Continuing Education Key To Teaching Sucess

Who dares to teach must never cease to learn.” These words by the great American librarian and museum director John Cotton Dana are incredibly profound, even given their brevity and seeming simplicity.

They are particularly true for golf teaching professionals and coaches, and more relevant today than at any time in history. In our modern 21st century, golf instruction has seen an explosion of great thinkers, theorists, and practical applications that Bobby Jones and Ben Hogan could only dream about. Today, we have universities getting involved in studying golf in terms of mechanics, technique, the mental game and motor learning skills needed for success. It also seems every other teacher who makes their presence known on the Internet is deeply into the science of golf. All of us like to think of ourselves as competent instructors, and those of us who have gone through the USGTF certification process have experienced a golf teacher training program that is the best in the industry. Those who have successfully completed the academic portion of the program are qualified to teach all aspects of the game to average players, and those who have attained Certified Golf Teaching Professional® status can competently teach the game to more advanced players. Nevertheless, the learning process for golf teachers should never end upon attaining certification as either an Associate member, a Certified Golf Teaching Professional, or even as a Master Golf Teaching Professional®.  There are countless ways of imparting instruction to those who seek our counsel, new teaching techniques to learn, mental game skills to master and motor learning procedures that are always being studied and reviewed by the finest minds in academia. Golf teachers who are not keeping up with these developments risk being left behind by their more inquisitive and motivated peers who work to be the best that they can be. USGTF Master Golf Teaching Professional David Vaught from California wrote in the last issue of Golf Teaching Pro how important it is for teaching professionals to continue their education, and this article continues with that theme. Vaught is also on record as saying one of his main motivations in continually learning is that he never wants to give a bad lesson, and that’s a great ideal for all of us to strive for. What are some of the ways that we can continue our education as golf teachers? TAKE A LESSON. That’s right, take a lesson. One well-known adage is that doctors who treat themselves have a fool for a patient. No matter our skill level, we can always use outside help on our own games, but more importantly as a golf teacher, taking a lesson exposes us to different ways of thinking and learning. USGTF national course director Mark Harman fought a hooking problem several years ago, and after failing to fix it on his own went to another instructor who gave him new tools to solve the problem. So it doesn’t matter if you’re the best player in the world, the best teacher in the world, an officer in the USGTF, or a newly-minted teaching professional who just attained your certification…take a lesson! GIVE A LESSON. As teaching professionals, this is of course our mission, but just as the student is using the lesson as a learning vehicle, so should the teacher. After giving a lesson, contemplate what you learned and record it, either on paper or electronically. You should learn something new every lesson you give. ATTEND SEMINARS. It doesn’t take a long Google search to find golf teaching seminars given by various teachers and coaches all across the country. USGTF certification courses also fall into that category, with the added benefit of having an opportunity to earn a golf teaching credential that is recognized industry wide. UPGRADE YOUR CERTIFICATION. Did you earn your Associate or Certified Golf Teaching Professional status years ago and never sought to upgrade your membership?  If so, you might want to think about doing it. In addition to gaining a higher certification status, you will gain more knowledge in the process. The Master Golf Teaching Professional certification course in particular is always a wonderful learning opportunity, especially with your peers presenting thesis papers drawn on their experiences and research. TAKE ADVANTAGE OF USGTF CONTINUING EDUCATIONRESOURCES. The USGTF has gone to considerable time and expense in creating instructional materials for golf teachers and coaches that provide pertinent and relevant information that promises to improve the knowledge base of anyone who takes advantage of them. Industry-recognized professionals like Dr. Gregg Steinberg, Michael Brantl, Thomas T Wartelle and others have put together programs and instructional DVDs and books that are second-to-none when it comes to giving teachers and coaches an education in their respective fields. These materials are available through the USGTF Pro Shop. If teaching and coaching are your passions, you owe it to your students and players – and also to yourself – to continue to learn as much as you can about your craft. The resources are out there, so please take advantage of them.

Evaluate The Student And Yourself

The Student You are in your office, or behind the counter of the pro shop, or maybe on the driving range finishing your lesson and waiting for the next lesson. Wherever you are, your lesson starts when you immediately see your student, or students, approaching you. You are now in teaching mode. No words are used as you are analyzing the visual aspects of the approaching student. The student is giving you signals, or body language, as to their personality and emotional state. As the student approaches, you study the following:
  •   The walk: Is their walk smooth or jerky? Do they move athletically? Is their stride long or short and jerky? Smooth walkers usually will have a smoother flow to their body movements, and perhaps their golf swing. Short-stride walkers will usually take a short backswing and rush the swing.
  •   How is the balance of the student while moving? Balance is the most vital ingredient to skill movement, and not just in athletics. If there is a balance problem, that is going to be your first approach to the golf swing.
  •   Does the walking stride show nervousnessIs the head sagging down or gazing around side-to-side? Such may signal a lack of confidence or an embarrassment in the fear of not being able to do well. This will require an assurance by you to make the student feel comfortable and more at ease. One of the things an instructor has to do is make the student feel a little more self-assured by having the student realize that many shots and attempts will go wrong and not to feel embarrassed when it happens. Mistakes are part of the learning process. The student must leave their ego at home.
The student must realize the lesson is fun and learning is fun. Maybe a little humor will ease the student, but be careful, as humor is only humor if the student interprets it as humor. Some students will show too much ego and be aggressive and demand better results. Sometimes this is shown in their aggressive walk towards you and how they approach your personal space by standing too close to you with an “in your face” attitude. The student’s attire may also show some personality: the style of clothes, how the clothes fit the body. Color may show a comfortable, conservative attitude, or a flamboyant attitude with loud colors. Comfortable clothes may show a relaxed nature, while tight-fitting clothes project a certain image for fashion. Loose, comfortable clothes may indicate an easy manner and a possible easy golf swing. Tight clothes may indicate the possibility of a tight, restricted swing. A fashion-conscious-attired person maybe very aware of their looks, and as a result will be concerned in how their golf swing looks to others. The handshake can tell a lot. A firm handshake is ideal and may be a clue to their gripping the golf club. Too strong a handshake may well mean that the student is tight and believes in overpowering the golf club. A weak handshake may show a lack of needed strength in swinging the club. However, sometimes women use a weak handshake in the false impression of trying to be feminine and lady-like until they get the chance to swat the ball, as some may use vigor and perhaps borderline violence. Voice can be a key to personality. A loud voice may mean self-centeredness in trying to be in control and the center of attention. Such a student often ends up dissecting the instructions in an attempt to show superiority in knowledge of the golf swing. It is amazing how some students, more so with men, want to tell the instructor how well versed they think they are in the golf swing. If a person is too passive in their voice, the student may be shy, with a fear of failure, and produce tentative attempts in swinging at the golf ball. Some may find smashing the golf ball as therapy in the release of tension and frustration. A smashed bucket of balls may leave a good feeling. The Teacher We have just analyzed the student. Now, we will look at how you, the teacher, should convey yourself to the student. This is highly important to the student, as a good image will give the student confidence and satisfaction that things will go well.
  • Thesmile. Your first contact naturally should be a smile that wrinkles right up to the eyes. Lack of eye wrinkle usually indicates a false smile, as just the lips move. No matter how bad your day, do not indicate such to the student. The student is not interested in your bad day.
  • Look your student in the eyes. If you look away, do it slowly, and not as if it is boredom or the student being insignificant.
If there is more than one student, move your eye contact to all members of the group, so each student receives equal eye contact time. If a student receives little or no eye contact, they will feel ignored by the teacher. Being ignored is deadly. It should be noted that eye contact and smile work together for a comfortable relationship. Eye contact and no smile may make one feel uneasy. Eye contact with no smile may show uncertainty in your emotions or feelings to the student. It may be the old “Evil Eye” of Li’l Abner comic strip fame. Eye contact and a smile are comfortable to the student. Remember, too much staring or too little staring at your student will also make the student uneasy and uncomfortable. Too much staring may give the student a feeling that you are scrutinizing them. Too little eye contact may show disinterest.
  • Body position. Always face the student with your full body. This way, the student feels they have your full attention and interest. With half a body facing the student, the student will feel you want to move away from them.
  • Do not fidget, wiggle, twitch, squirm, or scratch. Be careful of hand movement, as it may signal disinterest. Standing confidently shows you are interested in helping them. Habitual good posture is the first mark of a good and confident teacher. Poor posture shows disinterest and lack of attention to the lesson, and may also indicate your poor attitude.
When you meet a student for the first time, it is a formal meeting, and not an old longtime-friend meeting. Informality will come with time, so do not push the friendship in a back slapping attitude. Over-doing the friendship aspect may give the student an uncertainty of you. What you have just read are tendencies. Individual tendencies vary with each individual, so do not overreact on one tendency. Usually, accurate readings occur when more than one signal or tendency prevails.

Dream Foursomes

USGTF members identify their ideal foursomes and imagine the resultant teaching applications.
“As you walk down the fairway of life you must smell the roses, for you only get to play one round.” – Ben Hogan Everyone who loves golf strives to master it, alife long pursuit. Somewhere along the way, discoveries are made: customized equipment for one’s game, favorite courses one has played and others one longs to experience, prominent players whose techniques one respects and tries to emulate, and determination of how best to teach others the skills one has learned – a way of passing the torch. Yet what these objective factors overlook is perhaps the most powerful element of all: imagination. Visualizing a perfect ball flight, contemplating hitting every fairway, envisioning putting with a deft touch and unwavering confidence…all can lead to greater success on the course. Imagination can carry us even further. The greats of the game – those who still walk the links as well as those who have passed into the annals of golf history – dwell in us. Their achievements, personalities, playing styles and contributions to golf and other causes inhabit our thoughts. We admire them, marvel at them, wish we could meet them. Why not imagine playing around with them? That is precisely what several USGTF members have done. Asked to name the living individuals who would round out their dream foursomes and then explain how this experience would enhance their teaching, four members share some insights, their delight in selecting their ideal playing partners on full display. JOE BERMEL, known as The Putting Doctor, chooses players known for their putting prowess, naturally. Bermel has been teaching for twelve years at My Putting Doctor Private Teaching Facility, on Long Island, New York, his own facility. To complete his foursome, he would pick Jack Nicklaus, Tiger Woods and Phil Mickelson. “I chose them because they are great players and great putters,” Bermel says. “Our golf game would be light hearted yet serious.” In his instruction, Bermel focuses on putting and the entire short game. As he was a top contender at the World Putting Championship, Bermel knows of what he speaks. He has produced two volumes of copyrighted DVDs, How to Putt Well, has performed The Putting Doctor Road Show with golf celebrities, and has enjoyed extensive media coverage. Bermel chose Nicklaus “for his pre-putt routine.” Bermel teaches his own brand of routine, but would like to see first-hand what Nicklaus does. The same goes for Mickelson, whose pre-putt routine is more meticulous and repetitive than that of most other golfers, according to Bermel, “which is why he is one of the best putters in the world.”As for Tiger Woods, “one of the best golfers ever,” Bermel admires his general demeanor during play. Bermel would tell his students to “do it like Tiger does it. Copy Tiger.” He would advise his students to buy these players’ books and instructional manuals to learn more about their secrets to playing at the level they do. STEVE KUZMIC, who teaches in the San Francisco Bay area, has been a USGTF member for three years and is in the process of formulating his thesis for certification as a USGTF Master Golf Teaching Professional. He and his teaching partner, Rob Wollack, are working on building an indoor instructional facility in San Francisco’s SoMa District. They have not yet settled on a name for their facility. We’re like the Beatles,” says Kuzmic, who finds joy, solace and balance in golf. “They wrote their music first, then the lyrics afterwards.” Kuzmic, whose father escaped Communism in the former Yugoslavia by “running away with an accordion on his back,” grew up playing classical piano, and now produces music of his own “mel-low electronic genre.” He has “traveled the world as a DJ.” These days he also makes beautiful music on the golf course and the lesson tee. He first was introduced to golf twenty-five years ago by his brother-in-law, Clay Stokes, who represents Kuzmic’s first pick for his ideal living foursome. “Clay started me on the range,” says Kuzmic, who has been teaching golf for fifteen years. “He put a difficult 4-iron in my hands and gave me a couple of pieces of advice, and I was off and running. It’s the opposite of how people learn today.” Kuzmic also would include Lee Trevino. “He is an everyman,” Kuzmic says, “hilarious. He comes from humble beginnings. He has a low ball flight, yet won a U.S. Open. I love his scrappiness and creativity, showing that anyone can play and win at the highest level.” These are Trevino’s qualities that Kuzmic would try to impart to his students after playing around with the famous Texan with the self-taught style. Ernie Els would be Kuzmic’s fourth. “I’ve modeled my swing after The Big Easy,” says Kuzmic. “I’m a pretty mellow guy myself.” Big on playing lessons rather than repetitive practice on the range, Kuzmic would learn from his dream foursome while playing at his dream venue, Pebble Beach Golf Links, in Pebble Beach, California. “I would love to see Lee and Ernie interact,” says Kuzmic. “Lee would get us all laughing. It would be awesome to see two pros so different from each other play the beautiful game of golf. We would all four hit some amazing shots.” SHARON BARLEY, a USGTF member, holds a Master of Divinity as well as a Doctorate in Theology and the Arts. She lives in Denver, Pennsylvania, near Lancaster, an area with an abundance of golf courses. Barley, who professes to a passion for golf, helps elder women players. “I golf with a lot of older women who often get injured,” says Barley. “Their bodies are changing. I consider their body mechanics to teach them not to over swing, while maintaining a powerful impact zone and remaining competitive.” Barley finds it exciting to see how straight they hit the ball, although not far. A United Methodist pastor and a clergy and congregation consultant, Barley makes time to play golf twice a week and work with golfers. She estimates that 30 percent of her professional life is golf related. “Golf is my Sabbath,” Barley says, “a walk of 18 on ‘holey’ ground. It’s a silent, sacred walk. It is my time. The game is powerful.” In 1986, in Houston, Barley won the U.S. gold medal in Archery at the U.S. Olympic Festival Games, which take place between the Olympics. “What I learned carries into my golf and my life,” she says. “It has to do with the mental game and where you focus your attention.” It is with the mental side of golf in mind that Barley selects her dream foursome. Her first choice is LPGA Tour player Gerina Piller, whose performance at the Solheim Cup Barley admires. “I love her competitive spirit, her great attitude, and her gracious and fun-loving disposition,” says Barley, qualities she would ask her students to emulate, along with Piller’s putting technique.“I believe she always thinks an eagle awaits her on the next hole.” Barley’s next pick is Phil Mickelson, “a classic and classy player. I like that he seems to put golf in perspective. And I would teach his short game technique.” Barley likes the fact that even when Mickelson finishes “second fiddle” he doesn’t appear to be defeated. It’s his attitude that Barley would take away from her dream round to share with her students. “He can miss a shot, stay competitive, and smile,” she says. “Some of the other best players just walk by and ignore everyone.” Lexi Thompson is Barley’s final choice. “She is an inspiration to youth,” Barley says. “And she is my driving queen.” Thompson’s drives are not always accurate, notes Barley, yet she is #1 on the LPGA Tour for eagles. She keeps a youthful spirit and puts golf in perspective. “You gotta fall in love with the game,” Barley says. “Don’t do it for money or for your parents. Lexi is an inspiring golfer in that way.” Barley would play her imaginary round at Torrey Pines Golf Course in San Diego, overlooking the Pacific Ocean. She envisions that her interaction with her chosen players would be comfortable and appreciative, not star struck. “My dream is to retire someday on a golf course and teach part time,” says Barley, “the mental, physical and spiritual aspects of the game. I would learn a lot from my ideal-foursome round.” DAVID THOMPSON teaches at two locations in Huntersville, North Carolina: Northstone Golf Club, a private facility, and Skybrook Golf Club, a public course. His first dream-foursome pick is Tiger Woods. “I’d love to interact with Tiger,” says Thompson, who would like to witness first-hand Woods’s personality, attitude, mental toughness, preparedness and intense concentration on his swing. “Like Ben Hogan was, Tiger is ultra focused when he needs to be. That’s what I would teach my students.” Phil Mickelson would be part of Thompson’s foursome for his short game and his personality. “He’s even keeled, even when not playing the way he wants to,” says Thompson, who has played the ASU Karsten Golf Course, in Tempe, Arizona, Mickelson’s collegiate home course. “I’d observe his touch and feel in his short game – his flop shot and his often amazing putts.” Thompson’s final selection is Jack Nicklaus. “I assume I could take away from the experience the ability to work the game,” says Thompson, who lives in Palm Beach, Florida. “You don’t just hit the ball. It’s the whole thought process of playing the course that makes the difference. “I’ve always admired Jack’s long-iron game. If the tournament was on the line, he always had the ability to hit that one shot to win.” It’s that winning attitude that Thompson would remember from Nicklaus during his ideal round, teaching it later to his students. Thompson imagines that his dream-foursome round would be “phenomenal…a great day. Even if I played badly, nothing could spoil that day.” There you have it. It’s interesting to note that while there is some overlap in whom these USGTF members would choose for their dream rounds, what they each would derive from the experience is personalized, tailored to their own playing and teaching interests. Just imagine your own ideal living foursome. Whom would you select to play with you? Where would you have this unforgettable experience? And what would you take away from your dream day to share with your students? Just imagine…  

Shorter Driver

There is a new trend in the world of professional golf:  shorter drivers.  I’m not referencing the actual driving distance, but rather the length of the actual club.  Ricky Fowler and Jimmy Walker are two players who have reduced the length of their driver.  If the some of the best players in the world are doing this, should your students do this as well?

As golf teaching professionals, one of the most common requests from a student is the desire to hit the ball farther.  From an amateur to members of the PGA Tour, everyone wants the distance.  So why is shortening the length of the driver shaft a good thing?

A few things occur when you shorten the driver shaft.  It’s easier to hit the ball more solidly; with a shorter shaft, the actual strike should improve.  Hitting the golf ball in the middle of the clubface, in the sweet spot, will improve the ball speed, plus give the correct spin rate.  However, striking the ball off the toe or heel of the club decreases the ball speed and adds too much side spin.  Lastly, one additional benefit for some players is that the arc of their swing shortens and they actually increase their clubhead speed.  This isn’t something that happens for everyone, but it will for some players.

If you can help your students strike the ball more solidly, they will gain distance.  Hopefully with a more solid strike, their accuracy might improve, hitting more fairways.  We all know a drive will roll out further in the fairway than in the rough.  Cutting down a driver shaft from a half inch up to two inches will help a majority of your students.  If they complain about losing distance, test the differences on a launch monitor.  Good luck and happy teaching!