Back in the 1980s when I still lived inNorthern Indiana, I can remember that the South Bend Metro Golf Championship made a big announcement that the tournament was so popular that it had to limit the number of participants to 300.  Last year, just 104 played.

Also inIndiana, I used to play in the Monticello Open, which had a long and storied history.  They have pictures on the wall at Tippecanoe Country Club from the 1950s showing dozens of spectators viewing the action.  Even a few touring professionals would tee it up.  The last time I played in the event several years ago (it no longer welcomed all comers after that year), it was poorly run and only lasted one round.

I recently played in the Valdosta Open inGeorgiaat the Valdosta Country Club, a very fine facility.  Only 38 players showed up, and when I first started playing back in the 1990s it was common to see 70+ players.  In the 1990s inPensacola,Florida, the Gulf Coast Scratch Tour for amateurs had to cap participation at 120 players.  Today they get 30-40 players per event.

What in the world has happened to tournament golf? Nationwide, tournament participation is generally down from what it was 30, 20, and even 10 years ago. Is there any way to revive it?

Frankly, I don’t have any good answers to what happened.  I really don’t know.  I don’t think the economy has anything to do with it, because tournament participation has been on a downward trend for more than a decade.

What I do know is that ourUSand World Golf Teachers Cup events are not suffering from this malaise.  Perhaps it’s the fact that we sell more than just a tournament – we sell an experience.  We use this word a lot, but the camaraderie at these championships is second to none.  People really enjoy renewing old friendships and making new ones, and I’m sure a lot of networking goes on, too.  We also tend to play our events in family-friendly tourist venues, which also doesn’t hurt.

So maybe these other events need to take a lesson – a tournament lesson – from us.  Offer an experience, more so than just a golf tournament, and they might see some old faces they haven’t seen in awhile…and undoubtedly some new ones.

There is a rumor going around that men and women are actually quite different. For the sake of this article, we will leave the social and political arguments aside and just focus on the real and practical experiences of two golf instructors, one woman and one man, on teaching women golfers.

Seth Dichard, owner and operator of the Seth Dichard Golf School in Hudson, New Hampshire, a Top 100 Teacher in the World Golf Teachers Federation, has had a lot of experience in teaching women golfers and with substantial success.

His prize pupil is Alison Walshe, born in Galway, Ireland, but raised in Westford, Massachusetts, who became a student of Dichard’s while in high school. Alison went on to play on the boy’s golf team in high school, earn a college golf scholarship, become an All- American at Arizona State, and play her way onto the LPGA Tour, where she is climbing the rankings and is poised to enter the winner’s circle any day now.

Another young woman who has fl ourished under Dichard is Tracy Martin, who also came under Dichard’s guidance while a junior golfer, and has now earned a full scholarship to the University of Richmond and plays on the women’s golf team.

Dichard gives an unvarnished observation.

“The obvious differences are women’s build (chest and wider hips) and that women are generally weaker than men. You would think that they would just hit the ball shorter, and other than that, their build wouldn’t pose any problems, but it does.

“Due to their high levels of fl exibility, particularly in their hips (and shoulders), one of the most common swing flaws I see in women is their lack of stability in their swing, especially lower body stability, due to their overly flexible hips. This leads to long and powerless swings. So, generally when I work with women, I work on creating stability in their lower body with a good upper body rotation to help shorten their golf swings for better control, while keeping whatever power they have. I then make sure I put them in a stronger grip (closed clubface grip) to help them to hit a draw for added distance.

“Since women tend to be weaker in the arms and hands compared to men, I may even have them set the club earlier to help establish more leverage during the backswing for added power. Their legs seem to be the strongest part of their body, so I then may teach them to use them more by driving the legs toward the target, depending on the lack of strength.

“Specifically, some other changes I look for are:
• Bent forward posture, enough so that they can swing past their chests freely.
• Lower hands due to a bent over posture that allows for an earlier wrist set.
• Wider stances to help create stability.

“I teach women specific drills to help increase clubhead speed and proper release, because most women don’t ever release the club properly due to their lack of strength. And, I teach nearly all my women students (and most men initially) to draw the ball, promoting more of an inside-out swing path that produces more power.”

As far as the student-teacher relationship, Dichard has some surprising views.

“In regards to teaching women vs. men emotionally, or even how they learn differently, it really depends on the person. Some men act like emotional train wrecks and some women act and think like a world-class athlete.

“Engineers can be argumentative whether they are a woman or a man. I’ve seen it and experienced it. But, in my experience teaching over the past ten years, I’ve seen all kinds of students, and it’s honestly hard to put women in a different category emotionally than a man. I guess I’ve seen a couple of women students cry and a couple of men students almost cry, but that’s about it. I’ve seen athletic women who are as good as any man and I’ve seen men who I think almost have never even thrown a ball. It sounds crazy but true.”

Helen Gawlik, a Level II USGTF member from Illinois, offers her observations from the women’s point of view.

“There are two separate types of individuals who play and/or want to learn golf. First, we have men, then we have women; however, we must separate them into the ‘competitive’ or ‘social’ category. Let’s take women first.

“They are open-minded and take stock into the advice you give. When they do win, they want other golfers to come back and play. There are emotions that women display during their instruction and/or their play. Women who are competitive are just happy if they play par golf and look forward to always improving their game of golf, either by club adjustments and/or basic instruction.

“The average social beginner or intermediate golfer wants to address an area of the game that they seem not to be able to correct (i.e., teeing off, chipping, putting). Again, we have emotions when they are given instruction and implement and achieve the desired outcome. They believe all is fi ne with their game; their drive to achieve anything higher than having a ‘social’ game of golf with their friends, husband, family, etc., will be accomplished as long as they can hit a ball and putt. However, they are too worried about their looks, and constantly concerned about what others are doing. They don’t pay attention to where their carts are, talking and/or texting on the phone. Or, to top it off, they are worried about where another golfer is positioned or what someone else is wearing. Insofar as instruction to these types of ‘social’ golfers, as mentioned earlier, they want to achieve, but are too worried about everyone and everything else instead of focusing on their golf game.

“Men play golf to be competitive, and their goal is to win at all costs. They want to beat you! Insofar as instruction is concerned, they do listen, but I don’t see implementation after they have left a lesson and gone back out on the golf course. They basically know how to play golf and want to achieve without instruction. Okay, I haven’t had a beginner ‘male’ golfer yet, only the male golfers that I have had the honor of golfing with and noticed these areas. On the other hand, you have the average ‘social’ golfer who takes a moment to listen and possibly implement the advice you give. They will try to achieve a better golf game. However, they truly don’t want to be the leader of the pack; they are comfortable just going out and socializing with their friends. They are very intimidated when a woman who is in their foursome is achieving a better game, even though they will always acknowledge and respect the female golfer. They ask questions of that woman with regards to where they learned how to play, etc., but yet hesitate to pursue instruction because again, they feel they don’t need it, they socialize.

“With the aforesaid, the bottom line in instruction is that men want the instruction to win at the game of golf, and women want to achieve at the game.”

Today, the use of computers, videos, and training aids is common among those who are full-time practitioners of teaching golf, but what will the industry look like a decade and beyond into the future? What avenues of imparting instruction have yet to be explored?

The advent of the portable video camera in 1981 changed forever the face of golf instruction. Teachers were able to take a moving picture of their students’ swings and then show them immediately what their swings looked like. Not only was this valuable to the student to see visual feedback, but it was also helpful to the teacher, because now he or she could see things that weren’t apparent with the naked eye.

Most all teaching today among full-time instructors still revolves around the use of a video recorder, even if the images are then converted for use with a computer. As for training aids, it seems every month a new product infomercial premiers on Golf Channel. While today’s teacher has all of these high-tech tools at his or her disposal, certainly the future of golf teaching will continue to evolve.

One area that is just now getting attention is motor learning. There are three senses that people use to learn golf: sight, sound, and feel. You would think that the days of Tommy Armour sitting in a chair under an umbrella barking out verbal instructions to hapless students are long gone; yet, unfortunately too many teachers today neglect to impart enough sight and feel instruction into their lessons. USGTF members learn about these important aspects during their certification week, so our members get a good head start in this area as compared to non-USGTF instructors. Lessons of the future are likely to involve much more video, teacher demonstrations, drills, and the teacher putting students into certain swing positions or motions than do lessons of today.

Other aspects of motor learning involve distributed practice vs. massed practice, and random practice vs. blocked practice. Distributed practice involves doing an activity, taking a break, doing an activity, taking a break, etc., with the result being the activity time and resting time are roughly equal. Massed practice means doing an activity with little or no break.

Despite the growing body of research showing distributed practice to be superior to massed practice, most golfers and teachers insist on a program of massed practice. This is likely due to the fact that such research is not widely known among the golf population, among other reasons.

Why would taking frequent breaks be beneficial? The theory is that the brain needs time to process what it just learned. If we just keep going on and on with hitting or chipping balls, let’s say, after a few repetitions our brains somewhat tune out, and true learning ceases. The current thinking in golf training is “the more balls hit, the better,” but this simply isn’t true. As the benefits of distributed practice become more widely known and accepted, golf teachers of the future are likely to adopt this type of practice schedule in their lessons. Instead of having students beat ball after ball, future instructors will likely have them hit only a few at a time before taking a mandatory break.

Random practice means the activity changes either with each repetition or with great frequency, while blocked practice means doing the same thing over and over with little or no change. Present day teachers and players overwhelmingly promote blocked practice, where the golfer hits the same club several times until a groove is reached. However, research shows a random schedule is likely to be more effective than a blocked practice schedule. This theory is based upon the principle of “re-learning,” where the brain tends to retain information better in the long-term if material is “forgotten” and then “re-learned.” For example, in golf, if we are trying to hit our driver better, instead of hitting ball after ball with the driver, it might be better to hit one or two shots with it, go to another club for one or two shots, and then come back to the driver. Golf lessons of the future are likely to incorporate much more random practice than what we now currently see.

Training aids undoubtedly will rise to a higher level, although right now there are some very effective high-tech, but expensive, tools available today. For example, the K-Vest is a great training aid and involves a very high level of motor learning, but it costs several thousand dollars. If a teacher is in a high-volume area, he or she can make such an investment work, but others may not recoup their outlay. Future high-tech training aids are likely to be more cost-effective than what we now see.

Speaking of tomorrow’s training aids, what is likely to be developed? One educated guess is that someone will invent a “machine” that a student steps into, and this machine will consist of various levers and such which will be strapped onto the student. Only when the student makes the “correct” motion will the levers move in the correct order, allowing the student to continue to swing. If the student does not make the “correct” move, the levers will cease to move until the proper motion is performed.

Launch monitors that now cost thousands of dollars will likely be only a few hundred dollars in the coming years. Their use will become more widespread, as teachers can accurately see exactly what the clubhead path, clubface angle, clubhead speed, and angle of approach are without any guesswork. This will allow the teacher to hone right in on the area of need, and provide a more structured lesson.

Players will also be able to dial in their equipment with the coming proliferation of launch monitors. While they are of course available now, it is rare to find one at a golf course. This will not likely be the case as time marches on, so more players will be able to take easier advantage of them.

As for opportunity, it follows that as we continue to add population, more golfers and more facilities are likely to come into the fold. In other countries, the game is booming. China expects to build 3,000 courses in the next 10 years, and teachers from all over the world are expected to converge there.

Although technology is likely to play a greater role in future instruction, it will never replace the personal interaction between teacher and student. The future looks very bright for golf teachers everywhere.

Golf is a powerful business and social tool.

The interest in integrating one’s golf skills in business and one’s business skills in golf has grown significantly in recent years. There is a reciprocal relationship.

If you can improve your productivity on the golf course, it’s going to help your business and, likewise, if you can improve your productivity in business, it’s going to help your golf game. Any careerminded individual who has taken advantage of the game’s business benefits can easily explain why.

One of my former students who is CEO of his own Manhattan-based law firm commented, “I think the thing about golf is that you have a captive audience for four hours. It’s networking. People are more likely to give you business if they know you.”

Another student said, “It’s definitely helped with my management skills and strategic thinking. After each shot you take, you have to prepare for the next one.”

This year I developed and implemented a three credit elective course requested by the students enrolled in the Executive MBA program at Fordham University. The major objective of the course was to provide them with an understanding of golf as a business tool as well as to teach them how to play golf or improve their golf game.

During the course, I taught them how to develop and apply a results-oriented management system to their business and golf game.

In a recent Wall Street Journal cover story, reporter/golf columnist John Paul Newport wrote, “Golf and business are similar in a lot of ways, according to both business people and professional players. Both, for example, require a lot of discipline, they say.” He quotes Tiger Woods as saying, “Strategy and patience, they go hand and hand in both cases,” when asked about connections between the two. “It’s a question of when to be aggressive and when not to be aggressive, when to be conservative, and that’s done through experience.”

There are many similarities in management and golf as well as in teaching management and golf. Both require strategic thinking, planning, execution, control, evaluation and feedback.

Let me begin by stating that at the heart of a system of managing for results is managing expectations. More often than not, managing expectations seems to be the missing link in business practice. However, it occurs seldomly in golf because everyone knows what is expected. There is an agreed upon standard of performance – namely, par.

Standards of performance in management have one major purpose and that is to develop your people. You may use them for merit, promotion, transfer and compensation purposes, but primarily as a manager you want to develop your staff to meet expectations. I might illustrate this point by the game of golf.

Par on the golf course is the standard of performance for a professional golfer. Now you can go out all by yourself in the morning, or join three other people in a happy foursome, and when you come in from #18, you know – no matter what the comments are – you know immediately whether you are a good golfer or whether you need development. As golf teaching professionals, we know what our students need to develop to become better golfers.

The standard of performance for a job should be as clear as par on a golf course, at least to the extent language will allow.

In order to develop a system of managing for results which negotiates performance contracts through managing expectations, it is important to step back and review or learn the purpose of management and the management process and to break down the process to see how a results-oriented management system fits into the process.

In addition to learning this system of managing for results, during the golf club management certification course students hear from practicing golf club managers and professionals about customer relations and customer service, golf facility operations, merchandising operations, food and beverage, tournament management, golf club financial management, ownership management, turf management operations, golf instructional operations, and even learn about today’s modern golf equipment.

If you’re thinking about a career in golf club or golf resort management, you may want to consider enrolling in a United States Golf Managers Association certification course and increase your employment opportunities in this growing global field.

For further information, please check out our website at www.USGolfManagersAssociation.com.

Has instruction gone full circle? As golf professionals, our golf swing instruction paradigm is often tested, and very much so of late. Some instructors whom I happen to know personally have taken a leap (I’m not so sure it was a leap of faith but rather blind faith) towards a complete paradigm shift. We can blame multi-media and the information age, we can blame society’s need for instant gratification, or we can blame ourselves. Ourselves? Yes, ourselves, the community of golf teaching professionals for succumbing to what some objective viewers see as the outrageous circus that is golf instruction.

Harry Vardon and Bobby Jones were not immune to offering sage advice for the rank amateur. Jones’ formal education facilitated his ability to translate a physical act into words. No one has written more on the subject, and his works are a gift to this day. The great Percy Boomer from Scotland rewarded us with an insight into playing the game and how a club should be swung that was well ahead of its time. It was Ben Hogan, however, that provided the first “user’s guide,” if you will, the unsurpassable “bible” titled Five Lessons: The Modern Fundamentals of Golf for countless instructors and golfers worldwide. Then it happened.

Jack Nicklaus came on the scene. The overweight, brush-cut, elbow-flying, heel-lifting, vertical-swinging bomber who not only had the gall to lay claim to Arnie’s throne, but with time and victories mounting, he changed the paradigm for how a club should be swung. What happened to Hogan’s Five Fundamentals? You know – the elbows tucked, flat swing, feet grounded, game of balance and symmetry with a combination of power and paramount precision. Hogan was the old guard; Nicklaus was the new world order. As the 1960s brought in change, so did Jack to the game of golf. There was a new way to play and a new way to swing.

The paradigm shift in golf instruction had occurred, and Nicklaus created a generation of slicers. This paradigm shift left the game in a state of flux. There was Hogan’s flatter or Nicklaus’ upright technique. Oh no! But now the word “technique” was out, and even worse came – the “method.”

Hello world! “My name is Jimmy Ballard and everything you know about the golf swing is wrong.” Here we go! The changing paradigm for golfers worldwide is in full-blown operation or perhaps chaos. “But wait, maybe Ballard is right! Ballard is coaching Jack’s successor Hal Sutton and look at Curtis Strange…he’s lighting it up!”

Loading up and moving your center off the ball during the backswing was the proper way to swing and all the rage. You had to load up like a pitcher throwing a baseball. Curtis was winning everything, including two successive US Opens. Ballard was right. Of course, how was this possible when employing Jim McLean’s “the X factor”? Curtis wasn’t playing so well anymore and Hal Sutton was no Jack Nicklaus. Nobody can beat Faldo and he was setting his wrists early via Leadbetter’s instruction. Hmmm!

Fortunately for all of us, Mac O’Grady has taken the findings of Homer Kelly’s “The Golfing Machine” to another level with his 168,000 variables of the golf swing, all of which can be learned at his academy offering M.O.R.A.D. (Mac O’Grady Research And Development). Andy Plummer’s and Mike Bennett’s “Stack & Tilt” method can trace its origins to M.O.R.A.D. My God, didn’t Vardon swing this way?

Have you gone full circle as both a player and a teacher? The USGTF offered me the opportunity to write a monthly article, and it is a request I take seriously in spite of the sarcastic tone I portray here. Golf instructors are to offer insight, and in the months to come I will take you on a journey in time to not only unravel the so-called “methods” proliferating our trade today, but unveil how yesterday’s golf swing is that of today’s.

DAVID HILL Is a certified examiner for the USGTF and a top-ranked instructor
• 24-year golf professional
• USGTF Master Teaching Professional
• Class A member Canadian PGA
• Over 25,000 lessons given in career
• Director of instruction at Elm Ridge CC, Montreal, Quebec
• Owner Montreal Golf Academy (four locations)
• President/owner Marquis Golf (corporate golf/travel)
• Top 50 Canadian teacher (National Post)
• Top 100 WGTF teacher

USGTF Level IV Member, Denver, Colorado

INTRODUCTION

It has been my observation that many golfers who stumble their way around the golf course in a haphazard manner could improve simply by applying principles of business strategy to their game. In like manner, business leaders who stumble through daily business happenings could likewise improve their “business game” by observing and applying proper strategic golf practices.

To this end, I will discuss four basic concepts with you: Strengths/weaknesses, long-term planning, short-term planning, and the streetlight concept. I hope you will fi nd this enjoyable and thought-provoking.

STRENGTHS AND WEAKNESSES

Prior to playing a round of golf, it is important to understand your game and its inherent strengths and weaknesses. Each of us has certain parts of our total game that stand out. And, we should capitalize on this whenever the situation presents itself. In like manner, we each have areas that we do not like or handle very well. These should be avoided as much as possible.

If we play a round of golf that generally follows the pattern of maximizing our strengths and minimizing our weak areas, we will in all probability have a better day. But, on those exceptionally poor days, we generally fi nd that we fall into the trap of playing into our weaknesses. This can be the result of losing composure, the golf course layout, or more likely a combination of the two.

As with golf, businesses also exhibit strengths and weaknesses in relation to the market, competition, and the environment in which they operate. It is vital to analyze these characteristics of the businesses and that of the competition. How many times do we see a fi rm dive into a new business, only to watch them fail for no apparent reason? I suggest to you that had they better understood strengths and weaknesses, perhaps they could avoid mis-matches. As in golf, playing to your weaknesses or a competitor’s strength can have a disastrous outcome.

LONG-TERM PLANNING

The concept of long-term planning as it applies to golf entails developing a strategy for the entire round. A tournament situation might include strategy for several rounds on consecutive days. The purpose of long-term planning is to review each hole and analyze a strategy for where to be aggressive and conservative, what clubs will be needed, effects of weather changes on the play of the course, etc. In other words, given the known and unknowns, how should I approach this course and its mix of holes, taking into account my strengths and weaknesses and that of the golf course?

In business we conduct the same type of planning. Our goal with long-term planning is to develop a strategy that takes into account the business, its environment and climate, and strengths and weaknesses of both the business and that of the competition.

While the long-term plan for a round of golf covers 18 holes, the plan of businesses will generally cover a period of fi ve to ten years. However, some companies (notably the Japanese) have attempted to develop very longterm plans covering decades of time.

SHORT-TERM PLANNING

Short-term planning is often termed “annual” planning by strategists. In the realm of golf, it involves strategies for each hole, shot by shot. Therefore, one would have 18 short-term plans that add up to the achievement of one longterm plan. Each hole strategy must comply with the overall plan and take into account your strengths and weaknesses, and the strengths and weaknesses of the golf hole.

Every hole has an aggressive route and a conservative route. It is the golf architect’s job to show you the hole but not necessarily make it crystal clear to you. It is your task to decipher the layout and determine your best course of action, given your personal strengths and weaknesses.

In similar fashion, we develop short-term (annual) business plans that achieve the goals necessary to carry us to the achievement of the long-term plan. It is our road map. And too often, I see companies spend a great deal of time developing the map, only to throw it out the window as we start down the highway. The thought is that we can find the place we are headed for with some instinct (the Daniel Boone symptom).

The same type of derailment takes place on the golf course. You know you should hit a 3-wood on the tee and lay-up to a safe landing area, but your buddies hit a driver into the trees and so out comes the driver. Misery surely loves company. And, it is no surer true than on the golf course and in the towers of commerce.

STREETLIGHT CONCEPT

The concept of the streetlight says that during a round of golf, there are situations that call for caution, aggressiveness, and conservatism, much like the stoplight with its yellow, green, and red lighting system for traffi c fl ow. In golf, we refer to a situation that favors our strengths a green light situation – go for it! In the case of a situation that lures one of our weaknesses, we call this a red light. Play very conservatively and avoid a pending disaster. Yellow-light situations are those that hold elements of both your strengths and weaknesses. You should use some caution, but don’t be too conservative (a little risk / a little reward). A yellowlight situation can also present an opportunity, late in the round, to be aggressive, providing you have the confi dence to pull off the shot. If you do, it generally means shaving a stroke off an otherwise routine approach.

Businesses often hold similar situations. And, the streetlight concept can be benefi cial, if you understand your strengths and weaknesses. We should be very aggressive in green-light situations that clearly favor us or in which we hold an advantage. In like manner, red-light situations that clearly do not favor us, or more likely favor a competitor, should not take up too much of our time or resources. Yellowlight situations should be looked upon as potentially rewarding opportunities, but might not work out the way we plan. It is a calculated risk-situation and may or may not fi t into our plans at this time. If it does, then go for it. If not, pass it by. Other opportunities will present themselves in the future.

CLOSING REMARKS

In closing, let me thank you for allowing me to share these thoughts with you. I hope you fi nd some wisdom in this approach that helps both your golf game and your business game.

As a final comment, let me leave you with this thought. Golf has been described as a microcosm of life itself. If that is so, then perhaps by applying these strategic approaches and seeing the value in them we can take that approach with other aspects of our being, and in total improve the quality of our lives. Maybe the Scots had more in mind than simply replacing war practice with golf. Perhaps even the Scots did not fully understand the experience that golf would bring to our lives.

A lot of emphasis is put on driving the ball long these days, and it seems to have overtaken the short game in importance in the minds of many golfers. Actually, driving distance is somewhat important. If the average course length that the average golfer plays is around 6,200 yards, and they hit the ball around 220 yards off the tee for the typical 14 drives, that means that the driver is responsible for 3,080 yards, or about half of the yardage. So, you can see that the driver is a pretty important club.

Too many of our students have drivers that are ill-fitted for them. Often you will see them struggle to get much height on the ball, even on good hits. While a low bullet was the preferred ball flight back in the days of balata balls, the modern ball requires a different flight. The mantra of high-launch and lowspin best suits what should be happening today.

There is a limit on how much height the ball should be hit, though. And, it may be beneficial for some golfers to hit the ball lower than what is considered optimal, since optimal involves carry distance. Golfers who play firm courses will probably find that they will get more overall distance (carry + roll) if they hit the ball lower than what will give them the most carry.

A launch monitor is the best tool for dialing in a student’s proper specs, but not everyone has one, nor are they always readily available. Without a launch monitor, how are we to determine if a student’s driver is not right for them?

While standing outside, reach your arm straight out in front of you horizontally. Now, raise your arm so your fingertips are as high as the top of your head. Your fingertips now approximate the top trajectory you should see most students’ drives reach. If your students’ drives are noticeably lower than this, they are likely shortchanging themselves when it comes to their drivers.

To get more height, a driver with more loft is needed. You might have seen some advertisements for shafts that promote higher launch angles, but primarily this is done through driver loft. One of the shaft’s functions is to affect backspin. Assuming your student’s launch angle is good, if their drives fall out of the sky fairly quickly, chances are they are not getting enough backspin. They need a shaft with a softer tip and a lower kick point. If their drives tend to “balloon” or upshoot, they are probably getting too much backspin and need a firmer-tipped shaft with a higher kick point.

In general, golfers who have fairly quick tempos and transition moves benefit most from firmertipped shafts, while those who have slower tempos and transitions will be fit best with softer-tipped shafts. A good source for shaft information is the Golfworks, and their online catalogue can be found at www.GolfWorks.com.

As for shaft flex, a very general guideline is that swing speeds from 85-95 mph should use regular shafts; swing speeds from 95-105 stiff shafts; and 105 and above extra-stiff shafts. This guideline is not hard-and-fast. For example, there might be those with swing speeds under 95 mph, but with very quick tempos, who will best be served with a stiff shaft, and those above 95 mph, but with very slow tempos, who should use regular shafts. A good rule of thumb is for the golfer to use the most flexible shaft that they can control.

If you clearly see that a student’s driver is not right for him, don’t hesitate to speak up. And, with the above information, you can probably steer them into driver specs that are very close to what they need. For more information on learning all about clubfitting, please contact jenn@usgtf.com.

Golf is a game of a lifetime… and you as a teacher of this amazing game need to bear the torch for its disciples. Create awareness in your students that there is no easy way. No real shortcuts. Enjoying practice and having an understanding of the steps necessary in order to advance is the only “secret.” One must learn and truly grasp fundamentals that are time-honored in order to advance and prosper with this game. The commitment is similar to learning a musical instrument. The formula is the same. Fundamentals well-rehearsed lead to sound technique, and followed with a commitment to improve continuously leads to achieving your potential.

Once a student gets hookedby the game, whether from a drive that flies much farther than the effort would suggest, or a high, towering iron shot that seemed equally effortless, the “magic” begins. The brain and spirit of a golfer become addicted, triggering the excursion of a lifetime! Like any long journey, its passage reveals unique and surprising twists and unexpected delights and stumbles along its way. It is all but boring, and skilled practitioners of this game know all too well to expect only the unexpected.

So, why do so many quit before they really begin this journey? We as teachers must share a bit of the blame, and perhaps should try to lessen the burden of the learning experience and the requirements necessary for golfing proficiency. That is only part of the answer, but it is more complex than that. Instant gratification is the byword today. This is the now generation, waiting only micro-seconds to be informed, entertained, gratified and fed! Yet, we can’t force golf into this micro-second community; that is both the peril and charm of golf. A great deal of the joy of golf is its contradiction to today’s “now” mentality.

Like it or not, we only slowly acquire the skills necessary to approach mastery of this game. Yet, mastery is only rarely touched upon, and it fleets as quickly as it embraces us. How dare golf do this to us?

Neither riches nor power have control of the golf gods. These gods lay their deaf ears upon all of our crying and moaning, and they care not for our misery. This god shows such little compassion that most flee this wrath, escaping to some other endeavor, all the while secretly dying to touch again upon that moment, day, or week of greatness. To feel and bask in the glory of great ballstriking, or effortlessly scoring on the course puts the hook in deep! The exquisite joys of those sparse moments of golfing greatness continuously beckon to us, like a cruel mistress calling us to her bedside, knowing full well of our burning desire to be satisfied by her special charms. This is the pleasure and the passion, the pain and joy of golf. The lows are low, and the high are high; but, therein is the addiction, and few who have experienced these peaks and valleys would trade for these moments. We must help our students stay on course. To endure and persevere.

We surely can’t stop the world from turning so fast, but we can take a ride down a less-traveled and more peaceful path, that of patience and perseverance, which leads to golf’s inner circle – those who dare to be humbled and exalted by this game. So, let your students know what truly lays ahead – the journey of a lifetime, the pathway to self-mastery, the mastery of patience and perseverance!

OBJECTIVES

1. To learn more about the skills required for being a leader and manager.
2. To assess your own leadership and managerial ability

INTRODUCTION

Managers cope with complexity: They look at what needs to be done (planning and budgeting), pull together the people needed to get the job done together (organizing and staffing), and ensure that people do their jobs (controlling and problems solving). Leaders, however, cope with change: They look at what needs to be done by setting a direction rather than planning and budgeting, pull people together to do the job through alignment rather than organizing and staffing, and ensure people do their jobs through motivation and inspiration instead of controlling and problem solving. The purpose of this exercise is to assess your skills and determine if you have what it takes to be a leader and manager.

INSTRUCTIONS

Read each of the following statements and circle the number that best represents your self-perceptions, where 1 = strongly disagree, 2 = disagree, 3 = neither agree nor disagree,
4 = agree, 5 = strongly agree. Keep in mind there is no right or wrong answer.

1. I can separate my personal life from work/school 1 2 3 4 5

2. I see myself as a good coach 1 2 3 4 5

3. I communicate my ideas clearly 1 2 3 4 5

4. I regularly prioritize what I need to get done 1 2 3 4 5

5. I am on time for meetings/classes 1 2 3 4 5

6. I am positive and upbeat 1 2 3 4 5

7. I am results-oriented rather than problem-oriented 1 2 3 4 5

8. I take responsibility for my actions 1 2 3 4 5

9. I do not blame others for my mistakes 1 2 3 4 5

10. When working in a group, I work with members
to solve and prevent problems 1 2 3 4 5

11. I don’t have to redo things because my work is
thorough and complete 1 2 3 4 5

12. I do not procrastinate on projects/tasks 1 2 3 4 5

13. I do not get distracted when working on projects/tasks 1 2 3 4 5

14. I work well in a group 1 2 3 4 5

15. I am people oriented, not just results oriented 1 2 3 4 5

16. I listen to others beyond just the words being spoken 1 2 3 4 5

17. When working in a group, I am more concerned with
the group’s success than my own 1 2 3 4 5

18. I adjust well to different communication styles 1 2 3 4 5

19. I praise others when they are doing a good job 1 2 3 4 5

20. I work at getting ahead, but within appropriate boundaries 1 2 3 4 5

TOTAL _____________

SCORING & INTERPRETATION

Compute your score by adding the responses for all 20 items. The questions in this survey were designed to give you feedback on your skills in the following areas: (1) personal stability, (2) productivity, (3) self-management, (4) communication, (5) boundary setting, (6) work quality, (7) teamwork. All of these skills are found in good managers and they represent necessary skills for leaders.

Arbitrary norms for leadership skills:

Excellent leadership skills (95-100)
Good leadership skills (85-90)
Moderate leadership skills (75-80)
Low leadership skills (65-70)
Poor leadership skills (60 & below)

If you’re thinking about a career in golf club or golf resort management, you may want to consider enrolling in a United States Golf Managers Association Certification course and increase your employment opportunities in this growing global field by developing your managerial and leadership abilities even further.

For additional information, please check out our website at www.usgolfmanagersassociation.com

[Questions for this survey were adapted from interlink Training and Coaching, The Leadership Assessment Tool,” www.interlinktc.com/assessment.html. Training and coaching, 3655 W. Anthem Way, Box 315, Anthem, AZ 85086.]