Connecting
with each student is the most important thing you can do. If you can
develop an individual relationship with each student, you will be
more efficient in your teaching. And, students will learn more,
better enjoy the experience, and come back to you.
Students I talk to say they like to feel like an individual. Even
though they may have the same issues as
dozens of other golfers, they like to be treated as if their
problems and goals are unique.
Taking the time to personalize a lesson plan is one of the best
things you can do to develop an ongoing
relationship. This implies two things: asking questions and
listening.
I have presented speeches and seminars to teaching pros for over
twenty years. Here is a secret: no matter the topic, I always survey
the audience as to how many regularly use a pre-teaching
questionnaire. Typically, only about 25 percent raise their hands. I
believe having new students fill out such a questionnaire
establishes both the framework for the lessons as well as develops a
relationship.
Typically, questionnaires survey students’ backgrounds, golf
experiences, and especially physical limitations. Some others might
include neurological orientations; meaning dominant hand, foot, and
eye. Most forms include space for the golfer to detail specific
goals for the lessons. Such a questionnaire is not only an
assessment, but also becomes as contract.
One key category is having students describe their best learning
styles. I still like the Neurolingistic Programming (NLP) model of
being predominantly either a visual, auditory, or kinesthetic
learner. Such information is valuable in tailoring and communicating
lesson content.
If the student does not know which they are, have them become aware
of the words they say and think. Visuals will say, “Picture this,”
or “Imagine that.” Auditories will say, “It sounds right,” or “It
rings true for me.” And kinesthetics will say, “My sense is
something does not fit,” or “My gut tells me this is correct.” Which
style is Johnny Miller?
One of the challenges of working with each student is to develop
creative ways to connect with the person’s learning style. For
example, if the student is a visual learner, the teaching pro should
demonstrate positions and motions both in slow motion as well as in
real time. Visual learners also benefit from statically seeing their
own positions. Full length mirrors can be great aids in having
students see their own bodies. Finally, video sessions are valuable
in having visual students see their own swings from angles they
cannot see on their own.
If the student is an auditory learner, the teaching pro should
always anchor positive sounds of the desired action. Have the
student grasp the club by the hosel and swing the club to hear the
swooshing sound of the shaft as it goes through the slot. Have
auditory learners listen to the desired click of contact with the
ball. This is especially important on putts. Auditories greatly
benefit from knowing the sound of a square face at impact. Finally,
have them hear the desired thump of the sand on explosion shots.
If the student is a kinesthetic learner, the teaching pro should
always emphasize how the swing relates to the person’s senses,
balance, and tempo. Sensitize them to the feelings of correct
posture during setup – feet pressure, hip position, spine angle,
shoulder position, grip pressure, and so on. During the swing, have
kinesthetics feel extension, rotation, coiling, and release. Dynamic
training aids are useful in helping them isolate the correct
feeling, such as a ball under the outside of the rear foot, a
headcover under the leading arm, swinging on a balance board, or
your hand on their head to restrict an improper movement. Most
importantly for kinesthetics, emphasize how tempo and timing feel
for them.
Honoring each student’s predominant learning style not only
personalizes the instruction, it makes your content emphases more
easily implemented.
One of the best comments a student can make about the teaching pro
is, “She made it seem so clear.” This is one of the best compliments
you can ever receive. This means you have taken the time and effort
to customize your content into the student’s learning style.
It is also the hallmark of your professionalism.
Dr. Tom Kubistant is one of the original golf psychologists. He
has written three books and over 300 articles on the mental game of
golf. He also maintains “The Complete Bibliography On The Psychology
Of Golf.” He loves talking with USGTF members and can be reached
directly online at Kubistant@aol.com or in Reno, Nevada, at (775)
345-0340.
