Photo by nsaplayer
Pebble Beach, TPC Sawgrass, Doral’s Blue Monster, and Harbour Town. These are just some of the famous courses that the top tour professionals play year in and year out. Ah, the good life, right?
Well, yes. But the journey to get to the top of the mountain of professional golf is far from easy. The fact of the matter is it takes a lot of time, effort, and money to even attempt this journey. And, that’s assuming the player has the talent and ability in the first place.
More than a few times per year, USGTF examiners hear a candidate in his 40’s say that he plans to “chase the senior tour” when he gets near 50. Then, some of these same candidates fail to break 80 during the playing ability test.
This is not to discourage those who want to chase their dreams. However, let’s paint an accurate picture of what it takes to someday “make it.” As teachers, a lot of us undoubtedly have students who truly aspire to playing on the PGA or Champions Tour. They may think they’re good enough. They may be right, but more often than not…
Playing Ability
All of the time, effort, and money in the world won’t do one bit of good unless the player has the ability, or at least the potential, to shoot low scores consistently on tough courses. Take our hometown hero, for example. He can average 72 on his home course, which means he breaks par almost half of the time. So far so good, right?
Upon closer examination, he plays the white tees with the boys at 6,400 yards on a course rated 70.0. Since most golfers in the scratch range average about two strokes over their handicaps, this means our hometown hero is a legitimate scratch golfer, handicap 0. So far so good, right?
Now, some of the old-money boys at the club think they have a real hotshot on their hands, and if he could only play full-time, he’d no doubt be playing with Tiger and Phil someday. So, they pool their money and send their man out on the mini-tour circuit. So far so good, right?
Much to their surprise, after six events he hasn’t even come close to cashing a check. So far, uh, not so good. What happened?
Most mini-tours pay only the top 1/3 of the field. They play their events on courses not rated at 70.0, but perhaps 73.5. To cash a check, a two-round score of 144 (even par) is normally reasonable. This means our hometown hero must play to a +3.5 handicap standard (the average handicap of someone who averages 1.5 below the course rating) just to cash a check!
Winning? That might be a score of 136 or lower. If he wants to win or be one of the top finishers (where the real money in mini-tour golf is), he needs to play to at least a +6 handicap standard in that tournament.
Now the old money boys are accusing their man of not trying hard enough, of not putting in enough effort. But he is. He’s practicing more than he ever has, and he is showing some improvement. In fact, his tournament handicap is +1. Yet, he still hasn’t made a dime – why not?
Unless a golfer can play to at least a +2 handicap in competition, he probably has no future in the pro game – not even in banging out a few bucks on the mini-tours, even at the senior level.
Lee Trevino suggested a test many years ago to see if someone was ready for pro golf. Take him to six courses he’s never played before and have him play the back tees. If he can shoot no worse than +6 total for the six rounds, playing under strict USGA rules, Trevino said, you might have a winner on your hands.
The late USGTF examiner John Nichols, a former PGA Tour player, had a unique perspective on what it takes. He suggested taking the prospective tour player to the up tees and having him play from there. If or when the player could shoot at least a 65 from these up tees, he needed to move back one set and repeat the process until he reached the back tees. If the player could shoot a 65 from the back tees, John said, only then would he be ready for pro golf.
Time And Effort
We all hear stories how Vijay Singh hits balls for hours on end each and every day, how Ben Hogan would work from sunup to sundown, and how Trevino would chastise rookies by saying, “The sun’s up, young man – why aren’t you playing golf?”
It’s not necessary to put in such yeoman work in order to play one’s best, but these anecdotes underscore the fact that it does take a lot of time and effort to reach the top echelons of the sport. Some players, like Carlos Franco, are famous for not working much, but they are few and far between.
If a mini-tour player is playing two or three competitive rounds per week, he or she had better be playing and practicing all but one day the rest of the week (it’s okay to take one day off to re-charge). A typical light non-tournament day might include an hour of warming up, playing 18 holes, and then practicing for two hours afterwards. In other words, it’s a real job – seven to ten hours per day.
Money
Talented baseball, basketball, and football players are lucky – someone is willing to foot the bill for them to play. Not so in professional golf.
Let’s say someone has qualified to play the Hooters Tour, arguably the third strongest tour in theUnited States. First, he had to pay $2,000 plus expenses just to go through the “ranking school” qualifying tournament. Next, he has to find a way to pay the entry fee each week, $1,100. Then you have travel, hotel, and meal expenses. For simplicity’s purposes, let’s say this player lives at home with a generous mom and dad who don’t charge for room and board.
We’re still looking at close to $30,000. There are cheaper alternatives, but they generally don’t offer a very big field or purse. And let’s not forget the PGA Tour Q-school: $5,000 plus expenses. Frankly, unless someone is ultra-talented to where he can produce a positive cash flow almost immediately, it’s a rich person’s game.
Summary
Playing professional golf is an extremely difficult endeavor, and many have unrealistic beliefs about their abilities and potential. Talent and ability are only the starting points in this most arduous of journeys.
Photo by dnkbdotcomTo a certain extent, the slowdown of the world’s economy has affected many of us in the golf industry, but not to the degree of some businesses. It seems people still want to get out and enjoy themselves recreationally, so most of us are lucky in that regard.
As golf teaching professionals, we can still make a very handsome living if we get into the right situation. In the United States, it’s not uncommon for some full-time teachers in bigger cities to work a full eight-hour a day, earning $50-100 per hour. Even part-time teaching, where someone might teach 2-4 hours per day, can bring good revenue.
In the USA, teaching fees vary considerably, depending upon the area and reputation of the teacher. Most big-name teachers in the United States command $150 and more per hour, and the elites like Butch Harmon and David Leadbetter charge thousands of dollars per hour with no shortage of takers.
The average one-hour lesson fee in both the United States and Canada is probably somewhere in the $60 range, with 30-minute sessions going for around $35. Lessons at the low end of the pay spectrum are in the $35 per hour category – still very good pay for most industries.
Worldwide, there is also great variability in the lesson market. A check of the Internet shows onehour lessons in the United Kingdom going from £38 (US $63) to £80 (US $132). Nine-hole playing lessons can be had for as little as £76 to as much as £200 and more.
In Hong Kong SAR, a normal lesson rate might be in the HK $500 range (US $65). This would apply to both driving ranges and golf courses.
Australia has a healthy range of lesson fees. An Internet search showed half-hour lessons for as little as AUS $28 (US $22) to around AUS $60 (US $48). Lessons at even the most posh Mexican golf resorts run in the range of US $35-55.
India seems to be the home of bargain lessons. Lessons range from 250 rupees to 500 rupees per hour – $5-10 in US currency.
Price isn’t always the determining factor in the quality of a lesson. Some of the most successful and talented teachers charge only a nominal fee. The late Harvey Penick charged just $5 for years, and finally upped his fee only at the strong urging of his home course, the Austin Country Club.
And yes, some people who pay all those thousands of dollars to spend an hour in the company of one of today’s gurus will come away certainly with a slimmer wallet and hopefully an improved golf game.
Fulfilling the minimum requirements of a golf club manager is not nearly enough these days, especially if you want to rise in the industry.
Here are a few strategies for distinguishing yourself in the golf management industry:
• Think like an owner. Many golf club managers are tempted to say, “That’s not my job.” They might be right, but the best club managers—the ones who survive layoffs and continue in the industry—thrive on additional responsibilities.
• Beat deadlines. Most club managers settle for accomplishing certain goals by the assigned time. Accomplishing results ahead of schedule will enhance their value at the golf club facility.
• Help others. Great golf club managers encourage employees to think independently—to find solutions to daily problems that occur and to learn from their mistakes.
• Pass on information. Be a conduit for helpful ideas and important updates. The entire staff should be privy to golf club news.
• Adapt and learn. Move quickly to master new technology—don’t be afraid of changes. Top golf club managers come up with new ways to use new technology.
By Thomas T Wartelle
USGTF Master Teaching Professional
Washington, Louisiana
Teach Correct Warm-up Techniques
Fitness research has shown that proper warm-up technique does not start with stretching. This goes against traditional thinking. Stretching is the same as activating or using a muscle. Just as in lifting a dumbbell, when stretching a muscle group the muscles must expand and then contract to complete the task. Imagine walking into the gym and curling a 60-lb. dumbbell without warming up.
The correct technique is to warm up slowly before stretching. This could include a slow jog, but more realistically for the golfer it means simply striking a few short shots with an easy swing. The best way is to make short 20-30 yard pitch shots, then slowly working into three-quarter pitch shots. After a few minutes, begin stretching out the muscles, focusing on the major muscle groups for golf. Some important golf muscles groups: back, shoulders, forearms and wrists, legs and hamstrings.
Remember to never “bounce” when stretching, but to hold the position for a few seconds and return to the relaxed position.
As golf is an athletic game, learning correct warm-up techniques will help your clients have a more enjoyable golfing experience. It also decreases the risk of injury therefore promoting continued lessons requested from the client.
Positive Communication
Make sure you introduce the skill in a clear and concise way. Use language that the golfer can understand. Try to be as brief as possible and create a positive learning environment.
• Get the golfer’s attention.
• Make sure that the golfer can see and hear everything about the skill that they need to.
• Give a reason for learning the skill.
Demonstrations
Every picture is worth a thousand words. Shapes you see affect shapes you make. Show more and talk less. Ask players to mentally rehearse the movement after they have seen the demonstration. For your own credibility, it is important that you use demonstration. If you cannot perform the skill, use the best available model, or even use a video.
The Golf Swing is not Static
When someone hits a golf ball, the swing is a continuous motion. Too often the motion is broken down into separate parts, resulting in a loss of the continuity. The golf swing is best taught by correcting a flaw with a key thought or feeling. Find a simple solution that allows the student to continue the motion of a full swing. Encourage drills or training aids that promote the complete swinging motion. These thoughts or feelings are less likely to break down when put under pressure.
Principles of Practice
Only perfect practice makes perfect. Keep practices sessions short and frequent when working on a new skill. Use practice time efficiently. Students should experience a reasonable amount of success at each practice session. Make practice fun as well as challenging.
Attitude Towards Learning
No matter what the standard of the player, a good instructor will make the student better. It is important that any learning situation should focus toward success. The attitude of the teaching professional and student should be characterized by two qualities:
– An open mind to receive new ideas.
– An enquiring mind to question new ideas.
Organization
Learning is based upon memory, and students will recall more information when the material is organized. Think of our memory system as a file cabinet. The more organized the material is filed, the easier it is retrieved. Thus, instructors need to devise their lesson plans. This allows the student to easily organize the material. Remember that teaching is about creating environments that enable players to develop at their optimal rate.
Photo by John and Gill
PART 2: The Power-Draw Downswing
By John Andrisani
USGTF Level III Member and Contributing Writer, Gulport, Florida
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.
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
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.
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.
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!
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
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…!