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My objective is to make the process of giving, taking, practicing and applying golf instruction far more effective worldwide.

To communicate what you need to do that, I am writing a golf book and appearing as a speaker, or as the only speaker, at workshops organized by other organizations and individuals.
During the workshop, I explain and demonstrate my Behavioral Golf Instruction (see Workshop Content at top-right) and where possible, have the participants apply the techniques during the session. I have already given workshops for the PGA of America, the LPGA and I have done some consulting work for the USGTF. I will travel wherever I can further the cause.

PGA of America Sections.
LPGA Sections.
USGTF country organizations.
Large organizations of professional golf instructors privately or publicly owned.
Business corporations at conventions. (The process of improving the performance of an instructor or student is quite similar to what I did in installing systems in large organizations to improve the performance of a company or department within it (over 50,000 case histories of measurable before-and-after change.)
Industry Associations at their conventions.
Large country clubs and their members.
Groups of players on a professional tour.
Associations of college or high school coaches.

Professional instructors.
Potential instructors
Golfers, from beginners to star amateurs or members of a golf tour.
People who manage golf instructors.
Golf writers and producers of golf instruction books, magazines and web sites.

Workshop Content

Depending on the length of the workshop, I will present all or part of my Behavioral Golf Instruction process. That starts with the player seeking instruction, the pre-lesson activities, the steps in the lesson itself, the solo practice sessions, the application of the instruction on the course and the long-term maintenance of the program. The topics I discuss and demonstrate include the following:
Before A Lesson Starts
Explain to the student the problems that Behavioral Golf Instruction overcomes and its benefits to both student and instructor.
State to the student why it is important to measure the student’s performance prior to the start of the lesson. Use a priority list I supply to decide what to measure. Present one or more recording forms and explain how to observe, measure and record performance. Identify the highest potential stroke savers.
Set a measurable lesson goal. At present, only 10% of the students state a goal that one can measure objectively, as stated.

During The Lesson
Communicate instruction more clearly using the procedures in the program. Have the student make a written note immediately, as soon as the instructor states, demonstrates, positions and moves the student’s body or club. My research shows students cannot recall 50% to 90% of the instructional content as early as the end of the lesson.
Use a powerful and successful behavior process called shaping. It breaks a swing change into small, multiple, easily achieved steps of improvement which the student is almost certain to perform correctly and quickly.
Give the student self-correcting feedback systems. With this tool, students are far more successful in “taking the lesson” to the course and applying it correctly when the instructor is not around. Instructors tell the student how to swing but they often fail to provide the student with a feedback system for key swing behaviors.
Have the student record performance data on each shot during the lessons, solo practice sessions and rounds played. This proves how much the student improves from the performance measured prior to the start of instruction. The data helps golfers see errors they did perceive and correct them quickly and accurately.

After The Lesson
Teach the student radically different practice procedures for the practice area and at home for busy golfers. Every golfer, including golf’s super stars will benefit.
Supply a written process to help the golfer sustain performance at high levels long term, preferably for the rest of the student’s golfing career.

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