Group Golf Instruction
“Hitting a golf ball correctly is the most sophisticated and complicated maneuver in all of sports, with the possible exception of eating a hot dog at a ball game without getting mustard on your shirt.”
Ray Fitzgerald (1927-82), acclaimed sports columnist, The Boston Globe
The golf swing, learned but never mastered, is an elusive skill. Accomplished golfers know this perhaps best of all. Yet, in passing the torch to new generations of golfers, instructors have succeeded for hundreds of years in teaching new players how best to strike the ball and ultimately hole it. The secrets of effective instruction are as elusive as the swing, but certain themes and techniques emerge when experienced teachers share their wisdom.
Swing mechanics comprise a small yet critical part of golf instruction. Knowledge of rules and etiquette, feeling at ease on the golf course, respect for the game’s history, careful club selection, savvy greens reading…all are essential aspects of what a player must learn in order to succeed at the ultimate goal: enjoyment. Every student is responsible for being a proactive learner – reading, observing, asking questions, practicing and implementing what is taught. To the degree that each student approaches these tasks with varying levels of diligence and enthusiasm, it is the role of the instructor to ignite and sustain players’ passion, confidence and sense of accomplishment. This is a tall and complex task, which is why successful golf instruction plays such an integral and important role in the game’s advancement.
While some common elements define individual and group instruction, teaching a group requires a special approach. Every group presents a medley of instructional needs. As each golfer brings a unique skill set to the lesson experience, the instructor must acknowledge each ability level and encompass it into his objectives for the group. Whether working with a large or small class, youngsters or adult learners, men or women, beginners or elite players, it is the role of the instructor to enfold the differences into the whole, discover the collective needs of the group and find the common denominator that will bring students together for a positive learning experience. Certainly, some individual instruction can and should be synthesized into group teaching. In fact, students usually expect and welcome this procedure, as long as they maintain the relaxed satisfaction of being part of the group.
Philosophy: A Good Teacher Cares
“Teaching golf is a large responsibility requiring complete focus, attentiveness and passion,” says Dave Hill, USGTF certified examiner and WGTF Top-100 instructor. “Developing a reputation as a good teacher can be summed up this way: A good teacher cares.”
Hill, a Top-50 ranked instructor in Canada, is the director of instruction at Elm Ridge Country Club in Québec and the owner/president of the Montréal Golf Academy. He believes that the goal of a golf professional should be to act as a guidance counselor for golfers in order to break through the misperceptions they have amassed through their prior experiences with the game. Hill notes that famed teacher Harvey Penick never gave a group lesson, as he didn’t want a student hearing information not meant for him or her. While Hill prefers one- on-one instruction, he acknowledges the importance of group instruction, for several reasons: Group lessons are cost effective for many students; golfers new to the game enjoy the less-intimidating environment of the group format; and, the basics for all golfers are the same, no matter the skill level, body type or learning style – starting position, grip, posture, ball position, aim and alignment.
“It is the instructor’s responsibility to recognize each student’s needs within the parameters of the fundamentals and teach everyone as an individual within the confines of the group structure,” Hill says.
Hill believes students in a group setting first should be taught “global concepts,” rather than minutia, of golf-swing techniques. For example, an instructor should describe and demonstrate in various ways the swing plane and path as key aspects of all good swings, rather than focus on, say, keeping the elbow tucked to one’s side as a means of swinging on proper plane. Another valuable aspect of group instruction, according to Hill, is that students have the opportunity to practice a skill while the professional works with different individuals in the group, allowing a student “…to be in his own bubble of concentration and work things out on his own,” after which questions can be asked and answered.
Begin at the Hole and Work Backwards
For Cole Golden, a USGTF member since 1997 who achieved his Master Teaching Professional credential in 1999, golf instruction is not a full-time career. He works in medical sales in Wichita, Kansas, and teaches high school players part-time. High school coaches hire Golden to help new players learn and understand the game, usually in a group setting. Meeting with a team twice a week prior to the golf season, Golden teaches new players fundamentals, such as rules and etiquette, as well as different clubs and yardages and how to keep score.
“With all students, we begin at the hole and work backwards,” Golden says. “I put a ball on the edge of the cup. “Once they make it, I move the ball back a foot at a time. I believe the most important part of the game is to learn how to score, which means getting the ball in the hole.”
From the green, Golden progressively moves his group back, to the fringe, pitch shots, bunker shots, approach shots, and finally to fairway and tee shots. Course management is taught to decrease stress during competitive play.
With high school players vying for college scholarships, Golden performs a complete game analysis during which he plays 18 holes with a student, asking questions about shot selection and strategy, then working on areas that need improvement. The process includes video analysis and a planned practice schedule. Golden’s teaching style emphasizes each individual’s goals.
Most students do not know how to practice,” Golden says, “so I design a daily routine that focuses on each part of the game. There is a level of commitment that students and their parents must give to follow the plan.
“Once I feel that students are on the right track and I see their commitment, then we start looking at how they can market themselves to colleges.”
Some essentials of instruction often are overlooked, Golden believes. For example, he says that teaching scoring “…is the forgotten art of teaching. Many current-day instructors worry about the mechanics of the swing instead of teaching people to become better players.
“My motto has always been that if I can teach someone to turn a 4 into a 3, then I will be successful.”
The Ultimate Test of Customer Service Skills
In Jari Hakonen’s view, every golfer needs to feel as though the group session is aimed at him or her, not the others. The key is how well an instructor can teach each individual golfer in a group setting.
“Group lessons are the ultimate test of a golf instructor’s customer service skills,” says Hakonen, a six- year member USGTF member and the owner of BirdieFinish Golf in Oregon City, Oregon.
Hakonen believes an effective way to teach a group is to begin with a question-and-answer period, then move on to hitting golf balls and individual instruction. In the group setting, fundamentals
in every area should be taught. After each lesson, Hakonen distributes a brief summary as a reference for use during individual practice.
“Learning doesn’t end at the close of the session,” Hakonen says. “It’s the start of the learning process.”
Tell a Joke or Two
USGTF president Geoff Bryant asserts that gathering a group together on more than one occasion is effective, each time talking to them as a group and then assisting them individually, too. Bryant has noticed that even among
experienced teachers, there often is a tendency to spend too much time with one individual who may require more help than others.
“In order to keep everyone’s attention, however, and make it fair for everyone, it is important to be aware of this and avoid letting it happen,” says Bryant.
Talking to the group as a whole is a good way to discuss common problems and their solutions as they relate to a specific skill, Bryant says. Even though not every problem mentioned will exist for every student, everyone in the group can benefit from understanding fundamentals. “Of course, always demonstrate several times the correct mechanics to everyone,” Bryant says. “We all know that a picture is worth a thousand words.”
Another element of group teaching, in Bryant’s view, is that it provides the teaching pro a great opportunity to tell a joke or two.
“Loosen everyone up and set a mood that is conducive to learning,” says Bryant. “People are more susceptible to learning if the atmosphere is relaxed, friendly, and not too demanding. “And most importantly, of course, is to ensure everyone has a good time.”
