USGTF Monthly Newsletter Archives - Page 68 of 139 - United States Golf Teachers Federation

2 Feb 2018 admin

Editorial – Members Weigh In on Teacher Honestly

By Mark Harman, USGTF Course Director

Last month, I wrote about my dilemma on how honest I should be with a student while at the same time not destroying their enjoyment and aspirations for their games. I asked my fellow members to weigh in on how they handled such situations, and a good number of you replied. Here are some of the responses:

Joe DeLorenzo wrote, “First, we must clarify expectations; improvements are not likely to happen overnight. Instructors can only provide information for improvements, provided the student is willing to put in the work. Goals must be staircased, so measure gradual improvements over time. If the high-level goal is to improve scores, start with baselines for each course the student will play, and try to break the personal best, but this comes after the following measurements: Lower-level examples of goals to measure might be reducing the number of three-putts per round, the success rates of ‘up-and-downs,’ fairways hit vs. missed, greens hit vs. missed, number of mechanical errors, number of mental errors, etc. Instruction should target the problem areas first.”

Mike Dugan wrote, “The main thing I do with older golfers that are trying to get more distance is put impact tape on their clubface and make sure they’re somewhat in the center of the clubface with their driver. If they’re way off the toe or way off the heel and I can get them more centered, that usually gets them 10 more yards.”

My good friend John Linton wrote, “In this case we need to be honest with the person, just remember it will burst his bubble, and we should NEVER DULL A MAN’S DREAMS. So we have to learn how to step on a man’s foot without messing up his shoe shine. I believe I would try to tell him what is needed for him to accomplish his goals and point out where he falls short. Next, I would try to help him look at his situation realistically and show him what he needs to get to there. In the end, the truth will set you free.”

Finally, Robert Vitti wrote, “Whether the student understands his strengths and limitations or not, it is the teacher’s job to make clear and actively manage expectations. It is also wise to set small, more attainable goals that support mutual expectations. A student normally responds more positively when he realizes a small improvement on the way to his goal, especially if they feel they are attaining realistic goals along the way. It is also wise to re-visit expectations on a regular basis to ensure that you are both working toward the same end. This should always be a positive discussion, even if the expectations are being tapped back from time to time.”

Great thoughts. Due to space constraints, I couldn’t print all responses, but I want to thank everyone who wrote.

Editorial – Honesty and the Golf Teacher

By: Mark Harman, USGTF National Course Director It’s a dilemma I’ve faced countless times in my golf teaching career, and it’s one that, 28 years later, I still have no good way of handling. I’m referring to how honest I can or should be with some of my students. One of the things that breaks my heart – although only in a teaching sense as this is far from a tragedy – is when a student of mine wants to accomplish something and comes to me for my help, and I can clearly see that they have no hope of doing so. A good example is a former low-handicap older golfer with physical ailments wanting to increase distance and regain their glory days, when it is obvious to me that they cannot do so without undergoing some intense physical therapy and a lot of work away from the driving range. They come to me, hopeful that I can give them the magic move that will instantly create 10-20 more yards off the tee. I collect their clubhead data on my GC Quad (a TrackMan-type device) and look at their video, and see that, well, they pretty much have a decent-enough move that really cannot be improved all that much, especially in their currently-compromised physical state. I ask them if they are in a conditioning program, and the usual response is “no.” When I advise them to see their doctor and start one, they tell me “I will” but I know they probably won’t. I know from firsthand experience that getting motivated at an older age to work hard on a physical regimen to achieve better golf is difficult. A couple of years ago, I suffered a fall from about eight feet off the ground, landing right on my back and rear end. The fall permanently damaged my hip and lower back, and I have great soreness in my hip and tightness in my back virtually every day. So I can’t really get on my older students too much if they don’t do what is necessary to reach their goals. Sometimes I see people who lack coordination to the extent that they frankly will never be able to play anywhere near the level they desire. In these cases, I remain encouraging and help them as much as I can, but again, it breaks my heart (in a golf sense) that I know they cannot reach their goals. Now, some teachers might say that no one is unteachable, and that’s not what I’m saying. Yes, I can give them a plan that will improve their games, and that’s my job and I gladly do it. My dilemma is in how honest can I be. To my fellow teachers, how do you handle such situations? Please write me at mark@usgtf.com, and I will discuss your answers in another editorial later on.