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BEHAVIORAL GOLF INSTRUCTION
• ED FEENEY
• DESIGNER OF BEHAVIORAL GOLF INSTRUCTION
Behavioral Golf Instruction, Email to [email protected] 1
BEHAVIORAL GOLF INSTRUCTION
A PROCESS TO SHARPLY AND MEASURABLY IMPROVE:
1.HOW INSTRUCTORS GIVE INSTRUCTION
2.HOW GOLFERS TAKE, PRACTICE AND APPLY INSTRUCTION
2Behavioral Golf Instruction, Email to [email protected]
BEHAVIORAL GOLF INSTRUCTION
OBJECTIVE:
• TO LOWER STUDENT’S AVERAGE SCORE
Behavioral Golf Instruction, Email to [email protected] 3
IMPROVE INSTRUCTION FROM ALL SOURCES
• PRIVATE GOLF LESSONS
• BOOKS, MAGAZINES, VIDEOS
• CABLE, TV, SATELLITE
• WEB SITES
• FRIENDS
• OBSERVATIONS AND SELF-EXPERIMENTS
4Behavioral Golf Instruction, Email to [email protected]
HELP FOR YOU
• RESEARCH SHOWED A HUGE OPPORTUNITY TO IMPROVE
• DESIGNED A NEW PROCESS TO CORRECT THE PROBLEMS
• WRITING BOOK, GIVING WORKSHOPS
• FREE WEB SITE
5
WHAT YOU CAN DO
1. LISTEN
2. APPLY THE PROVEN IDEAS
3. TELL OTHER GOLFERS AND INSTRUCTORS ABOUT YOUR SUCCESS
Behavioral Golf Instruction, Email to [email protected] 6
Behavioral Golf Instruction, Email to [email protected] 7
GOLFER BENEFITS
1. REDUCES AVERAGE SCORE
2. ALL GOLFERS IMPROVE
3. IMMEDIATE IMPROVEMENT
4. MEASURABLE IMPROVEMENT IS IN SUBJECT AREA OF LESSON
5. LAST FOR REST OF PLAYING CAREER
Behavioral Golf Instruction, Email to [email protected] 8
REACTON TO BEHAVIORAL GOLF INSTRUCTION
INSTRUCTOR REACTIONS:• JOHN MILLER, JOHNNY MILLER GOLF
ACADEMY. “IMMEDIATE..” • CHAD EVANS AT TPC OF TAMPA BAY “I
CAN QUARANTEE,,,”• ERIC STARR: “…AHEAD OF ANYONE IN
GOLF INTRUCTION.”• ROGER MAAS, “PGA OF AMERICA OUGHT
TO TEACH IT.”
Behavioral Golf Instruction, Email to [email protected] 9
REACTION OF PLAYERS
• DAVID FORD: 100 TRADTIONAL LESSONS, RAND MCNALLY GOLFER. “… WORST SHOT NOW BETTER THAN MY BEST IN PAST.”
• GOLF COMMITTEE CHAIRMAN, “EVERYONE YOU TEACH WITH THIS PROCESS IMPROVES”
• ACADEMIC ALL AMERICAN GOLFER, NORTHWESTERN, VIRGINA JUNIOR CHAMPION. “…SET GOLF ON ITS EAR”
Behavioral Golf Instruction, Email to [email protected] 10
MY OBJECTIVES FOR YOU
• APPLY AT LEAST ONE RECOMMENDATION AND HOPEFULLY ALL OF THEM
• RECOMMEND BEHAVIORAL GOLF INSTRUCTION AND WEB SITE ApplyGolfLessons TO OTHER STUDENTS AND TO INSTRUCTORS
Behavioral Golf Instruction, Email to [email protected] 11
ED FEENEY’S EXPERTISE
• LIFETIME AWARD FOR APPLIED BEHAVIOR ANALYSIS IN BUSINESS
• 50,000 CASE HISTORIES SHOWING MEASURABLE IMPROVEMENT
• FILM WITH PROFESSOR B. F. SKINNER
• SALES TRAINING PROGRAM, 25 YR
Behavioral Golf Instruction, Email to [email protected] 12
ED FEENEY’S GOLF PERFORMANCE
• WON ABOUT 25 GOLF CLUB CHAMPIONSHIPS, CLUB, SENIOR, SUPER SENIOR, TWO-MAN TEAM SCRATCH, MAN AND WOMAN
• FINISHED IN TOP THREE IN THREE STATES FOR SENIOR AMATEUR, SUPER SENIOR
• HANDICAP LOWEST: 1.6 AT AGE 73• WON $5 FROM ARNOLD PALMER 1970
Behavioral Golf Instruction, Email to [email protected] 13
WHY THE DECISION TO IMPROVE GOLF INSTRUCTION
1. PAYBACK FOR A GREAT GAME
2. IMPROVED GOLF GIVES JOY
3. OBJECTIVE: SPREAD THIS PROCESS WORLDWIDE
4. NOT INTERESTED IN MAKING MONEY WITH IT
Behavioral Golf Instruction, Email to [email protected] 14
WHAT IS BEHAVIOR AND BEHAVIOR ANAYLSIS
• BEHAVIOR: EVERTHING YOU DO AS A PLAYER AND INSTRUCTOR.
• BODY AND MIND• BEHAVIOR ANALYSIS: SCIENCE,
LAW, PROCEDURE, EXPERIMENT• APPLICATIONS: TOILET TRAINING,
SMOKING, PRODUCTIVITY, READING
Behavioral Golf Instruction, Email to [email protected] 15
LEARN HOW TO CHANGE YOUR BEHAVIOR
1. BE SPECIFIC
2. STATE THE POTENTIAL BENEFITS
3. MEASURE PERFORMANCE BEFORE, DURING AND AFTER
4. SHAPE BEHAVIOR GRADUALLY
5. SELF-CORRECTING FEEDBACK
6. APPLY POSITIVE CONSEQUENCES
Behavioral Golf Instruction, Email to [email protected] 16
ED FEENEY’S RESEARCH
• INTERVIEWED 150 GOLFERS IN DEPTH
• OBSERVED 100’S OF LESSONS, PLUS SOLO PRACTICE AND ROUNDS
• MEASURED BEFORE & AFTER• TESTED & MEASURED EFFECTS OF
EACH NEW STEP
Behavioral Golf Instruction, Email to [email protected] 17
OPPORTUNITIES TO IMPROVE
1. AS MANY GOLFERS QUIT AS BEGIN TO PLAY GOLF
2. SINCE 2000, THE NUMBER OF GOLFERS IS ON A PLATEAU IN THE USA
Behavioral Golf Instruction, Email to [email protected] 18
OPPORTUNITIES TO IMPROVE
IN SPITE OF:1. IMPROVED EQUIPMENT, 2. SHARP INCREASE IN QUANTITY,
QUALITY AND AVAILABILITY OF INSTRUCTION
3. BIGGER AND STRONGER GOLFERSAVE. HANDICAP INDEX STAGNANT FOR
DECADES15.7 FOR MEN
Behavioral Golf Instruction, Email to [email protected] 19
OPPORTUNITIES TO IMPROVE
MY RESEARCH:
• A SMALL FRACTION TAKING LESSONS LOWER THEIR AVERAGE SCORE AND SUSTAIN IT LONG TERM
Behavioral Golf Instruction, Email to [email protected] 20
OPPORTUNITIES TO IMPROVE
• “INSTRUCTORS AND STUDENTS NEED A SHARPLY IMPROVED PROCESS TO…TRANSFORM GOLF KNOWLEDGE INTO GOLF PERFORMANCE. I HAVE ONE. IT IS TESTED AND PROVEN”
Behavioral Golf Instruction, Email to [email protected] 21
WHICH IS OUR BIGGEST PROBLEM, 1 OR 2 ?
1.1.STUDENT CANNOT STUDENT CANNOT FINDFIND KNOWLEDGE OF HOW TO PLAY?KNOWLEDGE OF HOW TO PLAY?
2.2.STUDENT DOES NOT STUDENT DOES NOT TTURNURN KNOWLEDGE INTO KNOWLEDGE INTO PERFORMANCEPERFORMANCE
Behavioral Golf Instruction, Email to [email protected] 22
ONE PROCESS FOR APPLYING ALL INSTRUCTION
• YOU NEED TO LEARN A HUNDRED DIFFERENT SHOTS
• THOUSANDS OF APPROACHES FOR LESSON CONTENT
• JUST ONE GENERAL PROCESS FOR APPLYING ALL LESSONS.
Behavioral Golf Instruction, Email to [email protected] 23
DRIVESDRIVES
FAIRWAY WOODSFAIRWAY WOODS ONLY ONE ONLY ONE APPLICATION APPLICATION PROCESS: PROCESS: BEHAVIORAL BEHAVIORAL GOLF INSTRUCTIONGOLF INSTRUCTION
IRONSIRONS
CHIPS, PITCHESCHIPS, PITCHES
PUTTSPUTTS
Behavioral Golf Instruction, Email to [email protected] 24
START BY STATING IDEAL GOALS FOR THIS PROCESS
• START BY STATING “IDEAL” –OBJECTIVES FOR RESULTS
• HELPS EVERYONE THINK CREATIVELY, “OUTSIDE THE BOX”
• CHAIN BACKWARDS FROM GOALS TO WHAT TO DO TO PRODUCE THEM
• MAY NOT ACHIEVE ALL GOALS, BUT WILL REACH MORE OF THEM
Behavioral Golf Instruction, Email to [email protected] 25
BEHAVIOR GOLF LESSONS - GOALS FOR STUDENTS
1. LOWER AVERAGE SCORE
2. MEASURABLY BETTER IN SEGMENT OF GAME WITH LESSON
3. ALL STUDENTS IMPROVE
4. IMPROVE IMMEDIATELY
5. SUSTAIN IT PERMANENTLY
Behavioral Golf Instruction, Email to [email protected] 26
MY OBJECTIVES
• TO HAVE THIS SYSTEM USED IN INSTRUCTION AROUND THE WORLD
• TO GIVE BACK TO GOLF ALL THE BENEFITS IT GIVES ME
Behavioral Golf Instruction, Email to [email protected] 27
TEST INSTRUCTION BY COLLECTING DATA
1. QUANTIFY RESULTS
2. MEASURE BEFORE AND AFTER
3. DISPLAY IT ON TIME SCALE
4. LONG TRIAL
5. PLACEBO OR OPPOSITE METHOD
6. HIGH ENOUGH NUMBER TRIALS
7. GO BACK TO ORIGINAL CONDITION
Behavioral Golf Instruction, Email to [email protected] 28
STOPS X FEET FROM CUP, 30 YARDS
BEFOREBEFORE DURINGDURING AFTERAFTER
1616
1313
55
Behavioral Golf Instruction, Email to [email protected] 29
YOUR REACTIONS TO NEW IDEAS
1. I WILL NOT TRY IT. “I KNOW IT WILL NOT WORK .
2. I WILL TEST IT BY MEASURING BEFORE-AND-AFTER CHANGE
3. I WILL ACCEPT AND TRY IT BASED ON ED FEENEY’S DATA FROM HUNDREDS OF TESTS
Behavioral Golf Instruction, Email to [email protected] 30
TEST: WHISTLE WHILE YOU PUTT SINKS MORE PUTTS?
NO NO WHISTLEWHISTLE
WHISTLEWHISTLE NO NO WHISTLEWHISTLE WHISTLEWHISTLE
100 GOLFERS 100 GOLFERS HITTING 20 HITTING 20
THREE, SIX AND THREE, SIX AND NINE FOOT PUTTS NINE FOOT PUTTS
EACHEACH
41%41% 41%41% 42%42% 40%40%
Behavioral Golf Instruction, Email to [email protected] 31
LISTEN, BE OPEN TO NEW IDEAS AND TEST
• BECKY DENGLER
• JOHN EMERY JR. EMERY AIR FRT.
• BEST LISTENERS ARE THE HEADS OF LARGE CORPORATIONS
• BUTCH HARMON
• PGA IN EUROPE
Behavioral Golf Instruction, Email to [email protected] 32
WHAT ARE THE BIGGEST PROBLEMS/ OPPORTUNITIES
• LET US LOOK AT THE EIGHT BIGGEST PROBLEMS OR OPPORTUNITIES IN TRADITIONAL GOLF INSTRUCTION
• AFTER THAT WE WILL GIVE YOU THE SOLUTIONS TO THOSE EIGHT
Behavioral Golf Instruction, Email to [email protected] 33
EIGHT BIGGEST PROBLEMS
1. LESSONS NOT ON BIGGEST POTENTIAL FOR REDUCING SCORE. WHY:
• DID NOT SEE PLAY ON THE COURSE• STUDENTS PERFORMANCE DATA
NOT USEFUL
2. LESSON “GOALS’ ARE NOT GOALS
Behavioral Golf Instruction, Email to [email protected] 34
EIGHT BIGGEST PROBLEMS
3. COMMUNICATIONS: • JARGON, CLICHÉS, VAGUENESS,• SUBJECTIVE WORDS, DEMOS TOO FAST, • DOES NOT POSITION AND MOVE SLOWLY• STUDENT DOES NOT RECALL 50% TO 90%• INSTRUCTOR NOTES, IF ANY, ARE BRIEF • VIDEO SELDOM VIEWED• TIGER WOODS PHOTO – NOTHING
SPECIFIC
Behavioral Golf Instruction, Email to [email protected] 35
EIGHT BIGGEST PROBLEMS
4. TOO MUCH CHANGE, TOO SOON• TOO BIG OF A SWING CHANGE AT
ONE TIME, TOO FAST A SWING• TOP OF SWING TO IMPACT, IN 1/5TH
OF A SECOND- 20 TIMES FASTER THAN A FERRARI CAN ACCELERATE
• NO MEASURABLE STANDARDS TO MEET
Behavioral Golf Instruction, Email to [email protected] 36
EIGHT BIGGEST PROBLEMS
5. NO SELF-CORRECTING FEEDBACK SYSTEM
• NO ON-GOING DATA COLLECTION BY STUDENT
6. POSITIVE CONSEQUENCES• NONE OR INFREQUENT • INSTRUCTOR PRAISE VAGUE 95%
Behavioral Golf Instruction, Email to [email protected] 37
EIGHT BIGGEST PROBLEMS
7. PRACTICE: NOT ENOUGH, WRONG SHOTS, NO FEEDBACK, NO DATA COLLECTION, NO MEASURABLE STANDARDS, NO SHAPING, LITTLE HOME PRACTICE, VAGUE REPORT BACK TO INSTRUCTOR
8. NO LONG-TERM MAINTENANCE PLAN
Behavioral Golf Instruction, Email to [email protected] 38
STUDENT WRITES NOTESSTUDENT WRITES NOTES
SHAPE CHANGE GRADUALLYSHAPE CHANGE GRADUALLY
FEEDBACK TO SELF-CORRECTFEEDBACK TO SELF-CORRECT
RECORD, ACCUMULATE DATARECORD, ACCUMULATE DATA
MAJOR PRACTICE CHANGESMAJOR PRACTICE CHANGES
PLAN TO MAINTAIN ITPLAN TO MAINTAIN IT
POSITIVE REINFORCEMENTPOSITIVE REINFORCEMENT
RECORD RECORD PERFORMANCE PERFORMANCE DATA FIRSTDATA FIRST
CALCULATE CALCULATE LARGEST SHOT LARGEST SHOT REDUCTION REDUCTION AREAAREA
STATE LESSON STATE LESSON GOAL ON THATGOAL ON THAT
SS
STATE CLEAR INSTRUCTIONSTATE CLEAR INSTRUCTION
SEND PROTOCOL IN ADVANCESEND PROTOCOL IN ADVANCE
BEHAVIORAL GOLF INSTRUCTIONBEHAVIORAL GOLF INSTRUCTION
Behavioral Golf Instruction, Email to [email protected] 39
THE STEPS IN BEHAVIORAL GOLF INSTRUCTION
• HERE ARE THE KEY CONCEPTS AND STEPS IN BEHAVIORAL GOLF INSTRUCTION
Behavioral Golf Instruction, Email to [email protected] 40
BEFORE INSTRUCTION STARTS
1.1. RECORD AND ACCUMULATE PERFORMANCE DATA RECORD AND ACCUMULATE PERFORMANCE DATA ON ALL PARTS OF THE STUDENT’S GAMEON ALL PARTS OF THE STUDENT’S GAME
2.2.CALCULATE HIGHEST POTENTIAL REDUCTION CALCULATE HIGHEST POTENTIAL REDUCTION IN AVERAGE SCORE. TAKE LESSONS THEREIN AVERAGE SCORE. TAKE LESSONS THERE
3.3.STATE MEASURABLE LESSON GOALSTATE MEASURABLE LESSON GOAL
4.4.READ MY EMPOWERMENT AND PROTOCOLS IN READ MY EMPOWERMENT AND PROTOCOLS IN ADVANCEADVANCE
Behavioral Golf Instruction, Email to [email protected] 41
STEPS IN PROCESS - BEFORE LESSON STARTS
1. GATHER PERFORMANCE DATA
2. SELECT HIGHEST POTENTIAL STROKE REDUCTION
3. STATE AND AGREE ON A LESSON GOAL
4. READ EMPOWERMENT AND PROTOCOLS IN ADVANCE
Behavioral Golf Instruction, Email to [email protected] 42
WHAT TO MEASURE - BACKWARD CHAINING
1. FROM END RESULT TO CAUSE(S)
2. THAT CAUSE BECOMES A RESULT WITH ITS CAUSE
3. ALL OBSERVABLE,
MEASURABLE AND OBJECTIVE
Behavioral Golf Instruction, Email to [email protected] 43
WHAT TO MEASURE
1. AVE. 18-HOLE SCORE:
2. PARTIAL HOLE SCORE I. E, 30 YARDS
3. BALL-STOPPING POSITION
4. BALL FLIGHT TO TARGET
5. DIRECTION CLUB PATH & FACE IMPACT
6. BODY MOVEMENTS AND POSITIONS
7. MENTAL THOUGHTS
Behavioral Golf Instruction, Email to [email protected] 44
WHAT TO MEASURE
• WHAT IS YOUR AVERAGE SCORE NOW, NOT BEST OR WORST?
• DO YOU HAVE AN OFFICIAL HANDICAP?
• WHAT IS YOUR HANDICAP INDEX?
• WHAT IS YOUR LOWEST SCORE?
• WHAT WOULD YOU LIKE IT TO BE?
Behavioral Golf Instruction, Email to [email protected] 45
WHAT TO MEASURE
• I WILL NOW SHOW YOU EXAMPLES OF EACH STEP IN THIS BACKWARD CHAINING
• WHAT IT IS AND WHAT A REPORT WOULD LOOK LIKE
• A DATA COLLECTION FORM
Behavioral Golf Instruction, Email to [email protected] 47
#1: SCORE FROM A GIVEN DISTANCE OR CONDITION
DISTANCE IN YARDS
NUMBER OF TIMES
TOTAL STROKES
AVERAGE TO HOLE OUT
40-49 10 35 3.5
30-39 15 50 3.3
20-29 20 70 3.5
10-19 30 90 3.0
0-9 40 120 3.0
Behavioral Golf Instruction, Email to [email protected] 48
MEDIAN STOPPING DIST IN FT. FROM CUP ON 30 YARD CHIP
Behavioral Golf Instruction, Email to [email protected] 49
6
12
39
CIRCLES ARE 10 FT. APART
#1: RECORD BALL-STOPPING POSITION TO TARGET
RECORD DATA WHEN
• BEFORE LESSONS
• DURING LESSONS
• AFTER LESSONS
Behavioral Golf Instruction, Email to [email protected] 50
RECORD DATA ON
• ANY ONE OF 16 OR MORE FORMS ON THE WEB SITE
• A BLANK SHEET OF PAPER
• A BLANK SCORECARD
Behavioral Golf Instruction, Email to [email protected] 51
Behavioral Golf Instruction, Email to [email protected]
#1: BALL FLIGHT DIRECTIONS
SHOT INITIAL PATH
LATER CURVE ON INITIAL PATH
LANDING TO TARGET LINE
EST. YDS FROM TARGET LINE
1 25
2 30
3 18
4 05
5 20
SUM 4R, OL,1S 4R,1L,0S 4R,1L,0S 108, AVE 28
Behavioral Golf Instruction, Email to [email protected]
53
CLUBHEAD PATH AND CLUBFACE DIRECTION
SHOT NUMBER AND CLUB
CLUBHEAD DIRECTION AT IMPACT
CLUBFACE DIRECTION AT IMPACT
1, 5-IRON
2
3
4
5
TOTAL 4 R, 1 S, 0 L 4 R, O S, 1 L
Behavioral Golf Instruction, Email to [email protected] 54
#1: CHIP SHOT FLIP LEFT WRIST
SHOT NUMBER DIRECTION CLUB SHAFT IS POINTING VS. MIDDLE OF LEAD ELBOW
EST. NUMBER OF INCHES
1 R 8
2 R 6
3 R 10
4 R 7
5 R 5
SUM 5R AVE OF 7.1 IN.
Behavioral Golf Instruction, Email to [email protected] 55
MENTAL: CLUB SELECTION
SHOT DIST. TO TARGET
DIST. HIT DIFF.
1 154 144 -10
2 167 151 -16
3 158 140 -18
4 160 152 -08
5 163 150 -13
AVE. 160.4 147.8 -12.6
MENTAL –MEASURE POSITIVE VISUALIZATION
• HEAR SOUND AND FEEL IMPACT
• EXACT DIRECTION AND CURVATURE
• LANDING SPOT
• NBR. & DIRECTION OF BOUNCES
• ROLLING DISTANCE
• STOPPING POINT
Behavioral Golf Instruction, Email to [email protected] 56
Behavioral Golf Instruction, Email to [email protected] 57
#1: MEASURE PERFORMANCE
• INSTRUCTOR OR THE STUDENT SHOULD MEASURE PERFORMANCE BEFORE LESSONS
• THE STUDENT MEASURES DURING LESSONS, SOLO PRACTICE & PLAY, ON THE COURSE
MEASUREMENT
• COMPARE LIKE DATA• PRACTICE TO PRACTICE• ON COURSE TO ON COURSE• EXACT DISTANCE OR DISTANCE• PUTTS: EACH FOOT: 1-10 FT, • 5 FT. BRACKET: 11-15, 16-20, • 10 FT, BRACKET: 21 TO 30…
51-60
Behavioral Golf Instruction, Email to [email protected] 58
Behavioral Golf Instruction, Email to [email protected] 59
BENEFITS OF MEASUREMENT
• IN THE ABSENCE OF FEEDBACK, 80% OF PERFORMERS INNOCENTLY OVERESTIMATE
• WHEN THEY DO, THEY DO NOT KNOW THEY HAVE A PROBLEM AND DO NOT CORRECT IT
• INCLUDES RYDER CUP PLAYERS AND LPGA HALL OF FAMERS
Behavioral Golf Instruction, Email to [email protected] 60
#1: BENEFITS OF MEASUREMENT
1. IMPROVES QUICKLY
2. MORE OBSERVANT
3. MOTIVATES STUDENT’S PRACTICE
4. STIMULATES PROBLEM SOLVING
5. PROVES SUCCESS
6. ATTRACTS MORE STUDENTS
7. BETTER JOB
Behavioral Golf Instruction, Email to [email protected] 61
#1. GOLF INSTRUCTION LACKS DATA
• VIRTUALLY NO DATA IN TOP 20 SELLING GOLF BOOKS, MAGAZINES, VIDEOS, TV/CABLE, WEB SITES OR IN LESSONS
• EXCEPTIONS: IN NC, PELZ, INDOOR VIDEO-COMPUTER,
Behavioral Golf Instruction, Email to [email protected] 62
#2: FOUR METHODS OF GATHERING ON-COURSE
DATAFOUR METHODS OF GATHERING DATA:1. TEACHER WATCHES 30-SHOT SAMPLE
IN PRACTICE AREA 2. INSTRUCTOR OBSERVES AND
GATHERS DATA ON THE COURSE3. LOW-PAID, TRAINED SENIOR OR
JUNIOR GATHERS DATA ON COURSE4. PLAYER USES MY SPECIAL STROKE-
SAVER SCORECARD TO GATHER DATA
Behavioral Golf Instruction, Email to [email protected] 63
#2: CALCULATE LARGEST POTENTIAL SHOTSAVERS
REASONS: MOST LESSONS NOT ON
HIGHEST STROKE SAVERS. WHY?
• NO DATA, NO STANDARDS, NO CALCUATION FORMULAS
• PLAYERS OVERESTIMATE, EVEN STARS
Behavioral Golf Instruction, Email to [email protected] 64
OBSERVE AND MEASURE ON THE COURSE
• GOLF ONLY GAME WHERE THE COACH DOES NOT SEE 95% OF THE PLAYERS DURING A GAME
Behavioral Golf Instruction, Email to [email protected] 65
#2: PROOF LESSONS ARE IN WRONG AREA OF GAME
• 76% OF TOP 100 TEACHERS: TAKE MORE SHORT GAME LESSONS TO DROP SCORE THE MOST AND THE FASTEST:
• 16% OF LESSONS ARE IN SHORT GAME• GIVING LESSONS IN THE AREA OF
HIGHEST POTENTIAL FIRST WILL DECREASE AVERAGE SCORE MORE
Behavioral Golf Instruction, Email to [email protected] 66
CHIPPING STROKE-SAVERS PER ROUND OVER 10 ROUNDS
DIST.IN YDS TO CUP
00-09 10-19 20-29 30-39 40-49
# OF HOLES 40 30 20 15 10TOTAL STROKES
120 90 70 50 35
AVE. STROKES
3.0 3.0 3.5 3.3 3.5
STANDARD 2.1 2.2 2.3 2.4 2.4STROKE SAVINGS PER CHIP HOLE
0.9 0.8 1.2 0.9 1.1
S.SAVERS PER ROUND
3.6 2.4 2.4 1.35 1.1
Behavioral Golf Instruction, Email to [email protected] 67
SMASH DRIVES
• THEORY: SMASH DRIVES, FAIRWAY OR ROUGH
• DATA: FAIRWAY: 1173 SHOTS, 347 UNDER PAR = -.296 SHOTS UNDER
• ROUGH: 590 SHOTS, 52 OVER PAR = + .088 SHOTS OVER PAR. DIFF =:
• -.296 AND +. 088 = .384 PER HOLE
• ALMOST 4/10THS OF A SHOT/ HOLE
Behavioral Golf Instruction, Email to [email protected] 68
BENEFITS OF GOALS
• MOTIVATE STUDENT TO INCREASE NUMBER OF LESSONS AND PRACTICE SHOTS
• THEY STIMULATE PLANNING,“HOW WILL I ACCOMPLISH THAT.”
• CAN MEASURE PROGRESS AND WHETHER YOU REACH THE GOAL
Behavioral Golf Instruction, Email to [email protected] 69
#3: HELP PLAYER SET MEASURABLE GOALS
• 90% VAGUE GOALS OR NONE
• MEASURABLE, OBSERVABLE AND OBJECTIVE
• TIMETABLE
• VERSUS PAST PERFORMANCE,
• FUTURE MEASURABLE PERFORM.
• REWARD
Behavioral Golf Instruction, Email to [email protected] 70
#3: HERE IS A MODEL GOAL
• STARTING AVERAGE SCORE: “MY AVERAGE SCORE IS 88.”
• TARGET SCORE: “I WANT TO REDUCE THAT BY FIVE SHOTS TO AN 83.”
• HOW: “I WILL SAVE IT BY SINKING MORE PUTTS UNDER 10 FEET AND CUTTING THREE-PUTT GREENS BY FOUR SHOTS”
• TIMETABLE: “ BY AUG. 15”• REWARD: “I WANT TO WIN MY FLIGHT AT
THE CLUB CHAMPIONSHIP.”
Behavioral Golf Instruction, Email to [email protected] 71
EMPOWER THE STUDENT
1. EMPOWER THE BUYER IN TRAVEL, HEALTH AND FINANCIAL DECISIONS.
2. SEND EMPOWERMENT HANDOUT TO THE STUDENT TO READ IN ADVANCE
3. STUDENT BRINGS IT TO THE LESSON.
4. STUDENT USES IT AS A PROMPT TO ASK THE MOST USEFUL QUESTIONS AND TAKE PRODUCTIVE ACTIONS
Behavioral Golf Instruction, Email to [email protected] 72
PRE-LESSON PROTOCOL
• SEND THE STUDENT A PROTOCOL TO READ AND STUDY IN ADVANCE, E.G. BALL FLIGHT, AIM AND ALIGNMENT, RUNNING CHIP SHOT
• BENEFITS: MORE TIME ON APPLYING INSTRUCTION, BETTER QUESTIONS, HIGHER RETENTION, STUDENT IMPRESSED
Behavioral Golf Instruction, Email to [email protected] 73
COMMUNICATING INSTRUCTION OBJECTIVES
1. AT END OF LESSON, STUDENT CAN REPEAT ALL OF IT ACCURATELY
2. STUDENT HAS WRITTEN NOTES
3. STORES NOTES IN THE GOLF BAG
4. YEARS LATER , STUDENT CAN REPEAT ALL OF IT ACCURATELY
Behavioral Golf Instruction, Email to [email protected] 74
COMMUNICATING INSTRUCTION - OVERVIEW
1. LIMIT AMOUNT OF INSTRUCTION
2. READ PROTOCOL IN ADVANCE
3. CLEAR COMMUNICATION
4. STUDENT NOTE TAKING TO RECALL & REVIEW INSTRUCTION
5. TEACH STUDENT TO SEE, FEEL, HEAR SWING & DESCRIBE IT
Behavioral Golf Instruction, Email to [email protected] 75
START COMMUNICATION ON
1. TEACH AND LEARN LAWS FOR BALL FLIGHT FIRST (AND FOR ROLL OF PUTT)
2. TEACH IMPACT POSITION FOR THE CLUB BEFORE TEACHING BODY MOVEMENTS
3. TEACH SHORT SHOTS FIRST (ONE-FOOT PUTTS FOR BEGINNERS)
4. FOCUS ON CRUCIAL PROBLEM AND CAUSE, NOT EVERY SWING STEP
Behavioral Golf Instruction, Email to [email protected] 76
PROTOCOLS
• MEDICAL PROTOCOL = EXPERTS’ CONSENSUS ON BEST PRACTICES
• GIVE THE PLAYER A WRITTEN GOLF PROTOCOL TO READ DAYS BEFORE LESSON AND AFTER
• ON STANDARD GOLF PROCEDURES
Behavioral Golf Instruction, Email to [email protected] 77
PROTOCOL: CHIPPING
• HOW TO MEASURE PRE-LESSON CHIPPING PERFORMANCE, A DATA FORM, MEDIAN DISTANCE
• DETAILED INSTRUCTION, REASONS
• SHAPING TECHNIQUES
• SELF-CORRECTING FEEDBACK
• PRACTICE AND MAINTENANCE
Behavioral Golf Instruction, Email to [email protected] 78
PROTOCOL BENEFITS
• PLAYER COMES TO LESSON BETTER PREPARED
• HAS PRACTICED SOME OF SWING TECHNIQUES BEFORE THE LESSON
• ASK BETTER QUESTIONS
• BETTER RETENTION OF MATERIAL
• POSITIVE VIEW OF INSTRUCTOR
Behavioral Golf Instruction, Email to [email protected] 79
PROTOCOL: TEST REACTIONS 10 STUDENTS
• EVERYONE READ THE 20-PAGE, SINGLE-SPACED PROTOCOL
• “CHIPPING IS MY STRONGEST SUIT” IMPROVED IMMEDIATELY
• KEPT IT AND STUDIED IT AFTER THE LESSON FOR YEARS
Behavioral Golf Instruction, Email to [email protected] 80
PROBE THE STUDENT FOR THE BEST WAY TO LEARN
• “HOW DO YOU BEST LEARN?”
• THE THEORY MAKES SENSE.
• DO STUDENTS REALLY KNOW THE BEST WAY THEY COULD LEARN?
• IF THEY DO NOT, WHAT SHOULD THE INSTRUCTOR DO ?
Behavioral Golf Instruction, Email to [email protected] 81
PROBE THE STUDENT FOR THE BEST WAY TO LEARN
• A 25-HANDICAP STUDENT PLAYED FOR 30 YEARS, WATCHED A MILLION GREAT SWINGS ON TV, BOOKS, MAGAZINES.
• IS THERE ANY VALUE IN ASKING HIM HOW HE BESTS LEARNS?
• NEITHER THE STUDENT NOR THE TEACHER IS AN EDUCATION MAJOR
Behavioral Golf Instruction, Email to [email protected] 82
USE ALL OF THESE METHODS ON ALL STUDENTS
• INSTEAD OF ATTEMPTING TO DISCOVER EACH STUDENT’S INDIVIDUAL METHOD OF LEARNING
• INSTEAD, USE PROVEN METHODS THAT PRODUCE MORE
MEASURABLE CHANGE IN ALL STUDENTS
Behavioral Golf Instruction, Email to [email protected] 83
TWELVE STEPS IN -COMMUNICATING
1. BE CLEAR (NO JARGON OR CLICHES)
2. BE SPECIFIC, NOT VAGUE
3. OBSERVE, MEASURE AND AGREE
4. STATE A MEASURABLE STANDARD
5. POSITION AND MOVE THE STUDENT’S CLUB AND BODY SLOWLY WITH PRECISION
Behavioral Golf Instruction, Email to [email protected] 84
TWELVE STEPS IN -COMMUNICATING
6. MULTIPLE, SMALL-ADVANCE, EASY STEPS
7. CONTRAST RIGHT VERSUS WRONG. 8. USE PRACTICE AIDS THAT PROVIDE
FEEDBACK9. PRAISE IN SPECIFIC TERMS RANDOM
VARIATIONS IN IMPROVEMENT
Behavioral Golf Instruction, Email to [email protected] 85
STUDENT’S INADEQUATE SENSORY SELF-INSTRUCTION1. WHAT STUDENTS NORMALLY SEE,
FEEL AND HEAR ARE WEAK SIGNALS
2. TOUCH OR STATE WHERE TO MICROFOCUS SEEING AND FEELING
3. TEACH STUDENT TO DESCRIBE AND WRITE IT IN MORE SPECIFIC TERMS OR IMAGERY
Behavioral Golf Instruction, Email to [email protected] 86
STUDENT’S INADEQUATE SENSORY SELF-INSTRUCTION
• SO MANY PLAYERS FAIL TO SWING WELL AFTER SEEING THOUSANDS OF PHOTOS AND VIDEO TAPES OF STARS. WHY?
• I ASKED 25 PLAYERS WHAT THEY SAW IN A PHOTO OF TIGER WOODS’ SWING
Behavioral Golf Instruction, Email to [email protected] 87
STUDENT’S INADEQUATE SENSORY SELF-INSTRUCTION• NO ONE MENTIONED THE POSITION OF THE
CLUB, NOT THE CLUB GRIP, SHAFT OR CLUBFACE AIM
• VIRTUALLY NO ONE MENTIONED ANY BODY PART OR ITS ANGULAR RELATIONSHIP TO OTHER BODY PARTS, THE GROUND, TARGET LINE OR BALL
• THE COMMENTS WERE VAGUE AND GENERAL …”…”GREAT SWING,” “POWERFUL”
Behavioral Golf Instruction, Email to [email protected] 88
STUDENT’S INADEQUATE SENSORY SELF-INSTRUCTION• TO (A) OBSERVE, (B) DESCRIBE AND (C)
MIMIC• SO, TEACH STUDENT TO STATE THE
LOCATION OF THE CLUB PATH, CLUB FACE IN RELATION TO THE GROUND, TARGET, BALL AND BODY
• ALSO TEACH STUDENT HOW TO DESCRIBE BODY PARTS AND MOVEMENTS IN SPECIFIC TERMS
Behavioral Golf Instruction, Email to [email protected] 89
TEACH STUDENT HOW TO EXPERIMENT
• STUDENTS DO AND CAN LEARN FROM EXPERIMENTS
• THEY DO FEW AND NOT WELL
SELF EXPERIMENTS
1. MEASURE BEFORE, DURING AND AFTER EXPERIMENT
2. CHANGE ONLY ONE ELEMENT AT A TIME
3. OBTAIN ACCURATE FEEDBACK
4. MAKE WRITTEN NOTES
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Behavioral Golf Instruction, Email to [email protected] 91
STUDENT LESSON NOTES
• NO NOTES IN MOST LESSONS, • NO STUDENT TOOK NOTES DURING
THE LESSONS I OBSERVED• NOTES MADE AT END OF LESSON,
OMIT 50% TO 90% OF INSTRUCTION• VIDEO EXCELLENT, BUT MOST VIEW
IT ONLY ONCE OR TWICE AND NOT ON THE COURSE OR RANGE
Behavioral Golf Instruction, Email to [email protected] 92
LESSON NOTES INSTRUCTORS WRITE
• INSTRUCTOR NOTES AT END OF LESSON, ALSO OMIT MOST CONTENT
• VIDEO: VIEW IT ONLY ONCE OR TWICE, AWAY FROM THE COURSE
• THE SOLUTION?
Behavioral Golf Instruction, Email to [email protected] 93
LESSON NOTES PROCEDURES
1. INSTRUCTOR GIVES STUDENT A BOUND NOTEPAD, ZIPLOCK BAG AND PEN
2. RESEARCH: STUDENTS AT END OF LESSON OMIT 50 TO 90% OF CONTENT
3. LIKE AN SUV SPILLING 30 GALLONS AT THE GAS PUMP
4. “INSTANT I STATE INSTRUCTION, MAKE A WRITTEN NOTE.
Behavioral Golf Instruction, Email to [email protected] 94
LESSON NOTES – PROCEDURES
1. PROMPT TAKING NOTES 2. REPEAT CONTENT SLOWLY 3. ASK STUDENT TO REPEAT NOTES, NO
ADLIBBING 4. PROMPT THREE TIMES 5. PRAISE ANY COMPLETE OR ACCURATE
NOTES
Behavioral Golf Instruction, Email to [email protected] 95
LESSON NOTES - REACTIONS
1. LATER, ALMOST ALL PLAYERS VOLUNTEER NOTES ARE VALUABLE
2. THEY STATE THEY READ THEM BEFORE PRACTICE AND DURING A ROUND
3. THEY SAY IT HELPS THEM CORRECT PROBLEMS DURING THE ROUND
4. A FEW PLAYERS NEED PROMPTING
5. EXPECT ALL GOLFERS TO TAKE NOTES
Behavioral Golf Instruction, Email to [email protected] 96
LESSON NOTES – OBJECTIONS & ANSWERS
• “I WILL HIT FEWER BALLS.”– WHICH IS MORE IMPORTANT?: – HIT 10 MORE BALLS OR– RETAIN 2 TO 10 TIMES AS MUCH
INSTRUCTION?
• PLAYER OR INSTRUCTOR: “I WRITE NOTES AFTER THE LESSON IS OVER.” 50% TO 90% OF CONTENT OMITTED
Behavioral Golf Instruction, Email to [email protected] 97
TRANSFORM INFORMATION INTO PERFORMANCE
• NOW, HERE ARE THE KEY STEPS FOR TRANSFORMING KNOWLEDGE INTO PERFORMANCE
Behavioral Golf Instruction, Email to [email protected] 98
STUDENT WRITES NOTESSTUDENT WRITES NOTES
SHAPE CHANGE GRADUALLYSHAPE CHANGE GRADUALLY
FEEDBACK TO SELF-CORRECTFEEDBACK TO SELF-CORRECT
RECORD, ACCUMULATE DATARECORD, ACCUMULATE DATA
MAJOR PRACTICE CHANGESMAJOR PRACTICE CHANGES
PLAN TO MAINTAIN ITPLAN TO MAINTAIN IT
POSITIVE REINFORCEMENTPOSITIVE REINFORCEMENT
RECORD RECORD PERFORMANCE PERFORMANCE DATA FIRSTDATA FIRST
CALCULATE CALCULATE LARGEST SHOT LARGEST SHOT REDUCTION REDUCTION AREAAREA
STATE LESSON STATE LESSON GOAL ON THATGOAL ON THAT
SS
STATE CLEAR INSTRUCTIONSTATE CLEAR INSTRUCTION
SEND PROTOCOL IN ADVANCESEND PROTOCOL IN ADVANCE
BEHAVIORAL GOLF INSTRUCTIONBEHAVIORAL GOLF INSTRUCTION
Behavioral Golf Instruction, Email to [email protected] 99
NEXT: TRANSFORM KNOWLEDGE INTO PERFORMANCE
4. SHAPE THE CHANGE GRADUALLY,
5. SELF-CORRECTING FEEDBACK,
6. MEASURE PERFORMANCE
7. PRACTICE MORE & DIFFERENTLY
8. APPLY CORRECTLY ON THE COURSE
9. MAINTAIN FOR CAREERYOUR CAREER
SHAPING
• SCULPTOR GRADUALLY SHAPES A BUST OF A GOLFER
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Behavioral Golf Instruction, Email to [email protected] 101
NEED FOR SHAPING
• AT TOP OF SWING, CLUBHEAD IS AT 0 MPH. AT IMPACT, 70 TO 115 MPH
• IN 1/5TH OF A SECOND 20 TIMES THE ACCELERATION OF A FERRARI
• TOO FAST TO CHANGE
SHAPING
• AT FULL SPEED CANNOT CONTROL, EVALUATE, OR CHANGE SWING
• BALL FLIES IN ALL DIRECTIONS
• DO NO START AT FULL SPEED OR JUMP TOO SOON TO FULL SWING
• INSTEAD, USE SHORT, SLOW SWINGS WITH EASY ADVANCES
Behavioral Golf Instruction, Email to [email protected] 102
Behavioral Golf Instruction, Email to [email protected] 103
EXPERIMENT: WHY YOU NEED TO USE SHAPING
• IF STROBE LIGHT GOES ON AT TOP OF SWING, “MISS THE BALL.”
• RESULT: NO ONE COULD MISS THE BALL
• CONCLUSION: HAVE THE STUDENT LEARN THE SWING CHANGE AT SPEEDS 5 OR 10 TIMES SLOWER
Behavioral Golf Instruction, Email to [email protected] 104
SHAPING: CAN TEACH ANYONE TO DO ANYTHING
1. BREAK INTO MULTIPLE STEPS
2. EACH ONLY A SMALL ADVANCE
3. HIGHLY LIKELY THE STUDENT WILL EXHIBIT IT CORRECTLY ON THE FIRST ATTEMPT OR QUICKLY.
4. SET AND MEET A MEASURABLE STANDARD
Behavioral Golf Instruction, Email to [email protected] 105
SHAPING STEPS:BENEFITS OF
1. WITH ULTRA SLOW SWING: PLAYER CAN OBSERVE, CONTROL, EVALUATE AND CHANGE
2. BETTER PERFORMANCE, SOONER.
3. PERCEIVES STEADY PROGRESS
4. ENTHUSIASTIC PLAYER
Behavioral Golf Instruction, Email to [email protected] 106
SHAPING: WHEN TO USE IT
1. ALL BEGINNERS
2. ALL EXPERIENCED GOLFERS NOT HITTING SHOT AFTER SHOT CONSISTENTLY WELL
• PGA OF AMERICA FREE 10-MIN. LESSON, 1,OOO GOLFERS, DID NOT SEE ONE SHAPING PROCESS
• MY FAULT
Behavioral Golf Instruction, Email to [email protected] 107
#7: “SHAPING” THE SWING TO THE TARGET
MUCH OFF STANDARD
OFF STANDARD
WITHIN STANDARD
Behavioral Golf Instruction, Email to [email protected] 108
SHAPING – WHICH IS EASIER
CLIMB CLIMB STRAIGHT UP STRAIGHT UP A TEN-FOOT A TEN-FOOT
WALLWALL
OR OR CLIMB CLIMB UP TEN UP TEN ONE-ONE-FOOT FOOT STEPSSTEPS
Behavioral Golf Instruction, Email to [email protected] 109
#7: SHAPING STEPS
SHAPING PROCESS:
SET MEASURABLE STANDARD FOR EACH STEP
PLAYER MUST MEET STANDARD 5 TIMES IN A ROW BEFORE ADVANCING, OR REVERT TO A LOWER STEP
MULTIPLE, MULTIPLE, SMALL- SMALL- ADVANCE, ADVANCE, EASILY-EASILY-ACHIEVED ACHIEVED SHAPING SHAPING STEPSSTEPS
Behavioral Golf Instruction, Email to [email protected] 110
SHAPING ELEMENTS
#1: SHOT CONDITIONS
• TARGET DISTANCE, 10, 20, 40, 60…
• GROUND CONDITION: FAIRWAY
• SLOPE: FLAT, UP, DOWN, SIDEWAY
• TARGET DIFFICULTY: WIDE, NO HAZARDS
Behavioral Golf Instruction, Email to [email protected] 111
SHAPING ELEMENTS
#2: EQUIPMENT
• EASY GOLF CLUB TO HIT
• ON TEE: YES, NO
• PRACTICE AIDS: TEES, CLUB COVERS, CLUB SHAFT. COINS (NOTE: ALL CARRIED BY GOLFER)
SHAPING ELEMENTS
#3 SWING
• BACKSWING LENGTH
• SWING SPEED
• PARTIAL SWING, USUALLY IMPACT
• ONLY IMPACT POSITION AND SHORT MOVEMENT PRIOR TO IT AND ONLY SOME PARTS OF BODY
Behavioral Golf Instruction, Email to [email protected] 112
Behavioral Golf Instruction, Email to [email protected] 113
SHAPING ELEMENTS
INSTRUCTOR FIRST, THEN STUDENT
1.BUILD THE WORK STATION
2.CONDUCT POST-SHOT ANALYSIS
3.WHO RECORDS DATA
4.WHO MOVES THE CLUB OR BODY
SHAPING BALL FLIGHT, STEP #1
• NO CLUB, NO BALL
• MOVE STUDENT’S LEFT HAND ONLY
• VERY SLOWLY
• A FEW FEET BACK & THRU “IMPACT”
• EXPLAIN AS YOU DO
• STATE MEASURABLE STANDARD
• FIVE REPETITIONS
Behavioral Golf Instruction, Email to [email protected] 114
SHAPING BALL FLIGHT STEP #2
• THE STUDENT MOVES THE LEFT HAND UNAIDED
• 5 CONSEUTIVE TIMES
• MEETS MEASURABLE STANDARD
• STUDENT FAILS ? REPEAT, OR MAKE SHAPING STEP EASIER WITH SMALLER ADVANCE
Behavioral Golf Instruction, Email to [email protected] 115
CORRECT BALL FLIGHT- SHAPING STEPS 3 TO 5
USE THE SAME TECHNIQUES AS IN STEPS #1 AND #2, BUT WITH :
3. RIGHT HAND ONLY, NO CLUB4. BOTH HANDS, NO CLUB5. BOTH HANDS WITH CLUB, BUT NO
BALL6. BOTH HANDS WITH CLUB AND
BALL ON TEE, HIT ONLY 10 YARDS
Behavioral Golf Instruction, Email to [email protected] 116
Behavioral Golf Instruction, Email to [email protected] 117
SHAPING OBJECTION AND ANSWER
• OBJECTION: “IT IS TOO SLOW.”
• ANSWER, “IT MAY APPEAR SLOW, COMPARED TO TRADITIONAL INSTRUCTION, HOWEVER, PROGRESS IS FASTER AND MORE CERTAIN AND EVERYONE IMPROVES.”
Behavioral Golf Instruction, Email to [email protected] 118
SHAPING:COMMON MISTAKES
• FULL SPEED, FULL MOTION IMMEDIATELY OR TOO SOON.
• TOO FEW SMALL SHAPING STEPS• ATTEMPTED ADVANCE IS TOO LARGE • NO MEASURABLE STANDARD• PLAYER JUMPS TO NEXT SHAPING STEP
WITHOUT MEETING STANDARD
Behavioral Golf Instruction, Email to [email protected] 119
SHAPING - AT FINISH, WEIGHT ON FRONT LEG, NOT BACK
1. STATE BENEFITS OF THE CHANGE
2. TOP OF SWING, HOLD PLAYER’S HANDS TO DELAY ARM MOVEMENT
3. WHILE HELD, START DOWNSWING, SHIFT HIPS FORWARD 2-3 INCHES
4. IMPACT, HIP TURN 20-40 DEGREES
SHAPING – AT FINISH WEIGHT ON FRONT LEG, NOT BACK
5. FELT WHAT IN LEFT ARM?
6. ROTATE HIPS 90+ DEGREES
7. AT FINISH, BACK TOE 90 DEGREES
8. HOLD FINISH POSITION 10 SEC.
9. REPEAT SLOWLY, LESS POSITIONING AND HOLDING
10.START WITH SHORT SHOTS
Behavioral Golf Instruction, Email to [email protected] 120
Behavioral Golf Instruction, Email to [email protected] 121
NEXT MAJOR STEP: SELF- CORRECTING FEEDBACK
1. INSTRUCTION RARELY TELLS YOU HOW TO OBTAIN SELF-CORECTING FEEDBACK
2. FOR RESULTS AND SWING BEHAVIORS
3. WITHOUT FEEDBACK, YOU CANNOT TAKE IT TO THE COURSE
Behavioral Golf Instruction, Email to [email protected] 122
FEEDBACK WORKS
ATHLETES WHO RECORD DATA IN THEIR LAPTOP IMMEDIATELY
• ANNIKA SORENSTAM
• PHIL MICKELSON
• OREL HERSHEISER, PITCHER. RECORD FOR MOST CONSECUTIVE SCORELESS INNINGS
Behavioral Golf Instruction, Email to [email protected] 123
#7: SELF-CORRECTING FEEDBACK: BENEFITS
1. MAKES ERROR PATTERNS EVIDENT
2. STIMULATES PROBLEM SOLVING
3. CAUSES THE PLAYER TO IMPROVE
4. MEASURES WHETHER AND HOW MUCH SOLUTIONS ARE WORKING
5. PLAYER BECOMES OWN TEACHER
Behavioral Golf Instruction, Email to [email protected] 124
SELF-CORRECTING FEEDBACK
• INSTRUCTOR SAYS, “YOU CAME OVER THE TOP.” NO IMPROVEMENT OCCURS. THAT IS NOT FEEDBACK.
• IF FEEDBACK IS ABSENT OR FAULTY, THE PERFORMANCE IS ALWAYS FAULTY
Behavioral Golf Instruction, Email to [email protected] 125
RECORD PERFORMANCE DATA - BENEFITS
• STUDENT WILL IMPROVE, ALMOST IMMEDIATELY
• GIVES YOU DATA TO PROVE SUCCESS
• STIMULATES DIAGNOSIS AND SOLUTIONS
• CORRECTS WIDESPREAD OVERESTIMATES
Behavioral Golf Instruction, Email to [email protected] 126
SELF-CORRECTING FEEDBACK
• INFORMATION IS FEEDBACK THAT TELLS THE GOLFER HOW HE IS PERFORMING
• THAT CAUSES THE GOLFER TO IMPROVE AND/OR MAINTAIN HIGH PERFORMANCE LONG TERM
Behavioral Golf Instruction, Email to [email protected] 127
SELF-CORRECTING FEEDBACK
WHEN THE INSTRUCTOR DOES NOT SUGGEST A FEEDBACK SYSTEM,
• THE GOLFER MUST ASK FOR ONE OR INVENT IT
Behavioral Golf Instruction, Email to [email protected] 128
• TYPICAL FEEDBACK PROBLEMS
SWING BEHAVIOR #1SWING BEHAVIOR #1
SWING BEHAVIOR #2SWING BEHAVIOR #2
SWING BEHAVIOR #3SWING BEHAVIOR #3
SWING BEHAVIOR #4SWING BEHAVIOR #4
SWING BEHAVIOR #5SWING BEHAVIOR #5
NO FEEDBACKNO FEEDBACK
NO FEEDBACKNO FEEDBACK
NO FEEDBACKNO FEEDBACK
FAULTY FEEDBACKFAULTY FEEDBACK
FAULTY FEEDBACKFAULTY FEEDBACK
FEEDBACK
• MANY SWING BEHAVIORS, BUT FEW MATCHING FEEDBACK SYSTEMS
• TEACHER DOES NOT ASK THE STUDENT TO STATE FEEDBACK ALOUD AFTER EVERY SWING
• ONLY 1.5% HAVE AIM AND ALIGNMENT CLUB ON GROUND
Behavioral Golf Instruction, Email to [email protected] 129
Behavioral Golf Instruction, Email to [email protected] 130
SELF-CORRECTING FEEDBACK
• STUDENTS COMPLAIN: “CANNOT TAKE IT TO THE COURSE AND MAKE IT WORK
• MAJOR REASONS: (1) NO DETAILED LESSON NOTES, (2) NO SELF-CORRECTING FEEDBACK SYSTEM
• MINI TOUR PLAYER.
Behavioral Golf Instruction, Email to [email protected] 131
SELF-CORRECTING FEEDBACK: EXAMPLES
ON RESULTS:– 73% OF TOUR PUTTS MISS ON THE LOW SIDE – CHIP SHOTS STOP A MEDIAN DISTANCE OF 8
FEET FROM THE CUP VS. 17 FEET BEFORE
ON SWING BEHAVIORS: – AT FINISH: ON 12% OF SWINGS, RIGHT SHOE
RESTS ON TIP OF SHOE, NOT BALL OF FOOT, – CHIPS: UPWARD EXTENSION OF SHAFT 4
INCHES TO RIGHT OF MIDDLE OF ELBOW. INSTEAD OF IN MIDDLE OF ELBOW OR LEFT
Behavioral Golf Instruction, Email to [email protected] 132
SELF-CORRECTING FEEDBACK
• FOR EVERY SWING BEHAVIOR GIVE THE PLAYER A SELF-CORRECTING FEEDBACK SYSTEM
• DURING THE LESSON, ASK THE PLAYER TO STATE FEEDBACK ALOUD ON EVERY SWING
• PRAISE STUDENT
Behavioral Golf Instruction, Email to [email protected] 133
SELF-CORRECTING FEEDBACK
1. DESIGN A FEEDBACK SYSTEM2. ASK THE STUDENT TO STATE ALOUD
AFTER EACH SWING WHAT THE FEEDBACK WAS
3. ASK “WHAT WILL YOU DO DIFFERENTLY ON THE NEXT SWING TO IMPROVE”
4. PRAISE ANYTHING POSITIVE THE STUDENT DID
Behavioral Golf Instruction, Email to [email protected] 134
SELF-CORRECTING FEEDBACK – BALL FLIGHT
• GOLFERS ON THE PRACTICE RANGE LOOKING AT THE BALL FLIGHT ON THE LAST FIVE FULL SHOTS
• 90% DID NOT TELL ME ACCURATELY WHERE THEIR CLUBHEAD PATH WAS AT IMPACT OR THE DIRECTION OF THE CLUBFACE AT IMPACT
Behavioral Golf Instruction, Email to [email protected] 135
SELF-CORRECTING FEEDBACK – BALL FLIGHT
1. TELL STUDENT BALL FLIGHT LAWS AT START OF FIRST LESSON
2. HAVE STUDENT STATE ALOUD AFTER EVERY SWING WHERE CLUBHEAD PATH AND DIRECTION OF CLUBFACE WERE AT IMPACT
3. WHAT THEY WILL DO DIFFERENTLY ON NEXT SWING, IF ANYTHING
Behavioral Golf Instruction, Email to [email protected] 136
SAME-SAME RULE: DIRECTION OF BALL &
CLUBHEAD
CLUBHEAD CLUBHEAD MOVES LEFTMOVES LEFT
BALL STARTS BALL STARTS LEFTLEFT
CLUBHEAD CLUBHEAD MOVES RIGHTMOVES RIGHT
BALL STARTS BALL STARTS RIGHTRIGHT
Behavioral Golf Instruction, Email to [email protected] 137
SAME-SAME RULE ON BALL FLIGHTON ITS ON ITS ACTUALACTUAL STARTING PATH, STARTING PATH,
BALL LATER BALL LATER CURVESCURVES IN IN SAMESAME DIRECTION DIRECTION
THE CLUBTHE CLUBFACEFACE IS LOOKING AT IMPACT IS LOOKING AT IMPACT
LL
SSRR
SS
RRLL
RR
LL
SS
Behavioral Golf Instruction, Email to [email protected] 138
SELF-CORRECT. FEEDBACK -DATA COLLECTION
• THE STUDENT SHOULD COLLECT DATA DURING THE LESSON AND DURING SOLO PRACTICE AND ROUNDS PLAYED
• TO SUSTAIN IMPROVED PERFORMANCE, THIS SHOULD CONTINUE PERMANENTLY OR, AT LEAST PERIODICALLY
Behavioral Golf Instruction, Email to [email protected] 139
STUDENT DATA COLLECTION
• IF THE STUDENT RECORDS AND ACCUMULATES DATA, THAT PERFORMANCE IS ALMOST CERTAIN TO IMPROVE
• HOWEVER, IT INVOLVES SOME SLIGHT EFFORT
• LIKE BUCKLING UP A SEAT BELT
Behavioral Golf Instruction, Email to [email protected] 140
STUDENT DATA COLLECTION- ALTERNATIVES #1
• THE STUDENT OBSERVES, “RECORDS” AND “ACCUMULATES” DATA IN HIS OR HER MIND
• NO PAPERWORK
• IMPOSSIBLE TO REMEMBER LONG TERM; DIFFICULT SHORT TERM
Behavioral Golf Instruction, Email to [email protected] 141
STUDENT DATA COLLECTION- ALTERNATIVES #2
• USE ANY BLANK SCORECARD OR PIECE OF PAPER TO RECORD DATA
• ACCUMULATE DATA FOR SIMILAR SHOTS
• DRAW CONCLUSIONS• SUMMARIZE DATA: “MISSED 78% OF
PUTTS REACHING CUP ON LOW SIDE OF CURVE
Behavioral Golf Instruction, Email to [email protected] 142
STUDENT DATA COLLECTION- ALTERNATIVES #3
• GET A COPY OF MY FORMS AND DUPLICATE THEM
• LOOKS BETTER, NEATER, SAVES ENTRY TIME, MORE DATA
• STORE MANY EXTRA COPIES IN GOLF BAG OR LOCKER
Behavioral Golf Instruction, Email to [email protected] 143
STUDENT DATA COLLECTION- ALTERNATIVES #4
• BUY AND USE A HANDHELD COMPUTER WITH GPS THAT CALCULATES. RECORDS AND REPORTS DISTANCE OF EACH SHOT
• LITTLE WORK
• USED AT ONLY SOME COURSES
Behavioral Golf Instruction, Email to [email protected] 144
RECORD PERFORMANCE DATA
• SCORE 18 HOLES & PARTIAL HOLE• BALL-STOPPING POSITION • BALL FLIGHT DIRECTIONAL
CHARACTERISTICS• CLUBHEAD, CLUBFACE DIRECTION• BODY POSITIONS AND MOVEMENTS • MENTAL: VISUALIZATION, CLUB
SELECTION,
Behavioral Golf Instruction, Email to [email protected] 145
RECORD PERFORMANCE DATA
• OBJECTIVE: IF PRACTICAL, HAVE STUDENT DO THE DATA COLLECTION BEFORE THE LESSON
• AND ALWAYS DURING AND AFTER LESSONS
Behavioral Golf Instruction, Email to [email protected] 146
#8: BODY MOVEMENT- HIPS 90 DEGREE TURN AT IMPACT
HOLE
8 9 10
11
12
13
FIRST SHOT Y Y Y Y Y Y
SECOND SHOT Y Y Y Y Y Y
THIRD SHOT Y Y Y Y
FOURTH SHOT Y
TOTAL CORRECT 3 2 3 4 2 3
Behavioral Golf Instruction, Email to [email protected] 147
DATA COLLECTION – SWEETSPOT CASE HISTORY
Behavioral Golf Instruction, Email to [email protected] 148
6
12
39
CIRCLES ARE 10 FT. APART
DATA COLLECTION: SHOT TO GREEN DISPERSION
Behavioral Golf Instruction, Email to [email protected] 149
SELF-CORRECTING FEEDBACK- AIM AND ALIGN
• DESIGN AND INTRODUCE SELF-CORRECTING FEEDBACK:
• PLAYER IS MISALIGNED AT ADDRESS ON FULL SHOTS
Behavioral Golf Instruction, Email to [email protected] 150
NEXT MAJOR STEP – POSITIVE REINFORCEMENT
• A BEHAVIOR FOLLOWED BY POSITIVE REINFORCEMENT (BALL FLIES STRAIGHTER OR LONGER OR SPECIFIC INSTRUCTOR PRAISE) TENDS TO
REOCCUR
Behavioral Golf Instruction, Email to [email protected] 151
POSITIVE REINFORCEMENT, LEARNING
LEARNING OCCURS WHEN THE INSTRUCTOR: (1) PRESENTS THE ON-COURSE SIGNAL(S), (2) CAUSES THE STUDENT TO MAKE THE DESIRED
RESPONSE OR AN IMPROVED ONE (R),(3) FOLLOWS IT WITH A POSITIVE CONSEQUENCE
(C)
SS RR
..
.. CC
Behavioral Golf Instruction, Email to [email protected] 152
POSITIVE REINFORCEMENT
HAS LEARNING OCCURRED IN THE SITUATIONS BELOW?
1. INSTRUCTOR HITS GREAT SHOTS AND EXPLAINS SWING THEORY LUCIDLY TO A SEATED GROUP
2. INSTRUCTOR DEMONSTRATES BALL-FLIGHT LAWS FOR 15 MINUTES
3. STUDENT HITS SHOTS 10 YARDS TO A DISTANT TARGET
Behavioral Golf Instruction, Email to [email protected] 153
POSITIVE REINFORCEMENT
• ANY GOLF BEHAVIOR FOLLOWED BY A POSITIVE CONSEQUENCE, TENDS TO REOCCUR AND/OR INCREASE
• LIKELY HERE? INSTRUCTOR HAS PLAYER IMMEDIATELY TAKE FULL SWING IN ATTEMPTING TO IMPLEMENT THREE SWING CHANGES
Behavioral Golf Instruction, Email to [email protected] 154
LEARNING - POSITIVE REINFORCEMENT
SS
PRESENT PRESENT SAME SAME STIMULUSSTIMULUS
RR
HAVE HAVE STUDENT STUDENT MAKE AN MAKE AN IMPROVED IMPROVED OR DESIRED OR DESIRED RESPONSERESPONSE
CC
FOLLOW WITH FOLLOW WITH POSITIVE POSITIVE CONSEQUENCESCONSEQUENCES
Behavioral Golf Instruction, Email to [email protected] 155
POSITIVE REINFORCEMENT
• MAKE EACH SHAPING STEP SO EASY THAT THE PLAYER SUCCEEDS QUICKLY
• SET ACHIEVABLE STANDARD ON EACH STEP
• ASK PLAYER TO EVALUATE WHAT WAS DONE BETTER ON LAST SWING
Behavioral Golf Instruction, Email to [email protected] 156
POSITIVE REINFORCEMENT
• PURPOSE OF POSITIVE REINFORCEMENT IS TO INCREASE HOW OFTEN A DESIRED RESPONSE OCCURS
• GOOD BEHAVIORS OCCUR OFTEN AND UNEXPECTEDLY
• BE ALERT TO SEE AND HEAR THEM, AS IF IN A COMPUTER GAME
Behavioral Golf Instruction, Email to [email protected] 157
POSITIVE REINFORCEMENT MODEL
1. STATE SPECIFICALLY WHAT TEHE STUDENT DID WELL OR BETTER
2. STATE STARTING PERFORMANCE
3. STATE MEASURABLE GOAL
4. BE ENTHUSIASTIC IN VOICE AND GESTURES AND SAY YOU ARE PLEASED. LET US TRY IT NOW.
Behavioral Golf Instruction, Email to [email protected] 158
POSITIVE REINFORCEMEMT -OBJECTION
OBJECTION: “IF YOU NEVER TELL THE STUDENT WHAT THEY DID WRONG, HOW CAN THEY LEARN?”
• STATE WHAT YOU SHOULD DO WELL OR BETTER ON THE NEXT SWING
• IF CORRECT BEHAVIOR INCREASES, IT CROWDS OUT INCORRECT
Behavioral Golf Instruction, Email to [email protected] 159
NEGATIVE CONSEQ. ADVERSE SIDE-EFFECTS
• STUDENT SAYS SHE IS TIRED
• COMPLAINS ABOUT THE SUGGESTED SWING TECHNIQUE
• DOES NOT SMILE
• BAD MOUTHS INSTRUCTOR’S METHODS
• DOES NOT IMPROVE
Behavioral Golf Instruction, Email to [email protected] 160
GOOD SIDE EFECTS FROM POSITIVE REINFORCEMENT
• RECOMMENDS INSTRUCTOR
• SMILES
• SAYS, “CAN’T WAIT TO GET ON THE COURSE AND TRY THIS.”
• VOICE BECOMES EXCITED
• REPEATS DESIRED BEHAVIOR MORE OFTEN
Behavioral Golf Instruction, Email to [email protected] 161
EXAMPLE OF NEGATIVE VIEW
• THE CANADIAN WOMENS AMATEUR CHAMPION ASKED HER INSTRUCTOR TO WATCH HER HIT SHOTS ON THE RANGE
• AFTER 45 MINUTES SHE ASKED IF HE HAD ANY COMMENTS
• HE SAID, “IF I SEE ANYTHING WRONG, I WILL TELL YOU.” (HE DID NOT REALIZE THE POWER OF POSITIVE COMMENTS)
Behavioral Golf Instruction, Email to [email protected] 162
POSITIVE REINFORCEMENT – SIDE EFFECTS
1.1.WHAT DID WHAT DID I SAY OR I SAY OR DO?DO?
2.2.WHAT DID THE WHAT DID THE OTHER PERSON DO?OTHER PERSON DO?
3.3.WAS THAT WAS THAT POSITIVE OR POSITIVE OR NEGATIVE?NEGATIVE?
4.4.WHAT DID WHAT DID I LEARN I LEARN FROM FROM THAT?THAT?
Behavioral Golf Instruction, Email to [email protected] 163
STUDENT WRITES NOTESSTUDENT WRITES NOTES
SHAPE CHANGE GRADUALLYSHAPE CHANGE GRADUALLY
FEEDBACK TO SELF-CORRECTFEEDBACK TO SELF-CORRECT
RECORD, ACCUMULATE DATARECORD, ACCUMULATE DATA
MAJOR PRACTICE CHANGESMAJOR PRACTICE CHANGES
PLAN TO MAINTAIN ITPLAN TO MAINTAIN IT
POSITIVE REINFORCEMENTPOSITIVE REINFORCEMENT
RECORD RECORD PERFORMANCE PERFORMANCE DATA FIRSTDATA FIRST
CALCULATE CALCULATE LARGEST SHOT LARGEST SHOT REDUCTION REDUCTION AREAAREA
STATE LESSON STATE LESSON GOAL ON THATGOAL ON THAT
SS
STATE CLEAR INSTRUCTIONSTATE CLEAR INSTRUCTION
SEND PROTOCOL IN ADVANCESEND PROTOCOL IN ADVANCE
BEHAVIORAL GOLF INSTRUCTIONBEHAVIORAL GOLF INSTRUCTION
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PRACTICE – CHANGE BEHAVIORS
GOLFERS PRACTICE INEFFECTIVELY
1. WRITTEN PROTOCOL ON PRACTICE HABITS WITH A CHECKOFF LIST
2. USE THESE PRACTICE BEHAVIORS DURING LESSONS
3. WRITTEN REPORT ON SOLO PRACTICE BASED ON DATA COLLECTED
4. POSITIVE CHANGE OR RESULT
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INCREASE QUANTITY OF PRACTICE SHOTS
SHOW STUDENT THESE FIGURES:
• 3 SAND SHOTS DURING 4-HR ROUND = 0.75 PER HOUR
• 120 IN ONE HOUR OF PRACTICE = 120 PER HOUR
• IS 160 TIMES AS MANY PER HOUR
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INCREASE QUANTITY OF PRACTICE SHOTS
1. SET GOAL BY TYPE OF SHOT FOR NUMBER OF PRACTICE SHOTS
2. SET A GOAL FOR MINUTES OF PRACTICE BEFORE TEE OFF.
3. COUNT, RECORD AND REPORT PRACTICE PERFORMANCE
4. SPECIFY HOME DRILL, SET GOAL, RECORD DATA AND REPORT
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INCREASE QUALITY OF PRACTICE SHOTS
1. SET GOAL FOR # OF SHOTS HITTING HIGH POTENTIAL STROKE SAVERS
2. READ LESSON NOTES BEFORE AND DURING PRACTICE
3. TOO FEW SHORT SHOTS? GO TO PRACTICE PUTTING GREEN FIRST. DID NOT? NO RANGE, NO PLAY
4. AIM AND ALIGNMENT TOOLS, NOW 1.5%5. AIM AT A NARROW TARGET
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INCREASE QUALITY OF PRACTICE SHOTS
6. SELF-CORRECTING FEEDBACK ON ALL KEY RESULTS AND SWING BEHAVIORS
7. ON EVERY SHOT, STATE CLUBHEAD PATH AT IMPACT, CLUB FACE AIM
8. HIT SHOTS ON HIGHEST SHAPING STEP WHERE STUDENT CAN MEET STANDARD. PROBLEM? REVERT TO LOWER STEP
9. COUNT, RECORD, AND SUMMARIZE10. WRITE RESULTS AND METHODS IN NOTES
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AFTER PRACTICE BEHAVIORS
• STORE NOTES IN GOLF BAG
• REPORT DATA TO INSTRUCTOR PERIODICALLY ON SCHEDULE
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LONG TERM MAINTENANCE
• HAVE WRITTEN LONG-TERM MAINTENANCE PLAN
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LONG TERM MAINTENANCE PLAN
1. WRITTEN PRACTICE & MAINTENANCE PLAN
2. GIVE STUDENT A COPY
3. ASK STUDENT TO REPORT PROGRESS EMAIL, PHONE, PERSONAL CONTACT
4. STORE AND PERIODIC REVIEW OF LESSON NOTES IN GOLF BAG
5. COLLECT DATA PERMANENTLY AT PRACTICE AND PLAY
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LONG TERM MAINTENANCE PLAN
6. CONTINUE TO USE SELF-CORRECTING FEEDBACK
7. WHEN PROBLEMS OCCUR, REVERT TO LOWER SHAPING STEPS DURING PRACTICE
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WHAT ED FEENEY WILL DO TO HELP IMPLEMENT PROCESS
1. HARD COVER GOLF BOOK2. CHAPTERS eBook ON WEB SITE3. FIELD TESTS INSTRUCTORS4. TRAINING MATERIALS FOR
TRAINERS OF PROFESSIONAL INSTRUCTORS
5. WRITE MAGAZINE ARTICLES6. GIVE LESSONS FOR RESEARCH
WHAT ED FEENEY WILL DO TO IMPLEMENT PROCESS
7. EXPAND THE WEB SITE
8. SEND CONTENT TO GOLF PUBLICATIONS
9. LINK UP WITH OTHER GOLF INSTRUCTION RESOURCES
10.GOLF CHANNEL (CABLE)
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YOUR EVALUATION AND PLANS TO CHANGE
• EMAIL ME ABOUT YOUR PLANS TO IMPLEMENT ANY OF THESE IDEAS, AT
• edfeeney@ApplyGolfLessons
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WHAT, IF ANYTHING, DID YOU LIKE?
1. WHAT YOU LIKE AND WHY:
2. WHAT DO YOU INTEND TO DO?
3. WHAT DID YOU IMPLEMENT?
4. WHAT QUESTIONS DO YOU HAVE AND WHAT INFORMATION DO YOU NEED?
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THE END
• THANK YOU FOR VIEWING THIS PRESENTATION
• APPLY AS MANY OF THESE IDEAS AS POSSIBLE
• TELL MANY OTHERS ABOUT WEB SITE• I AM THERE TO HELP YOU
• ED FEENEY• [email protected]