Managers

13 Aug 2009 admin

Strategies On The Lesson Tee

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

13 Aug 2009 admin

Shareable Quotes

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

13 Aug 2009 admin

Boosting Your Teaching Business

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

13 Aug 2009 admin

Scoring Eagles

Photo by cmikedDriving Results in Golf, Business, and life. The great game of golf teaches us exceptional lessons to improve our performance in the games of business and life. Scoring Eagles! is an entertaining book for business leaders who like to play golf. It is a unique tale that helps business drivers apply lessons from golf to improve their results in business…told on the golf course! It shares strategic insights to improve their golf games, achieve business success, and even improve their personal lives. Max Carbone is the author of Scoring Eagles! He has been a CGTF and USGTF member since 1998, and was the 2000 North American Golf Teachers Federation champion. Max works as a strategic planning expert who helps businesses develop and execute winning game plans. Max is an expert on strategy, leadership and team performance. He has an MBA, is certified to conduct behavioral assessments, hypnosis and ski instruction. Past clients include companies like Adidas, Nike, Coca-Cola, Molson’s, TD Bank, AT&T, Young Presidents Organization, and many more. For USGTF members, Scoring Eagles! can be purchased from Max at the wholesale cost of $10 per book plus shipping. Max is keen to work with USGTF members to deliver winning company strategic planning retreats with a team golf game and instruction. For more information, please do not hesitate to contact Max at max@teamworksweb.com or (416) 721-6359.

16 Jul 2009 admin

Keeping Pace with Modern Golf Technology

Photo by Somewhat Frank HERE’S WHAT TODAY’S EQUIPMENT CAN DO FOR YOU By Jeff Jackson USGTF Level III Member, Columbus, Ohio, Powerbilt Golf They say you can’t buy a better game. That certainly is true to some degree. Being golf instructors, we know that instruction and practice are the keys to game improvement. But, even with all the lessons and range time in the world, if a player’s equipment doesn’t include current technology, they’re likely giving away a couple of shots a round. Let’s go through the bag and see how modern technology can help your students play better golf. Today’s drivers are arguably the most technologically- advanced clubs in a player’s set. Virtually all drivers max out at the current USGA size limitation of 460cc’s. This large size allows the club to be more stable, especially on off-center hits. The 460cc size also allows designers to create thin faces, which leads to faster ball speed and longer distance. Nearly all of today’s top drivers max out the COR/CT test as put forth by the USGA, but various face technologies can help a player find spin and launch characteristics that provide optimum launch and distance. You’ve probably noticed that driver shapes have changed dramatically over the past couple of years. The shape changes create specific centers of gravity that influence ball flight. For example, square shapes increase moment of inertia (MOI) and tend to help a player hit the ball straighter. Triangular shapes move the CG rearward, tending to increase initial launch angle, while more traditional shapes allow a better player to draw or fade the ball to fit certain shot requirements. Clubs with adjustable weight configurations are designed with them to influence right-to-left or left-to-right ball flight, depending upon weight placement. Unless you’ve not been paying attention to equipment at all, you know that driver shafts play a key role in the club’s performance. Modern shaft designs make it possible to help a player hit the ball higher or lower without a swing change. High kick-point shafts, also known as lower launch models, are generally best for faster, more aggressive swingers of the club, while high launch (low kickpoint) shafts help slower swingers get the ball airborne more easily. A launch monitor fitting will help a player determine not only which head design and shape he or she hits best, but will provide shaft information that matches flex and launch factors to a player’s swing. When it comes to irons, technology hasn’t changed nearly as quickly as with drivers. That said, for most players, a perimeter-weighted club is a good choice. Most tour pros now play cavity-back models; that should tell you that most of your students should, as well. Look at where most of the weight is on an iron head. If it’s nearer the sole, the CG is lower and the ball flight will be higher. If it’s more on the heel and toe, the club will have a higher MOI and tend to be easier to hit straight. A new technology on the scene when it comes to irons is vibration dampening material. Several irons on the market incorporate a rubber or polymer material in the cavity to dampen vibration and improve feel. Regardless of what iron design you recommend for a player, those irons should be dynamically fitted by a professional to determine the proper lie, length and shaft flex which will lead to lower scores. Wedges have undergone some radical changes of late. Many of the popular wedges in today’s market have milled faces to create more backspin. Some of these wedges have pushed the groove depth and width rules to the maximum, again to create the highest possible spin rates. Various sole grinds are available to allow a player to open the club face without increasing the bounce on the club, making it less likely the player will “skull” a shot. When recommending wedges, look for consistent gaps between the pitching, sand, gap and lob wedges. Doing so will ensure consistent yardage distances between clubs. Clubs stamped with the word “Wedge” or the letter “W” in some form or another range in loft from less than 50 degrees to more than 64 degrees. Double checking the loft of the wedges in your student’s bags will surely help to improve their shorts games. A check of modern putters will find designs that look traditional and some that look as if they came from outer space – in fact, one company produces a putter in the shape of Star Trek’s Starship Enterprise! Putters with weight on the heel and toe, known as “Anser-type” putters, tend to be more stable on off-center hits and are the types of putters found in the bags of the best golfers in the world. Larger, more uniquely shaped putters move the CG of the head to promote a smoother stroke, more resistance to twisting, or just a “different” look. A company under the name “Heavy Putter” markets a custom-fitted putter that weighs almost twice as much as a typical putter; their idea is that heavier weight promotes a more consistent stroke. Just as with any other clubs, it is important to make sure your students’ putters are matched to length, lie, loft and preferred head shape in order to maximize performance. Another aspect of today’s technology that allows game improvement almost immediately is the choice of hybrids for a set. Hybrids bridge the gap between fairway woods and long irons. In fact, there are sets that are completely hybrid-based. Hybrids have specific centers of gravity to make it easier to get the ball in the air for most players. Often, their sole design makes them more effective from the rough, as well. The final piece of today’s game improvement technology is set makeup. By choosing the proper combination of clubs and lofts, each club will then perform a designated function with a consistent distance result – something from which all players will benefit. Modern club technology can reduce a player’s score; there is no doubt about that. Can that technology alone maximize a player’s game improvement? No way. The combination of quality instruction and sound equipment choices guided by the teaching professional will yield the greatest player improvement possible. High MOI triangular drivers, cavityback vibration-dampened custom-fitted irons, deep-grooved milled-face wedges, and futuristically shaped putters are all key factors in game improvement, and with your guidance, they are almost sure to lower your student’s scores!

2 Jul 2009 admin

4 C’s That Can Turn Your Student’s Game Around

Photo by Monster. By John Andrisani USGTF Level III Member and Contributing Writer, Vero Beach, Florida “Ive been playing golf for 50 years, and what never ceases to amaze me is how, from time to time, I’ll meet a player who, though not great by any sense of the imagination in any shotmaking category – from driving to putting – manages to bring home the trophy in both the club’s match play and medal play yearly championships. These days, when I watch this type of golfer in action, I’m reminded most of Padraig Harrington. Not one department of Padraig’s game seems to stand out. For this reason, until his more recent major victories at the British Open and PGA, he was one of those players who never really got mentioned on the Golf Channel prior to a major when so-called experts always try to predict a winner. Having said that, Padraig continues to win on both sides of the Atlantic, and with his 2008 major victories, proved that there is more to winning than hitting the ball powerfully. Gary Player played a similar game to Padraig. Both hit solid, accurate drives, good iron shots, share excellent short games, and putt well a lot of the time, but again, neither player possesses exceptional Tigerlike shotmaking qualities that stand out. So, what is it about Player, Harrington, and that fellow player at your local club that brings him into the winner’s circle time after time? The success of these players has to do with qualities outside the shotmaking realm, namely possessing the four C’s: Confidence, Concentration, Courage, and Common Sense. So, let me review these qualities common to major championship winners and taught to me originally by Seve Ballesteros, who, though anything but an accurate driver of the ball, still won major championships. My suggestion is that you pass the four C’s you are about to learn onto your students, who should be looking for new ways to beat the course and emerge a winner without having to do anything special, shotmaking wise. CONFIDENCE The best dictionary definition of confidence is “full trust.” Applied to golf, that means essentially this: When a player thinks he’s going to hit a good shot, he usually will, provided, of course, that his positive attitude is realistically based on a fundamentally good swing and at least a fairly good shotmaking ability developed through regular and rigorous practice. The harder you prepare for anything, the higher your level of confidence about it, thus, the less pressure you feel and the better you perform. Convince your student to relate this work ethic to practicing golf, as all fine players do, and that student will definitely begin to play the game with a more positive attitude about hitting the shots it takes to be a winner. CONCENTRATION If you determine that your student tends to joke around too much or talk too much in between shots, and you notice that these lapses hinder his or her powers of concentration, encourage them to be less like Lee Trevino and Fuzzy Zoeller and more like Gary Player and Padraig Harrington. In short, give them tips to get them into the game and enable them to stay in the game. For example, encourage the student to get into the game by concentrating hard on picking out a target and imagining a good shot hitting that target before swinging. Encourage them to stay in the game by imagining circular targets in the fairway on tee shots and on the greens on approach shots and to count how many times during a round they can hit the bull’s eye. COURAGE Many golfers, pro and amateur players alike, fail to live up to their full potential because they never learn the secrets of developing a courageous on-course attitude. These are the immature types who throw clubs, continually cuss themselves out, sulk, or even walk off the course after one too many bad bounces or bad holes. Their problem is that they expect perfection, whereas the complete and intelligent – and courageous – golfer respects the game’s unpredictability, takes it in stride, and gets on with the job as best as he possibly can. Even when he’s having an absolutely awful day, this player still gives every shot 100 percent concentration. His final score is his absolute best effort for that day, and biting the bullet like this hardens him for future rounds. Courage, then, is not inherited, but developed through a combination of experience, sheer grit, and determination. Jack Nicklaus was not a great all-around player. In fact, he admits to being just a fair wedge and bunker player. Yet, his courage brought him to the winner’s circle a record 18 times in major championships. COMMON SENSE I’m forever amazed by the foolish chances amateur golfers take during a round of 18 holes. The typical club-level golfer would never dream of driving a car 120 miles per hour down a regular road or gambling a life savings on a flip of a card. However, on the golf course, many amateur golfers seem unable to retain even an ounce of common sense. Playing with common sense involves making the decision to play aggressively or safely, based on a realistic appraisal of one’s capabilities. And in doing that, the chief consideration should be the reward of pulling off the shot relative to the cost of missing it. What this requires above all else is discipline, which just might be the most important word in the entire golfing lexicon.

2 Jul 2009 admin

Golf Words of Wisdom

Photo by danperry.comWORDS OF WISDOM By Geoff Bryant USGTF and WGTF President, Port St. Lucie, Florida PART 1 Major championship winners comment on TEMPO, TIMING, and RHYTHM Over the last few years, I’ve noticed that the golf world – teachers and amateurs alike – have gotten caught up in talking about Tiger Woods’ technique. Hopefully however, we have not forgotten about the impact of Jack Nicklaus, still the major championship record holder, and other major winners; as well as the tremendous contributions other talented teachers have had on the great game of golf. In light of what I’ve just said, I’ve decided to present this two-part series on golf’s legends, in the hope that you will share their somewhat lost or forgotten words of wisdom with your students. These thoughts reveal tempo, timing, and rhythm secrets of legendary major championship winners, excerpted from books written by them. Part two of this article contains tips on the same subject from some well-known teachers. Jack Nicklaus (From Golf My Way) “If by nature you do things quickly or slowly, you’re going to swing the club the same way. Forcing yourself to an opposite extreme is rarely going to work because it’s too contrary to your basic instincts – especially when you are under competitive pressure.” Gary Player (Gary Player’s Golf Class) “My advice to any fast swinger is to address the ball with the sole of the club elevated slightly off the ground. This tip will encourage you to take the club back slowly and smoothly.” Sam Snead (Sam Snead on Golf) “It is a general fault among poorer players that not enough time is taken on the backswing. The tendency is to rush the clubhead back and fire away all in the same motion. You can’t do this and hit the ball well. To overcome this rushing habit, go out on the practice tee and make yourself conscious of a perceptible pause at the top of the backswing. This will get you into an automatically slower pattern.” Ben Hogan (Five Lessons: The Modern Fundamentals of Golf) “The rhythm of the waggle varies with each shot you play. The club is swung at the same speed the waggle has regulated. “In playing a soft feathery kind of shot with a seven iron, waggle somewhat slowly. “On the other hand, when needing to bang a drive low into the wind, move the club back and forth with much more briskness. And you’ll swing that way. The waggle, in other words, fits the shot.” Fred Couples (Total Shot-making) “If you realize you’ve lost your best swing rhythm, this simple practice routine will help you get your tempo back on track. “First, hit a dozen seven iron shots with your normal swing. “Second, hit a dozen drives the same distance as your seven iron shots. “Third, repeat the same two previous steps, using a five iron than a three iron. “Fourth, finish the session by hitting some really smooth shots with your driver. By this time you should be swinging with a beautiful rhythm and tempo.” John Daly (Grip It And Rip It!) “When the subjects of swing tempo and power come up, I don’t believe that centrifugal force carries the hands and arms through the shot with no further effort from the player. “I believe that given the proper sequence of motion and the buildup of power through the sequence, you will build more clubhead speed by actively utilizing each link in that chain, rather than by assuming that the link will work fully without making it happen. “If that last sentence sounds as though I mean you should consciously rip the clubhead through impact with your forearms and hands, yes, that’s exactly what I mean.” Johnny Miller (Pure Golf) “If a golfer has too fast a backswing and wants to slow it down to the right pace, then it’s no good simply telling him to take the club back slowly – he can’t do that. The only way to correct a fast backswing is to tell him to take the club out of the bag slowly, spread his feet slowly, forward press slowly. Then, and only then, will he take the club back slowly.” PART 2 Now, as a follow-up, this time, rather then present advice from major championship winners, I present here what legendary teachers say in their classic books about these vital subjects governing golf instruction and the way we should teach. Since so many amateur golfers are confused about the elusive subjects of swing tempo, timing, and rhythm, I suggest you share what you are about to read with your students in order to better help them improve the efficiency of their actions so that they are able to swing clubs, especially the driver, at maximum controlled speed. John Jacobs (Practical Golf) “The good golf swing is neither primarily body action nor primarily clubhead action. It is a perfect blend or balance of both, and the word for that is timing. “A timed golf swing is one in which the coiling and uncoiling actions of the body mate perfectly with the swinging action of the arms, wrists, and hands – to deliver the clubface squarely to the ball with maximum speed at the moment of impact.” Percy Boomer (On Learning Golf) “We have timed a shot well only when we feel we have remained a long time in contact with the ball.” David Leadbetter (The Golf Swing) “A smooth blending of its pieces (rhythm), in sequence (timing), and at a good speed (tempo) is what typifies an athletic golf swing. To achieve all three your whole action has to be totally instinctive. This is done through creating images (pictures) and feelings (sensations) in your mind. I call these images and feelings athletic keys. You could say they form the link between physical know-how and mental application.” Phil Ritson (Golf Your Way) “Physics tells us that any pulling action is more efficient than a pushing action. This simple law explains why a right-sided controlled backswing (right hip turning clockwise) and left-sided controlled downswing (left knee moves toward target) – both pulling actions – provide by far the most efficient and rhythmic overall golf swing.” Jim McLean (The X-Factor Swing) “A good swing is a controlled swing, and in order to accomplish this goal, you must rhythmically control the movement of the body with the club. The secret: Learning the law of the athletic throw. “Once you load your back leg pivot point on the backswing and complete your coil, the forward move should be initiated as follows: “First, shift weight to the front foot, which basically re-centers your body weight in order to create powerful leverage and open up a path for the swinging club. “Second, rotate your left hip counterclockwise. “Third, extend the right arm so you “throw” the club into the back of the ball. “To simplify the rhythmic athletic throw, it should be as simple as: 1. Shift; 2. Rotate; 3. Throw.

2 Jul 2009 admin

Golf Swing Slow Down Tips

Photo by foxypar4By John Andrisani USGTF Level III Member and Contributing Writer Vero Beach, Florida

Tiger’s former teacher Butch Harmon, taught me unique drills for smoothing out an extra-fast swing tempo. Any one of these is ideal for curing a student’s speedy swing problem. One of the greatest pleasures of my long career in golf was getting the chance to work with Tiger’s former coach Butch Harmon on the bestselling book, The Four Cornerstones of Winning Golf. What better way to “research” a book and “work” than to converse with Butch about golf swing technique and play golf with him at my former golf club, Lake Nona in Orlando, Florida. Butch is a true teaching guru, namely because he has a great eye for spotting faults and helps amateur and pro players get back on track by teaching them extraordinary drills. Let me share with you several of Butch’s drills for curing a fast swing, which I recommend you try out on students who share the speedy swing problem common among millions of country club golfers. What follows is the actual advice Butch gave me that, again, I think you should share with fast-swinging students, particularly those who are tired of hearing only of the feet-together drill remedy recommended by a multitude of teachers. Drill: “Chip” The Driver Tee up the ball on the practice tee and, with your driver, make a nice, leisurely “chip” swing. Just try to tap the ball out there about 75 yards. Hit a half-dozen chip shots like this with your driver. Next, hit some slightly longer “chips” about 100 yards, using the same slow, leisurely quarter-to-half swing. After several more of these, extend the swing slightly farther, to pitching distance, still using the driver, and hit some nice easy shots that travel a total of 150 yards. Hit about eight or ten balls this way. Finally, let’s assume that your normal, respectable drive travels something over 200 yards. It doesn’t matter if it’s 220 yards, 240 yards, whatever. Continuing to make a smooth, leisurely pass at the ball, just try to hit some soft drives out there about 180 yards. Hit as many balls as you like. I think you’ll be surprised that two things happen. First, when you try to smooth it out there about 180, you’ll strike the ball very solidly and hit it a lot farther than 180 yards. You’ll probably hit the ball just about as far as your best with your normal swing and a lot more consistently. Second, this entire exercise will ingrain a slower, more even tempo into your swing, namely because you have eliminated what brings the speed into the swing in the first place: the need to hit the ball hard urge. Drill: Swing at Imaginary Practice Balls Take a middle iron and tee up the ball. Then, step a few feet to the left of the teed-up ball, and make a leisurely practice swing at an imaginary ball. Repeat this swing at an imaginary ball five times, each time stepping forward a few inches toward the actual ball, as if each of the imaginary balls had been set up in a line. Finally, set your clubhead down behind the real ball and simply make your sixth smooth, leisurely swing in this sequence. Just let the ball get in the way of that nice smooth swing. I think you’ll agree that the feeling of the swing at the real ball is a lot slower and smoother than the swings you’ve been making out on the course. Drill: Hum a Tune This is more of a mental tip drill, but one that many golfers find helpful. Simply hum a musical tune as you make your practice swing, step up to the ball, and hit the shot. This should set you into a relaxed frame of mind to start with as you prepare for the shot. It should also give you a better chance to stay relaxed and to produce a smooth tempo during the actual swing. Make sure that as you execute the shot, you keep humming your tune at its normal pace and with a normal amount of effort in your voice. At first you might notice as you start the swing that the sound of your voice tightens or intensifies. This indicates tension that usually transfers into tightness and/or quickness during the swing, so it’s a good indicator that you need to stay mentally and physically relaxed throughout the swinging process. Bring this smooth, musical hum-swing to the course and feel the sense of effortless power at work. (What I like most about Butch’s drills is their unique quality. Butch is one of golf’s most creative teachers, and, of course, what he did not teach himself through trial and error, he learned from his father, Claude Harmon, Sr., the 1948 Masters champion and one of the all-time best teachers of amateurs who made his home at two of the world’s top ranked clubs, Winged Foot in New York and Seminole in Florida. Drills were a big part of Sr.’s teaching routine, as is the case with Butch.) Drill: Make Your Backswing and Downswing Speeds Match A lot of golfers who swing too fast may not be too quick taking the club back, but are blindingly fast coming down. In other words, their backswing and downswing speeds don’t match. You can’t make a downswing that fully utilizes your body if the downswing is only slightly slower than the speed of light! Make a conscious effort to make your backswing and downswing speeds identical. Count to yourself as you make the swing: “one-and-two,” with “one” being for the backswing, “and” representing the top to the swing, and “two” representing your downswing. Try to swing your arms down and through the ball at exactly the same speed with which you brought them back. Don’t worry about how far you’ll hit the ball. Even though you’re swinging your arms back in what feels like a leisurely fashion, the centrifugal force built up in the shaft and clubhead will be releasing in the impact zone. You’ll be surprised how solidly and how far you hit it when you even out the tempo between your backswing and downswing. Drill: Swing with Your Eyes Closed Tee up the ball. Grip a driver, then, after going through your normal pre-swing routine, simply close your eyes and swing. Give yourself a few tries to get over the anxiety that this sightless swing actually causes. I think you’ll find that your instincts for where the ball is will kick into play and you’ll start meeting the ball surprisingly well. More importantly, though, I guarantee that when you swing at the ball with your eyes closed, you’ll swing the club slowly and smoothly. It’s as though, without the benefit of sight, your subconscious realizes that you have to rely on clubhead control and good tempo to meet the ball well, and that’s what you’ll create as you swing the club.

2 Jul 2009 admin

Marketing Your Teaching In Todays Economy

Photo by danperry.com

By Dr. Tom Kubistant, CSP Contributing Writer, Reno, Nevada

The economic collapse has affected many business enterprises. There are fewer and fewer services which are seen as “essential” anymore. Basic services like haircuts, auto repair, and even dentistry are increasingly being seen as elective. So, where does that leave us in the golf teaching profession? We all know that people need golf now more than ever, but how do we convince golfers to invest their precious resources in lessons? The key marketing strategy is to convey that playing golf is an investment which reaches far beyond the lessons. Simply put, we need recreation more. In essence, golf provides “re-creation.” Now, many of our courses and clubs have been implementing their downside marketing strategies and tactics. For the most part, these approaches are separate from lessons. So, this article is for you! I will present low-cost, cost-effective, and proven marketing tactics to enhance your lesson business. The first step is to become aware of those approaches which do not work. I am sure most of us can plead guilty to wasting money on risky, ill-conceived, and expensive ideas. Especially during these down times, some teaching marketing approaches do not have acceptable returns on investment: presentations to service clubs (with one exception cited below), associations with club “demo days,” working with high school golf teams, and even blogging. Granted, a few of you might have found success with the above, but for the most part these offer poor returns on investment. Never confuse activity with efficient action.

The following are proven marketing tactics which can enhance your teaching business. You might have to adapt them to your region and golfer demographics…and they do work!

• FOLLOW UP WITH EXISTING STUDENTS. You don’t have to “reinvent the wheel.” You have a grand resource with previous students who already know you. You should always have regular follow-up phone calls with all former students. Follow my “Rules Of Three”: after the lessons are done, regularly follow up in three days, three weeks, and three months. Ask questions about implementation and integration. Especially in later calls, encourage them to book a new series of lessons. Sell them on the benefits of how satisfying it is to keep progressing.

• USE FORMER STUDENTS AS REFERRAL SOURCES. Even if these students don’t want to renew, offer them a free playing lesson if they refer a friend who books a series of lessons. Share the benefits of such a playing session so they become excited to actively promote you.

• EMPLOY “ONE-SHOT” SEMINARS. A series of lessons initially may be too much of a commitment for new students. However, a specific one session seminar might appeal to them. Offer a one-hour group seminar on such specific topics as: short game, putting, course management, or making the high school team. Present great information, but also recommend how they should follow through with it.

• OFFER A FREE VIDEO SESSION. For those of you with the equipment, offer a free 15-minute video session. This should include brief feedback. Some video software also have the capabilities to include a split-screen comparisons with Tiger Woods or Lorena Ochoa. Many golfers love to see themselves, and this can provide the impetus for future lessons.

• DEVELOP A LAMINATED REMINDER CARD. Such little cards are magic! Create a laminated (people don’t throw away laminated things!) card summarizing a key dimension in playing golf. Sample topics could be: how to become ready to play, how to transfer one’s game, how to employ swing cues, how to salvage a round, or how to cope with pressure. Whenever you hand one out, give four of them so golfers can pass them along. (If you would like samples of my three reminder cards, please send me a SASE to USGTF RC, P.O. Box 13309, Reno, NV 89507 and I will be happy to send them to you.)

• DONATE A LESSON SERIES TO YOUR LOCAL PBS AUCTION. Such a donation will receive a lot of air time during auction week. You will gain grand exposure as both a top teacher and a community supporter.

• DEVELOP RELATIONSHIPS WITH LOCAL MEDIA. Television and print media are always looking for local experts to utilize. Especially during the majors or a new item about Tiger Woods, media like a local slant on these national stories. Buy them breakfast (they are always hungry!) and regularly send them pertinent information so you remain in their minds.

• WRITE A GOLF ARTICLE! Write an interesting and relevant golf article which you can offer to multiple local businesses’ and organizations’ newsletters. Common topics can be: business golf etiquette, common playing errors, how to transfer one’s game from the practice area onto the course, how to relax, how to cope with slow play, and of course, the recreational benefits of golf. Always include your “trailer” at the end of the article where you can be contacted.

• PRESENT TO PROFESSIONAL WOMEN’S GROUPS. Especially if you are a woman teaching pro, such professional groups love hearing from you. Offer a short presentation to local women’s groups (especially your EWGA chapter) on such topics as: business golf, networking, how to play with the “good ole boys,” and the rights of women golfers. I know many women teaching pros who have positioned themselves to be the sole teaching resource for women professionals.

• ORGANIZE GOLF RETREATS. Depending on your target markets, you can organize a weekend golf retreat at a nice resort. Such weekends are usually for four friends or associates where you all play two rounds, have morning and afternoon practice sessions, and even mealtime roundtable discussions. I know teaching pros who package such retreats around how to play the game, how to score more consistently, and even mastering the mental game.

Which of the above appeals to you? All of these work, but I do not know which might work for you in your locale with your target populations. The important thing is to look “with new eyes” at other possibilities. A final key point is to always position you and your teaching services as unique. Joel Weldon is an iconic sales trainer. He is best known for this piece of advice: “Find out what everyone else is doing and then…don’t do it!” The last thing you want to be seen is as “me, too” teacher. Continually assess what your local colleagues are offering. Then do something different which positions your services as uniquely valuable. There are answers during these challenging times. Look for them. You very well might discover that you actually enjoy creating new services. Please keep me posted on what you have found to be cost effective. I will combine them and share with our fellow USGTF members in a follow-up article. Dr. Tom Kubistant is one of the original golf psychologists. He has written three books and over 350 articles on the mental game. He is also the leading expert for those poor souls afflicted with the yips. He loves talking to USGTF members and can be reached directly online at Kubistant@aol.com or in Reno, Nevada, at (775) 329-2215.

2 Jul 2009 admin

Defining Today’s Golf Teaching Professional

Photo by borisvolodnikovBy Andrew Penner USGTF Level III Member, Calgary, Alberta, Canada

I know a famous golf writer (sorry, I can’t divulge his name) who has never, and I mean never, sat down in front of a computer. To this day, still writing for some of the top golf magazines, he hand-writes every single sentence. Then, he painstaking bangs out the final drafts of his work with his two index fingers on an old typewriter. I said to him the other day, “You’re a relic, you know that, don’t you? Nobody does it like this anymore.” He just laughed and kept punching away. He’s one of the finest writers I know. His three books are all amazing and beautifully written travelogues on UK golf courses. (By now, some of you may have a good idea who I’m talking about). Just as the writing game has evolved into a technologically-savvy little craft – with the exception of a few dinosaurs still out there! – the golf teaching profession has made some strides, too. While the basic goal remains unchanged, to get people playing better golf, today’s teaching pros look, act, and talk a lot differently than they did 25 years ago. The business, thanks mostly to technological advancements both on and off the course, has evolved. Things like video playback, teaching software, digital storage, superior golf equipment, short-game specialization, greater fitness and flexibility awareness, increased competition, longer and wider golf courses, training devices, psychological training, innovation in clubfitting, increased knowledge of kinesiology and biomechanics, and a vibrant golf economy have all contributed to the many changes in the golf teaching industry. But, perhaps the biggest change in the past 25 years is the fact that a golf teaching pro is exactly that – and usually nothing more. In the past, “the pro” wore many hats. For the most part, teaching wasn’t a full-time gig. The pro was a manager, a clerk, a retailer, a buyer, and so on. Obviously, there are still many golf pros (some who are classified as “teaching pros”) who do a lot more than teach. But, suffice to say, if you’re a teaching pro, your income is made from teaching the game.  It’s what you do. It’s pretty much all you do. A large part of this revolution has to do with the USGTF. Prior to its founding in 1989, there was no organization of golf professionals that specialized solely in teaching. The PGA required its members to wear many hats, and those who simply wanted to teach were shut out of that organization. The USGTF stepped in to fill this void, changing the golf teaching industry permanently, and even prompting the PGA to change its programs in order to stay current. Obviously, yesterday’s golf pro worked with equipment that was considerably different. And, on that front, the game itself has changed significantly. Laminated woods, small sweet spots, and softer balls that didn’t go as far and curved more contributed to a style of play that was quite different than today. Golf was a little more clever and crafty. Players couldn’t hit the ball as far, so there was more creativity in style and shot selection. Swings were more varied:  look on the Champions Tour for some pretty unique “old-style” swings. Today, the rule of the day – and you can see it firsthand on the PGA and Nationwide Tours – is bomb it out there as far as you can (fairway or not) and pitch it onto the green. With a power game – thanks to titanium, higher CORs, bigger sweet spots, etc. – many courses can be conquered, their nuances, hazards, etc., not nearly as lethal. So, not surprisingly, we teach more on “power positions” than we ever have. Turning way behind the ball and eliminating any unnecessary movements (e.g., Adam Scott, Tiger Woods, and other young bombers), to obtain ideal launch conditions for the “new” equipment is the order of the day. We have in our minds – and on our computers – models of “the perfect swing.”  And, there is more and more pressure on those with unconventional swings to get more “conventional.” While “conventionalizing” (producing cookie-cutter golf swings that look very mechanical and similar) might be the norm, and for many players, beneficial, it’s still the instructors who can truly adapt to each student’s abilities, body type, learning styles, etc., who will be most effective and will have the potential to go to the top. Unquestionably, though, the greatest change in the golf instruction business has been the introduction of computers and computer software programs specifically geared for golf instructors. “Without a doubt, golf instructors today are much more technical and analytical,” says 30-year instructor Darren Gallagher. “I can see things today on computer screens that I never in a million years would have picked out with the naked eye before. Things just happen too quickly in the golf swing.” While there can be no arguing the fact that computers have helped instructors do their jobs better, it’s the ever-present end goal (making golfers better, remember?) that’s key. And computers don’t spit out the magic formulae that gets a student from A to B. It’s all fine and dandy burning a CD of a student’s swing, drawing fancy lines and circles to remind them of certain angles and positions, and so on, but corrections have to be realized, and, obviously, they need to be attainable. There has to be clear, effective, and “doable” instruction that will make them better. Otherwise, the computer age can be a detriment, leaving students, and if we’re not careful, us, more baffled and confused and on an endless search for answers that cannot be found simply in the bits and bytes. There is no doubt that today’s pro is more knowledgeable and better prepared to analyze the various swings that come through the door. The teaching industry has made significant advances in the last 25 years in so many areas. We now operate in a competitive, business-like environment and our role in the industry is only getting sharper and more important. Just like the successful pros before us, we’ve got to be well-rounded, personable individuals who don’t speak one language to all students. And, all of us should never overlook the advice of Harvey Penick (whose teaching was often very simple and non-technical): “The short game. Those are the magic words.”