BEHAVIORAL GOLF INSTRUCTION

BEHAVIORAL GOLF INSTRUCTION
ED FEENEY DESIGNER OF BEHAVIORAL GOLF INSTRUCTION Behavioral Golf Instruction, to

A PROCESS TO SHARPLY AND MEASURABLY IMPROVE: HOW INSTRUCTORS GIVE INSTRUCTION HOW GOLFERS TAKE, PRACTICE AND APPLY INSTRUCTION Behavioral Golf Instruction, to

OBJECTIVE: TO LOWER STUDENT’S AVERAGE SCORE Behavioral Golf Instruction, to

IMPROVE INSTRUCTION FROM ALL SOURCES
PRIVATE GOLF LESSONS BOOKS, MAGAZINES, VIDEOS CABLE, TV, SATELLITE WEB SITES FRIENDS OBSERVATIONS AND SELF-EXPERIMENTS Behavioral Golf Instruction, to

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

Behavioral Golf Instruction, Email to edfeeney@ApplyGolfLessons.com
WHAT YOU CAN DO LISTEN APPLY THE PROVEN IDEAS TELL OTHER GOLFERS AND INSTRUCTORS ABOUT YOUR SUCCESS Behavioral Golf Instruction, to

GOLFER BENEFITS REDUCES AVERAGE SCORE ALL GOLFERS IMPROVE IMMEDIATE IMPROVEMENT MEASURABLE IMPROVEMENT IS IN SUBJECT AREA OF LESSON LAST FOR REST OF PLAYING CAREER Behavioral Golf Instruction, to

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, to

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, to

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, to

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, to

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, to

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 Behavioral Golf Instruction, to

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, to

LEARN HOW TO CHANGE YOUR BEHAVIOR
BE SPECIFIC STATE THE POTENTIAL BENEFITS MEASURE PERFORMANCE BEFORE, DURING AND AFTER SHAPE BEHAVIOR GRADUALLY SELF-CORRECTING FEEDBACK APPLY POSITIVE CONSEQUENCES Behavioral Golf Instruction, to

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, to

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 Behavioral Golf Instruction, to

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 Behavioral Golf Instruction, to

MY RESEARCH: A SMALL FRACTION TAKING LESSONS LOWER THEIR AVERAGE SCORE AND SUSTAIN IT LONG TERM Behavioral Golf Instruction, to

“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, to

WHICH IS OUR BIGGEST PROBLEM, 1 OR 2 ?
STUDENT CANNOT FIND KNOWLEDGE OF HOW TO PLAY? STUDENT DOES NOT TURN KNOWLEDGE INTO PERFORMANCE Behavioral Golf Instruction, to

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, to

DRIVES FAIRWAY WOODS ONLY ONE APPLICATION PROCESS: BEHAVIORAL GOLF INSTRUCTION IRONS CHIPS, PITCHES PUTTS Behavioral Golf Instruction, to

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, to

BEHAVIOR GOLF LESSONS - GOALS FOR STUDENTS
LOWER AVERAGE SCORE MEASURABLY BETTER IN SEGMENT OF GAME WITH LESSON ALL STUDENTS IMPROVE IMPROVE IMMEDIATELY SUSTAIN IT PERMANENTLY Behavioral Golf Instruction, to

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, to

TEST INSTRUCTION BY COLLECTING DATA
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, to

STOPS X FEET FROM CUP, 30 YARDS 16 13 5 BEFORE DURING AFTER Behavioral Golf Instruction, to

YOUR REACTIONS TO NEW IDEAS
I WILL NOT TRY IT. “I KNOW IT WILL NOT WORK . I WILL TEST IT BY MEASURING BEFORE-AND-AFTER CHANGE I WILL ACCEPT AND TRY IT BASED ON ED FEENEY’S DATA FROM HUNDREDS OF TESTS Behavioral Golf Instruction, to

TEST: WHISTLE WHILE YOU PUTT SINKS MORE PUTTS?
100 GOLFERS HITTING 20 THREE, SIX AND NINE FOOT PUTTS EACH 41% 41% 42% 40% NO WHISTLE WHISTLE NO WHISTLE WHISTLE Behavioral Golf Instruction, to

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, to

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, to

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 Behavioral Golf Instruction, to

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, to

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, to

NO SELF-CORRECTING FEEDBACK SYSTEM NO ON-GOING DATA COLLECTION BY STUDENT POSITIVE CONSEQUENCES NONE OR INFREQUENT INSTRUCTOR PRAISE VAGUE 95% Behavioral Golf Instruction, to

PRACTICE: NOT ENOUGH, WRONG SHOTS, NO FEEDBACK, NO DATA COLLECTION, NO MEASURABLE STANDARDS, NO SHAPING, LITTLE HOME PRACTICE, VAGUE REPORT BACK TO INSTRUCTOR NO LONG-TERM MAINTENANCE PLAN Behavioral Golf Instruction, to

RECORD PERFORMANCE DATA FIRST SEND PROTOCOL IN ADVANCE STATE CLEAR INSTRUCTION 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, to

THE STEPS IN BEHAVIORAL GOLF INSTRUCTION
HERE ARE THE KEY CONCEPTS AND STEPS IN BEHAVIORAL GOLF INSTRUCTION Behavioral Golf Instruction, to

BEFORE INSTRUCTION STARTS
RECORD AND ACCUMULATE PERFORMANCE DATA ON ALL PARTS OF THE STUDENT’S GAME CALCULATE HIGHEST POTENTIAL REDUCTION IN AVERAGE SCORE. TAKE LESSONS THERE STATE MEASURABLE LESSON GOAL READ MY EMPOWERMENT AND PROTOCOLS IN ADVANCE Behavioral Golf Instruction, to

STEPS IN PROCESS - BEFORE LESSON STARTS
GATHER PERFORMANCE DATA SELECT HIGHEST POTENTIAL STROKE REDUCTION STATE AND AGREE ON A LESSON GOAL READ EMPOWERMENT AND PROTOCOLS IN ADVANCE Behavioral Golf Instruction, to

WHAT TO MEASURE - BACKWARD CHAINING
FROM END RESULT TO CAUSE(S) THAT CAUSE BECOMES A RESULT WITH ITS CAUSE ALL OBSERVABLE, MEASURABLE AND OBJECTIVE Behavioral Golf Instruction, to

WHAT TO MEASURE 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, to

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, to

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, to

OBJECTIVE LOWER AVERAGE SCORE
Behavioral Golf Instruction, to

#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 10-19 30 90 3.0 0-9 40 120 Behavioral Golf Instruction, to

MEDIAN STOPPING DIST IN FT. FROM CUP ON 30 YARD CHIP

#1: RECORD BALL-STOPPING POSITION TO TARGET
6 12 3 9 CIRCLES ARE 10 FT. APART Behavioral Golf Instruction, to

RECORD DATA WHEN BEFORE LESSONS DURING LESSONS AFTER LESSONS Behavioral Golf Instruction, to

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, to

#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 108, AVE 28 Behavioral Golf Instruction, to

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, to

#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 6 3 10 4 7 5 SUM 5R AVE OF 7.1 IN. Behavioral Golf Instruction, to

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 Behavioral Golf Instruction, to

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, to

#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, to

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… Behavioral Golf Instruction, to

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, to

#1: BENEFITS OF MEASUREMENT
IMPROVES QUICKLY MORE OBSERVANT MOTIVATES STUDENT’S PRACTICE STIMULATES PROBLEM SOLVING PROVES SUCCESS ATTRACTS MORE STUDENTS BETTER JOB Behavioral Golf Instruction, to

#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, to

#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 Behavioral Golf Instruction, to

#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, to

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, to

#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, to

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 3.5 3.3 STANDARD 2.1 2.2 2.3 2.4 STROKE SAVINGS PER CHIP HOLE 0.9 0.8 1.2 1.1 S.SAVERS PER ROUND 3.6 1.35 Behavioral Golf Instruction, to

SMASH DRIVES THEORY: SMASH DRIVES, FAIRWAY OR ROUGH DATA: FAIRWAY: 1173 SHOTS, 347 UNDER PAR = SHOTS UNDER ROUGH: 590 SHOTS, 52 OVER PAR = SHOTS OVER PAR. DIFF =: AND = .384 PER HOLE ALMOST 4/10THS OF A SHOT/ HOLE Behavioral Golf Instruction, to

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, to

#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, to

#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, to

EMPOWER THE STUDENT EMPOWER THE BUYER IN TRAVEL, HEALTH AND FINANCIAL DECISIONS. SEND EMPOWERMENT HANDOUT TO THE STUDENT TO READ IN ADVANCE STUDENT BRINGS IT TO THE LESSON. STUDENT USES IT AS A PROMPT TO ASK THE MOST USEFUL QUESTIONS AND TAKE PRODUCTIVE ACTIONS Behavioral Golf Instruction, to

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, to

COMMUNICATING INSTRUCTION OBJECTIVES
AT END OF LESSON, STUDENT CAN REPEAT ALL OF IT ACCURATELY STUDENT HAS WRITTEN NOTES STORES NOTES IN THE GOLF BAG YEARS LATER , STUDENT CAN REPEAT ALL OF IT ACCURATELY Behavioral Golf Instruction, to

COMMUNICATING INSTRUCTION - OVERVIEW
LIMIT AMOUNT OF INSTRUCTION READ PROTOCOL IN ADVANCE CLEAR COMMUNICATION STUDENT NOTE TAKING TO RECALL & REVIEW INSTRUCTION TEACH STUDENT TO SEE, FEEL, HEAR SWING & DESCRIBE IT Behavioral Golf Instruction, to

START COMMUNICATION ON
TEACH AND LEARN LAWS FOR BALL FLIGHT FIRST (AND FOR ROLL OF PUTT) TEACH IMPACT POSITION FOR THE CLUB BEFORE TEACHING BODY MOVEMENTS TEACH SHORT SHOTS FIRST (ONE-FOOT PUTTS FOR BEGINNERS) FOCUS ON CRUCIAL PROBLEM AND CAUSE, NOT EVERY SWING STEP Behavioral Golf Instruction, to

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, to

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, to

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, to

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, to

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, to

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, to

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, to

TWELVE STEPS IN -COMMUNICATING
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, to

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 Behavioral Golf Instruction, to

STUDENT’S INADEQUATE SENSORY SELF-INSTRUCTION
WHAT STUDENTS NORMALLY SEE, FEEL AND HEAR ARE WEAK SIGNALS TOUCH OR STATE WHERE TO MICROFOCUS SEEING AND FEELING TEACH STUDENT TO DESCRIBE AND WRITE IT IN MORE SPECIFIC TERMS OR IMAGERY Behavioral Golf Instruction, to

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, to

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, to

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, to

TEACH STUDENT HOW TO EXPERIMENT
STUDENTS DO AND CAN LEARN FROM EXPERIMENTS THEY DO FEW AND NOT WELL Behavioral Golf Instruction, to

SELF EXPERIMENTS MEASURE BEFORE, DURING AND AFTER EXPERIMENT CHANGE ONLY ONE ELEMENT AT A TIME OBTAIN ACCURATE FEEDBACK MAKE WRITTEN NOTES Behavioral Golf Instruction, to

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, to

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, to

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. Behavioral Golf Instruction, to

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 Behavioral Golf Instruction, to

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 Behavioral Golf Instruction, to

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, to

TRANSFORM INFORMATION INTO PERFORMANCE
NOW, HERE ARE THE KEY STEPS FOR TRANSFORMING KNOWLEDGE INTO PERFORMANCE Behavioral Golf Instruction, to

NEXT: TRANSFORM KNOWLEDGE INTO PERFORMANCE
SHAPE THE CHANGE GRADUALLY, SELF-CORRECTING FEEDBACK, MEASURE PERFORMANCE PRACTICE MORE & DIFFERENTLY APPLY CORRECTLY ON THE COURSE MAINTAIN FOR CAREERYOUR CAREER Behavioral Golf Instruction, to

SHAPING SCULPTOR GRADUALLY SHAPES A BUST OF A GOLFER Behavioral Golf Instruction, to

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 Behavioral Golf Instruction, to

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, to

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, to

SHAPING: CAN TEACH ANYONE TO DO ANYTHING
BREAK INTO MULTIPLE STEPS EACH ONLY A SMALL ADVANCE HIGHLY LIKELY THE STUDENT WILL EXHIBIT IT CORRECTLY ON THE FIRST ATTEMPT OR QUICKLY. SET AND MEET A MEASURABLE STANDARD Behavioral Golf Instruction, to

SHAPING STEPS: BENEFITS OF
WITH ULTRA SLOW SWING: PLAYER CAN OBSERVE, CONTROL, EVALUATE AND CHANGE BETTER PERFORMANCE, SOONER. PERCEIVES STEADY PROGRESS ENTHUSIASTIC PLAYER Behavioral Golf Instruction, to

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 Behavioral Golf Instruction, to

#7: “SHAPING” THE SWING TO THE TARGET

SHAPING – WHICH IS EASIER
OR CLIMB UP TEN ONE-FOOT STEPS CLIMB STRAIGHT UP A TEN-FOOT WALL Behavioral Golf Instruction, to

#7: SHAPING STEPS SHAPING PROCESS: MULTIPLE, SMALL- ADVANCE, EASILY-ACHIEVED SHAPING STEPS SET MEASURABLE STANDARD FOR EACH STEP PLAYER MUST MEET STANDARD 5 TIMES IN A ROW BEFORE ADVANCING, OR REVERT TO A LOWER STEP Behavioral Golf Instruction, to

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, to

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, to

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, to

SHAPING ELEMENTS INSTRUCTOR FIRST, THEN STUDENT BUILD THE WORK STATION CONDUCT POST-SHOT ANALYSIS WHO RECORDS DATA WHO MOVES THE CLUB OR BODY Behavioral Golf Instruction, to

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, to

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, to

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 Behavioral Golf Instruction, to

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, to

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, to

SHAPING - AT FINISH, WEIGHT ON FRONT LEG, NOT BACK
STATE BENEFITS OF THE CHANGE TOP OF SWING, HOLD PLAYER’S HANDS TO DELAY ARM MOVEMENT WHILE HELD, START DOWNSWING, SHIFT HIPS FORWARD 2-3 INCHES IMPACT, HIP TURN DEGREES Behavioral Golf Instruction, to

SHAPING – AT FINISH WEIGHT ON FRONT LEG, NOT BACK
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 START WITH SHORT SHOTS Behavioral Golf Instruction, to

NEXT MAJOR STEP: SELF- CORRECTING FEEDBACK
INSTRUCTION RARELY TELLS YOU HOW TO OBTAIN SELF-CORECTING FEEDBACK FOR RESULTS AND SWING BEHAVIORS WITHOUT FEEDBACK, YOU CANNOT TAKE IT TO THE COURSE Behavioral Golf Instruction, to

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, to

#7: SELF-CORRECTING FEEDBACK: BENEFITS
MAKES ERROR PATTERNS EVIDENT STIMULATES PROBLEM SOLVING CAUSES THE PLAYER TO IMPROVE MEASURES WHETHER AND HOW MUCH SOLUTIONS ARE WORKING PLAYER BECOMES OWN TEACHER Behavioral Golf Instruction, to

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, to

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, to

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, to

WHEN THE INSTRUCTOR DOES NOT SUGGEST A FEEDBACK SYSTEM, THE GOLFER MUST ASK FOR ONE OR INVENT IT Behavioral Golf Instruction, to

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, to

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, to

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, to

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, to

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, to

DESIGN A FEEDBACK SYSTEM ASK THE STUDENT TO STATE ALOUD AFTER EACH SWING WHAT THE FEEDBACK WAS ASK “WHAT WILL YOU DO DIFFERENTLY ON THE NEXT SWING TO IMPROVE” PRAISE ANYTHING POSITIVE THE STUDENT DID Behavioral Golf Instruction, to

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, to

SELF-CORRECTING FEEDBACK – BALL FLIGHT
TELL STUDENT BALL FLIGHT LAWS AT START OF FIRST LESSON HAVE STUDENT STATE ALOUD AFTER EVERY SWING WHERE CLUBHEAD PATH AND DIRECTION OF CLUBFACE WERE AT IMPACT WHAT THEY WILL DO DIFFERENTLY ON NEXT SWING, IF ANYTHING Behavioral Golf Instruction, to

SAME-SAME RULE: DIRECTION OF BALL & CLUBHEAD
BALL STARTS LEFT BALL STARTS RIGHT CLUBHEAD MOVES RIGHT CLUBHEAD MOVES LEFT Behavioral Golf Instruction, to

SAME-SAME RULE ON BALL FLIGHT
ON ITS ACTUAL STARTING PATH, BALL LATER CURVES IN SAME DIRECTION THE CLUBFACE IS LOOKING AT IMPACT S L R S S R L L R Behavioral Golf Instruction, to

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, to

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, to

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, to

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, to

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, to

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, to

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, to

RECORD PERFORMANCE DATA
OBJECTIVE: IF PRACTICAL, HAVE STUDENT DO THE DATA COLLECTION BEFORE THE LESSON AND ALWAYS DURING AND AFTER LESSONS Behavioral Golf Instruction, to

#8: BODY MOVEMENT- HIPS 90 DEGREE TURN AT IMPACT
HOLE 8 9 10 11 12 13 FIRST SHOT Y SECOND SHOT THIRD SHOT FOURTH SHOT TOTAL CORRECT 3 2 4 Behavioral Golf Instruction, to

DATA COLLECTION – SWEETSPOT CASE HISTORY

DATA COLLECTION: SHOT TO GREEN DISPERSION
6 12 3 9 CIRCLES ARE 10 FT. APART HERE IS A FEEDBACK FORM SHOWING THE STOPPING DISTANCE AND DIRECTION OF THE BALL FROM THE TARGET, WHICH IS USUALLY THE CUP. THE STUDENT PUTS A DOT ON THE CHART FOR THE STOPPING POINT OF EACH SHOT DURING A ROUND OR PRACTICE SESSION. IF THE STUDENT DOES THIS BENEFICAL CHANGES OCCUR. ONE, MOST STUDENTS BECOME CONSCIOUS OF HOW MANY SHOTS LAND SHORT OF THE GREEN AND PIN. THEY MAKE ADJUSTMENTS BY TAKING MORE CLUB. TWO, THEY BECOME CONSCIOUS OF THE DIRECTION OF THE SHOTS AND MAKE CHANGES IN AIMING AND ALIGNMENT OR IN THE SWING. NEXT SLIDE Behavioral Golf Instruction, to

SELF-CORRECTING FEEDBACK- AIM AND ALIGN
DESIGN AND INTRODUCE SELF-CORRECTING FEEDBACK: PLAYER IS MISALIGNED AT ADDRESS ON FULL SHOTS Behavioral Golf Instruction, to

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, to

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 . Behavioral Golf Instruction, to

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 Behavioral Golf Instruction, to

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, to

LEARNING - POSITIVE REINFORCEMENT
PRESENT SAME STIMULUS R HAVE STUDENT MAKE AN IMPROVED OR DESIRED RESPONSE C FOLLOW WITH POSITIVE CONSEQUENCES Behavioral Golf Instruction, to

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, to

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, to

POSITIVE REINFORCEMENT MODEL
STATE SPECIFICALLY WHAT TEHE STUDENT DID WELL OR BETTER STATE STARTING PERFORMANCE STATE MEASURABLE GOAL BE ENTHUSIASTIC IN VOICE AND GESTURES AND SAY YOU ARE PLEASED. LET US TRY IT NOW. Behavioral Golf Instruction, to

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, to

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, to

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, to

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, to

POSITIVE REINFORCEMENT – SIDE EFFECTS
WHAT DID I SAY OR DO? WHAT DID THE OTHER PERSON DO? WHAT DID I LEARN FROM THAT? WAS THAT POSITIVE OR NEGATIVE? Behavioral Golf Instruction, to

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 Behavioral Golf Instruction, to

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, to

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 Behavioral Golf Instruction, to

INCREASE QUALITY OF PRACTICE SHOTS
SET GOAL FOR # OF SHOTS HITTING HIGH POTENTIAL STROKE SAVERS READ LESSON NOTES BEFORE AND DURING PRACTICE TOO FEW SHORT SHOTS? GO TO PRACTICE PUTTING GREEN FIRST. DID NOT? NO RANGE, NO PLAY AIM AND ALIGNMENT TOOLS, NOW 1.5% AIM AT A NARROW TARGET Behavioral Golf Instruction, to

INCREASE QUALITY OF PRACTICE SHOTS
SELF-CORRECTING FEEDBACK ON ALL KEY RESULTS AND SWING BEHAVIORS ON EVERY SHOT, STATE CLUBHEAD PATH AT IMPACT, CLUB FACE AIM HIT SHOTS ON HIGHEST SHAPING STEP WHERE STUDENT CAN MEET STANDARD. PROBLEM? REVERT TO LOWER STEP COUNT, RECORD, AND SUMMARIZE WRITE RESULTS AND METHODS IN NOTES Behavioral Golf Instruction, to

AFTER PRACTICE BEHAVIORS
STORE NOTES IN GOLF BAG REPORT DATA TO INSTRUCTOR PERIODICALLY ON SCHEDULE Behavioral Golf Instruction, to

LONG TERM MAINTENANCE HAVE WRITTEN LONG-TERM MAINTENANCE PLAN Behavioral Golf Instruction, to

LONG TERM MAINTENANCE PLAN
WRITTEN PRACTICE & MAINTENANCE PLAN GIVE STUDENT A COPY ASK STUDENT TO REPORT PROGRESS , PHONE, PERSONAL CONTACT STORE AND PERIODIC REVIEW OF LESSON NOTES IN GOLF BAG COLLECT DATA PERMANENTLY AT PRACTICE AND PLAY Behavioral Golf Instruction, to

LONG TERM MAINTENANCE PLAN
CONTINUE TO USE SELF-CORRECTING FEEDBACK WHEN PROBLEMS OCCUR, REVERT TO LOWER SHAPING STEPS DURING PRACTICE Behavioral Golf Instruction, to

WHAT ED FEENEY WILL DO TO HELP IMPLEMENT PROCESS
HARD COVER GOLF BOOK CHAPTERS eBook ON WEB SITE FIELD TESTS INSTRUCTORS TRAINING MATERIALS FOR TRAINERS OF PROFESSIONAL INSTRUCTORS WRITE MAGAZINE ARTICLES GIVE LESSONS FOR RESEARCH Behavioral Golf Instruction, to

WHAT ED FEENEY WILL DO TO IMPLEMENT PROCESS
EXPAND THE WEB SITE SEND CONTENT TO GOLF PUBLICATIONS LINK UP WITH OTHER GOLF INSTRUCTION RESOURCES GOLF CHANNEL (CABLE) Behavioral Golf Instruction, to

YOUR EVALUATION AND PLANS TO CHANGE
ME ABOUT YOUR PLANS TO IMPLEMENT ANY OF THESE IDEAS, AT Behavioral Golf Instruction, to

WHAT, IF ANYTHING, DID YOU LIKE?
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, to

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 Behavioral Golf Instruction, to

BEHAVIORAL GOLF INSTRUCTION

Similar presentations

Presentation on theme: "BEHAVIORAL GOLF INSTRUCTION"— Presentation transcript:

Similar presentations

About project

Feedback

Log in

Auth with social network:

BEHAVIORAL GOLF INSTRUCTION

Similar presentations

Presentation on theme: "BEHAVIORAL GOLF INSTRUCTION"— Presentation transcript:

Similar presentations

About project

Feedback