Editorial

3 Mar 2015 Corina Pelloni

Student Assessment: Key Ingredient In The Golf Teaching Recipe

Student Assessment Check List √ Previous golf experience √ Medical issues √ Body shape √ Motor coordination √ Flexibility √ Goal and objective Conducting a student assessment should be part of the first lesson and can be as simple as interviewing and observing the student. A lot of things can affect the way instructors teach and how the student learns. The more the instructor knows about a student gives the instructor the best chance to be successful with the instruction. It has been said many times that no two persons have like swings, and some of the reasons for that may be associated with items on the assessment checklist. Some items on the assessment checklist may interrelate, such as body style with coordination, flexibility, and coordination. Medical issues could certainly impact several of those areas, as well. It’s helpful if the instructor knows if the student possesses a positive or negative attitude, or if the student has goals to achieve with the lessons. The information gathered from the assessment can be a valuable tool for the instructor in developing the approach and methods used in conducting the lesson. The student assessment should be a must-be for lessons and is a good starting point. No more than 15 minutes is needed to conduct the assessment. Let the assessment flow using the checklist, and before you know it, it is complete. You may want to take notes to refer back to. Start the student assessment by obtaining the student’s golf experience. This will assist in determining the skill level of the student; it could be at the beginner, intermediate, or advanced levels. This background information, along with the other assessment criteria information, are used together to structure the lesson plan. Understanding the medical issues the student may have is high on the assessment list. Any medical issues would be unknown in most cases, unless they’re discussed together in the assessment. For example, the student could have limited range of motion in the shoulders and/or knees from injuries and surgeries. Being aware of the student’s medical issues will allow the instructor to design and adapt the lessons accordingly. One’s body shape has effects on body posture, which is an important aspect of the golf swing. Being overweight or underweight may cause changes in the human body’s shape as well as posture. This is why it’s important to evaluate this aspect, because the student’s body shape may or may not allow hip turn, desired spine angle in the swing setup, or a normal follow-through. However, instructors can develop and adapt golf swings for different body shapes, allowing students the opportunity to learn the game. Motor coordination is defined as the movement of parts together, the skillful and balanced movement of different parts – especially parts of the body – at the same time. There are some people that have shied away from golf because they think they are not coordinated. The common response is, “I can’t play golf; I’m not coordinated.” In some cases that may be true, but most people possess enough coordination and actually surprise themselves when they venture into lessons. This aspect can easily be assessed from observations from a few golf swings by the student. From this assessment, the instructor can reinforce to the student that the golf swing doesn’t have to be picture-perfect to play the game. This would a good time for an instructor’s demonstration of various unorthodox swing movements, while hitting the ball, to help prove that point. Touring pro Jim Furyk has done real well on tour with a swing that is somewhat unorthodox and matches no others. Instructors can use various drills to help develop the student’s balance and coordinated movements of the arms, hips and legs to get the club in a good backward swing position and forward follow-through. Every golfer wants to have a full golf swing. Flexibility allows a full range of motion within joints and muscles to execute the golf swing properly. Often, joint restrictions (i.e., tight muscles) in the lower back, hamstrings and shoulders cause the golfer to compensate within the golf swing. As with coordination, you can evaluate the student’s flexibility by having the student take a few easy swings with the golf club. Check the student’s rotary aspect of the swing and get feedback from the student as to where any stiffness may exist. As a result of the assessment, the instructor may suggest the student needs some golf stretching exercises to improve flexibility. The Internet is great resource where the student can get information on exercises to improve flexibility as it relates to the golf swing. Lastly, knowing what the student’s goal is will help the instructor design the lesson plans. The student’s goal may be to break 90 in one year, become a single-digit handicapper, or be able to play the game of golf. With goals there should be objectives discussed, such as improving chipping, making more putts, hitting the driver straighter and longer, etc. Having something to work for that is attainable is a win-win for the student and the instructor.

1 Mar 2015 Corina Pelloni

THE POWER OF POSITIVE

“Is the glass half full or half empty?”  This is a great question for golfers.  We know people who either complain about their golf game all the time or the golfer who always remains positive about their game even when things aren’t going well.  Which one has a better chance of being a good player?  Which player are you?  Which one do you teach your students? If you watched the Honda Classic, you witnessed Padraig Harrington playing some great and not-so-great golf on Sunday.  He didn’t have a great start, but he continued to grind on his game.  After the commentators quit talking about him, he rattled off four birdies in a row to get back at the top of the leaderboard.  Leading by one shot going into the very tough par three 17^th hole, Padraig hit the ball into the water.  It was the one place he could not miss, yet he did.  His double bogey put him one shot out of the lead. Lots of different things could happen to a golfer at this point.  They could lose their temper, they could go into deep depression mode, or they could do what Padraig did: stay positive and focused.  He knew that a birdie would get him into a playoff.  That’s exactly what Padraig did.  He made birdie on the par-five 18^th hole, forcing a playoff.  He won on the second playoff hole, which, ironically enough, happened to be the 17^th hole – the hole he made double bogey on less than 45 minutes earlier. Having a short memory is a good thing in golf.  Golf is a game of misses and you have to stay positive to play your best.  With free will, we have control over our thoughts and whether we want to remain positive or negative.  Once again, is the glass half full or half empty?  It’s up to you to decide and model for your students.

25 Feb 2015 Corina Pelloni

HANDLING TOURNAMENT PRESSURE

I was speaking to a student today about pressure. He said, “My swing won’t hold up under pressure.” He always assumes bad shots translate to his swing flaws. My statement to him was, “I think your swing is solid. It is not your SWING that won’t handle tournament pressure. It is your MECHANICS that don’t stand up to pressure.” Bad mechanics open up a wound on a solid golf swing. They force you to contrive the motion in hopes of scratching out a good result. Most of the time, it is a position we adopt before we ever swing the club that ruins the shot. A good player is on the range and he is deciding whether or not to play you for money today. If he notices a number of quirky or individualistic aspects to your game, he figures that it might be hard for you to play well all day long or when the pressure is on, and decides to give you a try. On the other hand, if your method is simple and free of clutter, it will give him the feeling that you can hit good shots repeatedly and he will steer clear of you. Sometimes, a green driving range mat can be quite useful. When a good player comes to me to “find” his game, I begin on a green range mat. This mat has lines drawn on it that insure the same, correct ball position, alignment, and stance width. Over the course of time, the consistent mechanics begin to heal the wounded golf swing. When you know your mechanics have been the same (and correct) for thousands of balls in a row, you then know the things you feel are correct and worth grooving. Random experimentation makes it improbable that you will ever settle on those things that stand strong under pressure. When our actions, before we ever swing the club, are affirmative and purposeful, then our swing can start to build feel and instinct again. When our mechanics are sorted out, we need to do nothing more than look at the ball and swing. Our mind can lie peacefully and allow our swing to run its course. It is the best way to swing a club, to strike a golf ball and to play golf.

12 Feb 2015 Corina Pelloni

MANAGING EXPECTATIONS

When coming back to the game after an absence, managing expectations is very important.  We have all had setbacks in golf; they could be due to a long winter in the north or an injury.  Once we start playing again, the competitive juices begin to flow and we naturally have expectations of picking right up where we left off. It happens to everyone, from Tiger Woods to our students.  It is very hard to manage expectations.  As golf teaching professionals, we need to help our students by developing a proper game plan for their return.  Without a game plan, they will be set up for heartache by not immediately performing to their prior ability. One of my current students, whom I have been working with for a few years, has been playing the best golf of his life over the past year.  His handicap had gone from an 8 to a 3.  Four months ago, he had to have reconstructive surgery on his left ankle.   This was a major surgery that had a great impact on his golf game.  He was not allowed to play for three months.  To make matters worse, the repaired ankle supports his entire weight at the finish of his golf swing.  The closer it came to his return to the course, you could tell how the excitement of getting back had begun to consume his thoughts.  All he would talk about was how great he was going to play, how much practice time he was going to devote to the game, and how he couldn’t wait to start playing in tournaments.  When we sat down to visit prior to his first round, I asked him to follow some guidelines. I recommended that he play the front tees on par 5s and long par 4s, playing one tee back from the front tee on everything else.  I also had him play the ball up everywhere and gave him two mulligans per hole.  At first he was not happy with my request, he was ready to start shooting low scores and beating his buddies. By doing this, golf was free of pressure.  He hit some poor shots without the penalty of having a bad hole.  It was fun.  The shorter course allowed him to swing within himself without putting more stress on his ankle.  The mulligans gave him the ability to redo a few poor swings or bad course management decisions. When dealing with students making a comeback of any sort, we need to help manage their expectations.  This will help their golf games in the short run, plus show your students you are there for their long-term success.

2 Feb 2015 Corina Pelloni

THE GOLF INSTRUCTOR

Just recently, say, two weeks ago, I felt very proud of one of my students.  She was playing in a two-day ladies’ tournament, and after the first day’s play, she came to me and said, “Coach, I need to say something to you concerning today’s play.  While marking my ball on the green, I accidentally pushed the ball forward.  No one saw what transpired, but I replaced my ball and called my marker to inform her of what had happened.  I then called a penalty shot on myself.” Golf shows who we are, what we are made of, what values our parents have instilled in us, and what our coach or teacher is teaching us. I hugged her and said, “Well done!”  She shot 78 with the penalty on that day.  On day two, she played very well and shot 75, thereby tying for first place.  There was a playoff, and in the playoff she three-putted the first hole and lost, but yet, there was a smile on the young lady’s face.  I again hugged her and said, “Well Done!  Did you learn anything from all of this?”  She replied, “Yes Coach.  I feel good about myself.” All of us as golf instructors have a special role to play in the lives of our students.  Whatever we teach them can have an effect on their golf game and on the rest of their lives in general.

13 Jan 2015 Corina Pelloni

REAL GOLF

I recently met a man in his late 50s who wanted to learn to play golf. I asked him some basic questions: Had he played before or taken lessons, why did he want to pick up the game and what were his expectations? He told me he played when he was first out of college, but had a horrible time. I asked him to elaborate on this comment. One of his father’s friends had offered to give him a set of clubs to play with as long as he followed all of the rules and counted every shot. So this man read up a bit on the rules, went out for a few rounds, played the ball down everywhere, holed every putt and counted every shot. Guess what? He hated the game and didn’t think about playing until some 30 years later. Why? Because it wasn’t fun! As golf teaching professionals, I feel we have two important duties to our students: We should help improve their game with proper mechanical training and develop their mental game with course management theory. But the most important factor that oftentimes is missed is that we need to make sure the student is having fun. We can teach people about the swing plane and how to hit a proper bunker shot, but unless they are enjoying themselves, they are not going to keep playing the game. I apologized to this man that he was told to play that way. I told him that our course of action would be to throw out the rules, play the ball up everywhere and not keep score until he wants to. My goal was for him to want to come back to the golf course, plain and simple. To grow people’s love for the game, we must emphasize the fun of the sport, especially in the beginning. It’s not all about following the rules and keeping score, but instead learning to love the feeling of a solid-struck golf shot, making a ten-foot putt, or solely enjoying being outside in some of nature’s most beautiful settings. Golf is a game, and it should be enjoyed.

9 Jan 2015 Corina Pelloni

WE PROFESSIONALS NEED TO TAKE BACK THE NARRATIVE

I was watching an interesting podcast the other night. It was about the state of golf and what needs to be done to keep the game vibrant. The fellow on the screen said the problem we face is that we have allowed the media to dictate the narrative. All we hear from them is how golf is dying; golf courses are closing; fewer young people are playing; it takes too much time and it is too hard.  With that type of message constantly hitting the airways, it becomes a self-fulfilling prophecy. It is true that several courses have closed in recent years, but it is also true that projections of new golfers from the National Golf Foundation were unrealistic, resulting in an oversupply of courses being built. The market today is just correcting to actual demand as all businesses do. That does not mean the game is heading for a nosedive. Avid golfers will always be avid golfers.  It is our job as pros to keep the core golfers coming out regularly and introducing the game to new players with positive messages that counter the media doom and gloom. We need to emphasize the positives of golf. For example, studies have shown that golfers live an average of five years longer than most people. The challenges of the game stimulate the brain and help to prevent or slow age-related neurological disorders. It is a great way to network with family, friends and business associates. Golf is a fantastic game for kids as it gets them outside and away from video toys and too much television.   This is the narrative we need to be spreading and posting in our clubhouses and newsletters. If we continue to let the mass media speak for us, then we only have ourselves to blame.

30 Dec 2014 Corina Pelloni

INDOOR GOLF

As some of you are making your tee times in December and playing in short-sleeve golf shirts, enjoy it!  Some of us are not that lucky, due to poor winter weather conditions where we live.  A few weeks ago, I was invited to play indoor golf with some friends.  At first I thought it would be a waste of time – and money.  To my surprise, it was a lot of fun.  The technology that the company invested in was very accurate.  To hit drivers, long irons and wedges while there is snow on the ground was pretty cool.  I will say that one of the members in our group commented that it was “just not real golf,” and it was a waste of money. To me, if you are able to make some good swings without wearing layer upon layer of winter clothes and remain in a groove from fall to spring golf, there is nothing wrong.  Are you playing in wind or playing out of bad lies?  Of course not.  However, when you look at your options, I think indoor golf is a great solution. After visiting with the owner, he mentioned that he hoped business would pick up.  I pitched an idea about bringing students to his facilities for lessons during his slow times and give him a cut of the action.  He hadn’t thought about hosting a teaching professional to give lessons and loved the idea.  It’s been a nice bump to both our wallets and keeps me swinging the clubs a little. Next time you’re driving by an indoor golf facility, stop in and chat with the owner.  It might just be a great new business opportunity for you to make it through the cold, winter time blues.

16 Dec 2014 Corina Pelloni

DOES THE FUTURE OF GOLF LIE IN THE PAST?

It has been more than 15 years since I grabbed a handful of clubs with hickory shafts from my collection and played nine holes on an older links in Louisville, Kentucky. Did I play well? Considering that I made a 9 on the first hole, it would indicate that this form of golf was not something that was going to wet my whistle, as the saying goes. Then something happened. I had an attitude adjustment and just decided to enjoy the day and the golf course. On the next tee, I hit a drive that can only be described as “wow.” I looked at the club and then down the fairway and actually said “wow.” The next eight holes were some of the most enjoyable golf I had played in a long while. I was shaping shots, playing angles and reliving the type of game I played as a young lad. Made a couple of birdies and shot 40. I still have the card. Today, all I play with are hickory-shafted clubs and I try to play on older historic courses as much as possible. It is a growing area of golf, with more and more societies forming around the nation and world. You would think, in view of the decline in the number of golfers over the past few years, a section with increasing members would be something the golfing industry would jump on. The recent World Hickory Open had more than 120 golfers and was won by Sandy Lyle. Unfortunately, there seems to be little interest. Let’s face it. The manufacturers control the game now. So, who would lose the most if large numbers of golfers started playing with 100-year-old clubs and found out that they can play just as well without that large price tag? They say follow the money, and that is what golf is all about these days. It was a manufacturer that said 15-inch holes would bring more people into the game. Their model is to jazz it up, add pizazz. The outcome remains to be seen. I prefer history and tradition.