you say it. A teacher who offers positive feedback but lacks sincerity may cause more damage than if the feedback was negative or withheld altogether (Eiser et al. 1995). As you prepare for the coming season, take the challenge to make it one of your goals to be positive in all that you do and all that you say. Offer a little supportive feedback each time you deal with a person on or off the links. As long as you keep the feedback positive and sincere, people will take you more seriously and you will find that your teachings are more fun, the guests will learn more, feel better, and, likely return for more lessons. And that’s when positive feedback comes around full circle. (By the way, you can stop touching the roof of your mouth with your tongue now!) Carl Swanback is a Level III certified instructor with more than 20 years of international teaching experience. He is a former director of training and has twice been nominated to a leading industry management magazine’s list of future industry leaders. Swanback will complete his Masters in Golf Course Operations Management, is currently the Vice-President of Operations in Connecticut and free lance consultant with Links Consulting Group. Carl can be contacted at golfbetter@hotmail.com. REFERENCES Dubois, D.L. et a!. 1998. Self-esteem and adjustment in early adolescence: A social-contextual perspective. Journal of Youth and Adolescence, 27, 557-581. Eiser, C., R.J. Eiser, and T. Havermans. 1995. The measurement of self-esteem: Practical and theoretical considerations. Journal of Personality and Individual Differences, 1 8, 429-432. Manion, V., and J.M. Alexander. 1997. The benefits of peer collaboration on strategy use, metacognitive causal attribution and recall. ’Journal of Experimental Child Psychology 67, 268-289. Atkinson, R.L. et al. 1981. Hildgards Introduction to Psychology Fort Worth, Texas: Harcourt College Publishers. Abraham, H. 1983. Skiing Right. Boulder, Colorado: Johnson Books Photo by Indrani Soemardjan

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21 Oct 2009 admin

Know Your Turf

A Review of What Every Golf Manager Should Know About Golf Course Turf By: Thomas T Wartelle, WGTF Examiner & Agronomist Objective As a golf course manager, it is necessary for you to have certain knowledge of the golf course turf and maintenance practices at your facility. This knowledge will help you communicate with you clients, members and golf course superintendent about the conditions of the golf course. Golf course maintenance is a big part of every facility’s budget. Therefore, it will be a major topic in business operations. Your location greatly affects which type of turf grass is best suited for your facility. Therefore, for this discussion, we will categorize turf grass types for different climate zones. Northern Climates Northern cooler climates are best suited for grasses such as Bentgrass, fescue, Kentucky bluegrass, ryegrass, Poa annua, and Poa trivialis. Many golf courses have a mix of these types, for each one has advantages and disadvantage. For example, St. Andrews in Scotland has most of these types of grass. It has been stated that for a climate such as Scotland, this is a big advantage, for at least one of these grasses is flourishing at different points throughout the year. Of the northern climate grasses, Bentgrass is considered to provide the highest quality turf. Creeping Bentgrass is the one most commonly used on golf greens. Creeping Bentgrass is a perennial cool season grass that forms a dense mat, which is perfect for smooth putting surfaces with very little grain or imperfections. Bentgrass is often considered the “gold standard” for fast, smooth putting surfaces.

Bentgrass is not well-adapted to southern climates. Bentgrass in the South is limited to putting greens, and even then requires a certain temperate climate, extensive management, and high-input costs. Typically, the high maintenance costs of Bentgrass greens in the South are not cost-effective. However, New England states and the Pacific Northwest have ideal climatic conditions for Bentgrass. In Europe and parts of Asia, the grass is native and commonly found in most turf. Fescue is often considered a low-input cool season grass. Fescue is commonly found on golf courses that are in coastal regions of the U.S. and Great Britain. Fescue is primarily found in the rough. It is a very sturdy grass that turns golden and can grow three feet high. Fescue is sometimes used as a fairway grass, especially in native coastal regions. Kentucky bluegrass and perennial ryegrass are often found on northern cooler climate golf courses. Some characteristics are an upright growth habit, tolerance to close mowing, and the aesthetic appeal of “striping” that reel mowers create on the turf. Both types of grasses do not tolerate high heat and can be susceptible to diseases when stressed. Mention the words Poa annua to a greens superintendent in the South and you will hear many unkind words spoken about this grass. It is considered a major weed on golf course putting greens and fairways in many parts of the United States and the world. The truth is, in northern and cooler climates, Poa annua greens are considered the norm and can provide good putting surfaces. It is often mixed with Bentgrass and some rye grasses. There are many different sub-species of Poa annua, and some greens are infested with as many as twenty different types. The secret to Poa annua greens lies in utilizing only the varieties that provide high quality putting surfaces. As seen at Oakmont and Torrey Pines, Poa annua mixed with Bentgrass can provide a championship-caliber putting surface. Many northern golf courses also have a close cousin of Poa annua call Poa trivialis. It is sometimes considered a weed, but it can provide a high quality putting surface, as well. In fact, it is often used to winter overseed Bermudagrass greens in the South. Southern Climates Southern climates are better suited for warm season grasses that can withstand the harsher climates. The South offers a variety of climate problems, such as warm summers and cold winters, heat, drought, excessive rain, and high humidity. The most common grass is Bermuda, with its many varieties, but there is some progress being made with other grasses such as zoysia and Seashore Paspalum. In the extreme South, putting greens are almost exclusively Bermuda. Bermuda grass is a major turf species for golf courses. In the United States, the distribution of Bermuda grass extends from New Jersey and Maryland southward to Florida, and westward to Kansas and Texas. Modern irrigation extends Bermuda grass use westward to southern New Mexico, Arizona and California. Recently, the development of more cold-hardy varieties of Bermuda grass has increased use near its northern limits. bermudagrass

Bermuda grass is a warm-season perennial species adapted to tropical and subtropical climates. It grows best under extended periods of high temperatures, mild winters, and moderate-to-high rainfall. It does not tolerate low winter temperature and becomes dormant when average temperatures drop below 50°F, and the grass begins to discolor. Temperatures below freezing kill the leaves and stems. Bermuda grass remains dormant until average daily temperatures rise above 50°F for several days. In warm climates that are frost-free, Bermuda grass remains green throughout the year. With the right climate, Bermuda grass is known for its hardiness on golf courses. There are many new modern varieties that specialize in certain usages such as fairway grass, tee boxes, and putting greens. In the past, Bermuda grass greens were known for a “graininess” that was not desirable. But, with recent development in finer hybrids, Bermuda greens are beginning to rival Bentgrass’s dominance as king of putting surfaces. Some of these new putting green hybrids are Mini Verde, Champion, and TifEagle. One unique aspect of hybridized Bermuda is that it must be plugged, sprigged, or sodded, as hybrid Bermuda grasses are sterile. In temperate climates where Bermuda becomes dormant in the winter, there has been development of hybridized Bermuda that tolerates more cold. However, often facilities in temperate climates simply “overseed” the golf course in winter with cool season grasses such as rye and Poa trivialis. Bermuda grass tends to build up a thatch layer of un-decomposed organic matter just above the soil surface. This is often seen in putting greens. Proper mowing is essential to prevent the accumulation of thatch in turf. Also, thatch removal by mechanical means is required. Vertical mowers (verti-cutting) are used to remove excess thatch and grain, especially on putting surfaces. In recent years zoysia grass and Seaside Paspalum have shown some promise as a golf course turf grasses, especially on fairways and tee boxes. Zoysia grasses are among the most wear-tolerant turf grasses. However, it has a slow rate of growth and takes longer to recuperate. It can tolerate some shade and is often used on tee boxes where Bermuda grass will not perform. Like Bermuda grass, zoysia grass tends to build up a thatch layer and requires some verti-cutting. zoysiagrass

Seashore Paspalum is the newest golf and sports turf grass. It has many favorable attributes, including hardiness for some harsh conditions. It can be used in conditions that are not an ideal environment for other grasses, such as Bermuda. When lack of fresh water is an issue, Paspalums can tolerate water that is effluent, brackish or with a certain amounts of salinity. This quality makes it ideal for harsh environment regions, including areas affected by salt water spray, tropical storms, and various other challenging conditions. Typically, Paspalum is used in fairway and rough areas, although a new variety called “SeaDwarf” is now being used on putting greens. Paspalum is offering some exciting new options for golf courses to go more “green” with less maintenance costs. Maintenance Practices After understanding which grasses best fit each facility, maintenance practices become a major issue in keeping the golf course up to certain standards. These standards are dictated by available budget, clientele, and goals of each facility. The turf must be able to tolerate low heights of cut, weather conditions, and wear-and-tear. The secret to keeping golf course turf up to standard is to keep it strong and healthy. Important things that affect turf health are sunlight, air movement, irrigation and drainage. The turf grasses are cut at low heights; therefore, they require plenty of sunlight, especially in the morning. This is important to remember when considering the placement of current trees and future tree plantings. Air movement is also important, especially during hot and/or humid days. Again, too many trees are often the culprit for poor air circulation. Locations in valleys or bottoms of slopes also decrease air flow. Water is a major factor in golf course turf. Remember, it is as important to be able to put water on the turf quickly, but it is equally important to remove water quickly with proper drainage. A good golf course management program should have an irrigation system that will give even coverage, especially on the greens. Excessive water from rain needs to be removed through drainage. This is achieved by good surface and subsurface drainage. Each facility should have a golf course management program with an agronomic plan. Fertilizer should be based on soil test results. Fertilizer and chemical applications are a big expense for a golf course. The trend is to go with more natural methods to be more economical and environmentally friendly. Aerating, verti-cutting, and topdressing are other important practices which control the natural organic layer of thatch that will develop. The turf must be cut often; therefore, adequate equipment and manpower are large parts of the budget plan. Conclusions Today’s golf course managers need to have certain knowledge of golf course turf and maintenance practices. By understanding the golf facility’s maintenance requirements, it will help the manger: • communicate with their clients about current facility conditions and projects; • understand the role of the greens superintendent & challenges of golf course maintenance • develop maintenance budgets and future projects that will enhance a facility. Therefore, know your turf!

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9 Oct 2009 admin

Opportunity Abounds For US Golf Managers Assocation, USGTF Members

A couple of years ago, Golfweek magazine printed an article on the state of the golf business, and specifically highlighted the concerns of the PGA of America. It seems the PGA was concerned because more and more golf courses were not hiring PGA professionals to run their operations. And just who were these golf courses hiring instead? Business professionals. In response, the PGA went on a marketing campaign to make the golf courses aware that PGA professionals, at least in that organization’s eyes, were the most qualified to run a golf course. What has been the response of the golf industry to that campaign? Well, if Crosswinds Golf Club in Savannah, Georgia, is any indication, the campaign didn’t do much, if anything, to help PGA professionals. Crosswinds, an upscale 18-hole facility, like so many other golf courses throughout the country, has gone without a PGA professional for many years, and have no plans to bring one in. In fact, the general manager at the course is making a point to only hire proven businesspeople in the position of director of golf. Today, the majority of all golf facilities in America, which include full-length, executive, and par-3 courses, along with driving ranges, do not have a PGA member on staff. Speaking of 18-hole facilities exclusively, approximately one in four do not employ PGA members. In other words, the PGA does not have a monopoly on the golf business – far from it. When it comes to teaching, the Golfweek article also highlighted the concerns of PGA professionals who did work as directors of golf or head professionals. They were no longer getting to teach the game, because their duties required them to stay in the office or pro shop, and their general managers frowned upon them heading to the lesson tee. So they didn’t – and still don’t. This directly from the United States Golf Managers Association website (www.GolfManagersAssociation.com): “Similar to 1989, when the USGTF asked themselves why must one attend a 4–6 year program simply to teach the game – it made no sense – we now ask ourselves the same question regarding golf club management….We knew that old school education was not keeping pace with technology. These practices were outmoded and the consumer deserved better.” The golf courses themselves also believed they deserved better, and were thus shying away from traditional golf professionals and hiring business professionals, instead. This trend continues to this day, as we see with Crosswinds Golf Club. Where does the US Golf Managers Association and the US Golf Teachers Federation fit into all of this? It fits very well, as many of their members are finding out. Almost all US Golf Managers Association and US Golf Teachers Federation members come from other business backgrounds prior to golf. In contrast, almost all traditional golf professionals only know one business, and they’ve been in that business since they graduated from high school at age 18 or college at age 22. On the surface, you would think that would be an asset, but as we’ve seen, more and more golf courses are considering it a liability. Why? Because many of these traditional golf pros are seen as golfers first and businesspeople second. US Golf Managers Association and US Golf Teachers Federation members have an advantage in that they are seen as businesspeople first and golfers second. This is not to say that prior business experience is absolutely necessary to getting your foot in the door as a golf club manager or teacher, but of course it helps. One of the things that both US Golf Managers Association and the US Golf Teachers Federation members have going for themselves is training and certification through these organizations. The US Golf Managers Association course allows anyone the opportunity to earn certification, not just golfers. The US Golf Managers Association’s emphasis on business is recognized by golf courses that wish to hire people for their business skills. The result is that US Golf Managers Association graduates have a definite advantage in the job marketplace. Now, what about those golf pros serving as directors of golf or head professionals who are lamenting the fact that they are no longer able to teach because of administrative duties? This is where the USGTF comes in. For many years, the golf business has become more and more specialized. As we’ve seen, no longer do many golf courses want their personnel to be a jack-of-all-trades, even if by chance they are capable of doing it. The USGTF recognized this long ago, and many members since 1989 have taken advantage of the fact that golf courses want someone to manage the overall operations, someone else to manage the golf shop, and still someone else to handle the teaching duties. USGTF members have been quite successful in an array of teaching scenarios, such as head coaches at high schools and colleges, directors of instruction, and golf teaching professionals. Old school methods and jacks-of-all-trades may have been appropriate in a bygone era, but today’s golf courses are full-fledged businesses concerned with the bottom line. They recognize that specialized personnel mean a more efficient and profitable operation. The US Golf Managers Association and US Golf Teachers Federation allow its members to take advantage of this now-established paradigm, which undoubtedly will continue into the future. Photo by Rennett Stowe

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8 Oct 2009 admin

Thoughts On Lesson Planning

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24 Sep 2009 admin

Renovating… Golf Clichés

Photo by kevindooleyBy Dr. Tom Kubistant USGTF Contributing Writer Reprinted by permission from Golf Today One sure sign that the science of human performance has become more accepted is the emergence of playing clichés. From over-inflated announcers to self-appointed mental gurus to even your playing partners, it seems we cannot talk about playing good golf without using stock clichés. A cliché is an overused word or phrase which has become trite and commonplace. The impact of the concept has become cheapened by its constant repetition. In an effort to have the phrase more commonly understood, it has become diluted. However, here is the kicker: even though they are overused, CLICHÉS ARE STILL VALID. Beyond the veneer of obfuscation, the core concepts of clichés are still true. Good performers know this and have derived their own personal meanings and applications from common playing clichés. An important part of heightened performances is translating general playing clichés into one’s personal style. Let’s examine the more common golf clichés, review why each core concept is still valid, and renovate it to make it moremeaningful for your personal style. (There is also an accompanying sidebar to this article of Kubistant’s Klichés!) However,before we begin, let me expose three common performancephrases which are invalid and downright destructive. THREE FALLACIES The science of human performance is sometimes confusingenough without inaccurate and invalid concepts. In the early and middle parts of the 20th century when this science was inits infancy, there were few proven principles. In the gap, sensationalistjournalists and even teaching pros invented phrases andsayings which sounded good, but had no basis in science. Letme expose these fallacies. 1.“Muscle Memory.” This is a nice sounding alliteral phrase. The concept seems solid: if you practice enough you can trust your muscles that they know what to do. You can then just turn off your brain, react to the shot (see below), and let it go. This all seems nice and acceptable, but it ain’t true. Muscles don’t have memories! There aren’t little brains in each muscle fiber! Specific neurological impulses codified in the brain command specific muscles to fire in a prescribed sequence. Believing in this myth of muscle memory simply promotes a passive mind and an irresponsible mentality. The brain has to be continually engaged to direct the body in a specific and fluid manner. Back in the 1940s and 50s this phrase was popular. It was even attributed to Ben Hogan. When he heard that he was being credited with this phrase, he bristled. He said that he found his game “in the dirt” which required continual practice. During a round he said he concentrated so hard purposefully engaged with each swing. “Muscle Memory” sounds nice, but it is simply invalid. 2.“React To The Shot.” There are so many emphases to the golf swing and for each specific shot it can quickly become overwhelming. Trying to remember all of them and organize them into swing thoughts usually leads to short-circuiting the mind and body. What to do standing over the shot is one of the critical moments in the shot performance. “Reacting to the shot” seems to be an acceptable response to combating all these emphases. However, a reacting mentality simply leads to abdicating self control. Plus, under pressure or doubt, a reactive mindset only leads to fragmenting, freezing, and outright choking. As is detailed below in the clichés, each shot is a separate performance unique unto itself. As such, each shot is a creative experience. Instead of mindlessly reacting, the mind has to be fully immersed and engaged in the shot experience. It is through these two concentration dimensions that an integrated mind and body can emerge. A reacting mode is really a form of giving up. Full and fluid performances emerge from deep and expansive concentration. 3. “Focus And Concentration.” However, concentration is even misused. I hope it is my professional legacy that I have expanded on the true dimensions and applications of performance concentration. Historically, there have been gaps in understanding concentration. Hence invalid phrases have been invented. True concentration is composed of three elements and three dynamics. It is composed of being engaged, immersed, and yet detached. And the active processes of it are zooming, focusing, and idling. (For a more complete description, please see my recent “A Duffer’s Guide To Concentration” article on Golf Today’s website.) Focusing is a part of concentration, not separate from it. As I have warned, whenever you hear an announcer, an infomercial, or even a teaching pro use the phrase, “Focus and concentration,” RUN AWAY! These people have no idea what they are talking about. Okay? These are the three most common fallacies of human performance. There are also a lot of proven practices. Some are cloaked within clichés AND they are still valid. Let’s look at three categories of them. “PLAY WITHIN YOURSELF” First, there are numerous clichés emphasizing the importance of being true to yourself. “Play within yourself,” “Stay within yourself,” “Swing within yourself,” “It is what it is,” and on a preventive level, “Stay out of your own way” and “Let it go” all refer to the importance of self-acceptance and control. We all know that golf is a game which cannot be forced by swinging or trying harder. Yet we all fall prey to the temptation of swinging beyond our ideal rhythm, trying to jam shots into a target, and becoming more intense It is one of the grand paradoxes of The Game that the less we try to control outcomes, the more they take care of themselves. Along with this, the more we emphasize the processes and qualities of the performance the better outcomes and scores emerge. So the goal of any performance is to stay within yourself. This is the only area in which you have true control. This is also the only area in which you can feel completely comfortable in your efforts. Consistency, efficiency, and even ease all emerge from staying within yourself. One of the enduring fascinations with golf is that what resides within you is THE ultimate playing arena. “PLAY ONE SHOT AT A TIME” Next, there is a whole group of clichés which, one way or another, emphasize staying in the moment with each specific shot. “Play one shot at a time,” “Be with the shot,” “Be in the moment,” “Stay patient,” and at remedial levels, “I got ahead of myself,” and “I jumped on the bogey train,” all refer to the importance of concentrating on the here-and-now. Golf is a dead ball sport. The ball just waits for you to do something with it. It is not already in motion to which you have to react or alter. Each shot starts from scratch. As such, every golf shot is a uniquely creative process. So a round of golf is really a series of 72, 90, or 108 separate performances. You see, there is absolutely no relationship between the 7-iron you hit on the driving range or first hole and the 7-iron you are hitting now on the eighteenth…unless you allow it to. This is one of the secrets of the mental game. You have to remind yourself that every shot is a separate performance unique unto itself. So if you have flubbed every 7-iron throughout the round, this does not necessarily mean you will flub the present one…unless you believe it to be so. When you start connecting bad shot performances believing in momentum is when you jump on the bogey train and give up on rounds. When you think about it, every shot performance is a unique experience. The stance, lie, and conditions are always slightly different. So are your specific physical, mental, and emotional states. Approach each shot as a brand new experience separate unto itself. Become both relaxed and eager with each new experience. It is another paradox that when you play one shot at a time is where enduring consistency emerges. “IN THE ZONE” Sometimes a round of golf – or even just one pure hit – can be a wondrous experience. Everything – mind and body, mechanics and rhythm, and process and target – somehow seamlessly merge into producing something more. These rare experiences are peak performances. Romantic golfers have created a whole bunch of clichés in an attempt to define these experiences. “In the zone,” “In the flow,” “Playing in a fog,” “A cocoon of concentration,” and even “A state of grace” all refer to those experiences where we are deeply within ourselves yet perform beyond ourselves. Indeed, these performances are glimpses of what we can do…and can become. With respect to those in the Shivas Irons Society, not every round of golf is a magical and mystical experience. Indeed, it is one of the frustrations of The Game that one round we are in the flow on some kind of magic performance river and the next we are in shambles on the bank. Expecting each performance to be a mystical peak performance merely ensures disjointed efforts. Human performance can be a gateway to something more and something better within ourselves. I have been researching the science of human performance for over thirty years and even though I have identified about 90% of the factors necessary for being in a position for a peak performance to occur, there are still some elusive elements. Efficient optimal performances provide the foundation for maximal performances. And systematically using both of these prepare for the possibility of the rare peak performance. Relaxing, centering, concentrating, accepting, and being in the moment all open up the performance pathways to both consistent and even elevated efforts. Here is the key: do not try to force a peak performance or being in the zone. Simply, do those things that will put you in a position so that these states can emerge. WHAT CLICHÉS MEAN TO YOU Good golfers know what to emphasize to perform well. They have adapted common playing clichés to mean something to them. They then honor their meanings. Clichés are valid. What do these mean to you and your performances? If nothing else, golf is a game of precision. And this precision must extend to the concepts to be communicated and understood. One major reason why so many golfers do not understand how to play the game is that they lack precise concepts for successful performances. Before you create a solid game plan or even commitment to a single shot, you have to have broad playing perspectives. Perspectives build the structure in which specific playing strategies and tactics emerge. If you are to play within yourself, play one shot at a time, and be in the zone, you must begin with knowing how best you perform. Personalize these playing clichés of what each means to you. This is THE best time you can invest in your game away from the course. Now, how do I analyze the grandest cliché of “Be the ball”? NA-NA-na-na-na-na-na-na-na-na-na…!

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24 Sep 2009 admin

Ernest Jones: Remarkable Teacher, Remarkable Man

By Brian Woolley USGTF Contributing Writer, London, England Golf Club - Wimbledon

Photo by Rob Inh00d A slightly built man, Jones is remembered for the understated elegance of his swing and a hand action able to generate considerable club head speed. He played creditably in four English Open championships without ever threatening to win, and won a loyal following at Chislehurst for the quality of his teaching and the skill of his club-making. Following the outbreak of the First World War, Jones, alongside thousands of his generation, decided to enlist and at the end of 1915 he found himself in the trenches of Northern France. In March 1916 he was badly injured at the Battle of Vimy Bridge. He returned to England with sixteen pieces of shrapnel in his head and body and without his right leg which had been amputated below the knee. But Jones was not about to give up on golf. Four months after his army discharge and still awaiting delivery of his new false leg, he visited his old friend and fellow professional Arthur Havers, who was to win the British Open in 1924. With Jones still learning to use crutches and essentially hopping on one leg, they decided to play golf with Havers’ offering Jones a stroke a hole. This proved not to be necessary. Jones completed the first nine in 38 and tiring slightly came home in 45. Subsequently, with an artificial limb fitted Jones was regularly able to play par golf and even won a local professional competition in 1920. However with his tournament career at an end Jones decided his future was in golf teaching. He read widely on the subject and subsequently complained that most teaching manuals were too complicated and filled the players head, particularly beginners, with too many thoughts. He developed a simple mantra, ’Swing the Club Head’ which he would chant repeatedly during lessons. These ideas were encapsulated in a 1920 written by Daryn Hammond entitled ‘The Golf Swing: The Ernest Jones Method’. This book received considerable publicity in the United States and in 1924 he was appointed professional at the women’s National Golf Club in Long Island, never to return to his homeland. For over thirty years Jones taught from a dusty studio on the 7th floor of the Spalding Building on 5th Avenue Manhattan. Dressed in a double breasted blue serge suit Jones would give 3,000 half hour golf lessons a year. ‘There’s nothing wrong with any golf swing’ he would say, ‘the problem is you don’t swing.’ Pupils would then be handed a handkerchief tied to a pen knife to experience a swing rather than a hack. Swing rhythm might be enhanced by playing Strauss waltzes on a crackly gramophone. At 4.30 pm each day the last lesson would finish, Jones would take a whiskey, water and lemon juice (served in equal quantities) at his favourite bar and then commute back to his Long Island home. The simplicity of Jones’ methods produced much debate and controversy within the USGA but this did not prevent his induction into their Teachers Hall of Fame after his death in 1965. His two books ‘Swinging into Golf’ and ‘Swing the Clubhead’ have never been out of print, and continue to influence generations of golfers of all abilities. His progression from the battlefields of France to golfing immortality via the skyscrapers of Manhattan is one of the most remarkable of sporting journeys.

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17 Sep 2009 admin

Get Real With Your Students

Golf in Sedona Arizona - Red Rock Country

Photo by Al_HikesAZPsychology By Dr. Gregg Steinberg USGTF Sport Psychology Consultant – Nashville, Tennessee Many students have unreal expectations about what you can do for them, as well as how good they should play and score after their lessons. When students have unreal expectations and you do not meet these expectations, your students will be dissatisfied, and perhaps not return. However, when students know what to expect from you and the game of golf, retention increases and so does satisfaction with the product. Thus, you want to communicate realistic expectations with your students. The following are some unrealistic expectations and how you may fix them: 1. Students who believe the game should be easy. Instructors throughout the world have heard, “It looks much easier on TV.” Many beginning students come with this expectation. They believe they should master the game quickly. However, they do not appreciate all the years and years of hard work that the pros on TV have put into the game. Explain how long and hard you had to work at the game to reach your level. As with life, the game of golf is challenging. 2. Students who believe they should get better without practicing. As Ben Hogan once said, “The secret is in the dirt.” Students who believe they will get better without putting in their dues on the practice range will be very disappointed. To remedy this problem, develop a contract with your students in that they have to practice or play at least five times before they take another lesson. In this case, both parties will be happy with the improvement. 3. Students who believe they should continually get better. Unfortunately, our improvement comes with plateaus. We will get better, then plateau, then get better and plateau again. To help your students get off a plateau, suggest that they change some variable in their game. For instance, if they play tougher courses, this could shock them out of a plateau. 4. Students who believe they should see the same level of improvement as their handicap diminishes. The law of golf improvement states that as the handicap goes down, the level of change slows down exponentially. That is, going from a 30 handicap to a 20 handicap is moderately easy, and takes a moderate amount of time. Moving from a 10 to a 5 is difficult and takes years of practice. Going from a 5 to a zero is almost impossible and can take a lifetime. Make sure they understand this law of golf improvement. 5. Students who believe they should fix their bad habits in 21 days. When Nick Faldo went to David Ledbetter to fix his slide move in the late 1980’s, it took nearly two years to fix that bad habit. But once fixed, Faldo became an all-time great. Make sure your students realize that fixing a habit does not take 21 days (as some have reported). The length of the process depends on certain variables such as coordination and amount of practice. Quicker results come with more practice. 6. Students who believe the problem is always physical. Given that I am a sport psychologist, this point has my bias. In many occasions, problems with improvement and performance are due to anxiety, and the lack of ability to deal with pressure. Discuss with your students their emotions during a round, and if warranted, you should recommend that they visit a sport psychologist to remedy the problem. You and the student will be happy with the results.

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17 Sep 2009 admin

Angle Of Attack

Photo by c.a.mullerBy Jim Moffitt CGTF Member, Ottawa, Ontario, Canada Of the five aspects to the ball flight laws, angle of attack often receives short shrift from most teaching professionals. The other four aspects – clubhead path, clubface angle, clubhead speed, squareness of strike – receive much attention from both players and teachers alike. However, all five are important in determining the quality of the shot, and that includes the angle of attack the clubhead takes into the ball. The longer the club, the shallower the angle of descent will be. Of course, this means the shorter the club, the steeper the angle of descent will be. With a driver and the ball teed up, the ideal angle of approach is actually a slight ascent of the clubhead into the ball. To achieve these desired results, proper ball position and stance width are key. The golfer should never feel he has to manipulate his swing; instead, ball position and stance done correctly should do the trick. For most players, driver ball position opposite the forward heel will result in a slight ascending of the clubhead through impact. For balls hit off the ground, ball position forward of center, slightly behind the forward heel, is ideal for most players. For players who have a more difficult time turning their weight into their forward foot on the downswing, the ball position should be placed a little farther back in the stance. The ball position should never be placed in the back half of the stance for normal shots, unless the player has a physical problem that prevents him from playing the ball more forward. There are two schools of thought concerning ball position for balls played off the ground. One school says to play the ball in a constant position in relation to the forward heel while widening the back foot away from the front foot for longer clubs, and narrowing the back foot towards the front foot for shorter clubs. The second school says to not only widen and narrow the stance according to club length, but to play the ball farther back from the front heel for shorter clubs. According to studies done by ModelGolf, tour players actually do move the ball in relation to the front foot from the 2-iron to the 9-iron, but the movement is so small that, for all practical purposes, the ball position in relation to the front foot remains almost constant. Therefore, we at the USGTF prefer to advocate the first school of thought. Not only is this simpler for the average student to understand, but the widening and narrowing of the stance also takes care of the angle of attack for the different clubs! As the club gets longer, the circumference of the swing gets bigger and the angle of attack becomes shallower automatically. To ensure the ball is struck solidly, the body’s center must be placed farther behind the ball. Simply widening the back foot away from the front foot accomplishes this already, so why make it more complicated by moving the ball more forward, too? Of course, as the club gets shorter the circumference of the swing gets smaller, so the angle of approach steepens naturally. If we kept the same wide stance with a 9-iron that we had with a 2-iron, the club would bottom out before hitting the ball. Thus, a narrower stance is required for the 9-iron. There is no reason to move the ball farther back in relation to the front foot, as the narrowing of the stance already assures us a chance of making square contact. If the angle of attack is too shallow for the given club, it is quite easy to hit the ball fat or to top it, since the tendency will be to bottom out early. If the ball is hit squarely, it will fly lower with less spin than it should. If the angle of attack is too steep, again it will be easier to hit the ball fat or to top it, since the margin for error for clean contact is greatly reduced. If the ball is hit squarely, it will fly higher with more spin than it should. This is quite common with average golfers hitting their drivers. Examine your students‚ ball flight for these tendencies. If you see low shots with little spin or high shots with lots of spin, the problem is most likely this “forgotten” aspect of ball flight.

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17 Sep 2009 admin

The Changing Face Of Golf Instruction

By Dr. Gerald Walford, Professor USGTF Level III Member, Pippa Passes, KY Stay Behind the Ball!

Photo by The Newb PART I INTRODUCTION Over the years golf instruction has changed. This is really no surprise to anyone who has kept up to date through the years. The following article will give some insight into the many changes, subtle and obvious, over the years. Some may surprise you. The changes in instruction have occurred in the physical, mental, video and apparatus areas. Instruction is designed to develop learning. No learning – no teaching. If learning is not taking place then the method or style of instruction must be changed. It is amazing how many teachers teach their same method student after student, year after year. Naturally, this may not work with all students so some students drop out. The teacher rationalizes that it was the student’s fault – they are not teachable. As Casey Stengel once said, “I coached good, they learned bad.” PHYSICAL CHANGES IN INSTRUCTION The golf swing has changed dramatically from basically a roundhouse swing with lots of body movement to a more vertical swing with less body movement and more arm action for greater consistency. YESTERDAY’S SWING The Body The old swing of yesterday was taught with a very strong body rotation. In fact, Mindy Blake claims that the left arm rotated around the body to a 76-degree angle from the line of flight. This angle is created by moving the shoulder over 90 degrees of rotation. The hips rotated 70 degrees. Of course, these measurements are not exactly accurate to all the golfers of this era but it does give us a general idea. It is also noticeable that the hips and shoulders both rotate almost the same number of degrees as the whole body rotates away from the ball. The clubface is open at the top of the swing and the left wrist is concave. The legs also move with the hips on the backswing as the left knee kicks inward considerably towards the right knee, independently of the arms. Almost all golfers at this stage lifted the left heel off the ground and in some cases the heel lift was quite high. This is not surprising as the excessive body rotation almost pulled the left heel up. With the golfer’s club at the top of the swing, the body is well coiled but the upper body muscles are not stretched and are loose because the hips are rotated as much as the shoulders. For the downswing and the uncoiling of the body, the muscles must pull the body around to the ball. For muscles to react in this fashion they must be in a state of tonus (slightly stretched) for quick reaction. Unfortunately this coil did not stretch the muscles because the hips and shoulder are turned together almost the same distance in the coil. To start the downswing, the golfer slammed the left heel down to tighten the muscles to pull the body around to the ball for the swing. This is what is meant when it was said that the downswing starts at the feet and then works its way up to the hands. Grip The strong grip was taught with three or four knuckles showing on the left hand. The strong grip made it easier to close the open clubface from the top of the swing to impact. The 10-finger grip was popular and was taught until Harry Vardon changed the teachings to the overlap or Vardon grip still endorsed to this day by many as the only way. The Stance With the strong grip and lots of body rotation the golfer stood to the ball with a closed stance for the driver and long clubs and progressed to a more open stance for the shorter clubs. The stance also altered the ball position. With the driver the ball was played well forward and then moved back towards the right foot as the shorter clubs were used. The stance was very inconsistent and varied with each shot. This stance gave a pronounced inside takeaway to the backswing because of the excessive body rotation. Weight Transfer This swing had a strong weight transfer. Weight went to the right leg on the backswing as the body shifted back. On the downswing the body moved forward and the weight shifted onto the left leg. The body rotation was around the right leg for the backswing and for the downswing the body weight moved forward onto the left leg. Lots of timing factors. Lots of teaching and practice. At impact, the right heel is well off the ground and the hips are well forward into the body rotation. With this excessive rotation the body sway to the target is extreme. EARLY MODERN SWING The Body Golf swing teaching has now moved to lessen body rotation. This is to help develop a more consistent swing with easier timing factors. The basic move was to develop more stretch to the upper body muscles for a stronger reflex action. The more modern swing has less body rotation as the hips now rotate only 45 degrees. The angle of the left arm to the direction of travel is also about 45 degrees. Although the left arm angle to the direction of flight is 45 degrees the shoulders have rotated about 90 degrees to give this angle. As you will notice the left arm is now moving more in line with the flight line of the ball. This means the swing has become more vertical. This swing has put the clubface more square at the top with the left wrist now flatter and even flat with some golfers. This more compact swing brings about easier coordination between the arms and legs. The hips are now providing resistance to the upper body rotation. This resistance means that the muscles are stretched and are being set up for the downswing. This early modern swing has the left foot flat on the ground during the backswing giving limited hip movement. The upper body muscles are now stretched to provide the required tonus to the muscles for a powerful downswing. This swing has fewer moving parts and as a result it is more compact and more consistent. Grip The grip is now moving to a weaker grip with one or two knuckles of the left hand showing. This is possible because the clubface is now placed in a more closed position at the top of the swing. This means less hand rotation is needed to achieve clubface squareness at impact. The overlap grip is still demanded but some concessions are made for the interlocking grip if it was felt the golfer’s hand were small. The Stance The stance is now taught to be squarer to the target for all shots. There may be some openness to the short irons but the idea is to develop a more consistent stance. The ball position is also more consistent as most golfers are playing the ball just off the left heel for all shots. This stance affects the takeaway, as the takeaway is now straight back with little or no hip rotation as the shoulders are rotating. The buzzword for this was the one-piece takeaway. Weight Transfer The weight transfer still exists but it is less pronounced. The weight may shift but the body usually does not slide backwards or forwards as much as the old swing. At impact, the body is closer to square to the ball. The shoulders are square but the hips are a little ahead of the shoulders. In most swings the body is more perpendicular with minimal body sway to the target. THE LATE MODERN SWING The Body Late modern swing teachings continue the trend to less body rotation. The swing is being taught to be more in line with the line of flight. The line of the left arm to the direction of the ball flight is about 15-degree or less. The hips are almost nil in rotation as the range of hip rotation is down to 10-degree range. This shows how the upper body moves the swing while the legs are strong supporters or stabilizers to the swing. If we believe in the old adage of “the less moving parts, the less to go wrong” then this late modern swing is the answer. Grip The grip is now moving to a more weaker left hand position with one or no knuckles showing. This weaker grip does not mean weaker power to the swing. It is just that the clubface is even more closed at the top. Less hand rotation is used to achieve square contact with the ball. With the swing in a more upright or vertical plane the hands do not have to rotate as much to achieve squareness at contact. The body and hands rotate less. Some of the late modern teachings even have the hands swinging with no rotation at all. This makes timing and accuracy much easier. In this era, grip teachings have become more flexible. The 10-finger grip, often called the baseball grip, is now used and taught by many. Natural Golf teachings recommend this 10-finger grip, which they call the palm grip. This grip has also achieved great success. In fact, research studies, experiments and dissertations have been unable to prove one grip as better than the others. The Stance The stance is very similar to the early modern swing. Weight Transfer Weight transfer is even lessened more as some are now teaching to keep the weight evenly balanced until after impact when the follow-through pulls the body weight onto the left leg. Jerry Heard, a famous PGA golf pro before being struck with lightning, teaches this in his golf schools. Most golfers are now being taught to brace the right leg at an angel to achieve minimal weight shift backwards. This helps to prevent a body sway backwards. Ben Hogan claimed this right leg brace and his cupped left wrist at the top of his backswing was the basis of his “secret”. At address he angled his right knee inward towards the target and maintained this right leg position till impact. On the downswing, his first movement was to push the right knee inward to the left so as to ‘run the right knee at the ball’. This ‘secret’ now out in a book by Jody Vasquez is to be published in April 2004. Now that this is out, the secret will be quickly taught by many teachers simply because Ben Hogan did it. At impact many modern teachers are now teaching to have both feet flat on the ground and the body square to the ball. This trend is noticeable with many of today’s top touring professionals.

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