Managers

1 May 2009 admin

Golf Course Management – Basic Operations

Club Professional and Club Manager / Resort Manager Certification The following subjects will be taught during the course of the week: Customer Relations In our customer relations training section you will learn how to properly interact with your customers in a professional manner. In golf management, this is very important because the typical golfer has several options as to where they play. A good golf management experience gives the client all the more reason to select your facility for their next outing. Management Expectations In this section you will learn exactly what’s expected of a golf management professional and what tasks are involved in expanding your particular golf course facility. The Common Sense Factor It is not necessary in golf management to have a degree in business, agronomy, accounting or marketing in order to be successful. However, although no one gives out a degree in common sense possessing this valuable attribute will serve you well in this career. Introduction to Agronomy In golf management a basic understanding of creating and maintaining a healthy playing environment allows you to intelligently work with your course superintendent on turf and overall maintenance issues. An Introduction to Golf Course Construction Basic issues such as drainage, bunker construction and new tee construction are challenges faced by many of those in golf management. Employment at Public versus Private Facilities There are definite differences in golf management issues as they relate to public verses private facilities. For example: With private clubs, internal politics is a much greater challenge. By contrast maintaining and creating new revenue is the main focus at a public facility. Managing a Golf Course on a Strict Budget One challenge facing those in golf management is how to do this while providing an enjoyable and properly maintained facility. An Introduction to Food and Beverage One of the great American golf traditions is the food and beverage pit stop at the turn. In golf management it is important to be in tune to your customer’s desires in this area. Furthermore, many golf courses and golf resorts have full-fledged restaurants that serve breakfast, lunch and dinner. This is a specialized field which normally has its own management staff but the golf manager should be familiar with its basic operation as well. Understanding and Working with Various Types of Grasses during Season Changes as well as Varying Geographic Areas Different areas of the country have varying soil and turf conditions. A fundamental understanding of geography and seasonal changes is helpful in your role as a golf course manager. Evolution of the Modern Golf Swing Strictly speaking, a golf club manager may not need to have an in-depth knowledge of swing mechanics and techniques. Your business however is golf, and being able to converse intelligently regarding basic elements of the golf swing is an asset in any golf management setting. An Introduction to Pro Shop Merchandising In an area where off-course retailers tend to dominate, golf courses that provide merchandise have a tremendous challenge in getting their share of the market place. A good golf manager is attuned to the needs and wants of his customer base. Day to Day Golf Course Operations – Inside / Outside All golf courses have two areas of operation – Inside Shop and Outside Shop which must coordinate and work together. Personnel scheduling and hiring is critical to an efficiently run operation. Seemingly simple operations such as running the range and organizing the cart fleet are more complex than they appear as a golf management concern. An Introduction to Payroll, Budgeting and Accounting It is important that those in golf management have a basic understanding of simple payroll, budgeting and accounting principles as you will have a close working relationship with your accountant. Marketing Yourself within the Industry Both traditional and online methods of marketing your facility will be examined. From the golf management prospective differences between public and private facilities will be explored. Effectively Organizing Golf Tournaments Playing in a golf competition is fun and exciting for many golfers. Being a competent tournament organizer is a must in golf course management. The Basics of Today’s Modern Golf Equipment Golf courses that provide equipment sales depend on knowledgeable personnel to help customers make the right choices. A golf manager has the responsibility to make sure that personnel are up to date on the latest equipment. The Passion for Excellence All those who are successful in golf management have one thing in common; a desire to excel. At the end of the day, nothing is more satisfying than going the extra mile, getting things done properly, and providing your customers with the best experience possible.

1 May 2009 admin

UNIQUE RULINGS IN GOLF

Recently, in the Zurich Classic of New Orleans, Steward Cink was disqualified for testing a bunker prior to hitting a shot from a bunker, and failing to add the two-stroke penalty to his scorecard. What made this ruling unique is that Cink not only didn’t know initially he violated a Rule, but that the bunker he “tested” was a completely different bunker than the one from which he hit his next shot! His ball was just outside a fairway bunker, but in order to hit the shot, he had to stand in the bunker. He then proceeded to hit the ball into a greenside bunker. Cink’s caddie then raked the fairway bunker. Such a procedure was deemed a violation of Rule 13-4, which states in part that “Except as provided in the Rules, before making a stroke at a ball that is in a hazard (whether a bunker or a water hazard) or that, having been lifted from a hazard, may be dropped or placed in the hazard, the player must not: a. Test the condition of the hazard or any similar hazard.” Since there was no provision in the Rules to allow Cink or his caddie to rake the bunker in that instance, a violation was called. Had Cink’s ball been in the fairway bunker, there would have been no penalty, as the Rules allow the player or his caddie to smooth the bunker after hitting a shot from it, regardless of where the ball winds up. Fortunately, the USGA issued a clarification after this incident, so what happened to Cink is no longer a penalty. Unfortunately, this clarification came too late to help Cink. Another unique ruling occurred several years ago in regards to Duffy Waldorf during a tour event. While waiting to hit his shot from the fairway, he noticed a kicked-up divot several feet in front of him at about a 45° angle from his intended line of play. Waldorf tamped down the divot, which was deemed a violation of Rule 13-2. That Rule prohibits improving the intended line of play. While it may be argued that the intended line of play for a tour professional doesn’t include something 45° away, the line of play is also defined as a reasonable distance on either side of the intended line. What that means is that in this case, some subjective judgment had to be utilized to determine if the divot Waldorf repaired was on his line of play. Two rulings from the European Tour involve similar circumstances to each other. Years ago, Seve Ballesteros discovered a ball he had hit from the rough was out of bounds. Under the Rules, he is of course obligated to drop a ball as near as possible to the spot from which the ball was last struck. Ballesteros went back, picked a spot that, on videotape, was clearly at least 10 yards ahead of the actual spot. He finished play of the hole and the round. Ballesteros, surprisingly, was not disqualified or penalized further. The officials ruled that Ballesteros acted in good faith and that he utilized his best judgment to remember the spot. A couple of years ago, Colin Montgomerie was awkwardly struggling to take his stance in a bunker while his ball was outside the bunker on a steep hill, when the horn sounded, signaling a delay in play. Montie marked his ball, picked it up, and went in. When play was resumed the next day, he noticed his mark was gone. He placed his ball somewhat farther up the hill and no longer had the awkward stance. The officials once again ruled in the player’s favor, saying Montgomerie acted in good faith. The interesting thing about the rulings given to Ballesteros and Montgomerie is that their actions clearly violated the letter of the Rules, and yet the officials refused to penalize them. One thing that seems to differentiate the officials from the US and European Tours is that US officials likely would not have let either Ballesteros or Montgomerie off the hook. European officials seem more lenient when it comes to certain matters of the Rules. In any event, the most interesting rulings involve subjective judgment from the officials. While the Rules are written primarily to take the player’s actions into account, they also take intent into account in some instances, and some rulings require an official to make a judgment call. We normally think of the Rules of Golf as being in black and white, but as we’ve seen with the above examples, this is not always the case.

1 May 2009 admin

The DRIVER and The STUDENT

It is the most glamorous club in the bag. It can send the ball soaring much farther than the longest home run Hank Aaron or Babe Ruth ever hit. Along with the putter, it is the most rewarding, frustrating, fulfilling, and anger-inducing club we use. Of course, we are talking about the 6-iron. Just kidding! Over the past 10 years, the driver has been the most talked-about and scrutinized weapon in a golfer’s arsenal, due to the rapid evolution of the technology of the club. Pro golfers are hitting the ball 30 yards farther, on average, than they did with the old persimmon drivers. It seems no one has a neutral opinion on the longest, yet lightest, club in the bag. Students either love or hate their drivers – there seems to be no in-between. Students who enjoy hitting the driver find that teeing the ball up, along with using a sweeping, free-flowing swing, will propel the ball reasonably well. Those who loathe the driver likely do so because of the somewhat unforgiving nature that low loft on a clubface can produce. It is quite easy to produce sidespin if the driver face isn’t square. A clubface that is open or closed just 5 degrees means a 250-yard drive will be 22 yards off line, enough to find the rough on a typical 40-yard wide fairway. The length of the driver, combined with a sweet spot that is farther away from the shaft than with other clubs, makes the driver harder to hit from that perspective, too. Many students compound their driver woes by not using one with the proper specs for their swing. Too often, they use drivers with shafts that are too stiff and lofts that aren’t high enough. To get our students to make friends with their drivers, we must start with the equipment. Driver heads today come in all sorts of shapes and internal weight profiles. Your student needs to find a driver that is right for their swing. If they fight a slice, an offset driver head or one with heel weighting can help. If they have a smooth transition move or clubhead speed that is less than 100 mph, a regular shaft may be the right call. According to a recent Golf Magazine article, the average male golfer has a clubhead speed of around 90 mph, with an initial ball speed of 135 mph. This player needs to launch the ball around 14 degrees with approximately 2,900 rpm to achieve maximum carry. Driver specs will vary between players, but most golfers in this range won’t go wrong with driver loft of 10° or higher. A regular shaft would probably fit most, with a faster-tempoed player needing a stiffer tip section. Technique-wise, our students need to suppress the urge to continually play the long ball. This urge leads to swings being made out of sequence, usually with the arms and hands playing a dominating role to start the downswing. When teaching driving, it’s best to stick with the basics. Make sure the ball is teed up opposite the inside of the forward heel with a stance slightly wider than shoulder width. One trend today is teeing the top of the ball just slightly higher than the top of the clubface. The normal school of thought is to tee the ball so that half of it is above the top of the clubface, but some teachers feel it’s easier to make solid contact with the ball teed lower. The stance should be square – a big reason for an over-the-top swing is the foot stance being closed. Try to get your students to relate their driver tempo with that of a mid-iron. If they can do that, they should be able to make more consistent, solid contact.

24 Apr 2009 admin

What is the Best Putting Grip?

A Panel of Our Teachers Share Their Views

It seems, since golf began some 600 years ago, players have argued whether the straight back-straight through putting stroke, preferred today by putting expert Dave Pelz, is better than the inside-square-inside stroke recommended these days by another short game guru, Stan Utley. Well, surely these arguments will go on for a long time, yet one thing will stay the same: most USGTF and WGTF members believe the Pelz type stroke works better on short putts while the Utley-type stroke rolls the ball more purely on long putts. Something else that’s been getting a lot of attention lately is the putting grip, probably because there is such a wide range of grips, including the highly unorthodox claw popularized by PGA Tour pro Chris DiMarco, unique cross-hand hold employed by former US Open winner Jim Furyk, and the unconventional split-hand type grip used by LPGA player Natalie Gulbis. Before things get out of hand, Golf Teaching Pro editors thought we better check in with our members and ask them this question: what do you think is the best putting grip to recommend to average golfers, and why? What follows are the answers to this question that you might find fun to compare to your own. Bill Picca: I prefer the reverse overlap grip simply because it is the putting hold that has proven to be the most popular historically among winners of regular PGA tournaments and major championships. Let me make it clear that this is not the opposite grip to the standard Vardon overlap. My grip of choice is the grip called the reverse overlap grip, even though for a right-handed golfer it entails draping the forefinger of the left hand over the fingers of the right. I prefer this grip myself and recommend amateurs try it before any other grip. The reason is it keeps the hands out of the stroke and promotes a coordinated and rhythmic arms and shoulders action. In essence, then, this grip encourages the player to control the movement of the putter with the big muscles rather than the small ones, thereby virtually guaranteeing an on-line stroke rather than an off-line stroke. Yvon Legault: I know I am a minority, believing that the interlock grip is best for putting, so let me explain my thinking. When hitting drives and other standard tee-to-green shots, more and more PGA Tour professionals are following the example set by Tiger Woods, who prefers the interlock grip, as did Jack Nicklaus before him. When putting, slowly but surely, more and more top professionals are switching from the reverse overlap putting grip to a less conventional hold. A few years ago, several top pros started changing to a left-hand-low or cross-handed grip. A couple of years ago, the claw grip started to catch on and now a number of pros are using it. I predict the interlock will be the most popular grip of the future. I say that, knowing that it unifies the hands, but, unlike the overlap grip, it does not take them out of the stroke so much that you lose feel. The interlock grip promotes a very slight hinge in the wrists, too, and that freedom of motion is enough to enhance feel. In turn, your club direction is enhanced, and so is your distance control. A golfer cannot ask for anything more. Most of all, though, to quote essentially what I say in my bestselling book, Become A Putting Machine, which is likely to be published in America after enjoying success in France, Canada, Switzerland, and Belgium particularly: “The goal in putting is to robotize the stroke, make it automatic, and the interlock grip does this because it CONNECTS the hands.” Dave Shaver: Since ModelGolf innovator Ralph Mann bases his instruction on pro models, I believe the average golfer will do himself or herself the most good by adopting the grip of choice by male and female tour pros: the reverse overlap grip, with the left forefinger extended down and over the fingers of the right hand. This leading choice of grip by the world’s best golfers enhances shoulder action and quiets the hands, making for a very repetitive, consistent stroke. John Andrisani: I think weekend golfers should copy Natalie Gulbis and create a six-inch to twelve-inch gap (whichever feels most comfortable) between the hands when holding the putter. In testing out this grip, I determined that it automatically allows the left hand to lead the putter back and through and the right hand to follow and provide the power in the impact zone. In short, the left hand is the guide hand, the right hand the power hand. Because the right hand is not hindered in any way by the left hand, namely, because the hands are separated from one another, the player finds it easier to determine how much oomph he or she should put behind the stroke with the right hand to hit the ball a specific distance. I think more golfers would be trying this grip if a male tour player were using it. In the past, pro Hubert Green putted well using a similar hold. Hubert won many times on tour, yet golfers forget he did this using an unorthodox grip. I suppose that’s because he missed a short putt to tie Gary Player in 1978 Masters. John Wilde: I am not a teacher who believes in one set methodology. However, that does not in any way mean that I allow a student to choose some kind of wild-looking putting grip that, though comfortable, really will never offer him consistency in terms of distance and direction control. To repeat something I say in my book, The Old Man’s Practice Guide, “Putting is very individualized, but there are principles that you need to master. “The preferred grip is the reverse overlap, where the left forefinger overlaps the right pinky, but the crosshanded grip with the left hand low is an alternative.” One more thing I do stress is this: whichever of these two grips you choose to putt with, I like the student to position the putter’s handle a little higher on the left heel pad, and, ideally, use a putter with a reminder grip which positions the hands in a “weaker” grip position. Both of these keys give you an added sense of security in the hands when holding the club, thereby enabling you to make a pure pendulum-like stroke that rolls the ball smoothly across the green.

17 Apr 2009 admin

The Skill of Putting People at Ease

By Mark Harman USGTF Level IV Member and Course Examiner, Ridgeland, South Carolina

One of the biggest reasons a golfer may not take lessons is one that many golf teachers may not have thought of. That reason is intimidation. Yes, many people, especially women, are intimidated at the thought of taking lessons and putting their game in front of someone to judge. Part of the problem is the old stereotype of the grumpy old pro who has little patience for beginners and novices who seemingly (to him) can’t walk and talk at the same time. Unfortunately, there is some ring of truth to this, as golf traditionally has more than its fair share of course employees and “professionals” who are condescending, sour, and ready to rip your head off. Now for the good news: these bad actors can work to your advantage. By contrasting your behavior, attitude, and actions to theirs, it makes you look that much better to the golfing public. It’s not enough to just smile and be friendly. It’s been researched that body language is perhaps the most important means of communication in personal contact. This means using welcoming gestures, such as open arms, instead of standoffish ones like folded arms and hands in the pockets. Do you provide any literature, brochures, or a website for potential students to peruse? If so, you undoubtedly want a picture of yourself on the material. Believe it or not, there are some teachers whose picture on such materials looks like a mug shot. Now, what kind of welcome is that? Not a real good one. You can also find teachers who, while they may be smiling, are wearing dark sunglasses because the picture was taken outside. Again, not a good idea, because it goes back to the old adage, “He must have something to hide.” Once on the lesson tee, take a genuine interest in their games. Ask a lot of questions. Involve the students in the learning process. Ask them if what you’ve asked them to do is uncomfortable or too difficult. If so, you must find something that they can accomplish. If it’s appropriate, self-deprecating humor can be great at putting people at ease. It lets them know you aren’t perfect and that you empathize with them. Don’t hit balls to just show off your superior skills, but only when necessary to legitimately demonstrate a point. A teacher who starts bombing 300-yard drives in front of his female student who can only hit it 120 might get her to start thinking, “What’s the point if I can’t do what he’s doing?” You should also take the personality of your student into account. If they are a quiet type, they will feel ill-at-ease if you are a boisterous backslapper. Say fewer words and talk in a quieter voice to these people. Although it’s hard for a naturally gregarious person to tone it down, it must be done unless you want that person’s first lesson with you to also be the last. Putting people at ease isn’t rocket science. A lot of it is common sense – treat the person with respect, treat them as an equal, and be humble. You can separate yourself from others – not just in golf but in all walks of life – by acting accordingly.

17 Apr 2009 admin

Identifying A Student’s Learning Style

By Dr. Tom Kubisant, CSP USGTF Contibuting Writer

Connecting with each student is the most important thing you can do. If you can develop an individual relationship with each student, you will be more efficient in your teaching. And, students will learn more, better enjoy the experience, and come back to you. Students I talk to say they like to feel like an individual. Even though they may have the same issues as dozens of other golfers, they like to be treated as if their problems and goals are unique. Taking the time to personalize a lesson plan is one of the best things you can do to develop an ongoing relationship. This implies two things: asking questions and listening. I have presented speeches and seminars to teaching pros for over twenty years. Here is a secret: no matter the topic, I always survey the audience as to how many regularly use a pre-teaching questionnaire. Typically, only about 25 percent raise their hands. I believe having new students fill out such a questionnaire establishes both the framework for the lessons as well as develops a relationship. Typically, questionnaires survey students’ backgrounds, golf experiences, and especially physical limitations. Some others might include neurological orientations; meaning dominant hand, foot, and eye. Most forms include space for the golfer to detail specific goals for the lessons. Such a questionnaire is not only an assessment, but also becomes as contract. One key category is having students describe their best learning styles. I still like the Neurolingistic Programming (NLP) model of being predominantly either a visual, auditory, or kinesthetic learner. Such information is valuable in tailoring and communicating lesson content. If the student does not know which they are, have them become aware of the words they say and think. Visuals will say, “Picture this,” or “Imagine that.” Auditories will say, “It sounds right,” or “It rings true for me.” And kinesthetics will say, “My sense is something does not fit,” or “My gut tells me this is correct.” Which style is Johnny Miller? One of the challenges of working with each student is to develop creative ways to connect with the person’s learning style. For example, if the student is a visual learner, the teaching pro should demonstrate positions and motions both in slow motion as well as in real time. Visual learners also benefit from statically seeing their own positions. Full length mirrors can be great aids in having students see their own bodies. Finally, video sessions are valuable in having visual students see their own swings from angles they cannot see on their own. If the student is an auditory learner, the teaching pro should always anchor positive sounds of the desired action. Have the student grasp the club by the hosel and swing the club to hear the swooshing sound of the shaft as it goes through the slot. Have auditory learners listen to the desired click of contact with the ball. This is especially important on putts. Auditories greatly benefit from knowing the sound of a square face at impact. Finally, have them hear the desired thump of the sand on explosion shots. If the student is a kinesthetic learner, the teaching pro should always emphasize how the swing relates to the person’s senses, balance, and tempo. Sensitize them to the feelings of correct posture during setup – feet pressure, hip position, spine angle, shoulder position, grip pressure, and so on. During the swing, have kinesthetics feel extension, rotation, coiling, and release. Dynamic training aids are useful in helping them isolate the correct feeling, such as a ball under the outside of the rear foot, a headcover under the leading arm, swinging on a balance board, or your hand on their head to restrict an improper movement. Most importantly for kinesthetics, emphasize how tempo and timing feel for them. Honoring each student’s predominant learning style not only personalizes the instruction, it makes your content emphases more easily implemented. One of the best comments a student can make about the teaching pro is, “She made it seem so clear.” This is one of the best compliments you can ever receive. This means you have taken the time and effort to customize your content into the student’s learning style. It is also the hallmark of your professionalism. Dr. Tom Kubistant is one of the original golf psychologists. He has written three books and over 300 articles on the mental game of golf. He also maintains “The Complete Bibliography On The Psychology Of Golf.” He loves talking with USGTF members and can be reached directly online at Kubistant@aol.com or in Reno, Nevada, at (775) 345-0340.

17 Apr 2009 admin

What The Public Should Expect From Golf Lessons

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

6 Mar 2009 admin

Leftover Chicken Wings

By: Paul Devore For a number of players who have worked hard to improve their swing, eliminating residual or “leftover” faults can be a frustrating process. One such fault or tendency is the dreaded “chicken wing.” Of course, “chicken wing” refers to that uncomfortable post-impact feeling of the lead elbow (the left for right-handers) separating from the body and pointing skyward in the follow through. This is usually accompanied by a cupping or flipping of the left wrist in order to square the club face. This “chicken wing” move, inevitably, leads to an inconsistent face angle at impact, costing the player accuracy, and deceleration of the clubhead; costing the player distance. One remedy to this devastating fault is downward extension through impact. Ben Hogan used to say he liked to take “two divots” – one divot with his clubhead, and a second divot “with my knuckles” a few feet in front of the ball. This feel of taking “two divots” promotes a longer, more connected left arm through impact, allowing the forearms and clubhead to rotate more naturally through the hitting zone, resulting in maximum speed and accuracy. If the left arm is extending downward through impact, then it stands to reason the left elbow will be less inclined to work upward and away from the body. To ingrain this move, have your students practice making full swings with a 7- or 8-iron, focusing on extending a relaxed left arm (knuckles) toward a spot about two feet in front of the ball as you move through impact. You can have them use a tee or even another golf ball as an aiming point on that spot. They should make no conscious effort to pull the left arm upward as they move through impact. The speed generated (along with irrefutable principles of physics) will naturally see the rotating left arm extend outward and upward into a full finish position. If the “chicken wing” is impeding your students’ progress, give this tip a try next time you go to the lesson tee.

5 Mar 2009 admin

Etiquette necessary on golf course

As teaching professionals and ambassadors to the game, please be aware of golf etiquette. Each course may have its own special rules, but practicing the following customs should help you set an example. • Please be aware of other golfers outside your group. It’s easy to get so involved in your game or your teaching that you forget others on the course. That loud cheer when your client sinks a long putt may disturb somebody teeing off an adjacent hole. • Please replace all divots. The next time you find your ball in a rough spot on the fairway, remember that you might have had a better lie if someone else had followed that advice. Don’t be afraid to replace divots other than your own, as well. • Please don’t loiter. On the fairway, it speeds things up if everyone walks directly to his or her own ball instead of gathering around to watch someone else shoot. Think ahead about club selection. On the green, avoid congregating to mark your scores. Everyone should move off quickly following the final putt. Do your bookkeeping at the next tee. • When playing a shot from a fairway other than the hole being played, the right of way belongs to the persons on the correct fairway. • Players should not drive a ball from the tee or any position in the fairway until the group ahead is well out of reach – regardless of how many shots they’ve taken. • Golfers who are spending too much time looking for a lost ball (five minutes is considered appropriate) or lagging too far behind the group ahead must let faster groups play through. • Please avoid practicing on the golf course. This includes taking an excessive number of swings on the tee or elsewhere. • Set an example by taking care of the greens. They’re expensive to build and maintain and if everyone helps, it contributes to a smother, truer putting surface for all players. Repair your ball marks, avoid stepping too close to the cup, lay the flag down gently –preferably off the green – don’t leave cleat marks by dragging your feet, and although it should go without saying, keep carts off. • Groups on the course should consist of no more than four golfers. • Play the holes in order. • On the golf course, avoid giving advice unless asked. Even when asked, keep it short. • If your ball goes into the water, avoid wasting time searching and don’t try to compensate for the loss by trying to find another ball. • Be able to identify your ball at all times. • Act as a professional at all times, especially if you are not playing well. • Keep your movements – and noises – to a minimum when another golfer is preparing to swing. • “Fore” is the universal warning on the golf course whenever someone is in danger of being stuck by a ball. Please use it, and use it the moment you think your ball might endanger another person. • Set an example by not littering. • Keep motorized carts at least 40 yards from all greens. • Smooth sand in bunkers with rake.

5 Mar 2009 admin

The Basics of Todays Modern Equipment

By Jeff Jackson PowerBilt Golf www.powerbiltgolf.com As a golf instructor, you’re likely to see students whose bags contain a myriad of equipment – and oftentimes it’s not a pretty picture! Some players will have the latest in high-tech, high-dollar equipment, while others may have hand-me-downs from their grandparents. When it comes to instruction, you have the skills to make any student play better with whatever equipment they may have, but by educating your students to the benefits of modern-day equipment, you will not only help them immediately play better, you will be able to better teach them as a result of equipment that is matched to their game. Your students look to you as their “golf expert” due to your teaching ability. Even if you are not all that equipment savvy, it is important that you know some basics so that you are able to guide your students toward equipment that will improve their scores and enhance their enjoyment of the game. It’s not all that difficult to learn the basics of today’s equipment and how it will help lower scores. Dividing equipment into four categories – drivers, irons, hybrids and putters – will make it easy for you to instantly become an equipment guru in the eyes of those you teach. Drivers Big and geometric are the key words when it comes to today’s drivers. Nearly all of today’s drivers approach the USGA maximum conforming size of 460 cubic centimeters. Original metal drivers – and you surely still see some of these in your student’s bags – maxed out at about 150cc’s. The larger size of today’s drivers, which are made of titanium (a stronger, lighter material than stainless steel), creates what is known as a higher moment of inertia, or MOI. The higher the MOI of a club, the more stable it is on off-center hits, allowing less than perfect shots to fly longer and straighter. If your student still has a smaller driver in his or her bag, or one made from any material other than titanium, one of the fastest ways to improve driver play is through the acquisition of a properly fitted modern driver. Many of today’s drivers have non-traditional shapes. These shapes may be square, hexagonal or triangular. The purpose of any of these shapes is to position the center of gravity of the club so that it is easier to hit. Square shapes tend to allow players to hit the ball straighter as their weight is pushed as far toward the “corners” of the head as possible. If you have a student who has trouble finding the center of the face very often, a square driver should offer relief on those not so good hits. Triangular shapes and other shapes that seem to move weight rearward tend to make it easier to get the ball airborne, something that definitely helps slower swinging players. Mention that a launch monitor fitting will make sure a new design is properly suited to a player. The launch monitor will show things – swing speed, launch angle, spin rate, total distance and dispersion – that even the best teachers in the world can’t exactly quantify. Modern equipment with modern fitting techniques combine to lower a player’s score in short order. Irons If your students are playing any iron that is more than 10 years old, chances are they are behind the technology curve. If it’s oversize and has a deep center of gravity, it’s probably good for most of your students. In addition to most of today’s irons being larger, heavier, and thus more forgiving, many have wider soles that help a player get the ball in the air. Some have “undercut cavities.” This design moves weight even farther back from the face and helps the club be more stable on virtually any shot. If an iron is an undercut design, there will be a space between the back of the iron and the face toward the sole of the club. A key factor when discussing irons with your students is the distance they hit each one. You want them to have consistent distance gaps between each club, ensuring consistent accuracy on all iron shots. You also want to make sure they have wedges of the proper lofts and designs. Correct distance gaps in the scoring clubs are critical. Now that you have mentioned distance control, be sure to mention accuracy control through having properly fitted lie angles and club lengths. If you consistently see a player hit the ball left or right even when they make a good swing, it could be a lie angle issue. Lies that are too upright yield shots to the left for a right-handed player, while lies that are too flat often lead to pushed shots. New technology, when custom-matched to your students, will make your teaching much easier and will make the student scores go lower more quickly. Hybrids Long irons are a thing of the past. If there is a 3-iron (and even a 4-iron) in your student’s bag, they had better be a very good player. The answer to difficult-to-hit long irons is hybrids. Hybrids are a cross between fairway woods and irons. Typically, they are the length of long irons but with the forgiveness of fairway woods. They have deeper centers of gravity than do irons to get the ball in the air more easily. Plus, hybrids offer higher moments of inertia than do irons, making mis-hits go longer and straighter. They are easier to hit from rough due to their lower profiles and their weight makes them more user-friendly than long irons. Encourage your students to get rid of their 3-iron (and certainly any irons longer than that, as well) in favor of hybrids. For slower swinging players, the lower centers of gravity of hybrids make them even easier to hit. If a player swings slowly, adding #4, #5 and even #6 hybrids are a good idea. A number of companies offer full sets of hybrid clubs for those who struggle with their irons. Perhaps having a demo hybrid available during lessons may help show a student that hybrid clubs can be a true game-saver as compared to longer irons. Putters Geometric is the key word here too. More and more putters feature larger heads that create a higher MOI. The unique designs of some of today’s models may evoke comments from some of your more traditional students like, “I’m supposed to putt with that???” The secret to getting the ball to roll consistently is to create a putter that does not loft the ball too high at impact. The heavier weighted larger heads do this well. For those who have issues putting, one of the new larger designs may be just the ticket to lower scores. And while you’re discussing some of the new putter designs, make sure you mention that custom fitting of length and lie is a key to good putting. Even the most modern design won’t help a player unless it is fitted to his or her stroke. It’s good to know the meaning of some common putter technology terms. Hosel offset is how far the shaft is in front of the club face. Offset helps a player keep his or her hands ahead of the ball, generally resulting in a smoother roll for most players. Many putters now have what are called milled faces. A milled face is one that has been machine cut to precise flatness. Many of today’s high end models include face milling while the very highest end models have heads that are entirely milled for precise weight balance. Face balance is another term used to describe putters. A face balanced putter is one whose face will point skyward when the putter shaft is balanced on your finger. Face balanced putters help to create a straight-back, straight-through stroke which leads to improved putting. Good advice is to read as much as possible in golf magazines related to new equipment so that you stay a step ahead when it comes to product knowledge. Don’t necessarily believe every equipment claim made by every manufacturer, but do examine what technology most manufacturers are touting. By being aware of what’s new and hot in the industry, you’ll undoubtedly help your students play better. If you have the opportunity to attend an equipment demo day or two, be sure to take advantage of those situations. Hands-on experience with equipment will make it easier for you to communicate the benefits of new technology with your students, again making you an expert in their eyes and improving their games at the same time. Good instruction and proper equipment go hand-in-hand. Learning about equipment is a win-win for both you and your students.