The main objective for our students is to teach them to play better, not just swing better.  Shooting a lower score should be the main priority. The positions of the swing/stroke and sequence of motion are very important, but they are only part of the improvement process. The process starts by evaluating the student’s body, mind, technique, equipment and on/off course strategy.  Changes are made to improve consistency, efficiency, or to compensate for a physical limitation.

Five questions are asked:

  1. Where is the student now?
  2. Where do they want/need to go?
  3. Are they able?
  4. Are they willing?
  5. How do we get them there?

A specific plan for improvement is then developed based on the student’s goals, ability and commitment level.

The plan should include:

Priorities for the player (what areas are we going to address), process/procedure for improvement (how we are going to make the changes), plan for off course and on course (when/sequence for changes), and production (tracking the results of the plan).

There are three phases to the improvement process:

  1. Teaching

In this phase the student learns the mechanical aspect of the process.  What is causing the problem and the changes necessary for improvement? They should develop an understanding of what they need to do, then develop the motion and feel of how to repeat it.

  1. Training

In this phase the student expands the motion into skill and learns the variations needed to execute them on the course.  Discover how to make the adjustments for conditions, situations, and the mental challenges the player faces when playing.

  1. Transfer

This is the phase where the student is tested to see if they can apply the skill to on course situation.  Simulate on course situations with quantifiable results the student must achieve to pass the test.  The goal is to make practice tougher than playing.

With the proper plan, information, time allocation, and commitment level, the student improves and can reach their established goals.