BEHAVIORAL GOLF INSTRUCTION ED FEENEY DESIGNER OF BEHAVIORAL GOLF INSTRUCTION Behavioral Golf Instruction, Email to [email protected] 1

BEHAVIORAL GOLF INSTRUCTION

• ED FEENEY

• DESIGNER OF BEHAVIORAL GOLF INSTRUCTION

Behavioral Golf Instruction, Email to [email protected] 1


A PROCESS TO SHARPLY AND MEASURABLY IMPROVE:

1.HOW INSTRUCTORS GIVE INSTRUCTION

2.HOW GOLFERS TAKE, PRACTICE AND APPLY INSTRUCTION

2Behavioral Golf Instruction, Email to [email protected]


OBJECTIVE:

• TO LOWER STUDENT’S AVERAGE SCORE


IMPROVE INSTRUCTION FROM ALL SOURCES

• PRIVATE GOLF LESSONS

• BOOKS, MAGAZINES, VIDEOS

• CABLE, TV, SATELLITE

• WEB SITES

• FRIENDS

• OBSERVATIONS AND SELF-EXPERIMENTS

4Behavioral Golf Instruction, Email to [email protected]

HELP FOR YOU

• RESEARCH SHOWED A HUGE OPPORTUNITY TO IMPROVE

• DESIGNED A NEW PROCESS TO CORRECT THE PROBLEMS

• WRITING BOOK, GIVING WORKSHOPS

• FREE WEB SITE

5

WHAT YOU CAN DO

1. LISTEN

2. APPLY THE PROVEN IDEAS

3. TELL OTHER GOLFERS AND INSTRUCTORS ABOUT YOUR SUCCESS



GOLFER BENEFITS

1. REDUCES AVERAGE SCORE

2. ALL GOLFERS IMPROVE

3. IMMEDIATE IMPROVEMENT

4. MEASURABLE IMPROVEMENT IS IN SUBJECT AREA OF LESSON

5. LAST FOR REST OF PLAYING CAREER


REACTON TO BEHAVIORAL GOLF INSTRUCTION

INSTRUCTOR REACTIONS:• JOHN MILLER, JOHNNY MILLER GOLF

ACADEMY. “IMMEDIATE..” • CHAD EVANS AT TPC OF TAMPA BAY “I

CAN QUARANTEE,,,”• ERIC STARR: “…AHEAD OF ANYONE IN

GOLF INTRUCTION.”• ROGER MAAS, “PGA OF AMERICA OUGHT

TO TEACH IT.”


REACTION OF PLAYERS

• DAVID FORD: 100 TRADTIONAL LESSONS, RAND MCNALLY GOLFER. “… WORST SHOT NOW BETTER THAN MY BEST IN PAST.”

• GOLF COMMITTEE CHAIRMAN, “EVERYONE YOU TEACH WITH THIS PROCESS IMPROVES”

• ACADEMIC ALL AMERICAN GOLFER, NORTHWESTERN, VIRGINA JUNIOR CHAMPION. “…SET GOLF ON ITS EAR”


MY OBJECTIVES FOR YOU

• APPLY AT LEAST ONE RECOMMENDATION AND HOPEFULLY ALL OF THEM

• RECOMMEND BEHAVIORAL GOLF INSTRUCTION AND WEB SITE ApplyGolfLessons TO OTHER STUDENTS AND TO INSTRUCTORS


ED FEENEY’S EXPERTISE

• LIFETIME AWARD FOR APPLIED BEHAVIOR ANALYSIS IN BUSINESS

• 50,000 CASE HISTORIES SHOWING MEASURABLE IMPROVEMENT

• FILM WITH PROFESSOR B. F. SKINNER

• SALES TRAINING PROGRAM, 25 YR


ED FEENEY’S GOLF PERFORMANCE

• WON ABOUT 25 GOLF CLUB CHAMPIONSHIPS, CLUB, SENIOR, SUPER SENIOR, TWO-MAN TEAM SCRATCH, MAN AND WOMAN

• FINISHED IN TOP THREE IN THREE STATES FOR SENIOR AMATEUR, SUPER SENIOR

• HANDICAP LOWEST: 1.6 AT AGE 73• WON $5 FROM ARNOLD PALMER 1970


WHY THE DECISION TO IMPROVE GOLF INSTRUCTION

1. PAYBACK FOR A GREAT GAME

2. IMPROVED GOLF GIVES JOY

3. OBJECTIVE: SPREAD THIS PROCESS WORLDWIDE

4. NOT INTERESTED IN MAKING MONEY WITH IT


WHAT IS BEHAVIOR AND BEHAVIOR ANAYLSIS

• BEHAVIOR: EVERTHING YOU DO AS A PLAYER AND INSTRUCTOR.

• BODY AND MIND• BEHAVIOR ANALYSIS: SCIENCE,

LAW, PROCEDURE, EXPERIMENT• APPLICATIONS: TOILET TRAINING,

SMOKING, PRODUCTIVITY, READING


LEARN HOW TO CHANGE YOUR BEHAVIOR

1. BE SPECIFIC

2. STATE THE POTENTIAL BENEFITS

3. MEASURE PERFORMANCE BEFORE, DURING AND AFTER

4. SHAPE BEHAVIOR GRADUALLY

5. SELF-CORRECTING FEEDBACK

6. APPLY POSITIVE CONSEQUENCES


ED FEENEY’S RESEARCH

• INTERVIEWED 150 GOLFERS IN DEPTH

• OBSERVED 100’S OF LESSONS, PLUS SOLO PRACTICE AND ROUNDS

• MEASURED BEFORE & AFTER• TESTED & MEASURED EFFECTS OF

EACH NEW STEP


OPPORTUNITIES TO IMPROVE

1. AS MANY GOLFERS QUIT AS BEGIN TO PLAY GOLF

2. SINCE 2000, THE NUMBER OF GOLFERS IS ON A PLATEAU IN THE USA



IN SPITE OF:1. IMPROVED EQUIPMENT, 2. SHARP INCREASE IN QUANTITY,

QUALITY AND AVAILABILITY OF INSTRUCTION

3. BIGGER AND STRONGER GOLFERSAVE. HANDICAP INDEX STAGNANT FOR

DECADES15.7 FOR MEN



MY RESEARCH:

• A SMALL FRACTION TAKING LESSONS LOWER THEIR AVERAGE SCORE AND SUSTAIN IT LONG TERM



• “INSTRUCTORS AND STUDENTS NEED A SHARPLY IMPROVED PROCESS TO…TRANSFORM GOLF KNOWLEDGE INTO GOLF PERFORMANCE. I HAVE ONE. IT IS TESTED AND PROVEN”


WHICH IS OUR BIGGEST PROBLEM, 1 OR 2 ?

1.1.STUDENT CANNOT STUDENT CANNOT FINDFIND KNOWLEDGE OF HOW TO PLAY?KNOWLEDGE OF HOW TO PLAY?

2.2.STUDENT DOES NOT STUDENT DOES NOT TTURNURN KNOWLEDGE INTO KNOWLEDGE INTO PERFORMANCEPERFORMANCE


ONE PROCESS FOR APPLYING ALL INSTRUCTION

• YOU NEED TO LEARN A HUNDRED DIFFERENT SHOTS

• THOUSANDS OF APPROACHES FOR LESSON CONTENT

• JUST ONE GENERAL PROCESS FOR APPLYING ALL LESSONS.


DRIVESDRIVES

FAIRWAY WOODSFAIRWAY WOODS ONLY ONE ONLY ONE APPLICATION APPLICATION PROCESS: PROCESS: BEHAVIORAL BEHAVIORAL GOLF INSTRUCTIONGOLF INSTRUCTION

IRONSIRONS

CHIPS, PITCHESCHIPS, PITCHES

PUTTSPUTTS


START BY STATING IDEAL GOALS FOR THIS PROCESS

• START BY STATING “IDEAL” –OBJECTIVES FOR RESULTS

• HELPS EVERYONE THINK CREATIVELY, “OUTSIDE THE BOX”

• CHAIN BACKWARDS FROM GOALS TO WHAT TO DO TO PRODUCE THEM

• MAY NOT ACHIEVE ALL GOALS, BUT WILL REACH MORE OF THEM


BEHAVIOR GOLF LESSONS - GOALS FOR STUDENTS

1. LOWER AVERAGE SCORE

2. MEASURABLY BETTER IN SEGMENT OF GAME WITH LESSON

3. ALL STUDENTS IMPROVE

4. IMPROVE IMMEDIATELY

5. SUSTAIN IT PERMANENTLY


MY OBJECTIVES

• TO HAVE THIS SYSTEM USED IN INSTRUCTION AROUND THE WORLD

• TO GIVE BACK TO GOLF ALL THE BENEFITS IT GIVES ME


TEST INSTRUCTION BY COLLECTING DATA

1. QUANTIFY RESULTS

2. MEASURE BEFORE AND AFTER

3. DISPLAY IT ON TIME SCALE

4. LONG TRIAL

5. PLACEBO OR OPPOSITE METHOD

6. HIGH ENOUGH NUMBER TRIALS

7. GO BACK TO ORIGINAL CONDITION


STOPS X FEET FROM CUP, 30 YARDS

BEFOREBEFORE DURINGDURING AFTERAFTER

1616

1313

55


YOUR REACTIONS TO NEW IDEAS

1. I WILL NOT TRY IT. “I KNOW IT WILL NOT WORK .

2. I WILL TEST IT BY MEASURING BEFORE-AND-AFTER CHANGE

3. I WILL ACCEPT AND TRY IT BASED ON ED FEENEY’S DATA FROM HUNDREDS OF TESTS


TEST: WHISTLE WHILE YOU PUTT SINKS MORE PUTTS?

NO NO WHISTLEWHISTLE

WHISTLEWHISTLE NO NO WHISTLEWHISTLE WHISTLEWHISTLE

100 GOLFERS 100 GOLFERS HITTING 20 HITTING 20

THREE, SIX AND THREE, SIX AND NINE FOOT PUTTS NINE FOOT PUTTS

EACHEACH

41%41% 41%41% 42%42% 40%40%


LISTEN, BE OPEN TO NEW IDEAS AND TEST

• BECKY DENGLER

• JOHN EMERY JR. EMERY AIR FRT.

• BEST LISTENERS ARE THE HEADS OF LARGE CORPORATIONS

• BUTCH HARMON

• PGA IN EUROPE


WHAT ARE THE BIGGEST PROBLEMS/ OPPORTUNITIES

• LET US LOOK AT THE EIGHT BIGGEST PROBLEMS OR OPPORTUNITIES IN TRADITIONAL GOLF INSTRUCTION

• AFTER THAT WE WILL GIVE YOU THE SOLUTIONS TO THOSE EIGHT


EIGHT BIGGEST PROBLEMS

1. LESSONS NOT ON BIGGEST POTENTIAL FOR REDUCING SCORE. WHY:

• DID NOT SEE PLAY ON THE COURSE• STUDENTS PERFORMANCE DATA

NOT USEFUL

2. LESSON “GOALS’ ARE NOT GOALS



3. COMMUNICATIONS: • JARGON, CLICHÉS, VAGUENESS,• SUBJECTIVE WORDS, DEMOS TOO FAST, • DOES NOT POSITION AND MOVE SLOWLY• STUDENT DOES NOT RECALL 50% TO 90%• INSTRUCTOR NOTES, IF ANY, ARE BRIEF • VIDEO SELDOM VIEWED• TIGER WOODS PHOTO – NOTHING

SPECIFIC



4. TOO MUCH CHANGE, TOO SOON• TOO BIG OF A SWING CHANGE AT

ONE TIME, TOO FAST A SWING• TOP OF SWING TO IMPACT, IN 1/5TH

OF A SECOND- 20 TIMES FASTER THAN A FERRARI CAN ACCELERATE

• NO MEASURABLE STANDARDS TO MEET



5. NO SELF-CORRECTING FEEDBACK SYSTEM

• NO ON-GOING DATA COLLECTION BY STUDENT

6. POSITIVE CONSEQUENCES• NONE OR INFREQUENT • INSTRUCTOR PRAISE VAGUE 95%



7. PRACTICE: NOT ENOUGH, WRONG SHOTS, NO FEEDBACK, NO DATA COLLECTION, NO MEASURABLE STANDARDS, NO SHAPING, LITTLE HOME PRACTICE, VAGUE REPORT BACK TO INSTRUCTOR

8. NO LONG-TERM MAINTENANCE PLAN


STUDENT WRITES NOTESSTUDENT WRITES NOTES

SHAPE CHANGE GRADUALLYSHAPE CHANGE GRADUALLY

FEEDBACK TO SELF-CORRECTFEEDBACK TO SELF-CORRECT

RECORD, ACCUMULATE DATARECORD, ACCUMULATE DATA

MAJOR PRACTICE CHANGESMAJOR PRACTICE CHANGES

PLAN TO MAINTAIN ITPLAN TO MAINTAIN IT

POSITIVE REINFORCEMENTPOSITIVE REINFORCEMENT

RECORD RECORD PERFORMANCE PERFORMANCE DATA FIRSTDATA FIRST

CALCULATE CALCULATE LARGEST SHOT LARGEST SHOT REDUCTION REDUCTION AREAAREA

STATE LESSON STATE LESSON GOAL ON THATGOAL ON THAT

SS

STATE CLEAR INSTRUCTIONSTATE CLEAR INSTRUCTION

SEND PROTOCOL IN ADVANCESEND PROTOCOL IN ADVANCE

BEHAVIORAL GOLF INSTRUCTIONBEHAVIORAL GOLF INSTRUCTION


THE STEPS IN BEHAVIORAL GOLF INSTRUCTION

• HERE ARE THE KEY CONCEPTS AND STEPS IN BEHAVIORAL GOLF INSTRUCTION


BEFORE INSTRUCTION STARTS

1.1. RECORD AND ACCUMULATE PERFORMANCE DATA RECORD AND ACCUMULATE PERFORMANCE DATA ON ALL PARTS OF THE STUDENT’S GAMEON ALL PARTS OF THE STUDENT’S GAME

2.2.CALCULATE HIGHEST POTENTIAL REDUCTION CALCULATE HIGHEST POTENTIAL REDUCTION IN AVERAGE SCORE. TAKE LESSONS THEREIN AVERAGE SCORE. TAKE LESSONS THERE

3.3.STATE MEASURABLE LESSON GOALSTATE MEASURABLE LESSON GOAL

4.4.READ MY EMPOWERMENT AND PROTOCOLS IN READ MY EMPOWERMENT AND PROTOCOLS IN ADVANCEADVANCE


STEPS IN PROCESS - BEFORE LESSON STARTS

1. GATHER PERFORMANCE DATA

2. SELECT HIGHEST POTENTIAL STROKE REDUCTION

3. STATE AND AGREE ON A LESSON GOAL

4. READ EMPOWERMENT AND PROTOCOLS IN ADVANCE


WHAT TO MEASURE - BACKWARD CHAINING

1. FROM END RESULT TO CAUSE(S)

2. THAT CAUSE BECOMES A RESULT WITH ITS CAUSE

3. ALL OBSERVABLE,

MEASURABLE AND OBJECTIVE


WHAT TO MEASURE

1. AVE. 18-HOLE SCORE:

2. PARTIAL HOLE SCORE I. E, 30 YARDS

3. BALL-STOPPING POSITION

4. BALL FLIGHT TO TARGET

5. DIRECTION CLUB PATH & FACE IMPACT

6. BODY MOVEMENTS AND POSITIONS

7. MENTAL THOUGHTS


WHAT TO MEASURE

• WHAT IS YOUR AVERAGE SCORE NOW, NOT BEST OR WORST?

• DO YOU HAVE AN OFFICIAL HANDICAP?

• WHAT IS YOUR HANDICAP INDEX?

• WHAT IS YOUR LOWEST SCORE?

• WHAT WOULD YOU LIKE IT TO BE?


WHAT TO MEASURE

• I WILL NOW SHOW YOU EXAMPLES OF EACH STEP IN THIS BACKWARD CHAINING

• WHAT IT IS AND WHAT A REPORT WOULD LOOK LIKE

• A DATA COLLECTION FORM


OBJECTIVELOWER AVERAGE SCORE


#1: SCORE FROM A GIVEN DISTANCE OR CONDITION

DISTANCE IN YARDS

NUMBER OF TIMES

TOTAL STROKES

AVERAGE TO HOLE OUT

40-49 10 35 3.5

30-39 15 50 3.3

20-29 20 70 3.5

10-19 30 90 3.0

0-9 40 120 3.0


MEDIAN STOPPING DIST IN FT. FROM CUP ON 30 YARD CHIP


6

12

39

CIRCLES ARE 10 FT. APART

#1: RECORD BALL-STOPPING POSITION TO TARGET

RECORD DATA WHEN

• BEFORE LESSONS

• DURING LESSONS

• AFTER LESSONS


RECORD DATA ON

• ANY ONE OF 16 OR MORE FORMS ON THE WEB SITE

• A BLANK SHEET OF PAPER

• A BLANK SCORECARD


Behavioral Golf Instruction, Email to [email protected]

#1: BALL FLIGHT DIRECTIONS

SHOT INITIAL PATH

LATER CURVE ON INITIAL PATH

LANDING TO TARGET LINE

EST. YDS FROM TARGET LINE

1 25

2 30

3 18

4 05

5 20

SUM 4R, OL,1S 4R,1L,0S 4R,1L,0S 108, AVE 28

Behavioral Golf Instruction, Email to [email protected]

53

CLUBHEAD PATH AND CLUBFACE DIRECTION

SHOT NUMBER AND CLUB

CLUBHEAD DIRECTION AT IMPACT

CLUBFACE DIRECTION AT IMPACT

1, 5-IRON

2

3

4

5

TOTAL 4 R, 1 S, 0 L 4 R, O S, 1 L


#1: CHIP SHOT FLIP LEFT WRIST

SHOT NUMBER DIRECTION CLUB SHAFT IS POINTING VS. MIDDLE OF LEAD ELBOW

EST. NUMBER OF INCHES

1 R 8

2 R 6

3 R 10

4 R 7

5 R 5

SUM 5R AVE OF 7.1 IN.


MENTAL: CLUB SELECTION

SHOT DIST. TO TARGET

DIST. HIT DIFF.

1 154 144 -10

2 167 151 -16

3 158 140 -18

4 160 152 -08

5 163 150 -13

AVE. 160.4 147.8 -12.6

MENTAL –MEASURE POSITIVE VISUALIZATION

• HEAR SOUND AND FEEL IMPACT

• EXACT DIRECTION AND CURVATURE

• LANDING SPOT

• NBR. & DIRECTION OF BOUNCES

• ROLLING DISTANCE

• STOPPING POINT



#1: MEASURE PERFORMANCE

• INSTRUCTOR OR THE STUDENT SHOULD MEASURE PERFORMANCE BEFORE LESSONS

• THE STUDENT MEASURES DURING LESSONS, SOLO PRACTICE & PLAY, ON THE COURSE

MEASUREMENT

• COMPARE LIKE DATA• PRACTICE TO PRACTICE• ON COURSE TO ON COURSE• EXACT DISTANCE OR DISTANCE• PUTTS: EACH FOOT: 1-10 FT, • 5 FT. BRACKET: 11-15, 16-20, • 10 FT, BRACKET: 21 TO 30…

51-60



BENEFITS OF MEASUREMENT

• IN THE ABSENCE OF FEEDBACK, 80% OF PERFORMERS INNOCENTLY OVERESTIMATE

• WHEN THEY DO, THEY DO NOT KNOW THEY HAVE A PROBLEM AND DO NOT CORRECT IT

• INCLUDES RYDER CUP PLAYERS AND LPGA HALL OF FAMERS


#1: BENEFITS OF MEASUREMENT

1. IMPROVES QUICKLY

2. MORE OBSERVANT

3. MOTIVATES STUDENT’S PRACTICE

4. STIMULATES PROBLEM SOLVING

5. PROVES SUCCESS

6. ATTRACTS MORE STUDENTS

7. BETTER JOB


#1. GOLF INSTRUCTION LACKS DATA

• VIRTUALLY NO DATA IN TOP 20 SELLING GOLF BOOKS, MAGAZINES, VIDEOS, TV/CABLE, WEB SITES OR IN LESSONS

• EXCEPTIONS: IN NC, PELZ, INDOOR VIDEO-COMPUTER,


#2: FOUR METHODS OF GATHERING ON-COURSE

DATAFOUR METHODS OF GATHERING DATA:1. TEACHER WATCHES 30-SHOT SAMPLE

IN PRACTICE AREA 2. INSTRUCTOR OBSERVES AND

GATHERS DATA ON THE COURSE3. LOW-PAID, TRAINED SENIOR OR

JUNIOR GATHERS DATA ON COURSE4. PLAYER USES MY SPECIAL STROKE-

SAVER SCORECARD TO GATHER DATA


#2: CALCULATE LARGEST POTENTIAL SHOTSAVERS

REASONS: MOST LESSONS NOT ON

HIGHEST STROKE SAVERS. WHY?

• NO DATA, NO STANDARDS, NO CALCUATION FORMULAS

• PLAYERS OVERESTIMATE, EVEN STARS


OBSERVE AND MEASURE ON THE COURSE

• GOLF ONLY GAME WHERE THE COACH DOES NOT SEE 95% OF THE PLAYERS DURING A GAME


#2: PROOF LESSONS ARE IN WRONG AREA OF GAME

• 76% OF TOP 100 TEACHERS: TAKE MORE SHORT GAME LESSONS TO DROP SCORE THE MOST AND THE FASTEST:

• 16% OF LESSONS ARE IN SHORT GAME• GIVING LESSONS IN THE AREA OF

HIGHEST POTENTIAL FIRST WILL DECREASE AVERAGE SCORE MORE


CHIPPING STROKE-SAVERS PER ROUND OVER 10 ROUNDS

DIST.IN YDS TO CUP

00-09 10-19 20-29 30-39 40-49

# OF HOLES 40 30 20 15 10TOTAL STROKES

120 90 70 50 35

AVE. STROKES

3.0 3.0 3.5 3.3 3.5

STANDARD 2.1 2.2 2.3 2.4 2.4STROKE SAVINGS PER CHIP HOLE

0.9 0.8 1.2 0.9 1.1

S.SAVERS PER ROUND

3.6 2.4 2.4 1.35 1.1


SMASH DRIVES

• THEORY: SMASH DRIVES, FAIRWAY OR ROUGH

• DATA: FAIRWAY: 1173 SHOTS, 347 UNDER PAR = -.296 SHOTS UNDER

• ROUGH: 590 SHOTS, 52 OVER PAR = + .088 SHOTS OVER PAR. DIFF =:

• -.296 AND +. 088 = .384 PER HOLE

• ALMOST 4/10THS OF A SHOT/ HOLE


BENEFITS OF GOALS

• MOTIVATE STUDENT TO INCREASE NUMBER OF LESSONS AND PRACTICE SHOTS

• THEY STIMULATE PLANNING,“HOW WILL I ACCOMPLISH THAT.”

• CAN MEASURE PROGRESS AND WHETHER YOU REACH THE GOAL


#3: HELP PLAYER SET MEASURABLE GOALS

• 90% VAGUE GOALS OR NONE

• MEASURABLE, OBSERVABLE AND OBJECTIVE

• TIMETABLE

• VERSUS PAST PERFORMANCE,

• FUTURE MEASURABLE PERFORM.

• REWARD


#3: HERE IS A MODEL GOAL

• STARTING AVERAGE SCORE: “MY AVERAGE SCORE IS 88.”

• TARGET SCORE: “I WANT TO REDUCE THAT BY FIVE SHOTS TO AN 83.”

• HOW: “I WILL SAVE IT BY SINKING MORE PUTTS UNDER 10 FEET AND CUTTING THREE-PUTT GREENS BY FOUR SHOTS”

• TIMETABLE: “ BY AUG. 15”• REWARD: “I WANT TO WIN MY FLIGHT AT

THE CLUB CHAMPIONSHIP.”


EMPOWER THE STUDENT

1. EMPOWER THE BUYER IN TRAVEL, HEALTH AND FINANCIAL DECISIONS.

2. SEND EMPOWERMENT HANDOUT TO THE STUDENT TO READ IN ADVANCE

3. STUDENT BRINGS IT TO THE LESSON.

4. STUDENT USES IT AS A PROMPT TO ASK THE MOST USEFUL QUESTIONS AND TAKE PRODUCTIVE ACTIONS


PRE-LESSON PROTOCOL

• SEND THE STUDENT A PROTOCOL TO READ AND STUDY IN ADVANCE, E.G. BALL FLIGHT, AIM AND ALIGNMENT, RUNNING CHIP SHOT

• BENEFITS: MORE TIME ON APPLYING INSTRUCTION, BETTER QUESTIONS, HIGHER RETENTION, STUDENT IMPRESSED


COMMUNICATING INSTRUCTION OBJECTIVES

1. AT END OF LESSON, STUDENT CAN REPEAT ALL OF IT ACCURATELY

2. STUDENT HAS WRITTEN NOTES

3. STORES NOTES IN THE GOLF BAG

4. YEARS LATER , STUDENT CAN REPEAT ALL OF IT ACCURATELY


COMMUNICATING INSTRUCTION - OVERVIEW

1. LIMIT AMOUNT OF INSTRUCTION

2. READ PROTOCOL IN ADVANCE

3. CLEAR COMMUNICATION

4. STUDENT NOTE TAKING TO RECALL & REVIEW INSTRUCTION

5. TEACH STUDENT TO SEE, FEEL, HEAR SWING & DESCRIBE IT


START COMMUNICATION ON

1. TEACH AND LEARN LAWS FOR BALL FLIGHT FIRST (AND FOR ROLL OF PUTT)

2. TEACH IMPACT POSITION FOR THE CLUB BEFORE TEACHING BODY MOVEMENTS

3. TEACH SHORT SHOTS FIRST (ONE-FOOT PUTTS FOR BEGINNERS)

4. FOCUS ON CRUCIAL PROBLEM AND CAUSE, NOT EVERY SWING STEP


PROTOCOLS

• MEDICAL PROTOCOL = EXPERTS’ CONSENSUS ON BEST PRACTICES

• GIVE THE PLAYER A WRITTEN GOLF PROTOCOL TO READ DAYS BEFORE LESSON AND AFTER

• ON STANDARD GOLF PROCEDURES


PROTOCOL: CHIPPING

• HOW TO MEASURE PRE-LESSON CHIPPING PERFORMANCE, A DATA FORM, MEDIAN DISTANCE

• DETAILED INSTRUCTION, REASONS

• SHAPING TECHNIQUES

• SELF-CORRECTING FEEDBACK

• PRACTICE AND MAINTENANCE


PROTOCOL BENEFITS

• PLAYER COMES TO LESSON BETTER PREPARED

• HAS PRACTICED SOME OF SWING TECHNIQUES BEFORE THE LESSON

• ASK BETTER QUESTIONS

• BETTER RETENTION OF MATERIAL

• POSITIVE VIEW OF INSTRUCTOR


PROTOCOL: TEST REACTIONS 10 STUDENTS

• EVERYONE READ THE 20-PAGE, SINGLE-SPACED PROTOCOL

• “CHIPPING IS MY STRONGEST SUIT” IMPROVED IMMEDIATELY

• KEPT IT AND STUDIED IT AFTER THE LESSON FOR YEARS


PROBE THE STUDENT FOR THE BEST WAY TO LEARN

• “HOW DO YOU BEST LEARN?”

• THE THEORY MAKES SENSE.

• DO STUDENTS REALLY KNOW THE BEST WAY THEY COULD LEARN?

• IF THEY DO NOT, WHAT SHOULD THE INSTRUCTOR DO ?


PROBE THE STUDENT FOR THE BEST WAY TO LEARN

• A 25-HANDICAP STUDENT PLAYED FOR 30 YEARS, WATCHED A MILLION GREAT SWINGS ON TV, BOOKS, MAGAZINES.

• IS THERE ANY VALUE IN ASKING HIM HOW HE BESTS LEARNS?

• NEITHER THE STUDENT NOR THE TEACHER IS AN EDUCATION MAJOR


USE ALL OF THESE METHODS ON ALL STUDENTS

• INSTEAD OF ATTEMPTING TO DISCOVER EACH STUDENT’S INDIVIDUAL METHOD OF LEARNING

• INSTEAD, USE PROVEN METHODS THAT PRODUCE MORE

MEASURABLE CHANGE IN ALL STUDENTS


TWELVE STEPS IN -COMMUNICATING

1. BE CLEAR (NO JARGON OR CLICHES)

2. BE SPECIFIC, NOT VAGUE

3. OBSERVE, MEASURE AND AGREE

4. STATE A MEASURABLE STANDARD

5. POSITION AND MOVE THE STUDENT’S CLUB AND BODY SLOWLY WITH PRECISION


TWELVE STEPS IN -COMMUNICATING

6. MULTIPLE, SMALL-ADVANCE, EASY STEPS

7. CONTRAST RIGHT VERSUS WRONG. 8. USE PRACTICE AIDS THAT PROVIDE

FEEDBACK9. PRAISE IN SPECIFIC TERMS RANDOM

VARIATIONS IN IMPROVEMENT


STUDENT’S INADEQUATE SENSORY SELF-INSTRUCTION1. WHAT STUDENTS NORMALLY SEE,

FEEL AND HEAR ARE WEAK SIGNALS

2. TOUCH OR STATE WHERE TO MICROFOCUS SEEING AND FEELING

3. TEACH STUDENT TO DESCRIBE AND WRITE IT IN MORE SPECIFIC TERMS OR IMAGERY


STUDENT’S INADEQUATE SENSORY SELF-INSTRUCTION

• SO MANY PLAYERS FAIL TO SWING WELL AFTER SEEING THOUSANDS OF PHOTOS AND VIDEO TAPES OF STARS. WHY?

• I ASKED 25 PLAYERS WHAT THEY SAW IN A PHOTO OF TIGER WOODS’ SWING


STUDENT’S INADEQUATE SENSORY SELF-INSTRUCTION• NO ONE MENTIONED THE POSITION OF THE

CLUB, NOT THE CLUB GRIP, SHAFT OR CLUBFACE AIM

• VIRTUALLY NO ONE MENTIONED ANY BODY PART OR ITS ANGULAR RELATIONSHIP TO OTHER BODY PARTS, THE GROUND, TARGET LINE OR BALL

• THE COMMENTS WERE VAGUE AND GENERAL …”…”GREAT SWING,” “POWERFUL”


STUDENT’S INADEQUATE SENSORY SELF-INSTRUCTION• TO (A) OBSERVE, (B) DESCRIBE AND (C)

MIMIC• SO, TEACH STUDENT TO STATE THE

LOCATION OF THE CLUB PATH, CLUB FACE IN RELATION TO THE GROUND, TARGET, BALL AND BODY

• ALSO TEACH STUDENT HOW TO DESCRIBE BODY PARTS AND MOVEMENTS IN SPECIFIC TERMS


TEACH STUDENT HOW TO EXPERIMENT

• STUDENTS DO AND CAN LEARN FROM EXPERIMENTS

• THEY DO FEW AND NOT WELL

SELF EXPERIMENTS

1. MEASURE BEFORE, DURING AND AFTER EXPERIMENT

2. CHANGE ONLY ONE ELEMENT AT A TIME

3. OBTAIN ACCURATE FEEDBACK

4. MAKE WRITTEN NOTES



STUDENT LESSON NOTES

• NO NOTES IN MOST LESSONS, • NO STUDENT TOOK NOTES DURING

THE LESSONS I OBSERVED• NOTES MADE AT END OF LESSON,

OMIT 50% TO 90% OF INSTRUCTION• VIDEO EXCELLENT, BUT MOST VIEW

IT ONLY ONCE OR TWICE AND NOT ON THE COURSE OR RANGE


LESSON NOTES INSTRUCTORS WRITE

• INSTRUCTOR NOTES AT END OF LESSON, ALSO OMIT MOST CONTENT

• VIDEO: VIEW IT ONLY ONCE OR TWICE, AWAY FROM THE COURSE

• THE SOLUTION?


LESSON NOTES PROCEDURES

1. INSTRUCTOR GIVES STUDENT A BOUND NOTEPAD, ZIPLOCK BAG AND PEN

2. RESEARCH: STUDENTS AT END OF LESSON OMIT 50 TO 90% OF CONTENT

3. LIKE AN SUV SPILLING 30 GALLONS AT THE GAS PUMP

4. “INSTANT I STATE INSTRUCTION, MAKE A WRITTEN NOTE.


LESSON NOTES – PROCEDURES

1. PROMPT TAKING NOTES 2. REPEAT CONTENT SLOWLY 3. ASK STUDENT TO REPEAT NOTES, NO

ADLIBBING 4. PROMPT THREE TIMES 5. PRAISE ANY COMPLETE OR ACCURATE

NOTES


LESSON NOTES - REACTIONS

1. LATER, ALMOST ALL PLAYERS VOLUNTEER NOTES ARE VALUABLE

2. THEY STATE THEY READ THEM BEFORE PRACTICE AND DURING A ROUND

3. THEY SAY IT HELPS THEM CORRECT PROBLEMS DURING THE ROUND

4. A FEW PLAYERS NEED PROMPTING

5. EXPECT ALL GOLFERS TO TAKE NOTES


LESSON NOTES – OBJECTIONS & ANSWERS

• “I WILL HIT FEWER BALLS.”– WHICH IS MORE IMPORTANT?: – HIT 10 MORE BALLS OR– RETAIN 2 TO 10 TIMES AS MUCH

INSTRUCTION?

• PLAYER OR INSTRUCTOR: “I WRITE NOTES AFTER THE LESSON IS OVER.” 50% TO 90% OF CONTENT OMITTED


TRANSFORM INFORMATION INTO PERFORMANCE

• NOW, HERE ARE THE KEY STEPS FOR TRANSFORMING KNOWLEDGE INTO PERFORMANCE












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NEXT: TRANSFORM KNOWLEDGE INTO PERFORMANCE

4. SHAPE THE CHANGE GRADUALLY,

5. SELF-CORRECTING FEEDBACK,

6. MEASURE PERFORMANCE

7. PRACTICE MORE & DIFFERENTLY

8. APPLY CORRECTLY ON THE COURSE

9. MAINTAIN FOR CAREERYOUR CAREER

SHAPING

• SCULPTOR GRADUALLY SHAPES A BUST OF A GOLFER



NEED FOR SHAPING

• AT TOP OF SWING, CLUBHEAD IS AT 0 MPH. AT IMPACT, 70 TO 115 MPH

• IN 1/5TH OF A SECOND 20 TIMES THE ACCELERATION OF A FERRARI

• TOO FAST TO CHANGE

SHAPING

• AT FULL SPEED CANNOT CONTROL, EVALUATE, OR CHANGE SWING

• BALL FLIES IN ALL DIRECTIONS

• DO NO START AT FULL SPEED OR JUMP TOO SOON TO FULL SWING

• INSTEAD, USE SHORT, SLOW SWINGS WITH EASY ADVANCES



EXPERIMENT: WHY YOU NEED TO USE SHAPING

• IF STROBE LIGHT GOES ON AT TOP OF SWING, “MISS THE BALL.”

• RESULT: NO ONE COULD MISS THE BALL

• CONCLUSION: HAVE THE STUDENT LEARN THE SWING CHANGE AT SPEEDS 5 OR 10 TIMES SLOWER


SHAPING: CAN TEACH ANYONE TO DO ANYTHING

1. BREAK INTO MULTIPLE STEPS

2. EACH ONLY A SMALL ADVANCE

3. HIGHLY LIKELY THE STUDENT WILL EXHIBIT IT CORRECTLY ON THE FIRST ATTEMPT OR QUICKLY.

4. SET AND MEET A MEASURABLE STANDARD


SHAPING STEPS:BENEFITS OF

1. WITH ULTRA SLOW SWING: PLAYER CAN OBSERVE, CONTROL, EVALUATE AND CHANGE

2. BETTER PERFORMANCE, SOONER.

3. PERCEIVES STEADY PROGRESS

4. ENTHUSIASTIC PLAYER


SHAPING: WHEN TO USE IT

1. ALL BEGINNERS

2. ALL EXPERIENCED GOLFERS NOT HITTING SHOT AFTER SHOT CONSISTENTLY WELL

• PGA OF AMERICA FREE 10-MIN. LESSON, 1,OOO GOLFERS, DID NOT SEE ONE SHAPING PROCESS

• MY FAULT


#7: “SHAPING” THE SWING TO THE TARGET

MUCH OFF STANDARD

OFF STANDARD

WITHIN STANDARD


SHAPING – WHICH IS EASIER

CLIMB CLIMB STRAIGHT UP STRAIGHT UP A TEN-FOOT A TEN-FOOT

WALLWALL

OR OR CLIMB CLIMB UP TEN UP TEN ONE-ONE-FOOT FOOT STEPSSTEPS


#7: SHAPING STEPS

SHAPING PROCESS:

SET MEASURABLE STANDARD FOR EACH STEP

PLAYER MUST MEET STANDARD 5 TIMES IN A ROW BEFORE ADVANCING, OR REVERT TO A LOWER STEP

MULTIPLE, MULTIPLE, SMALL- SMALL- ADVANCE, ADVANCE, EASILY-EASILY-ACHIEVED ACHIEVED SHAPING SHAPING STEPSSTEPS


SHAPING ELEMENTS

#1: SHOT CONDITIONS

• TARGET DISTANCE, 10, 20, 40, 60…

• GROUND CONDITION: FAIRWAY

• SLOPE: FLAT, UP, DOWN, SIDEWAY

• TARGET DIFFICULTY: WIDE, NO HAZARDS


SHAPING ELEMENTS

#2: EQUIPMENT

• EASY GOLF CLUB TO HIT

• ON TEE: YES, NO

• PRACTICE AIDS: TEES, CLUB COVERS, CLUB SHAFT. COINS (NOTE: ALL CARRIED BY GOLFER)

SHAPING ELEMENTS

#3 SWING

• BACKSWING LENGTH

• SWING SPEED

• PARTIAL SWING, USUALLY IMPACT

• ONLY IMPACT POSITION AND SHORT MOVEMENT PRIOR TO IT AND ONLY SOME PARTS OF BODY



SHAPING ELEMENTS

INSTRUCTOR FIRST, THEN STUDENT

1.BUILD THE WORK STATION

2.CONDUCT POST-SHOT ANALYSIS

3.WHO RECORDS DATA

4.WHO MOVES THE CLUB OR BODY

SHAPING BALL FLIGHT, STEP #1

• NO CLUB, NO BALL

• MOVE STUDENT’S LEFT HAND ONLY

• VERY SLOWLY

• A FEW FEET BACK & THRU “IMPACT”

• EXPLAIN AS YOU DO

• STATE MEASURABLE STANDARD

• FIVE REPETITIONS


SHAPING BALL FLIGHT STEP #2

• THE STUDENT MOVES THE LEFT HAND UNAIDED

• 5 CONSEUTIVE TIMES

• MEETS MEASURABLE STANDARD

• STUDENT FAILS ? REPEAT, OR MAKE SHAPING STEP EASIER WITH SMALLER ADVANCE


CORRECT BALL FLIGHT- SHAPING STEPS 3 TO 5

USE THE SAME TECHNIQUES AS IN STEPS #1 AND #2, BUT WITH :

3. RIGHT HAND ONLY, NO CLUB4. BOTH HANDS, NO CLUB5. BOTH HANDS WITH CLUB, BUT NO

BALL6. BOTH HANDS WITH CLUB AND

BALL ON TEE, HIT ONLY 10 YARDS



SHAPING OBJECTION AND ANSWER

• OBJECTION: “IT IS TOO SLOW.”

• ANSWER, “IT MAY APPEAR SLOW, COMPARED TO TRADITIONAL INSTRUCTION, HOWEVER, PROGRESS IS FASTER AND MORE CERTAIN AND EVERYONE IMPROVES.”


SHAPING:COMMON MISTAKES

• FULL SPEED, FULL MOTION IMMEDIATELY OR TOO SOON.

• TOO FEW SMALL SHAPING STEPS• ATTEMPTED ADVANCE IS TOO LARGE • NO MEASURABLE STANDARD• PLAYER JUMPS TO NEXT SHAPING STEP

WITHOUT MEETING STANDARD


SHAPING - AT FINISH, WEIGHT ON FRONT LEG, NOT BACK

1. STATE BENEFITS OF THE CHANGE

2. TOP OF SWING, HOLD PLAYER’S HANDS TO DELAY ARM MOVEMENT

3. WHILE HELD, START DOWNSWING, SHIFT HIPS FORWARD 2-3 INCHES

4. IMPACT, HIP TURN 20-40 DEGREES

SHAPING – AT FINISH WEIGHT ON FRONT LEG, NOT BACK

5. FELT WHAT IN LEFT ARM?

6. ROTATE HIPS 90+ DEGREES

7. AT FINISH, BACK TOE 90 DEGREES

8. HOLD FINISH POSITION 10 SEC.

9. REPEAT SLOWLY, LESS POSITIONING AND HOLDING

10.START WITH SHORT SHOTS



NEXT MAJOR STEP: SELF- CORRECTING FEEDBACK

1. INSTRUCTION RARELY TELLS YOU HOW TO OBTAIN SELF-CORECTING FEEDBACK

2. FOR RESULTS AND SWING BEHAVIORS

3. WITHOUT FEEDBACK, YOU CANNOT TAKE IT TO THE COURSE


FEEDBACK WORKS

ATHLETES WHO RECORD DATA IN THEIR LAPTOP IMMEDIATELY

• ANNIKA SORENSTAM

• PHIL MICKELSON

• OREL HERSHEISER, PITCHER. RECORD FOR MOST CONSECUTIVE SCORELESS INNINGS


#7: SELF-CORRECTING FEEDBACK: BENEFITS

1. MAKES ERROR PATTERNS EVIDENT

2. STIMULATES PROBLEM SOLVING

3. CAUSES THE PLAYER TO IMPROVE

4. MEASURES WHETHER AND HOW MUCH SOLUTIONS ARE WORKING

5. PLAYER BECOMES OWN TEACHER


SELF-CORRECTING FEEDBACK

• INSTRUCTOR SAYS, “YOU CAME OVER THE TOP.” NO IMPROVEMENT OCCURS. THAT IS NOT FEEDBACK.

• IF FEEDBACK IS ABSENT OR FAULTY, THE PERFORMANCE IS ALWAYS FAULTY


RECORD PERFORMANCE DATA - BENEFITS

• STUDENT WILL IMPROVE, ALMOST IMMEDIATELY

• GIVES YOU DATA TO PROVE SUCCESS

• STIMULATES DIAGNOSIS AND SOLUTIONS

• CORRECTS WIDESPREAD OVERESTIMATES



• INFORMATION IS FEEDBACK THAT TELLS THE GOLFER HOW HE IS PERFORMING

• THAT CAUSES THE GOLFER TO IMPROVE AND/OR MAINTAIN HIGH PERFORMANCE LONG TERM



WHEN THE INSTRUCTOR DOES NOT SUGGEST A FEEDBACK SYSTEM,

• THE GOLFER MUST ASK FOR ONE OR INVENT IT


• TYPICAL FEEDBACK PROBLEMS

SWING BEHAVIOR #1SWING BEHAVIOR #1





NO FEEDBACKNO FEEDBACK



FAULTY FEEDBACKFAULTY FEEDBACK

FAULTY FEEDBACKFAULTY FEEDBACK

FEEDBACK

• MANY SWING BEHAVIORS, BUT FEW MATCHING FEEDBACK SYSTEMS

• TEACHER DOES NOT ASK THE STUDENT TO STATE FEEDBACK ALOUD AFTER EVERY SWING

• ONLY 1.5% HAVE AIM AND ALIGNMENT CLUB ON GROUND




• STUDENTS COMPLAIN: “CANNOT TAKE IT TO THE COURSE AND MAKE IT WORK

• MAJOR REASONS: (1) NO DETAILED LESSON NOTES, (2) NO SELF-CORRECTING FEEDBACK SYSTEM

• MINI TOUR PLAYER.


SELF-CORRECTING FEEDBACK: EXAMPLES

ON RESULTS:– 73% OF TOUR PUTTS MISS ON THE LOW SIDE – CHIP SHOTS STOP A MEDIAN DISTANCE OF 8

FEET FROM THE CUP VS. 17 FEET BEFORE

ON SWING BEHAVIORS: – AT FINISH: ON 12% OF SWINGS, RIGHT SHOE

RESTS ON TIP OF SHOE, NOT BALL OF FOOT, – CHIPS: UPWARD EXTENSION OF SHAFT 4

INCHES TO RIGHT OF MIDDLE OF ELBOW. INSTEAD OF IN MIDDLE OF ELBOW OR LEFT



• FOR EVERY SWING BEHAVIOR GIVE THE PLAYER A SELF-CORRECTING FEEDBACK SYSTEM

• DURING THE LESSON, ASK THE PLAYER TO STATE FEEDBACK ALOUD ON EVERY SWING

• PRAISE STUDENT



1. DESIGN A FEEDBACK SYSTEM2. ASK THE STUDENT TO STATE ALOUD

AFTER EACH SWING WHAT THE FEEDBACK WAS

3. ASK “WHAT WILL YOU DO DIFFERENTLY ON THE NEXT SWING TO IMPROVE”

4. PRAISE ANYTHING POSITIVE THE STUDENT DID


SELF-CORRECTING FEEDBACK – BALL FLIGHT

• GOLFERS ON THE PRACTICE RANGE LOOKING AT THE BALL FLIGHT ON THE LAST FIVE FULL SHOTS

• 90% DID NOT TELL ME ACCURATELY WHERE THEIR CLUBHEAD PATH WAS AT IMPACT OR THE DIRECTION OF THE CLUBFACE AT IMPACT


SELF-CORRECTING FEEDBACK – BALL FLIGHT

1. TELL STUDENT BALL FLIGHT LAWS AT START OF FIRST LESSON

2. HAVE STUDENT STATE ALOUD AFTER EVERY SWING WHERE CLUBHEAD PATH AND DIRECTION OF CLUBFACE WERE AT IMPACT

3. WHAT THEY WILL DO DIFFERENTLY ON NEXT SWING, IF ANYTHING


SAME-SAME RULE: DIRECTION OF BALL &

CLUBHEAD

CLUBHEAD CLUBHEAD MOVES LEFTMOVES LEFT

BALL STARTS BALL STARTS LEFTLEFT

CLUBHEAD CLUBHEAD MOVES RIGHTMOVES RIGHT

BALL STARTS BALL STARTS RIGHTRIGHT


SAME-SAME RULE ON BALL FLIGHTON ITS ON ITS ACTUALACTUAL STARTING PATH, STARTING PATH,

BALL LATER BALL LATER CURVESCURVES IN IN SAMESAME DIRECTION DIRECTION

THE CLUBTHE CLUBFACEFACE IS LOOKING AT IMPACT IS LOOKING AT IMPACT

LL

SSRR

SS

RRLL

RR

LL

SS


SELF-CORRECT. FEEDBACK -DATA COLLECTION

• THE STUDENT SHOULD COLLECT DATA DURING THE LESSON AND DURING SOLO PRACTICE AND ROUNDS PLAYED

• TO SUSTAIN IMPROVED PERFORMANCE, THIS SHOULD CONTINUE PERMANENTLY OR, AT LEAST PERIODICALLY


STUDENT DATA COLLECTION

• IF THE STUDENT RECORDS AND ACCUMULATES DATA, THAT PERFORMANCE IS ALMOST CERTAIN TO IMPROVE

• HOWEVER, IT INVOLVES SOME SLIGHT EFFORT

• LIKE BUCKLING UP A SEAT BELT


STUDENT DATA COLLECTION- ALTERNATIVES #1

• THE STUDENT OBSERVES, “RECORDS” AND “ACCUMULATES” DATA IN HIS OR HER MIND

• NO PAPERWORK

• IMPOSSIBLE TO REMEMBER LONG TERM; DIFFICULT SHORT TERM



• USE ANY BLANK SCORECARD OR PIECE OF PAPER TO RECORD DATA

• ACCUMULATE DATA FOR SIMILAR SHOTS

• DRAW CONCLUSIONS• SUMMARIZE DATA: “MISSED 78% OF

PUTTS REACHING CUP ON LOW SIDE OF CURVE



• GET A COPY OF MY FORMS AND DUPLICATE THEM

• LOOKS BETTER, NEATER, SAVES ENTRY TIME, MORE DATA

• STORE MANY EXTRA COPIES IN GOLF BAG OR LOCKER



• BUY AND USE A HANDHELD COMPUTER WITH GPS THAT CALCULATES. RECORDS AND REPORTS DISTANCE OF EACH SHOT

• LITTLE WORK

• USED AT ONLY SOME COURSES


RECORD PERFORMANCE DATA

• SCORE 18 HOLES & PARTIAL HOLE• BALL-STOPPING POSITION • BALL FLIGHT DIRECTIONAL

CHARACTERISTICS• CLUBHEAD, CLUBFACE DIRECTION• BODY POSITIONS AND MOVEMENTS • MENTAL: VISUALIZATION, CLUB

SELECTION,


RECORD PERFORMANCE DATA

• OBJECTIVE: IF PRACTICAL, HAVE STUDENT DO THE DATA COLLECTION BEFORE THE LESSON

• AND ALWAYS DURING AND AFTER LESSONS


#8: BODY MOVEMENT- HIPS 90 DEGREE TURN AT IMPACT

HOLE

8 9 10

11

12

13

FIRST SHOT Y Y Y Y Y Y

SECOND SHOT Y Y Y Y Y Y

THIRD SHOT Y Y Y Y

FOURTH SHOT Y

TOTAL CORRECT 3 2 3 4 2 3


DATA COLLECTION – SWEETSPOT CASE HISTORY


6

12

39

CIRCLES ARE 10 FT. APART

DATA COLLECTION: SHOT TO GREEN DISPERSION


SELF-CORRECTING FEEDBACK- AIM AND ALIGN

• DESIGN AND INTRODUCE SELF-CORRECTING FEEDBACK:

• PLAYER IS MISALIGNED AT ADDRESS ON FULL SHOTS


NEXT MAJOR STEP – POSITIVE REINFORCEMENT

• A BEHAVIOR FOLLOWED BY POSITIVE REINFORCEMENT (BALL FLIES STRAIGHTER OR LONGER OR SPECIFIC INSTRUCTOR PRAISE) TENDS TO

REOCCUR


POSITIVE REINFORCEMENT, LEARNING

LEARNING OCCURS WHEN THE INSTRUCTOR: (1) PRESENTS THE ON-COURSE SIGNAL(S), (2) CAUSES THE STUDENT TO MAKE THE DESIRED

RESPONSE OR AN IMPROVED ONE (R),(3) FOLLOWS IT WITH A POSITIVE CONSEQUENCE

(C)

SS RR

..

.. CC


POSITIVE REINFORCEMENT

HAS LEARNING OCCURRED IN THE SITUATIONS BELOW?

1. INSTRUCTOR HITS GREAT SHOTS AND EXPLAINS SWING THEORY LUCIDLY TO A SEATED GROUP

2. INSTRUCTOR DEMONSTRATES BALL-FLIGHT LAWS FOR 15 MINUTES

3. STUDENT HITS SHOTS 10 YARDS TO A DISTANT TARGET



• ANY GOLF BEHAVIOR FOLLOWED BY A POSITIVE CONSEQUENCE, TENDS TO REOCCUR AND/OR INCREASE

• LIKELY HERE? INSTRUCTOR HAS PLAYER IMMEDIATELY TAKE FULL SWING IN ATTEMPTING TO IMPLEMENT THREE SWING CHANGES


LEARNING - POSITIVE REINFORCEMENT

SS

PRESENT PRESENT SAME SAME STIMULUSSTIMULUS

RR

HAVE HAVE STUDENT STUDENT MAKE AN MAKE AN IMPROVED IMPROVED OR DESIRED OR DESIRED RESPONSERESPONSE

CC

FOLLOW WITH FOLLOW WITH POSITIVE POSITIVE CONSEQUENCESCONSEQUENCES



• MAKE EACH SHAPING STEP SO EASY THAT THE PLAYER SUCCEEDS QUICKLY

• SET ACHIEVABLE STANDARD ON EACH STEP

• ASK PLAYER TO EVALUATE WHAT WAS DONE BETTER ON LAST SWING



• PURPOSE OF POSITIVE REINFORCEMENT IS TO INCREASE HOW OFTEN A DESIRED RESPONSE OCCURS

• GOOD BEHAVIORS OCCUR OFTEN AND UNEXPECTEDLY

• BE ALERT TO SEE AND HEAR THEM, AS IF IN A COMPUTER GAME


POSITIVE REINFORCEMENT MODEL

1. STATE SPECIFICALLY WHAT TEHE STUDENT DID WELL OR BETTER

2. STATE STARTING PERFORMANCE

3. STATE MEASURABLE GOAL

4. BE ENTHUSIASTIC IN VOICE AND GESTURES AND SAY YOU ARE PLEASED. LET US TRY IT NOW.


POSITIVE REINFORCEMEMT -OBJECTION

OBJECTION: “IF YOU NEVER TELL THE STUDENT WHAT THEY DID WRONG, HOW CAN THEY LEARN?”

• STATE WHAT YOU SHOULD DO WELL OR BETTER ON THE NEXT SWING

• IF CORRECT BEHAVIOR INCREASES, IT CROWDS OUT INCORRECT


NEGATIVE CONSEQ. ADVERSE SIDE-EFFECTS

• STUDENT SAYS SHE IS TIRED

• COMPLAINS ABOUT THE SUGGESTED SWING TECHNIQUE

• DOES NOT SMILE

• BAD MOUTHS INSTRUCTOR’S METHODS

• DOES NOT IMPROVE


GOOD SIDE EFECTS FROM POSITIVE REINFORCEMENT

• RECOMMENDS INSTRUCTOR

• SMILES

• SAYS, “CAN’T WAIT TO GET ON THE COURSE AND TRY THIS.”

• VOICE BECOMES EXCITED

• REPEATS DESIRED BEHAVIOR MORE OFTEN


EXAMPLE OF NEGATIVE VIEW

• THE CANADIAN WOMENS AMATEUR CHAMPION ASKED HER INSTRUCTOR TO WATCH HER HIT SHOTS ON THE RANGE

• AFTER 45 MINUTES SHE ASKED IF HE HAD ANY COMMENTS

• HE SAID, “IF I SEE ANYTHING WRONG, I WILL TELL YOU.” (HE DID NOT REALIZE THE POWER OF POSITIVE COMMENTS)


POSITIVE REINFORCEMENT – SIDE EFFECTS

1.1.WHAT DID WHAT DID I SAY OR I SAY OR DO?DO?

2.2.WHAT DID THE WHAT DID THE OTHER PERSON DO?OTHER PERSON DO?

3.3.WAS THAT WAS THAT POSITIVE OR POSITIVE OR NEGATIVE?NEGATIVE?

4.4.WHAT DID WHAT DID I LEARN I LEARN FROM FROM THAT?THAT?












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PRACTICE – CHANGE BEHAVIORS

GOLFERS PRACTICE INEFFECTIVELY

1. WRITTEN PROTOCOL ON PRACTICE HABITS WITH A CHECKOFF LIST

2. USE THESE PRACTICE BEHAVIORS DURING LESSONS

3. WRITTEN REPORT ON SOLO PRACTICE BASED ON DATA COLLECTED

4. POSITIVE CHANGE OR RESULT


INCREASE QUANTITY OF PRACTICE SHOTS

SHOW STUDENT THESE FIGURES:

• 3 SAND SHOTS DURING 4-HR ROUND = 0.75 PER HOUR

• 120 IN ONE HOUR OF PRACTICE = 120 PER HOUR

• IS 160 TIMES AS MANY PER HOUR


INCREASE QUANTITY OF PRACTICE SHOTS

1. SET GOAL BY TYPE OF SHOT FOR NUMBER OF PRACTICE SHOTS

2. SET A GOAL FOR MINUTES OF PRACTICE BEFORE TEE OFF.

3. COUNT, RECORD AND REPORT PRACTICE PERFORMANCE

4. SPECIFY HOME DRILL, SET GOAL, RECORD DATA AND REPORT


INCREASE QUALITY OF PRACTICE SHOTS

1. SET GOAL FOR # OF SHOTS HITTING HIGH POTENTIAL STROKE SAVERS

2. READ LESSON NOTES BEFORE AND DURING PRACTICE

3. TOO FEW SHORT SHOTS? GO TO PRACTICE PUTTING GREEN FIRST. DID NOT? NO RANGE, NO PLAY

4. AIM AND ALIGNMENT TOOLS, NOW 1.5%5. AIM AT A NARROW TARGET


INCREASE QUALITY OF PRACTICE SHOTS

6. SELF-CORRECTING FEEDBACK ON ALL KEY RESULTS AND SWING BEHAVIORS

7. ON EVERY SHOT, STATE CLUBHEAD PATH AT IMPACT, CLUB FACE AIM

8. HIT SHOTS ON HIGHEST SHAPING STEP WHERE STUDENT CAN MEET STANDARD. PROBLEM? REVERT TO LOWER STEP

9. COUNT, RECORD, AND SUMMARIZE10. WRITE RESULTS AND METHODS IN NOTES


AFTER PRACTICE BEHAVIORS

• STORE NOTES IN GOLF BAG

• REPORT DATA TO INSTRUCTOR PERIODICALLY ON SCHEDULE


LONG TERM MAINTENANCE

• HAVE WRITTEN LONG-TERM MAINTENANCE PLAN


LONG TERM MAINTENANCE PLAN

1. WRITTEN PRACTICE & MAINTENANCE PLAN

2. GIVE STUDENT A COPY

3. ASK STUDENT TO REPORT PROGRESS EMAIL, PHONE, PERSONAL CONTACT

4. STORE AND PERIODIC REVIEW OF LESSON NOTES IN GOLF BAG

5. COLLECT DATA PERMANENTLY AT PRACTICE AND PLAY


LONG TERM MAINTENANCE PLAN

6. CONTINUE TO USE SELF-CORRECTING FEEDBACK

7. WHEN PROBLEMS OCCUR, REVERT TO LOWER SHAPING STEPS DURING PRACTICE


WHAT ED FEENEY WILL DO TO HELP IMPLEMENT PROCESS

1. HARD COVER GOLF BOOK2. CHAPTERS eBook ON WEB SITE3. FIELD TESTS INSTRUCTORS4. TRAINING MATERIALS FOR

TRAINERS OF PROFESSIONAL INSTRUCTORS

5. WRITE MAGAZINE ARTICLES6. GIVE LESSONS FOR RESEARCH

WHAT ED FEENEY WILL DO TO IMPLEMENT PROCESS

7. EXPAND THE WEB SITE

8. SEND CONTENT TO GOLF PUBLICATIONS

9. LINK UP WITH OTHER GOLF INSTRUCTION RESOURCES

10.GOLF CHANNEL (CABLE)



YOUR EVALUATION AND PLANS TO CHANGE

• EMAIL ME ABOUT YOUR PLANS TO IMPLEMENT ANY OF THESE IDEAS, AT

• edfeeney@ApplyGolfLessons


WHAT, IF ANYTHING, DID YOU LIKE?

1. WHAT YOU LIKE AND WHY:

2. WHAT DO YOU INTEND TO DO?

3. WHAT DID YOU IMPLEMENT?

4. WHAT QUESTIONS DO YOU HAVE AND WHAT INFORMATION DO YOU NEED?


THE END

• THANK YOU FOR VIEWING THIS PRESENTATION

• APPLY AS MANY OF THESE IDEAS AS POSSIBLE

• TELL MANY OTHERS ABOUT WEB SITE• I AM THERE TO HELP YOU

• ED FEENEY• [email protected]

Documents

BEHAVIORAL GOLF INSTRUCTION ED FEENEY DESIGNER OF BEHAVIORAL GOLF INSTRUCTION Behavioral Golf Instruction, Email to [email protected] 1