BEHAVIORAL GOLF INSTRUCTION

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BEHAVIORAL GOLF INSTRUCTION

• ED FEENEY
• DESIGNER OF BEHAVIORAL GOLF INSTRUCTION

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BEHAVIORAL GOLF INSTRUCTION

• A PROCESS TO SHARPLY AND MEASURABLY IMPROVE
• HOW INSTRUCTORS GIVE INSTRUCTION
• HOW GOLFERS TAKE, PRACTICE AND APPLY INSTRUCTION

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BEHAVIORAL GOLF INSTRUCTION

• OBJECTIVE
• TO LOWER STUDENTS AVERAGE SCORE

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IMPROVE INSTRUCTION FROM ALL SOURCES

• PRIVATE GOLF LESSONS
• BOOKS, MAGAZINES, VIDEOS
• CABLE, TV, SATELLITE
• WEB SITES
• FRIENDS
• OBSERVATIONS AND SELF-EXPERIMENTS

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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

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WHAT YOU CAN DO

1. LISTEN
2. APPLY THE PROVEN IDEAS
3. TELL OTHER GOLFERS AND INSTRUCTORS ABOUT YOUR
   SUCCESS

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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

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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.

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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

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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

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ED FEENEYS 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

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ED FEENEYS 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

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WHY THE DECISION TO IMPROVE GOLF INSTRUCTION

• PAYBACK FOR A GREAT GAME
• IMPROVED GOLF GIVES JOY
• OBJECTIVE SPREAD THIS PROCESS WORLDWIDE
• NOT INTERESTED IN MAKING MONEY WITH IT

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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

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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

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ED FEENEYS RESEARCH

• INTERVIEWED 150 GOLFERS IN DEPTH
• OBSERVED 100S OF LESSONS, PLUS SOLO PRACTICE AND
  ROUNDS
• MEASURED BEFORE AFTER
• TESTED MEASURED EFFECTS OF EACH NEW STEP

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OPPORTUNITIES TO IMPROVE

• AS MANY GOLFERS QUIT AS BEGIN TO PLAY GOLF
• SINCE 2000, THE NUMBER OF GOLFERS IS ON A PLATEAU
  IN THE USA

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OPPORTUNITIES TO IMPROVE

• IN SPITE OF
• IMPROVED EQUIPMENT,
• SHARP INCREASE IN QUANTITY, QUALITY AND
  AVAILABILITY OF INSTRUCTION
• BIGGER AND STRONGER GOLFERS
• AVE. HANDICAP INDEX STAGNANT FOR DECADES
• 15.7 FOR MEN

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OPPORTUNITIES TO IMPROVE

• MY RESEARCH
• A SMALL FRACTION TAKING LESSONS LOWER THEIR
  AVERAGE SCORE AND SUSTAIN IT LONG TERM

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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

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WHICH IS OUR BIGGEST PROBLEM, 1 OR 2 ?

1. STUDENT CANNOT FIND KNOWLEDGE OF HOW TO PLAY?

1. STUDENT DOES NOT TURN KNOWLEDGE INTO PERFORMANCE

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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.

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DRIVES
FAIRWAY WOODS
ONLY ONE APPLICATION PROCESS BEHAVIORAL GOLF
INSTRUCTION
IRONS
CHIPS, PITCHES
PUTTS
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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

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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

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MY OBJECTIVES

• TO HAVE THIS SYSTEM USED IN INSTRUCTION AROUND
  THE WORLD
• TO GIVE BACK TO GOLF ALL THE BENEFITS IT GIVES ME

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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

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• STOPS X FEET FROM CUP, 30 YARDS

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13
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BEFORE
DURING
AFTER
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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 FEENEYS
   DATA FROM HUNDREDS OF TESTS

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TEST WHISTLE WHILE YOU PUTT SINKS MORE PUTTS?
100 GOLFERS HITTING 20 THREE, SIX AND NINE FOOT
PUTTS EACH
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41
42
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NO WHISTLE
WHISTLE
NO WHISTLE
WHISTLE
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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

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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

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EIGHT BIGGEST PROBLEMS

• LESSONS NOT ON BIGGEST POTENTIAL FOR REDUCING
  SCORE. WHY
• DID NOT SEE PLAY ON THE COURSE
• STUDENTS PERFORMANCE DATA NOT USEFUL
• LESSON GOALS ARE NOT GOALS

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EIGHT BIGGEST PROBLEMS

• 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

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EIGHT BIGGEST PROBLEMS

• 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

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EIGHT BIGGEST PROBLEMS

• NO SELF-CORRECTING FEEDBACK SYSTEM
• NO ON-GOING DATA COLLECTION BY STUDENT
• POSITIVE CONSEQUENCES
• NONE OR INFREQUENT
• INSTRUCTOR PRAISE VAGUE 95

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EIGHT BIGGEST PROBLEMS

1. PRACTICE NOT ENOUGH, WRONG SHOTS, NO FEEDBACK,
   NO DATA COLLECTION, NO MEASURABLE STANDARDS, NO
   SHAPING, LITTLE HOME PRACTICE, VAGUE REPORT BACK
   TO INSTRUCTOR
2. NO LONG-TERM MAINTENANCE PLAN

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BEHAVIORAL GOLF INSTRUCTION
SEND PROTOCOL IN ADVANCE
RECORD PERFORMANCE DATA FIRST
STATE CLEAR INSTRUCTION
STUDENT WRITES NOTES
CALCULATE LARGEST SHOT REDUCTION AREA
SHAPE CHANGE GRADUALLY
FEEDBACK TO SELF-CORRECT
RECORD, ACCUMULATE DATA
STATE LESSON GOAL ON THAT
POSITIVE REINFORCEMENT
S
MAJOR PRACTICE CHANGES
PLAN TO MAINTAIN IT
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THE STEPS IN BEHAVIORAL GOLF INSTRUCTION

• HERE ARE THE KEY CONCEPTS AND STEPS IN BEHAVIORAL
  GOLF INSTRUCTION

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BEFORE INSTRUCTION STARTS

1. RECORD AND ACCUMULATE PERFORMANCE DATA ON ALL
   PARTS OF THE STUDENTS GAME

1. CALCULATE HIGHEST POTENTIAL REDUCTION IN AVERAGE
   SCORE. TAKE LESSONS THERE

1. STATE MEASURABLE LESSON GOAL

1. READ MY EMPOWERMENT AND PROTOCOLS IN ADVANCE

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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

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WHAT TO MEASURE - BACKWARD CHAINING

• FROM END RESULT TO CAUSE(S)
• THAT CAUSE BECOMES A RESULT WITH ITS CAUSE
• ALL OBSERVABLE,
• MEASURABLE AND OBJECTIVE

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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

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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?

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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

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OBJECTIVELOWER AVERAGE SCORE
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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
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MEDIAN STOPPING DIST IN FT. FROM CUP ON 30 YARD
CHIP
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1 RECORD BALL-STOPPING POSITION TO TARGET
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RECORD DATA WHEN

• BEFORE LESSONS
• DURING LESSONS
• AFTER LESSONS

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RECORD DATA ON

• ANY ONE OF 16 OR MORE FORMS ON THE WEB SITE
• A BLANK SHEET OF PAPER
• A BLANK SCORECARD

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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
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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
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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.
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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
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MENTAL MEASURE POSITIVE VISUALIZATION

• HEAR SOUND AND FEEL IMPACT
• EXACT DIRECTION AND CURVATURE
• LANDING SPOT
• NBR. DIRECTION OF BOUNCES
• ROLLING DISTANCE
• STOPPING POINT

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1 MEASURE PERFORMANCE

• INSTRUCTOR OR THE STUDENT SHOULD MEASURE
  PERFORMANCE BEFORE LESSONS
• THE STUDENT MEASURES DURING LESSONS, SOLO
  PRACTICE PLAY, ON THE COURSE

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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

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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

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1 BENEFITS OF MEASUREMENT

• IMPROVES QUICKLY
• MORE OBSERVANT
• MOTIVATES STUDENTS PRACTICE
• STIMULATES PROBLEM SOLVING
• PROVES SUCCESS
• ATTRACTS MORE STUDENTS
• BETTER JOB

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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,

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2 FOUR METHODS OF GATHERING ON-COURSE DATA

• FOUR METHODS OF GATHERING DATA
• TEACHER WATCHES 30-SHOT SAMPLE IN PRACTICE AREA
• INSTRUCTOR OBSERVES AND GATHERS DATA ON THE
  COURSE
• LOW-PAID, TRAINED SENIOR OR JUNIOR GATHERS DATA
  ON COURSE
• PLAYER USES MY SPECIAL STROKE-SAVER SCORECARD TO
  GATHER DATA

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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

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OBSERVE AND MEASURE ON THE COURSE

• GOLF ONLY GAME WHERE THE COACH DOES NOT SEE 95
  OF THE PLAYERS DURING A GAME

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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

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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 10
TOTAL 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 2.4
STROKE 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
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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

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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

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3 HELP PLAYER SET MEASURABLE GOALS

• 90 VAGUE GOALS OR NONE
• MEASURABLE, OBSERVABLE AND OBJECTIVE
• TIMETABLE
• VERSUS PAST PERFORMANCE,
• FUTURE MEASURABLE PERFORM.
• REWARD

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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.

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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

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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

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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

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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

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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

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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

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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

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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

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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

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 ?

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

82
USE ALL OF THESE METHODS ON ALL STUDENTS

• INSTEAD OF ATTEMPTING TO DISCOVER EACH STUDENTS
  INDIVIDUAL METHOD OF LEARNING
• INSTEAD, USE PROVEN METHODS THAT PRODUCE MORE
  MEASURABLE CHANGE IN ALL STUDENTS

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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 STUDENTS CLUB AND BODY
   SLOWLY WITH PRECISION

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TWELVE STEPS IN -COMMUNICATING

• MULTIPLE, SMALL-ADVANCE, EASY STEPS
• CONTRAST RIGHT VERSUS WRONG.
• USE PRACTICE AIDS THAT PROVIDE FEEDBACK
• PRAISE IN SPECIFIC TERMS RANDOM VARIATIONS IN
  IMPROVEMENT

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STUDENTS INADEQUATE SENSORY SELF-INSTRUCTION

1. 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

86
STUDENTS 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

87
STUDENTS 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

88
STUDENTS 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

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TEACH STUDENT HOW TO EXPERIMENT

• STUDENTS DO AND CAN LEARN FROM EXPERIMENTS
• THEY DO FEW AND NOT WELL

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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

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

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?

93
LESSON NOTES PROCEDURES

• INSTRUCTOR GIVES STUDENT A BOUND NOTEPAD, ZIPLOCK
  BAG AND PEN
• RESEARCH STUDENTS AT END OF LESSON OMIT 50 TO
  90 OF CONTENT
• LIKE AN SUV SPILLING 30 GALLONS AT THE GAS PUMP
• INSTANT I STATE INSTRUCTION, MAKE A WRITTEN
  NOTE.

94
LESSON NOTES PROCEDURES

• PROMPT TAKING NOTES
• REPEAT CONTENT SLOWLY
• ASK STUDENT TO REPEAT NOTES, NO ADLIBBING
• PROMPT THREE TIMES
• PRAISE ANY COMPLETE OR ACCURATE NOTES

95
LESSON NOTES - REACTIONS

• LATER, ALMOST ALL PLAYERS VOLUNTEER NOTES ARE
  VALUABLE
• THEY STATE THEY READ THEM BEFORE PRACTICE AND
  DURING A ROUND
• THEY SAY IT HELPS THEM CORRECT PROBLEMS DURING
  THE ROUND
• A FEW PLAYERS NEED PROMPTING
• EXPECT ALL GOLFERS TO TAKE NOTES

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

97
TRANSFORM INFORMATION INTO PERFORMANCE

• NOW, HERE ARE THE KEY STEPS FOR TRANSFORMING
  KNOWLEDGE INTO PERFORMANCE

98
BEHAVIORAL GOLF INSTRUCTION
SEND PROTOCOL IN ADVANCE
RECORD PERFORMANCE DATA FIRST
STATE CLEAR INSTRUCTION
STUDENT WRITES NOTES
CALCULATE LARGEST SHOT REDUCTION AREA
SHAPE CHANGE GRADUALLY
FEEDBACK TO SELF-CORRECT
RECORD, ACCUMULATE DATA
STATE LESSON GOAL ON THAT
POSITIVE REINFORCEMENT
S
MAJOR PRACTICE CHANGES
PLAN TO MAINTAIN IT
99
NEXT TRANSFORM KNOWLEDGE INTO PERFORMANCE

1. SHAPE THE CHANGE GRADUALLY,
2. SELF-CORRECTING FEEDBACK,
3. MEASURE PERFORMANCE
4. PRACTICE MORE DIFFERENTLY
5. APPLY CORRECTLY ON THE COURSE
6. MAINTAIN FOR CAREERYOUR CAREER

100
SHAPING

• SCULPTOR GRADUALLY SHAPES A BUST OF A GOLFER

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

102
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

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

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

105
SHAPING STEPSBENEFITS OF

1. WITH ULTRA SLOW SWING PLAYER CAN OBSERVE,
   CONTROL, EVALUATE AND CHANGE
2. BETTER PERFORMANCE, SOONER.
3. PERCEIVES STEADY PROGRESS
4. ENTHUSIASTIC PLAYER

106
SHAPING WHEN TO USE IT

• ALL BEGINNERS
• 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

107
7 SHAPING THE SWING TO THE TARGET
108
SHAPING WHICH IS EASIER
OR CLIMB UP TEN ONE-FOOT STEPS
CLIMB STRAIGHT UP A TEN-FOOT WALL
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, SMALL- ADVANCE, EASILY-ACHIEVED SHAPING
STEPS
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

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)

112
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

113
SHAPING ELEMENTS

• INSTRUCTOR FIRST, THEN STUDENT
• BUILD THE WORK STATION
• CONDUCT POST-SHOT ANALYSIS
• WHO RECORDS DATA
• WHO MOVES THE CLUB OR BODY

114
SHAPING BALL FLIGHT, STEP 1

• NO CLUB, NO BALL
• MOVE STUDENTS LEFT HAND ONLY
• VERY SLOWLY
• A FEW FEET BACK THRU IMPACT
• EXPLAIN AS YOU DO
• STATE MEASURABLE STANDARD
• FIVE REPETITIONS

115
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

116
CORRECT BALL FLIGHT- SHAPING STEPS 3 TO 5

• USE THE SAME TECHNIQUES AS IN STEPS 1 AND 2,
  BUT WITH
• RIGHT HAND ONLY, NO CLUB
• BOTH HANDS, NO CLUB
• BOTH HANDS WITH CLUB, BUT NO BALL
• BOTH HANDS WITH CLUB AND BALL ON TEE, HIT ONLY 10
  YARDS

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.

118
SHAPINGCOMMON 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

119
SHAPING - AT FINISH, WEIGHT ON FRONT LEG, NOT
BACK

1. STATE BENEFITS OF THE CHANGE
2. TOP OF SWING, HOLD PLAYERS HANDS TO DELAY ARM
   MOVEMENT
3. WHILE HELD, START DOWNSWING, SHIFT HIPS FORWARD
   2-3 INCHES
4. IMPACT, HIP TURN 20-40 DEGREES

120
SHAPING AT FINISH WEIGHT ON FRONT LEG, NOT BACK

1. FELT WHAT IN LEFT ARM?
2. ROTATE HIPS 90 DEGREES
3. AT FINISH, BACK TOE 90 DEGREES
4. HOLD FINISH POSITION 10 SEC.
5. REPEAT SLOWLY, LESS POSITIONING AND HOLDING
6. START WITH SHORT SHOTS

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

122
FEEDBACK WORKS

• ATHLETES WHO RECORD DATA IN THEIR LAPTOP
  IMMEDIATELY
• ANNIKA SORENSTAM
• PHIL MICKELSON
• OREL HERSHEISER, PITCHER. RECORD FOR MOST
  CONSECUTIVE SCORELESS INNINGS

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

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

125
RECORD PERFORMANCE DATA - BENEFITS

• STUDENT WILL IMPROVE, ALMOST IMMEDIATELY
• GIVES YOU DATA TO PROVE SUCCESS
• STIMULATES DIAGNOSIS AND SOLUTIONS
• CORRECTS WIDESPREAD OVERESTIMATES

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

127
SELF-CORRECTING FEEDBACK

• WHEN THE INSTRUCTOR DOES NOT SUGGEST A FEEDBACK
  SYSTEM,
• THE GOLFER MUST ASK FOR ONE OR INVENT IT

128

• TYPICAL FEEDBACK PROBLEMS

SWING BEHAVIOR 1
NO FEEDBACK
SWING BEHAVIOR 2
NO FEEDBACK
SWING BEHAVIOR 3
NO FEEDBACK
SWING BEHAVIOR 4
FAULTY FEEDBACK
SWING BEHAVIOR 5
FAULTY FEEDBACK
129
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

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.

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

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

133
SELF-CORRECTING FEEDBACK

1. DESIGN A FEEDBACK SYSTEM
2. 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

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

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

136
SAME-SAME RULE DIRECTION OF BALL CLUBHEAD
BALL STARTS LEFT
BALL STARTS RIGHT
CLUBHEAD MOVES LEFT
CLUBHEAD MOVES RIGHT
137
SAME-SAME RULE ON BALL FLIGHT
ON ITS ACTUAL STARTING PATH, BALL LATER CURVES IN
SAME DIRECTION THE CLUBFACE IS LOOKING AT IMPACT
S
R
L
S
S
R
L
L
R
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

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

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

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

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

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

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,

145
RECORD PERFORMANCE DATA

• OBJECTIVE IF PRACTICAL, HAVE STUDENT DO THE DATA
  COLLECTION BEFORE THE LESSON
• AND ALWAYS DURING AND AFTER LESSONS

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
147
DATA COLLECTION SWEETSPOT CASE HISTORY
148
DATA COLLECTION SHOT TO GREEN DISPERSION
149
SELF-CORRECTING FEEDBACK- AIM AND ALIGN

• DESIGN AND INTRODUCE SELF-CORRECTING FEEDBACK
• PLAYER IS MISALIGNED AT ADDRESS ON FULL SHOTS

150
NEXT MAJOR STEP POSITIVE REINFORCEMENT

• A BEHAVIOR FOLLOWED BY POSITIVE REINFORCEMENT
  (BALL FLIES STRAIGHTER OR LONGER OR SPECIFIC
  INSTRUCTOR PRAISE) TENDS TO
• REOCCUR

151
POSITIVE REINFORCEMENT, LEARNING

• LEARNING OCCURS WHEN THE INSTRUCTOR
• PRESENTS THE ON-COURSE SIGNAL(S),
• CAUSES THE STUDENT TO MAKE THE DESIRED RESPONSE
  OR AN IMPROVED ONE (R),
• FOLLOWS IT WITH A POSITIVE CONSEQUENCE (C)
  

.
S
R
C
.
152
POSITIVE REINFORCEMENT

• HAS LEARNING OCCURRED IN THE SITUATIONS BELOW?
• INSTRUCTOR HITS GREAT SHOTS AND EXPLAINS SWING
  THEORY LUCIDLY TO A SEATED GROUP
• INSTRUCTOR DEMONSTRATES BALL-FLIGHT LAWS FOR 15
  MINUTES
• STUDENT HITS SHOTS 10 YARDS TO A DISTANT TARGET

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

154
LEARNING - POSITIVE REINFORCEMENT
S PRESENT SAME STIMULUS
R HAVE STUDENT MAKE AN IMPROVED OR DESIRED
RESPONSE
C FOLLOW WITH POSITIVE CONSEQUENCES
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

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

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.

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

159
NEGATIVE CONSEQ. ADVERSE SIDE-EFFECTS

• STUDENT SAYS SHE IS TIRED
• COMPLAINS ABOUT THE SUGGESTED SWING TECHNIQUE
• DOES NOT SMILE
• BAD MOUTHS INSTRUCTORS METHODS
• DOES NOT IMPROVE

160
GOOD SIDE EFECTS FROM POSITIVE REINFORCEMENT

• RECOMMENDS INSTRUCTOR
• SMILES
• SAYS, CANT WAIT TO GET ON THE COURSE AND TRY
  THIS.
• VOICE BECOMES EXCITED
• REPEATS DESIRED BEHAVIOR MORE OFTEN

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)

162
POSITIVE REINFORCEMENT SIDE EFFECTS

1. WHAT DID I SAY OR DO?

1. WHAT DID THE OTHER PERSON DO?

1. WAS THAT POSITIVE OR NEGATIVE?

1. WHAT DID I LEARN FROM THAT?

163
BEHAVIORAL GOLF INSTRUCTION
SEND PROTOCOL IN ADVANCE
RECORD PERFORMANCE DATA FIRST
STATE CLEAR INSTRUCTION
STUDENT WRITES NOTES
CALCULATE LARGEST SHOT REDUCTION AREA
SHAPE CHANGE GRADUALLY
FEEDBACK TO SELF-CORRECT
RECORD, ACCUMULATE DATA
STATE LESSON GOAL ON THAT
POSITIVE REINFORCEMENT
S
MAJOR PRACTICE CHANGES
PLAN TO MAINTAIN IT
164
PRACTICE CHANGE BEHAVIORS

• GOLFERS PRACTICE INEFFECTIVELY
• WRITTEN PROTOCOL ON PRACTICE HABITS WITH A
  CHECKOFF LIST
• USE THESE PRACTICE BEHAVIORS DURING LESSONS
• WRITTEN REPORT ON SOLO PRACTICE BASED ON DATA
  COLLECTED
• POSITIVE CHANGE OR RESULT

165
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

166
INCREASE QUANTITY OF PRACTICE SHOTS

• SET GOAL BY TYPE OF SHOT FOR NUMBER OF PRACTICE
  SHOTS
• SET A GOAL FOR MINUTES OF PRACTICE BEFORE TEE
  OFF.
• COUNT, RECORD AND REPORT PRACTICE PERFORMANCE
• SPECIFY HOME DRILL, SET GOAL, RECORD DATA AND
  REPORT

167
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

168
INCREASE QUALITY OF PRACTICE SHOTS

1. SELF-CORRECTING FEEDBACK ON ALL KEY RESULTS AND
   SWING BEHAVIORS
2. ON EVERY SHOT, STATE CLUBHEAD PATH AT IMPACT,
   CLUB FACE AIM
3. HIT SHOTS ON HIGHEST SHAPING STEP WHERE STUDENT
   CAN MEET STANDARD. PROBLEM? REVERT TO LOWER STEP
4. COUNT, RECORD, AND SUMMARIZE
5. WRITE RESULTS AND METHODS IN NOTES

169
AFTER PRACTICE BEHAVIORS

• STORE NOTES IN GOLF BAG
• REPORT DATA TO INSTRUCTOR PERIODICALLY ON SCHEDULE

170
LONG TERM MAINTENANCE

• HAVE WRITTEN LONG-TERM MAINTENANCE PLAN

171
LONG TERM MAINTENANCE PLAN

• WRITTEN PRACTICE MAINTENANCE PLAN
• GIVE STUDENT A COPY
• ASK STUDENT TO REPORT PROGRESS EMAIL, PHONE,
  PERSONAL CONTACT
• STORE AND PERIODIC REVIEW OF LESSON NOTES IN GOLF
  BAG
• COLLECT DATA PERMANENTLY AT PRACTICE AND PLAY

172
LONG TERM MAINTENANCE PLAN

• CONTINUE TO USE SELF-CORRECTING FEEDBACK
• WHEN PROBLEMS OCCUR, REVERT TO LOWER SHAPING
  STEPS DURING PRACTICE

173
WHAT ED FEENEY WILL DO TO HELP IMPLEMENT PROCESS

1. HARD COVER GOLF BOOK
2. CHAPTERS eBook ON WEB SITE
3. FIELD TESTS INSTRUCTORS
4. TRAINING MATERIALS FOR TRAINERS OF PROFESSIONAL
   INSTRUCTORS
5. WRITE MAGAZINE ARTICLES
6. GIVE LESSONS FOR RESEARCH

174
WHAT ED FEENEY WILL DO TO IMPLEMENT PROCESS

1. EXPAND THE WEB SITE
2. SEND CONTENT TO GOLF PUBLICATIONS
3. LINK UP WITH OTHER GOLF INSTRUCTION RESOURCES
4. GOLF CHANNEL (CABLE)

175
YOUR EVALUATION AND PLANS TO CHANGE

• EMAIL ME ABOUT YOUR PLANS TO IMPLEMENT ANY OF
  THESE IDEAS, AT
• edfeeney_at_ApplyGolfLessons

176
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?

177
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
• edfeeney_at_ApplyGolfLessons.com