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20 Aug 2009 admin

You May Not Be Tiger Woods, But You Are A Golfing Brand!

Photo by Keith Allison By Jack Sims USGTF Level III Member – Miami, Florida It sounds too good to be true, right? But, I can assure you that while you may not be a big brand like Tiger, Ernie, Jack, or Arnie, you still are a brand! You see, if you give one golf lesson to one student, you are a brand. And, your brand is probably the single biggest financial asset that you have! The result of this one lesson can range from as far as “It was a terrible lesson,” to “It was a good lesson,” to “Wow, that was awesome. I have never hit the ball like that before.” But, the net result can be totally different because the whole process of branding is based around the total experience that your students have – it’s not only the lesson! It’s everything that you do before they show up, the way you talk to them before that first lesson, finding out who they are and what their expectations are, the care, support and enthusiasm that you share during the lesson, and the follow- up after the lesson. At the end of the day, you have to be good at what you do in giving golf lessons. That is your product, and you have to make it the very best that it can be. You cannot cut corners on this one! On the assumption that you have managed to become a good golf teacher (product) and that you accept that you are a brand; you are ready to take your brand to the next level, and to do that you need to have a clear understanding of exactly what a brand is: It’s your unique promise of value that results in a positive collection of perceptions in the minds of your students. Each one of these words is incredibly important if you want to grow your golf teaching business into a big brand, and it starts with the following: BE UNIQUE: What is it that makes you, as a golf teacher, unique? Why will people go out of their way to pay a premium price and get a golf lesson or series of lessons from you? If you can’t answer that question, I humbly suggest that you figure out a way that you can. You have to find uniqueness as a golf teacher that will make you stand out in the marketplace that, frankly, is a sea of sameness. It can be the way you communicate, the way you follow up with an e-mail of the things you went over on the lesson, keeping a case history on every student (I got that one from my wife who is a doctor), or whatever you can come up with that will differentiate you from everyone else that they do business with. This applies to not only other golf teachers, but businesses or products that they might use, because you have to understand it’s all about getting an incremental share of their wallet, and they only have one wallet. KEEP YOUR PROMISES: When you advertise or promote your golf lessons in whatever media that might be, you are basically promising the target something – a promise of a good experience, the fundamentals of golf, taking their game to the next level, or whatever…it doesn’t matter. The thing is that you are making a promise. And, I can tell you from 30 years of being in the marketing and branding business that many companies do not keep their promises. I don’t know about you, but my mother taught me to keep my promises. Why is it that we forget this when we go into business? You must remember you are in a business. DELIVER VALUE: Value is what your students want, as much as they want great results. And, the one thing that you have to know is that it’s not about price, despite what people might tell you. Think about this: you have probably paid $4.50 for a latte from Starbucks and felt really good about it. In fact, when you are walking down the street with that cup of Starbucks in your hand, you say to yourself, I am special, I am worth it, I deserve this cup of Starbucks coffee. You could have gone to your deli and paid $1.50 for a cup, but you didn’t. You see, it’s not about price, because price is what you pay and value is what you get. Make your students feel special by coming to you, and make sure everything you do before, during, and after the lesson make them feel special. Give them a good reason to perceive that the value that they get when they come for a lesson far exceeds what they are paying for it. DELIVER A POSITIVE COLLECTION OF PERCEPTIONS: Every time you put an ad in the local paper or the yellow pages, answer the phone or your answering machine kicks on, greet students at your facility, etc., it helps add to the perception of who you are and what your brand is! Yes folks, “perception is reality,” and you have to make sure that every “touch point” with your students reinforces your brand position. Consistency is an absolute must when it comes to building your brand, and you have to make sure that your communications are delivered with “consistent and multiple quality impressions”. YOU HAVE TO GET A PIECE OF THEIR MINDS: This is exactly what products like the Apple iPod have done. Let’s face it, you can go to eBbay and buy an MP3 player for $120, but no, we go and buy an iPod for $300, because they have a bigger share of our mental real estate. You can do the same with your golf teaching if you deliver your communications with memorable and outstanding words, and with promotional marketing that features the benefits that the recipient will get by taking lessons from you. Be sure to deliver these messages consistently! That’s it. Please again remember the following, and start growing into a brand: It’s your unique promise of value that results in a positive collection of perceptions in the minds of your students. Jack Sims is not only a five-year member of the USGTF, but is also an expert who speaks on marketing and branding. You can visit him at www.jacksims.com and e-mail him if you have any questions at info@jacksims.com.

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20 Aug 2009 admin

Why an 8,000-Yard Course Will Soon be a Standard

Photo by SideLongBy Mike Stevens USGTF Level III Member, Tampa, Florida It was a simple enough game, requiring a sturdy four-and-a-half foot tree branch, with six inches bent at about a 45 degree angle on one end. The branch, when swung in a downward motion from shoulder height, would propel a round stone along the ground to a target in the distance. The person reaching the target in the fewest number of strikes was Photo by SideLongthe winner. At first, the target was a tree or large boulder, until one day, after considerable searching, Lord William McPark found his stone at the bottom of a rabbit hole. From then on, the object became to intentionally knock the stone into a pre-selected hole, meticulously dug to a depth from which the stone could be easily retrieved. The hole could be no larger than that made by the average rabbit. After all, what challenge is there in aiming one’s stone at a hole made by a sheep or goat? Soon after, marker sticks became necessary and were placed in the target hole when, in a particularly close match, two shots played from about the same distance vanished into separate holes. The bewildered participants, unable to agree on who was entitled to the wager of two gold nuggets, went off to consult with the local magistrate. The official, being astute and wary of an uprising from those supporting the loser of his decision, disqualifies both and kept the nuggets as payment for calling the court into a special administrative session. From that point forward, sticks were placed in each hole to mark the official target at which to take aim. As the community prospered, more people took up the gowf, and soon the abundance of appropriate tree branches started to dwindle. Also, the stone balls were especially hard on the wood, as evidenced by the many splinters strewn across the fair meadow. About this time, one of the town’s carpenters began getting regular visits by locals requesting repairs to their favorite gowf sticks. Not knowing much about the game, the carpenter, a curious sort, learned that the nicks and gouges were caused by the stone balls, and sometimes clubs actually broke into pieces when one really struck a mighty blow. Well, one fine day, in walked Andrew McMorris with a rather nasty gouge in his only club, and right before a big match with James Dunn. Now, McMorris had never beaten Dunn, who always seemed to hit his stone further and more accurate… but, with a defective club, any hope of victory was certainly dashed. The carpenter, having given considerable thought to the subject, knew that wood against stone was no match, but wood against wood made logical sense. He told McMorris that he could repair the club, but one good whack would probably result in its demise. McMorris was beside himself; however, the carpenter told him he might get through the match with his newly invented wood ball. Knowing it was his only chance to play, McMorris reluctantly agreed and headed to his match, resigned to the fact he would be thrashed and probably be the fodder of the gowfing community. On the first tee, Dunn hit a wonderfully rolling shot straight down the middle, some 40 yards. McMorris stepped to the teeing ground, quickly placed the wood ball down, and before Dunn could protest, swung with his usual gusto. Not only did the ball travel twice as far at Dunn’s, it actually rose off the ground some three feet and floated across the meadow to a resting spot within reachable distance to the hole. Stunned silence engulfed the two men. Nary a word was exchanged the remainder of the day. Even though he shot his best score ever, Dunn was crushed. It might be the first time a gowfer lost every hole. It was the best day of McMorris’ life. Needless to say, Dunn’s first destination was to the carpenter’s shop, and the game of gowf was elevated to a new level. Shortly thereafter, demand for wooden golf balls was so great that the carpenter had to hire apprentices to keep up the supply. To compensate for the dwindling number of tree branches, and having good knowledge of wood joints and splices, the shop began making clubs in addition to balls, and soon the golf club business was booming. The new availability of clubs and balls meant more gowfers and competitions. The desire to beat one’s opponent had players constantly modifying equipment, searching for ways to make the ball go farther and more accurate. In addition to equipment, someone was always trying to improve the ball, believing the lighter it was the farther it would fly. Stuffing feathers inside of a leather pouch, as the Romans did in one of their games, would prove to be a great discovery. Molding rubber into a round sphere made the game even cheaper to play, and created a ball so durable that iron clubs could be forged by the local blacksmith to get over those nasty walls and out of the ruts left by carriage tires, something wood clubs would not do easily. With each new innovation, more players jumped in and play improved. It was narcotic. The ball was traveling farther and farther. They made courses longer to compensate, but still the hunger for distance became ravenous. It certainly has become the opium of the golf masses. And, all this because one William McMorris outdrove his opponent by some 40 yards. Mike Stevens is Southeast Director of the USGTF and golf teaching pro at MacDill Air Force Base in Tampa, Florida. He was the 2005 National Hickory Champion and the 2004 US Golf Teachers Senior Champion. In 2008 he finished second in the National Hickory and teamed with Mark Harman to win the Southern Hickory Four Ball. He also owns and operates the Mike Stevens On Target Golf School in Tampa and Sarasota.

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20 Aug 2009 admin

Moore Takes Less Strokes Than Anyone, Wins Cup

They say some things get better with age. You can now add Jerry Moore to that list. Golf with Steve

Photo by jhaveMoore, from Raritan, New Jersey, fired rounds of 71-67 for a 138 total that set a new tournament record for lowest 36-hole score. His final round 67 bettered his age by one and also established a new 18-hole record. He earned $2,600 for his efforts. Jim Perez from Fresno, California, won the Senior division with scores of 74-71 – 145 and finished second overall. Mark Harman won the Open division and finished third overall with 74-73 – 147. 2004 US Cup champion David Belling finished fourth at 78-71 – 149, while newcomers Mike Henry and Robert Green finished fifth, both with 76-74 – 150. Melody Robinson captured the Ladies title in her first attempt with 84-80 – 164. For Moore, it seemed like a question of not if, but when, he would finally take the overall title. Coming in as the two-time defending Senior division champion, and winner of four consecutive division titles, Moore ran that streak to five by also winning this year’s Super Senior championship. He has also twice played for Team USA at the World Golf Teachers Cup, in 2003 and 2007. Formerly a high school football coach in New Jersey, Moore is used to winning. His teams at Elizabeth High School and Somerville High School won 11 state championships, and Moore is known as a legend in New Jersey coaching circles. He had numerous players receive scholarships to play major college football. “I’ve been a competitor all my life,” said Moore, “and I was fortunate enough to be surrounded by good players and good situations.” Not only did Moore find great success in coaching football, he also coached other sports, including in his home state of West Virginia. Currently, Moore teaches golf in the summer and spends his winters in Florida. He also enjoys spending time with his grandchildren. He owes his longevity and prowess in golf to “working out every day and trying to stay as young as I can for as long as I can.” He called his time in Albuquerque as “the best week of my life.” Regarding the USGTF, he said, “My association with the USGTF has been nothing but positive. I’ve met a lot of great people.” For Perez, this year’s US Cup also culminated a long journey to capture a title. He was runner-up for the overall and Open division title in 2002, and last year finished as runner-up in the Senior division. Like Moore, Perez also gets better with age as his game continues to improve. Harman, a five-time winner of the US Cup, could not match the pace set by Moore or Perez, but did come home with his sixth Open division championship. Belling fired the low round in the Open division with a second-round 71, but could not overcome his opening 78. The weather for both days of the championship was sunny and warm. Moore took the first day’s lead with a 71, followed by Daniel Jarvie and Bruce Sims at 72, and Perez and Harman with 74. Jarvie was in contention the final day when, on the ninth hole, he took a drop for an unplayable lie, ultimately taking a triple-bogey 7. Several holes later, Jarvie disqualified himself from the tournament, saying that he was bothered that he might have taken an improper drop on the ninth. Certainly, such sportsmanship cannot go unnoted. Sims dropped back with a second round 80 but still finished second in the Senior division. Perez and the others were simply unable to match Moore’s torrid pace at any time during the final round. “Even though this was the United States Golf Teachers Cup, it was nice to see teachers from over a dozen nations in attendance,” said USGTF president Geoff Bryant. “I always look forward to this tournament, because it brings together teaching professionals from all over the world with a common interest, and certainly bonds those that we would never otherwise have had an opportunity to meet.” The location of the 14th annual United States Golf Teachers Cup will be announced in the next edition of Golf Teaching Pro.

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20 Aug 2009 admin

What to Expect From Golf Lessons

Photo by dnkbdotcomWhile Kessler is not a golf professional, he has a valid point. One of the worst things we can do as golf teachers is to pass out too much information. A common refrain that new teachers hear from their students is, “I have so much to remember.” Hopefully, as time goes on, this teacher realizes that when he or she hears this phrase, the student has been given too much information. A trend in modern teaching is the use of high-tech video and training aids. Use of these items can be of great benefit to some students. The one drawback to training aids, specifically, is that the student is not likely to have such a training aid to use in between lessons. If a lesson is based solely upon the use of a particular training aid that the student does not possess, such a lesson may not be of much use. Training aids should be used only to supplement the lesson, and not be the sole focus of the lesson. Of more use potentially to a student are drills, since they can be done without the presence of a teacher. Drills should be pertinent to the student’s problem, and they should be of such a nature that the student can easily do the drill. In other words, a student is likely to not do a drill correctly on his own that is complicated to execute or to set up. Are there times that complicated drills, “excessive” instruction, or training aids that the student does not possess should be used? Yes, but these times are not common. Usually, these types of lessons should be reserved for those in the low single-digit handicap range. These better players will likely have the ability to process several things at once, be able to remember how to set up and execute a complicated drill, and remember the feel of a training aid. However, since the vast majority of our students do not fit this mold, we should return to very basic teaching for most of them. They simply do not have the capability to think about more than one swing change at a time. At the most, they might be able to think about one thing on the backswing and one thing either in the transition move or downswing. A “problem” not necessarily exclusive to new teachers is the giving of information that seems too simple. Such teachers might shy away from giving a student something very simple because they feel that the student deserves more “expert” advice. There is some validity to this, because a student receiving such simple instruction might question the instruction’s very simplicity. For example, a veteran USGTF teacher tells of a student who kept popping up the driver. The teacher saw that the student’s swing was somewhat sound and that there was no reason the swing itself should be making the ball pop up. However, the teacher did note that the student teed the ball too high (this was back in the days of persimmon drivers); thus, the student often only hit the bottom half of the ball with the clubface. The teacher advised the student to tee the ball lower, which the student did. After a couple of well-struck drives, the student said, “It can’t be that simple,” and asked for more instruction to “fix” the problem. The teacher stuck to his guns and eventually convinced the student that the correct, albeit extremely simple, instruction was given. Fortunately, most students won’t complain about instruction that is seemingly too simple if it truly works. Kessler’s 10-minute idea has merit. Challenge yourself to see if you can’t find and solve a problem within this time frame. If you can, it doesn’t mean the rest of the lesson time is unnecessary. Use it to reinforce the good behavior, and, like all good salesman, be sure to obtain a commitment for the next lesson.

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20 Aug 2009 admin

Honored Master

Photo by O’BrienDigitalBy Jim Perez USGTF Level IV Member and Examiner, Fresno, California I received a letter from a retiree, and every sentence started with, “If it wasn’t for you, I would not have played golf,” “If it wasn’t for you, I would not have had the courage to tee it up with the ladies group,” “If it wasn’t for you, I would never have been able to travel and play with my husband.” The letter continued like this, “If it wasn’t,” “If it wasn’t,” and on and on. I was so pleased that I could make a difference in someone’s life like this, so I am passionate when I teach the USGTF certification courses, imparting the knowledge that has been imparted to me, and imparting information that I have come up with by trial and error. We are more than just golf coaches. I received a letter from a gentleman from Belgium, asking me for tutelage of his 14-year-old son, who loves golf. His final sentence in our contract was, “I hope that you can be a good influence for his future.” I take my job very seriously, but I build friendships along the way. I am so pleased with not only my teaching, but the people I have met in my journey, students and teachers alike. I have just completed another championship year of coaching girls high school golf. I have written a few books. Three have been edited, and one of those, Kindergarten Golf, is out there in publishing land, ready to be picked up and also endorsed by famous writer, author and agent John Andrisani. It was he who gave me the motivation to write my own manual, The Perez Principle, and a book called Charlie, The Boy Who Inspired His Family and Friends to Play Golf. I am currently writing two books, The Power of the Inner Circle, and The Dream Of Shooting Under Par. This was something I have accomplished, and for which I am so grateful. I can teach anyone, at any age. I taught a 7-year-old, and now I coach every one this way. Once you learn how to do it, golf is a lot more fun. Winning the USGTF Senior Division championship in 2008 was a great accomplishment in Albuquerque, New Mexico, for me. I am preparing for Champions Tour Q-school at the end of year. I have sought the help of Wire to Win author David Breslow, the peek performance consultant, and also in my corner is Canadian Melody Robinson, a Level III instructor, to strengthen, train, and condition me. She will also caddie at the US Senior Open qualifier for me. I have always pursued the best and I am living the dream. I know that I still have a lot to accomplish, and I’m just getting started. I would love to thank my parents for their compassion that they bestowed on me and my older brother Joe, who started me in the pursuit and quest in this beautiful journey, and Melody for her love. I also am thankful for the dedication of Geoff Bryant, because without his struggle I may never have had the opportunity to enjoy this great success. Thank you to all.

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20 Aug 2009 admin

The Worst Shot in Golf

By Andrew Penner USGTF Level III Member, Calgary, Alberta, Canada Flubbed

Photo by judemat Skull, slice, yip, yank, top, pop, tug, chunk, whiff, shank, clank, hook, smother, flub, duff. Indeed, as teachers, our student’s mess-ups come in all shapes and sizes. If only we could smite them from the earth (and, along with them, the gimmicky pop schlock recordings of Britney Spears, Paris Hilton, and Jessica Simpson). Chances are, when Flanders is breathing down your neck in your tension-filled grudge match, one of these saboteurs will be your nemesis shot. Our downfall. Our demise. The reason why we’re not making millions on the pro tour. (Of course, life as a teaching pro isn’t half bad, is it?) But, which do you think of the aforementioned villains is the worst? Like beauty, it’s in the eye of the beholder. Personally, I’ve always been partial to the clenched-teeth, smother- hook shot that leaves behind a vapour trail as it darts straight left and burrows deep into the thistles fifty-feet in front of the tee. This, partially, is due to the superior acoustics of this shot (I particularly love the machine gun-like sound when the ball ricochets off certain buildings, tin siding, or cars in the parking lot), but also because I’m just really good at intentionally hitting this aeronautical marvel. It’s definitely a fan favorite, too. Of course, one of the things I pride myself in is the fact that this heat-seeking smoker is actually a “good player’s” miss. That’s right, even some of the best players in the world are prone to big, nasty hooks when the pressure gets high. I think of Severiano Ballesteros’ shot coming down the stretch in the 1986 Masters (when Jack won). So full of passion whenever he played, Seve sniped a beautiful left-to-left snapper that dive-bombed into the pond fronting the 15th green with such conviction it probably ripped through the lining at the bottom of the pond, as well. By his own admission, it was the shot that signalled he was no longer one of the greatest in the world. However, a lot of our students out there could certainly relate. Of course, people who curve it right have, I must admit, a few things going for them when it comes to their off-centeredness. For starters, the cutting swipe is, aerodynamically speaking, far superior to the hard-left slinger any day. The ball simply yearns to stay airborne. And, in the case of a poorly placed water hazard, there’s always the possibility of skipping it across… that is, if you’ve got enough heat on it. Unquestionably, the headhigh, three-skipper onto dry land is a perennial crowd pleaser. A real rabble-rouser. Unfortunately, however, in many circles the banana ball is considered inferior and weak. Unlike the hook, which can run forever, the cutter doesn’t seem to go anywhere. Like Napoleon Dynamite’s stud-muffin brother, it’s a bit flabby and feeble. But is the slice the worst shot out there? Absolutely not. Not even close. Johnny Miller says you can win the US Open with a cut, but not with a hook. And Lee Trevino famously quipped, “You can talk to a fade, but a hook won’t listen.” I couldn’t agree more. But to get to the worst of the lot we’ve got to delve deeper. If we wince in pain at the very mention of the word, then we know we’re getting close. Surely the flat out whiff is about as shameful and appalling as they come. I mean, there can be nothing redemptive about complete, utter, and absolute failure in administering a blow. Or is there? Typically, when a student “whiffs,” there are anomalous variables at work. The ball might be six feet below the feet in a gutter, lodged twelve feet high in a sycamore tree, or you can’t actually see the ball at address because it’s plugged in a pile of dirt, or something like that, in which case a fearless swat at the ball, even if all that strikes the clubface is air or excrement, is to be wholeheartedly admired, appreciated, and applauded. So the whiff is clearly out of the running. AND THE WINNER IS….. Drum roll please. My vote is for the humbling, out of the blue, awful shank. And I know I’m not alone in this. Not only is this dysfunctional little surprise an embarrassment to anyone who has ever known it, but its contagious and downright deplorable nature is one that, one can only surmise, was forged in the fires of hell. And to take a quote from Forest Gump, “That’s all I’ve got to say about that!”

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20 Aug 2009 admin

The Four Stages of Learning

Photo by Brett L.By Robert W. Erickson USGTF Level III Member, Oakmont, Pennsylvania You’ve probably had the occasional student protest after a few lessons with a statement like, “I seem to hit the ball a lot better when I don’t think about the things you are teaching me!” I’ve had this happen many times, and at that point I usually take a few minutes to explain about the process of learning a new technique. It doesn’t seem to matter whether it is a sport, a new job function, or virtually any new activity. Change or learning can be difficult. The first thing I typically point out is that change, especially positive change, doesn’t happen without some thought! And, they probably wouldn’t be taking lessons unless they recognized they needed to make some changes. if their learning is successful, when they’re done they won’t have to think too much! here’s why: STAGE 1: UNCONSCIOUS INCOMPETENCE one day, you watch someone doing something, like golf, and think to yourself, “That sure looks like fun, i think i’ll give it a try.” at that point, you are in Stage one of learning the activity, which is called unconsciously incompetent. what happens? you typically discover that the activity is more difficult than it looks, and you fail to do it as well as you would like. you’ve found out that you’re not good at the activity, you just didn’t know it at that time! STAGE 2: CONSCIOUS INCOMPETENCE So, now you’ve given it a try, maybe several times, and you’ve become very aware that you aren’t all that good at it. This is the consciously incompetent stage, when you start to turn down invitations to participate in the activity to avoid embarrassment. For most people, this is the time they start to buy instruction books, tapes, and sign up for lessons. This is the “thinking” time, when you start to learn techniques that will help you master the activity, and move you to the next stage. STAGE 3: CONSCIOUS COMPETENCE This is the stage of learning that is the toughest, because you have to be very aware of how you are executing the activity. it’s the time when practice is extremely important, as you train your body and mind to work together in new ways to produce the results you want. it’s also the stage where feedback, both positive and negative, is required to fine-tune the new techniques you are learning. With lots of work, thinking, and refinement, you can reach Stage Three, being consciously competent in the new activity. as long as you take your time and think about it, you start feeling like, “I’m pretty good at this.” In golf, this is when we feel like we have to concentrate on 50 swing thoughts to execute an acceptable golf shot. however, our real goal is to get to Stage Four. STAGE 4: UNCONSCIOUS COMPETENCE Stage Three can be satisfying, but it can also be quite tiring, since we always seem to be “working on our game” instead of just enjoying it. people that are truly good at an activity spend most of their time in Stage Four, the unconsciously competent stage. This is especially true when they are competing, such as in a golf tournament. This ultimate stage of learning is when you can concentrate on the results of the activity, instead of the process of the activity. For example, in golf, when you are playing well, you might focus on the target and selection of the proper club to reach the target, but you don’t think through the mechanics of the swing to produce the result. you’ve done that during practice in Stage Three, and now it “just happens” when you need it, without thinking it through in detail. So, where do the better players spend their time? moving back and forth between Stage Three and Stage Four. when the pros are playing tournament golf, in what the commentators often refer to as “being in the zone,” they’re not thinking much about technique or mechanics. They’re just playing the game as unconsciously competent professionals. however, almost all the touring pros have a “swing coach” that they trust, and may spend time with between tournaments. when they spend time with their coach working on their game, they are living in the consciously competent stage. They focus on implementing improvements or eliminating flaws, and practice with feedback from their coach so they can move back to Stage Four to compete. you’ve often heard the comment that they now “trust their new swing” when they are playing successfully with the changes they’ve implemented in Stage Three. Learning a new activity or changing old habits is difficult. From my experience, golf is one of the toughest sports at which to become good. But, if you and your student are aware of where he or she is in the process of learning, you can help ease the frustration, and in turn increase the enjoyment of this great game. and, when you think about it, that’s the primary reason we all participate in this great profession.

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13 Aug 2009 admin

Strategies On The Lesson Tee

Photo by robotographyBy John Savage USGTF Level IV Member and Course Examiner, Langhorne, Pennsylvania There are a lot of unspoken expectations when a student first comes to you for a lesson. The student sees you as the golf professional, teacher, and expert. How you use your expertise is very important in developing success for your teaching profession. Students expect that people who have developed expertise in particular areas (such as the golf swing) are, by definition, able to think effectively about problems in those areas. Understanding expertise is important because it provides insights into the nature of thinking and problem solving. Research shows that it is not simply a series of general abilities, such as memory, intelligence, or the use of general strategies, that differentiate experts from novices. Instead, experts have acquired extensive knowledge which is influenced by what they notice and how they organize, represent, and interpret information in their environment. This in turn, affects their abilities to remember, reason, and solve problems. Expertise in a particular area does not guarantee that one is good at helping others learn it. Expertise can sometimes hurt teaching because many experts forget what is easy and what is difficult for the students. The idea that golf teaching professionals observe features and patterns that are not recognized by novices is potentially important for developing observational skills. The beginning teacher will normally focus on the outcome of the swing movement, and not on how the action is being performed. The experienced professional will direct his attention towards a systematic approach to solving the movement problem. GOLF INSTRUCTORS: have varying levels of flexibility in their approach to new situations; organize the information in ways that reflect an understanding of the subject matter; are aware that knowledge reflects contexts of applicability; can flexibly retrieve important aspects of their knowledge with little intentional effort; observe movements and patterns not recognized by the non-professional. Some students seem naturally enthusiastic about learning, but many need and expect their instructors to inspire, challenge, and stimulate them. Effective learning during a lesson depends on the teacher’s ability to sustain the interest that brought the student there in the first place. Whatever level of motivation your student brings to the lesson tee will be transformed, for better or worse, by what happens during the lesson. Unfortunately, there is no single magic formula for motivating students. Many factors affect a given student’s motivation to work and learn: interest in the subject matter, perception of its usefulness, general desire to achieve, self-confidence and self esteem, as well as patience and persistence. Here are some things you can do to help students maintain their level of motivation to improve: give frequent, early, positive feedback that supports their belief that they can do well; assign tasks that are neither too easy nor too difficult; help students find personal meaning and value in the information given; create an atmosphere that is open and positive. Ask for and get feedback; involve students in discussion techniques. This fosters retention. Using only lecture techniques inhibits learning to a great degree. It is very important to make an effort to get the student to think during the lesson. For playing effectiveness, help everyone to think for themselves – while learning and when practicing. Get them to think about what they do. The student will always spend more time practicing or playing than they will spend with you on the lesson tee. To promote thought, you must embrace silence. Allocate time for the student during the intervals between hitting and reflection. As the student collects the information given, they primarily use two sensory tools: visual and kinesthetic. They should be able to tell you what it feels like to them. Ask how they interpret the information given. What does the information mean to them? Sometimes, a correction on one side of the body affects a movement on the opposite side. Ask, “What did you feel as you moved through the ball?” The flight of the ball is immediate feedback to the student. Use your knowledge of the ball flight laws as an asset. Help the student analyze your plan for their improvement. Nothing you do should be a big change. Think of it as an upgrade rather than a complete change. Upgrading the total lesson experience means identifying which part of their stroke is underperforming. Fix that part of their swing, and stay with the correction until the student can perform the movement correctly. Before you make a modification, try some self-reflection. How would you, as a player, correct the movement error? What swing mechanics would you use that are similar to the student’s? Through your interpretation, how would you get them to think about what they need to do? The amount of information a person can attend to at any one time is limited, and the information given should be based on the level of competence of the player. Use the art of questioning much more frequently than lecturing when teaching. Reinforce that you care about their progress. Near the end of a lesson, say something like this: “I’m available for a few extra minutes. Do you have time?” If they have not signed up for a series of lessons, as you shake their hand and thank them for the lesson, add, “Next time I see you, provided I have that opportunity, we will help you with…”

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13 Aug 2009 admin

Shareable Quotes

Photo by nsaplayer“The World Golf Teachers Federation, especially here in Holland, has become too strong a force to continually be denied its progress of growth by many of the game’s monopolistic entities of the past.” – Edward Verstraten, Dutch Golf Teachers Federation, on the DGTF’s recent court victory over NGF Holland, which only permitted PGA members the right to teach the Dutch public in order to achieve golf’s mandatory “green card.” This card allows golfers in Holland official permission to play at public and private courses. “It fills me with an enormous sense of well-being, plus I discovered a long time ago that I enjoyed being good at something.” – Deiter Lang, president, German Golf Teachers Federation, when asked why he enjoys the golf teaching profession. “One of my keys to success in this business is that I make a point not to over-teach. The problem with over-teaching is that it creates tension, which in turn entirely shuts down the learning process.” – Ricky Campbell, USGTF Level III member, Trinidad, in response to the question as to why his instruction programs in Trinidad were always so well attended. “Aside from the well-intentioned but harmful offering of too much information, the answer would definitely be the use of the word don’t. This is a double negative and should always be replaced by words such as ‘try not to,’ ‘try to avoid doing,’ or, ‘let’s replace this particular action with something that looks like this (demonstration).’” – Bob Wyatt, Jr., USGTF course examiner, when asked in an interview with “Metropolitan Tee Times” in Denver, what he felt was the most common error among lessexperienced teaching professionals. “When at the top of the swing, most people want to pounce upon the ball with uncontrolled fury. The key is the leisurely start down, which provides for a gradual build-up of speed without disturbing the balance or timing of the swing.” – Bobby Jones, when asked what he felt the key was to hitting long straight drives.

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13 Aug 2009 admin

Boosting Your Teaching Business

Photo by Steven WilkeYou’ve done it. You’ve passed the USGTF certification course, you get hired at a driving range or golf course as the head teaching professional, and you can’t wait to get started. You hang out your shingle and wait for the students to come… except that they don’t come in the numbers you envisioned. What’s going on here?. There are certain locations where all you have to do is hang out the proverbial shingle and students will come. If you are teaching at such a place, you are fortunate. However, most teachers will have to pursue students to maximize their lesson revenue. The most obvious place to start is with the hometown newspaper. Most of them have a golf column in the sports section. Contact the golf writer and let him or her know that you are now a teaching professional at your facility, and see if the writer will do a story about you. Almost all will, as they often have to search for content for their columns. If you offer the writer a free lesson, you may just get a very detailed and glowing review. Summer junior camps and clinics often produce great revenue. Depending on where you’re at, in terms of region or facility, you can earn a much greater amount doing camps than regular individual lessons. For example, if you offer a three-day junior camp from 9 AM – 12 noon, charge $150 and get 10 kids, you just earned $1,500 for nine hours of your time. Even if you pay an assistant $100 per day to help you, that’s still a pretty good hourly rate you just earned. To promote your junior camps, drop off some brochures at area schools. The administrators will be glad to pass them on to their students. Adult clinics can also deliver added revenue. Twenty dollars for a one-hour clinic is not unreasonable in many areas, and just 10 people produce $200 for that one hour of your time. Unlike junior camps, a clinic ratio of 10 students per teacher is not out of line. Clinics are not fullblown lessons. If there is a charity scramble event in your area, show up with your video equipment and offer a free five-minute swing analysis. The analysis should involve detection of the main error with a comment along the lines of, “You need to fix that.” At that point hand them your card and tell them you are available for lessons. Area companies sometimes put out a monthly or quarterly employee bulletin. Advertise in these. Giving a talk to a civic group can pay dividends, too. Finally, there is nothing wrong with introducing yourself to people on the lesson tee. Some teachers like to offer a quick free tip, but if your tip works, then there is no point in taking a paid lesson from you. Just let them know who you are and hand them a business card, while perhaps asking them some questions about themselves. Don’t sell yourself too hard when using this technique. There are many ways to drum up teaching business, too many to list in the scope of this article. The above suggestions have all been utilized successfully in the real world. Take action beyond just waiting for students to come, and you should find yourself with more business.

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