BEHAVIORAL GOLF INSTRUCTION • ED FEENEY • DESIGNER OF BEHAVIORAL GOLF INSTRUCTION Behavioral Golf Instruction, Email to 1
BEHAVIORAL GOLF INSTRUCTION A PROCESS TO SHARPLY AND MEASURABLY IMPROVE: 1. HOW INSTRUCTORS GIVE INSTRUCTION 2. HOW GOLFERS TAKE, PRACTICE AND APPLY INSTRUCTION Behavioral Golf Instruction, Email to 2
BEHAVIORAL GOLF INSTRUCTION OBJECTIVE: • TO LOWER STUDENT’S AVERAGE SCORE Behavioral Golf Instruction, Email to 3
IMPROVE INSTRUCTION FROM ALL SOURCES • • • PRIVATE GOLF LESSONS BOOKS, MAGAZINES, VIDEOS CABLE, TV, SATELLITE WEB SITES FRIENDS OBSERVATIONS AND SELFEXPERIMENTS Behavioral Golf Instruction, Email to 4
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 6
GOLFER BENEFITS 1. 2. 3. 4. REDUCES AVERAGE SCORE ALL GOLFERS IMPROVE IMMEDIATE IMPROVEMENT MEASURABLE IMPROVEMENT IS IN SUBJECT AREA OF LESSON 5. LAST FOR REST OF PLAYING CAREER Behavioral Golf Instruction, Email to 7
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 8
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 9
MY OBJECTIVES FOR YOU • APPLY AT LEAST ONE RECOMMENDATION AND HOPEFULLY ALL OF THEM • RECOMMEND BEHAVIORAL GOLF INSTRUCTION AND WEB SITE Apply. Golf. Lessons TO OTHER STUDENTS AND TO INSTRUCTORS Behavioral Golf Instruction, Email to 10
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 11
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 12
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 13
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 14
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 15
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 16
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 17
OPPORTUNITIES TO IMPROVE IN SPITE OF: 1. IMPROVED EQUIPMENT, 2. SHARP INCREASE IN QUANTITY, QUALITY AND AVAILABILITY OF INSTRUCTION 3. BIGGER AND STRONGER GOLFERS AVE. HANDICAP INDEX STAGNANT FOR DECADES 15. 7 FOR MEN Behavioral Golf Instruction, Email to 18
OPPORTUNITIES TO IMPROVE MY RESEARCH: • A SMALL FRACTION TAKING LESSONS LOWER THEIR AVERAGE SCORE AND SUSTAIN IT LONG TERM Behavioral Golf Instruction, Email to 19
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 20
WHICH IS OUR BIGGEST PROBLEM, 1 OR 2 ? 1. STUDENT CANNOT FIND KNOWLEDGE OF HOW TO PLAY? 2. STUDENT DOES NOT TURN KNOWLEDGE INTO PERFORMANCE Behavioral Golf Instruction, Email to 21
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 22
DRIVES FAIRWAY WOODS IRONS CHIPS, PITCHES ONLY ONE APPLICATION PROCESS: BEHAVIORAL GOLF INSTRUCTION PUTTS Behavioral Golf Instruction, Email to 23
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 24
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 25
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 26
TEST INSTRUCTION BY COLLECTING DATA 1. 2. 3. 4. 5. 6. 7. QUANTIFY RESULTS MEASURE BEFORE AND AFTER DISPLAY IT ON TIME SCALE LONG TRIAL PLACEBO OR OPPOSITE METHOD HIGH ENOUGH NUMBER TRIALS GO BACK TO ORIGINAL CONDITION Behavioral Golf Instruction, Email to 27
STOPS X FEET FROM CUP, 30 YARDS 16 13 5 BEFORE DURING Behavioral Golf Instruction, Email to AFTER 28
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 29
TEST: WHISTLE WHILE YOU PUTT SINKS MORE PUTTS? 100 GOLFERS HITTING 20 THREE, SIX AND NINE FOOT PUTTS EACH 41% NO WHISTLE 41% WHISTLE 42% NO WHISTLE Behavioral Golf Instruction, Email to 40% WHISTLE 30
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 31
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 32
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 33
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 34
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 1/5 TH OF A SECOND- 20 TIMES FASTER THAN A FERRARI CAN ACCELERATE NO MEASURABLE STANDARDS TO MEET Behavioral Golf Instruction, Email to 35
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 36
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 37
BEHAVIORAL GOLF INSTRUCTION SEND PROTOCOL IN ADVANCE STATE CLEAR INSTRUCTION RECORD PERFORMANCE DATA FIRST STUDENT WRITES NOTES CALCULATE LARGEST SHOT REDUCTION AREA SHAPE CHANGE GRADUALLY FEEDBACK TO SELF-CORRECT STATE LESSON GOAL ON THAT RECORD, ACCUMULATE DATA POSITIVE REINFORCEMENT S MAJOR PRACTICE CHANGES PLAN TO MAINTAIN IT Behavioral Golf Instruction, Email to 38
THE STEPS IN BEHAVIORAL GOLF INSTRUCTION • HERE ARE THE KEY CONCEPTS AND STEPS IN BEHAVIORAL GOLF INSTRUCTION Behavioral Golf Instruction, Email to 39
BEFORE INSTRUCTION STARTS 1. RECORD AND ACCUMULATE PERFORMANCE DATA ON ALL PARTS OF THE STUDENT’S GAME 2. CALCULATE HIGHEST POTENTIAL REDUCTION IN AVERAGE SCORE. TAKE LESSONS THERE 3. STATE MEASURABLE LESSON GOAL 4. READ MY EMPOWERMENT AND PROTOCOLS IN ADVANCE Behavioral Golf Instruction, Email to 40
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 41
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 42
WHAT TO MEASURE 1. 2. 3. 4. 5. 6. 7. AVE. 18 -HOLE SCORE: PARTIAL HOLE SCORE I. E, 30 YARDS BALL-STOPPING POSITION BALL FLIGHT TO TARGET DIRECTION CLUB PATH & FACE IMPACT BODY MOVEMENTS AND POSITIONS MENTAL THOUGHTS Behavioral Golf Instruction, Email to 43
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 44
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 45
OBJECTIVE LOWER AVERAGE SCORE Behavioral Golf Instruction, Email to 46
#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 47
MEDIAN STOPPING DIST IN FT. FROM CUP ON 30 YARD CHIP Behavioral Golf Instruction, Email to 48
#1: RECORD BALL-STOPPING POSITION TO TARGET CIRCLES ARE 10 FT. APART 12 9 3 6 Behavioral Golf Instruction, Email to 49
RECORD DATA WHEN • BEFORE LESSONS • DURING LESSONS • AFTER LESSONS Behavioral Golf Instruction, Email to 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 51
#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 4 R, OL, 1 S 4 R, 1 L, 0 S Behavioral Golf Instruction, Email to 108, AVE 28 52
CLUBHEAD PATH AND CLUBFACE DIRECTION SHOT CLUBHEAD NUMBER AND DIRECTION CLUB AT IMPACT 1, 5 -IRON CLUBFACE DIRECTION AT IMPACT 2 3 4 5 TOTAL 4 R, 1 S, 0 L Behavioral Golf Instruction, Email to edfeeney@Apply. Golf. Lessons. com 4 R, O S, 1 L 53
#1: CHIP SHOT FLIP LEFT WRIST SHOT NUMBER DIRECTION EST. NUMBER CLUB SHAFT IS OF INCHES POINTING VS. MIDDLE OF LEAD ELBOW 1 R 8 2 R 6 3 R 10 4 R 7 5 R 5 SUM 5 R AVE OF 7. 1 IN. Behavioral Golf Instruction, Email to 54
MENTAL: CLUB SELECTION SHOT DIST. TO DIST. HIT DIFF. TARGET 1 154 144 2 167 151 -10 -16 3 158 140 -18 4 160 152 -08 5 163 150 -13 AVE. 160. 4 147. 8 -12. 6 Behavioral Golf Instruction, Email to 55
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 56
#1: MEASURE PERFORMANCE • INSTRUCTOR OR THE STUDENT SHOULD MEASURE PERFORMANCE BEFORE LESSONS • THE STUDENT MEASURES DURING LESSONS, SOLO PRACTICE & PLAY, ON THE COURSE Behavioral Golf Instruction, Email to 57
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 58
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 59
#1: BENEFITS OF MEASUREMENT 1. 2. 3. 4. 5. 6. 7. IMPROVES QUICKLY MORE OBSERVANT MOTIVATES STUDENT’S PRACTICE STIMULATES PROBLEM SOLVING PROVES SUCCESS ATTRACTS MORE STUDENTS BETTER JOB Behavioral Golf Instruction, Email to 60
#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 61
#2: FOUR METHODS OF GATHERING ON-COURSE DATA FOUR METHODS OF GATHERING DATA: 1. TEACHER WATCHES 30 -SHOT SAMPLE IN PRACTICE AREA 2. INSTRUCTOR OBSERVES AND GATHERS DATA ON THE COURSE 3. LOW-PAID, TRAINED SENIOR OR JUNIOR GATHERS DATA ON COURSE 4. PLAYER USES MY SPECIAL STROKESAVER SCORECARD TO GATHER DATA Behavioral Golf Instruction, Email to 62
#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 63
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 64
#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 65
CHIPPING STROKE-SAVERS PER ROUND OVER 10 ROUNDS DIST. IN YDS TO CUP 00 -09 10 -19 20 -29 30 -39 40 -49 40 30 20 15 10 TOTAL STROKES 120 90 70 50 35 AVE. STROKES 3. 0 3. 5 3. 3 3. 5 STANDARD 2. 1 2. 2 2. 3 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 1. 35 1. 1 # OF HOLES Behavioral Golf Instruction, Email to 66
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 4/10 THS OF A SHOT/ HOLE Behavioral Golf Instruction, Email to 67
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 68
#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 69
#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 70
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 71
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 72
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 73
COMMUNICATING INSTRUCTION - OVERVIEW 1. 2. 3. 4. LIMIT AMOUNT OF INSTRUCTION READ PROTOCOL IN ADVANCE CLEAR COMMUNICATION STUDENT NOTE TAKING TO RECALL & REVIEW INSTRUCTION 5. TEACH STUDENT TO SEE, FEEL, HEAR SWING & DESCRIBE IT Behavioral Golf Instruction, Email to 74
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 (ONEFOOT PUTTS FOR BEGINNERS) 4. FOCUS ON CRUCIAL PROBLEM AND CAUSE, NOT EVERY SWING STEP Behavioral Golf Instruction, Email to 75
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 76
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 77
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 78
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 79
PROBE THE STUDENT FOR THE BEST WAY TO LEARN • “HOW DO YOU BEST LEARN? ” • 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 80
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 81
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 82
TWELVE STEPS IN COMMUNICATING 1. 2. 3. 4. 5. BE CLEAR (NO JARGON OR CLICHES) BE SPECIFIC, NOT VAGUE OBSERVE, MEASURE AND AGREE STATE A MEASURABLE STANDARD POSITION AND MOVE THE STUDENT’S CLUB AND BODY SLOWLY WITH PRECISION Behavioral Golf Instruction, Email to 83
TWELVE STEPS IN COMMUNICATING 6. MULTIPLE, SMALL-ADVANCE, EASY STEPS 7. CONTRAST RIGHT VERSUS WRONG. 8. USE PRACTICE AIDS THAT PROVIDE FEEDBACK 9. PRAISE IN SPECIFIC TERMS RANDOM VARIATIONS IN IMPROVEMENT Behavioral Golf Instruction, Email to 84
STUDENT’S 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 Behavioral Golf Instruction, Email to 85
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 86
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 87
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 88
TEACH STUDENT HOW TO EXPERIMENT • STUDENTS DO AND CAN LEARN FROM EXPERIMENTS • THEY DO FEW AND NOT WELL Behavioral Golf Instruction, Email to 89
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 Behavioral Golf Instruction, Email to 90
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 91
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 92
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 93
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 94
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 95
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 96
TRANSFORM INFORMATION INTO PERFORMANCE • NOW, HERE ARE THE KEY STEPS FOR TRANSFORMING KNOWLEDGE INTO PERFORMANCE Behavioral Golf Instruction, Email to 97
BEHAVIORAL GOLF INSTRUCTION SEND PROTOCOL IN ADVANCE STATE CLEAR INSTRUCTION RECORD PERFORMANCE DATA FIRST STUDENT WRITES NOTES CALCULATE LARGEST SHOT REDUCTION AREA SHAPE CHANGE GRADUALLY FEEDBACK TO SELF-CORRECT STATE LESSON GOAL ON THAT RECORD, ACCUMULATE DATA POSITIVE REINFORCEMENT S MAJOR PRACTICE CHANGES PLAN TO MAINTAIN IT Behavioral Golf Instruction, Email to 98
NEXT: TRANSFORM KNOWLEDGE INTO PERFORMANCE 4. 5. 6. 7. 8. SHAPE THE CHANGE GRADUALLY, SELF-CORRECTING FEEDBACK, MEASURE PERFORMANCE PRACTICE MORE & DIFFERENTLY APPLY CORRECTLY ON THE COURSE 9. MAINTAIN FOR CAREERYOUR CAREER Behavioral Golf Instruction, Email to 99
SHAPING • SCULPTOR GRADUALLY SHAPES A BUST OF A GOLFER Behavioral Golf Instruction, Email to 100
NEED FOR SHAPING • AT TOP OF SWING, CLUBHEAD IS AT 0 MPH. AT IMPACT, 70 TO 115 MPH • IN 1/5 TH OF A SECOND 20 TIMES THE ACCELERATION OF A FERRARI • TOO FAST TO CHANGE Behavioral Golf Instruction, Email to 101
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 102
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 103
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 104
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 105
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 106
#7: “SHAPING” THE SWING TO THE TARGET WITHIN STANDARD OFF STANDARD MUCH OFF STANDARD Behavioral Golf Instruction, Email to 107
SHAPING – WHICH IS EASIER CLIMB STRAIGHT UP A TEN-FOOT WALL Behavioral Golf Instruction, Email to OR CLIMB UP TEN ONEFOOT STEPS 108
#7: SHAPING STEPS SHAPING PROCESS: MULTIPLE, SMALLADVANCE, EASILYACHIEVED SHAPING STEPS SET MEASURABLE STANDARD FOR EACH STEP Behavioral Golf Instruction, Email to edfeeney@Apply. Golf. Lessons. com PLAYER MUST MEET STANDARD 5 TIMES IN A ROW BEFORE ADVANCING, OR REVERT TO A LOWER STEP 109
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 110
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) Behavioral Golf Instruction, Email to 111
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 112
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 Behavioral Golf Instruction, Email to 113
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 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 115
CORRECT BALL FLIGHTSHAPING STEPS 3 TO 5 USE THE SAME TECHNIQUES AS IN STEPS #1 AND #2, BUT WITH : 3. RIGHT HAND ONLY, NO CLUB 4. BOTH HANDS, NO CLUB 5. BOTH HANDS WITH CLUB, BUT NO BALL 6. BOTH HANDS WITH CLUB AND BALL ON TEE, HIT ONLY 10 YARDS Behavioral Golf Instruction, Email to 116
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 117
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 118
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 Behavioral Golf Instruction, Email to 119
SHAPING – AT FINISH WEIGHT ON FRONT LEG, NOT BACK 5. 6. 7. 8. 9. FELT WHAT IN LEFT ARM? ROTATE HIPS 90+ DEGREES AT FINISH, BACK TOE 90 DEGREES HOLD FINISH POSITION 10 SEC. REPEAT SLOWLY, LESS POSITIONING AND HOLDING 10. START WITH SHORT SHOTS Behavioral Golf Instruction, Email to 120
NEXT MAJOR STEP: SELFCORRECTING 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 121
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 122
#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 123
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 124
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 125
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 126
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 127
• 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 Behavioral Golf Instruction, Email to 128
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 129
SELF-CORRECTING FEEDBACK • STUDENTS COMPLAIN: “CANNOT TAKE IT TO THE COURSE AND MAKE IT WORK • MAJOR REASONS: (1) NO DETAILED LESSON NOTES, (2) NO SELFCORRECTING FEEDBACK SYSTEM • MINI TOUR PLAYER. Behavioral Golf Instruction, Email to 130
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 131
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 132
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 Behavioral Golf Instruction, Email to 133
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 134
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 135
SAME-SAME RULE: DIRECTION OF BALL & CLUBHEAD BALL STARTS LEFT BALL STARTS RIGHT CLUBHEAD MOVES LEFT Behavioral Golf Instruction, Email to 136
SAME-SAME RULE ON BALL FLIGHT ON ITS ACTUAL STARTING PATH, BALL LATER CURVES IN SAME DIRECTION THE CLUBFACE IS LOOKING AT IMPACT S S R R L S S L Behavioral Golf Instruction, Email to 137
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 138
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 139
STUDENT DATA COLLECTIONALTERNATIVES #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 140
STUDENT DATA COLLECTIONALTERNATIVES #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 141
STUDENT DATA COLLECTIONALTERNATIVES #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 142
STUDENT DATA COLLECTIONALTERNATIVES #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 143
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 144
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 145
#8: BODY MOVEMENT- HIPS 90 DEGREE TURN AT IMPACT HOLE 8 9 10 11 12 13 FIRST SHOT Y Y Y SECOND SHOT Y Y Y THIRD SHOT Y Y Y FOURTH SHOT TOTAL CORRECT Y Y 3 2 Behavioral Golf Instruction, Email to 3 4 2 3 146
DATA COLLECTION – SWEETSPOT CASE HISTORY Behavioral Golf Instruction, Email to 147
DATA COLLECTION: SHOT TO GREEN DISPERSION CIRCLES ARE 10 FT. APART 12 9 3 6 Behavioral Golf Instruction, Email to 148
SELF-CORRECTING FEEDBACK- AIM AND ALIGN • DESIGN AND INTRODUCE SELFCORRECTING FEEDBACK: • PLAYER IS MISALIGNED AT ADDRESS ON FULL SHOTS Behavioral Golf Instruction, Email to 149
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 150
POSITIVE REINFORCEMENT, 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) S R . . C Behavioral Golf Instruction, Email to 151
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 BALLFLIGHT LAWS FOR 15 MINUTES 3. STUDENT HITS SHOTS 10 YARDS TO A DISTANT TARGET Behavioral Golf Instruction, Email to 152
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 153
LEARNING - POSITIVE REINFORCEMENT S R PRESENT SAME STIMULUS C HAVE STUDENT MAKE AN IMPROVED OR DESIRED RESPONSE FOLLOW WITH POSITIVE CONSEQUENCES Behavioral Golf Instruction, Email to 154
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 155
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 156
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 157
POSITIVE REINFORCEMEMT 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 158
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 159
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 160
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 161
POSITIVE REINFORCEMENT – SIDE EFFECTS 1. WHAT DID I SAY OR DO? 2. WHAT DID THE OTHER PERSON DO? 4. WHAT DID I LEARN FROM THAT? 3. WAS THAT POSITIVE OR NEGATIVE? Behavioral Golf Instruction, Email to 162
BEHAVIORAL GOLF INSTRUCTION SEND PROTOCOL IN ADVANCE STATE CLEAR INSTRUCTION RECORD PERFORMANCE DATA FIRST STUDENT WRITES NOTES CALCULATE LARGEST SHOT REDUCTION AREA SHAPE CHANGE GRADUALLY FEEDBACK TO SELF-CORRECT STATE LESSON GOAL ON THAT RECORD, ACCUMULATE DATA POSITIVE REINFORCEMENT S MAJOR PRACTICE CHANGES PLAN TO MAINTAIN IT Behavioral Golf Instruction, Email to 163
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 Behavioral Golf Instruction, Email to 164
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 Behavioral Golf Instruction, Email to 165
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 Behavioral Golf Instruction, Email to 166
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 Behavioral Golf Instruction, Email to 167
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 SUMMARIZE 10. WRITE RESULTS AND METHODS IN NOTES Behavioral Golf Instruction, Email to 168
AFTER PRACTICE BEHAVIORS • STORE NOTES IN GOLF BAG • REPORT DATA TO INSTRUCTOR PERIODICALLY ON SCHEDULE Behavioral Golf Instruction, Email to 169
LONG TERM MAINTENANCE • HAVE WRITTEN LONG-TERM MAINTENANCE PLAN Behavioral Golf Instruction, Email to 170
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 Behavioral Golf Instruction, Email to 171
LONG TERM MAINTENANCE PLAN 6. CONTINUE TO USE SELFCORRECTING FEEDBACK 7. WHEN PROBLEMS OCCUR, REVERT TO LOWER SHAPING STEPS DURING PRACTICE Behavioral Golf Instruction, Email to 172
WHAT ED FEENEY WILL DO TO HELP IMPLEMENT PROCESS 1. 2. 3. 4. HARD COVER GOLF BOOK CHAPTERS e. Book ON WEB SITE FIELD TESTS INSTRUCTORS TRAINING MATERIALS FOR TRAINERS OF PROFESSIONAL INSTRUCTORS 5. WRITE MAGAZINE ARTICLES 6. GIVE LESSONS FOR RESEARCH Behavioral Golf Instruction, Email to 173
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) Behavioral Golf Instruction, Email to 174
YOUR EVALUATION AND PLANS TO CHANGE • EMAIL ME ABOUT YOUR PLANS TO IMPLEMENT ANY OF THESE IDEAS, AT • edfeeney@Apply. Golf. Lessons Behavioral Golf Instruction, Email to 175
WHAT, IF ANYTHING, DID YOU LIKE? 1. 2. 3. 4. WHAT YOU LIKE AND WHY: WHAT DO YOU INTEND TO DO? WHAT DID YOU IMPLEMENT? WHAT QUESTIONS DO YOU HAVE AND WHAT INFORMATION DO YOU NEED? Behavioral Golf Instruction, Email to 176
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@Apply. Golf. Lessons. com Behavioral Golf Instruction, Email to 177
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