TRANSFORM INFORMATION
INTO PERFORMANCE
• NOW, HERE ARE THE KEY STEPS
FOR TRANSFORMING KNOWLEDGE
INTO PERFORMANCE
Behavioral Golf Instruction, Email to [email protected]
1
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
STATE LESSON
GOAL ON THAT
RECORD, ACCUMULATE DATA
POSITIVE REINFORCEMENT
S
MAJOR PRACTICE CHANGES
PLAN TO MAINTAIN IT
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2
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
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3
SHAPING
• SCULPTOR GRADUALLY SHAPES A
BUST OF A GOLFER
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4
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
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5
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
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6
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
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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
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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
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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
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#7: “SHAPING” THE SWING TO
THE TARGET
WITHIN STANDARD
OFF STANDARD
MUCH OFF STANDARD
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SHAPING – WHICH IS EASIER
CLIMB
STRAIGHT UP
A TEN-FOOT
WALL
Behavioral Golf Instruction, Email to [email protected]
OR
CLIMB
UP TEN
ONEFOOT
STEPS
12
#7: SHAPING STEPS
SHAPING PROCESS:
MULTIPLE,
SMALLADVANCE,
EASILYACHIEVED
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
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SHAPING ELEMENTS
#1: SHOT CONDITIONS
• TARGET DISTANCE, 10, 20, 40, 60…
• GROUND CONDITION: FAIRWAY
• SLOPE: FLAT, UP, DOWN, SIDEWAY
• TARGET DIFFICULTY: WIDE, NO
HAZARDS
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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)
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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
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16
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
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17
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
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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
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19
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
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20
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.”
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21
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
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22
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
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23
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
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24
NEXT MAJOR STEP: SELFCORRECTING FEEDBACK
1. INSTRUCTION RARELY TELLS YOU
HOW TO OBTAIN SELFCORECTING FEEDBACK
2. FOR RESULTS AND SWING
BEHAVIORS
3. WITHOUT FEEDBACK, YOU
CANNOT TAKE IT TO THE COURSE
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25
FEEDBACK WORKS
ATHLETES WHO RECORD DATA IN
THEIR LAPTOP IMMEDIATELY
• ANNIKA SORENSTAM
• PHIL MICKELSON
• OREL HERSHEISER, PITCHER.
RECORD FOR MOST CONSECUTIVE
SCORELESS INNINGS
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26
#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
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27
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
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28
RECORD PERFORMANCE
DATA - BENEFITS
• STUDENT WILL IMPROVE, ALMOST
IMMEDIATELY
• GIVES YOU DATA TO PROVE
SUCCESS
• STIMULATES DIAGNOSIS AND
SOLUTIONS
• CORRECTS WIDESPREAD
OVERESTIMATES
Behavioral Golf Instruction, Email to [email protected]
29
SELF-CORRECTING
FEEDBACK
• INFORMATION IS FEEDBACK THAT
TELLS THE GOLFER HOW HE IS
PERFORMING
• THAT CAUSES THE GOLFER TO
IMPROVE AND/OR MAINTAIN HIGH
PERFORMANCE LONG TERM
Behavioral Golf Instruction, Email to [email protected]
30
SELF-CORRECTING
FEEDBACK
WHEN THE INSTRUCTOR DOES NOT
SUGGEST A FEEDBACK SYSTEM,
• THE GOLFER MUST ASK FOR ONE
OR INVENT IT
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31
• 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
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32
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
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33
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.
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34
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
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35
SELF-CORRECTING
FEEDBACK
• FOR EVERY SWING BEHAVIOR GIVE
THE PLAYER A SELF-CORRECTING
FEEDBACK SYSTEM
• DURING THE LESSON, ASK THE
PLAYER TO STATE FEEDBACK
ALOUD ON EVERY SWING
• PRAISE STUDENT
Behavioral Golf Instruction, Email to [email protected]
36
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
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37
SELF-CORRECTING
FEEDBACK – BALL FLIGHT
• GOLFERS ON THE PRACTICE
RANGE LOOKING AT THE BALL
FLIGHT ON THE LAST FIVE FULL
SHOTS
• 90% DID NOT TELL ME ACCURATELY
WHERE THEIR CLUBHEAD PATH
WAS AT IMPACT OR THE DIRECTION
OF THE CLUBFACE AT IMPACT
Behavioral Golf Instruction, Email to [email protected]
38
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
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39
SAME-SAME RULE:
DIRECTION OF BALL &
CLUBHEAD
BALL STARTS
LEFT
BALL STARTS
RIGHT
CLUBHEAD
MOVES RIGHT
CLUBHEAD
MOVES LEFT
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40
SAME-SAME RULE ON BALL FLIGHT
ON ITS ACTUAL STARTING PATH,
BALL LATER CURVES IN SAME DIRECTION
THE CLUBFACE IS LOOKING AT IMPACT
S
Behavioral Golf Instruction, Email to [email protected]
41
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
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42
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
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43
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
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44
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
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45
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
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46
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
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47
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,
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48
RECORD
PERFORMANCE DATA
• OBJECTIVE: IF PRACTICAL, HAVE
STUDENT DO THE DATA
COLLECTION BEFORE THE LESSON
• AND ALWAYS DURING AND AFTER
LESSONS
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49
#8: BODY MOVEMENT- HIPS 90
DEGREE TURN AT IMPACT
HOLE 8 9
FIRST SHOT
Y Y
1
0
Y
SECOND SHOT
Y Y
Y
Y
THIRD SHOT
Y
Y
Y
FOURTH SHOT
TOTAL CORRECT
1
1
Y
1
2
Y
1
3
Y
Y
Y
Y
Y
3 2
3
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4
2
3
50
DATA COLLECTION –
SWEETSPOT CASE HISTORY
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51
S
E
D
…
…
.
T
Y
P
E
O
F
S
H
O
T
…
…
…
…
…
…
…
…
G
R
O
U
N
D
:
F
A
I
R
W
A
Y
,
F
R
I
N
G
E
,
R
O
U
G
DATA COLLECTION: SHOT TO
GREEN DISPERSION
CIRCLES
ARE 10 FT.
APART
12
9
3
6
Behavioral Golf Instruction, Email to [email protected]
52
SELF-CORRECTING
FEEDBACK- AIM AND ALIGN
• DESIGN AND INTRODUCE SELFCORRECTING FEEDBACK:
• PLAYER IS MISALIGNED AT
ADDRESS ON FULL SHOTS
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53
NEXT MAJOR STEP –
POSITIVE REINFORCEMENT
• A BEHAVIOR FOLLOWED BY
POSITIVE REINFORCEMENT (BALL
FLIES STRAIGHTER OR LONGER OR
SPECIFIC INSTRUCTOR PRAISE)
TENDS TO
REOCCUR
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54
POSITIVE REINFORCEMENT,
LEARNING
LEARNING OCCURS WHEN THE INSTRUCTOR:
(1) PRESENTS THE ON-COURSE SIGNAL(S),
(2) CAUSES THE STUDENT TO MAKE THE
DESIRED RESPONSE OR AN IMPROVED ONE
(R),
(3) FOLLOWS IT WITH A POSITIVE CONSEQUENCE
(C)
S
R
.
.
C
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55
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
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56
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
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57
LEARNING - POSITIVE
REINFORCEMENT
S
PRESENT
SAME
STIMULUS
R
C
HAVE
STUDENT
MAKE AN
IMPROVED
OR DESIRED
RESPONSE
FOLLOW WITH
POSITIVE
CONSEQUENCES
Behavioral Golf Instruction, Email to [email protected]
58
POSITIVE REINFORCEMENT
• MAKE EACH SHAPING STEP SO
EASY THAT THE PLAYER
SUCCEEDS QUICKLY
• SET ACHIEVABLE STANDARD ON
EACH STEP
• ASK PLAYER TO EVALUATE WHAT
WAS DONE BETTER ON LAST
SWING
Behavioral Golf Instruction, Email to [email protected]
59
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
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60
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.
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61
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
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62
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
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63
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
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64
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)
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65
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?
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66