TRANSFORM INFORMATION INTO PERFORMANCE

Behavioral Golf Instruction, Email to edfeeney@ApplyGolfLessons.com 1

• NOW, HERE ARE THE KEY STEPS FOR TRANSFORMING KNOWLEDGE INTO PERFORMANCE

STUDENT WRITES NOTESSTUDENT WRITES NOTES

SHAPE CHANGE GRADUALLYSHAPE CHANGE GRADUALLY

FEEDBACK TO SELF-CORRECTFEEDBACK TO SELF-CORRECT

RECORD, ACCUMULATE DATARECORD, ACCUMULATE DATA

MAJOR PRACTICE CHANGESMAJOR PRACTICE CHANGES

PLAN TO MAINTAIN ITPLAN TO MAINTAIN IT

POSITIVE REINFORCEMENTPOSITIVE REINFORCEMENT

RECORD RECORD PERFORMANCE PERFORMANCE DATA FIRSTDATA FIRST

CALCULATE CALCULATE LARGEST SHOT LARGEST SHOT REDUCTION REDUCTION AREAAREA

STATE LESSON STATE LESSON GOAL ON THATGOAL ON THAT

STATE CLEAR INSTRUCTIONSTATE CLEAR INSTRUCTION

SEND PROTOCOL IN ADVANCESEND PROTOCOL IN ADVANCE

BEHAVIORAL GOLF INSTRUCTIONBEHAVIORAL GOLF INSTRUCTION

NEXT: TRANSFORM KNOWLEDGE INTO PERFORMANCE

4. SHAPE THE CHANGE GRADUALLY,

5. SELF-CORRECTING FEEDBACK,

6. MEASURE PERFORMANCE

7. PRACTICE MORE & DIFFERENTLY

8. APPLY CORRECTLY ON THE COURSE

9. MAINTAIN FOR CAREERYOUR CAREER

SHAPING

• SCULPTOR GRADUALLY SHAPES A BUST OF A GOLFER

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

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

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

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

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

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

#7: “SHAPING” THE SWING TO THE TARGET

MUCH OFF STANDARD

OFF STANDARD

WITHIN STANDARD

SHAPING – WHICH IS EASIER

CLIMB CLIMB STRAIGHT UP STRAIGHT UP A TEN-FOOT A TEN-FOOT

WALLWALL

OR OR CLIMB CLIMB UP TEN UP TEN ONE-ONE-FOOT FOOT STEPSSTEPS

#7: SHAPING STEPS

SHAPING PROCESS:

SET MEASURABLE STANDARD FOR EACH STEP

PLAYER MUST MEET STANDARD 5 TIMES IN A ROW BEFORE ADVANCING, OR REVERT TO A LOWER STEP

MULTIPLE, MULTIPLE, SMALL- SMALL- ADVANCE, ADVANCE, EASILY-EASILY-ACHIEVED ACHIEVED SHAPING SHAPING STEPSSTEPS

SHAPING ELEMENTS

#1: SHOT CONDITIONS

• TARGET DISTANCE, 10, 20, 40, 60…

• GROUND CONDITION: FAIRWAY

• SLOPE: FLAT, UP, DOWN, SIDEWAY

• TARGET DIFFICULTY: WIDE, NO HAZARDS

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)

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

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

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

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

CORRECT BALL FLIGHT- SHAPING STEPS 3 TO 5

USE THE SAME TECHNIQUES AS IN STEPS #1 AND #2, BUT WITH :

3. RIGHT HAND ONLY, NO CLUB4. BOTH HANDS, NO CLUB5. BOTH HANDS WITH CLUB, BUT NO

BALL6. BOTH HANDS WITH CLUB AND

BALL ON TEE, HIT ONLY 10 YARDS

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.”

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

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

SHAPING – AT FINISH WEIGHT ON FRONT LEG, NOT BACK

5. FELT WHAT IN LEFT ARM?

6. ROTATE HIPS 90+ DEGREES

7. AT FINISH, BACK TOE 90 DEGREES

8. HOLD FINISH POSITION 10 SEC.

9. REPEAT SLOWLY, LESS POSITIONING AND HOLDING

10.START WITH SHORT SHOTS

NEXT MAJOR STEP: SELF- CORRECTING FEEDBACK

1. INSTRUCTION RARELY TELLS YOU HOW TO OBTAIN SELF-CORECTING FEEDBACK

2. FOR RESULTS AND SWING BEHAVIORS

3. WITHOUT FEEDBACK, YOU CANNOT TAKE IT TO THE COURSE

FEEDBACK WORKS

ATHLETES WHO RECORD DATA IN THEIR LAPTOP IMMEDIATELY

• ANNIKA SORENSTAM

• PHIL MICKELSON

• OREL HERSHEISER, PITCHER. RECORD FOR MOST CONSECUTIVE SCORELESS INNINGS

#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

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

RECORD PERFORMANCE DATA - BENEFITS

• STUDENT WILL IMPROVE, ALMOST IMMEDIATELY

• GIVES YOU DATA TO PROVE SUCCESS

• STIMULATES DIAGNOSIS AND SOLUTIONS

• CORRECTS WIDESPREAD OVERESTIMATES

• INFORMATION IS FEEDBACK THAT TELLS THE GOLFER HOW HE IS PERFORMING

• THAT CAUSES THE GOLFER TO IMPROVE AND/OR MAINTAIN HIGH PERFORMANCE LONG TERM

WHEN THE INSTRUCTOR DOES NOT SUGGEST A FEEDBACK SYSTEM,

• THE GOLFER MUST ASK FOR ONE OR INVENT IT

• TYPICAL FEEDBACK PROBLEMS

SWING BEHAVIOR #1SWING BEHAVIOR #1

NO FEEDBACKNO FEEDBACK

FAULTY FEEDBACKFAULTY FEEDBACK

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

• STUDENTS COMPLAIN: “CANNOT TAKE IT TO THE COURSE AND MAKE IT WORK

• MAJOR REASONS: (1) NO DETAILED LESSON NOTES, (2) NO SELF-CORRECTING FEEDBACK SYSTEM

• MINI TOUR PLAYER.

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

• 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

1. DESIGN A FEEDBACK SYSTEM2. 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

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

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

SAME-SAME RULE: DIRECTION OF BALL &

CLUBHEAD

CLUBHEAD CLUBHEAD MOVES LEFTMOVES LEFT

BALL STARTS BALL STARTS LEFTLEFT

CLUBHEAD CLUBHEAD MOVES RIGHTMOVES RIGHT

BALL STARTS BALL STARTS RIGHTRIGHT

SAME-SAME RULE ON BALL FLIGHTON ITS ON ITS ACTUALACTUAL STARTING PATH, STARTING PATH,

BALL LATER BALL LATER CURVESCURVES IN IN SAMESAME DIRECTION DIRECTION

THE CLUBTHE CLUBFACEFACE IS LOOKING AT IMPACT IS LOOKING AT IMPACT

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

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

STUDENT DATA COLLECTION- ALTERNATIVES #1

• THE STUDENT OBSERVES, “RECORDS” AND “ACCUMULATES” DATA IN HIS OR HER MIND

• NO PAPERWORK

• IMPOSSIBLE TO REMEMBER LONG TERM; DIFFICULT SHORT TERM

• 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

• 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

• BUY AND USE A HANDHELD COMPUTER WITH GPS THAT CALCULATES. RECORDS AND REPORTS DISTANCE OF EACH SHOT

• LITTLE WORK

• USED AT ONLY SOME COURSES

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,

RECORD PERFORMANCE DATA

• OBJECTIVE: IF PRACTICAL, HAVE STUDENT DO THE DATA COLLECTION BEFORE THE LESSON

• AND ALWAYS DURING AND AFTER LESSONS

#8: BODY MOVEMENT- HIPS 90 DEGREE TURN AT IMPACT

8 9 10

FIRST SHOT Y Y Y Y Y Y

SECOND SHOT Y Y Y Y Y Y

THIRD SHOT Y Y Y Y

FOURTH SHOT Y

TOTAL CORRECT 3 2 3 4 2 3

DATA COLLECTION – SWEETSPOT CASE HISTORY

DISTANCE IN YARDS FROM CUP………. CLUB USED……. TYPE OF SHOT……………………GROUND: FAIRWAY, FRINGE, ROUGH, HEAVY ROUGH, SAND……………………….WIND DIRECTION IN RELATION TO A CLOCK (12 IS AGAINST, 6 IS WITH)…... EST. SPEED IN M.P.H…….. OTHER………………………………………………………………………..PLAYER…………………………………………… DATE…./…../…….

CIRCLES ARE 10 FT. APART

DATA COLLECTION: SHOT TO GREEN DISPERSION

SELF-CORRECTING FEEDBACK- AIM AND ALIGN

• DESIGN AND INTRODUCE SELF-CORRECTING FEEDBACK:

• PLAYER IS MISALIGNED AT ADDRESS ON FULL SHOTS

NEXT MAJOR STEP – POSITIVE REINFORCEMENT

• A BEHAVIOR FOLLOWED BY POSITIVE REINFORCEMENT (BALL FLIES STRAIGHTER OR LONGER OR SPECIFIC INSTRUCTOR PRAISE) TENDS TO

REOCCUR

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

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 BALL-FLIGHT LAWS FOR 15 MINUTES

3. STUDENT HITS SHOTS 10 YARDS TO A DISTANT TARGET

• 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

LEARNING - POSITIVE REINFORCEMENT

PRESENT PRESENT SAME SAME STIMULUSSTIMULUS

HAVE HAVE STUDENT STUDENT MAKE AN MAKE AN IMPROVED IMPROVED OR DESIRED OR DESIRED RESPONSERESPONSE

FOLLOW WITH FOLLOW WITH POSITIVE POSITIVE CONSEQUENCESCONSEQUENCES

• 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

• 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

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.

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

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

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

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)

POSITIVE REINFORCEMENT – SIDE EFFECTS

1.1.WHAT DID WHAT DID I SAY OR I SAY OR DO?DO?

2.2.WHAT DID THE WHAT DID THE OTHER PERSON DO?OTHER PERSON DO?

3.3.WAS THAT WAS THAT POSITIVE OR POSITIVE OR NEGATIVE?NEGATIVE?

4.4.WHAT DID WHAT DID I LEARN I LEARN FROM FROM THAT?THAT?

TRANSFORM INFORMATION INTO PERFORMANCE

Documents

Transcript of TRANSFORM INFORMATION INTO PERFORMANCE

Transform the Outline into the Essay

How to transform strategy into action

TRANSFORM PUPILS INTO CH COMPREHENSION NINJAS!

How to transform MySpace into Internet Radio

Transform Emails into HTML Emails

[Infographic] Transform Into A Cloud Provider

Transform work into a refreshing experience

into Real · 2017. 12. 14. · “Transform RealTime Data into Time Decisions” 1 “Transform Real Time Data into Real Time Decisions” Asit Parija(@asitparija)

How to Transform a Boring Performance Into a Captivating One

Key Note Transform knowledge into success

Transforming High Potential into High Performance...not getting their return on their efforts to transform high potential into high performance. This is true for three of the more

How to transform limitations into advantages

Transform Digital Images into Digital Paintings

Transform Yourself, Transform the World · Transform Yourself, Transform the World AT NAROPA UNIVERSITY Kelly Peace Studies & Performance Evanston, Illinois Jaime ... Auburn, AL Executive

High Performance Sparse Fast Fourier Transform

Transform your living space into beauty.

TRANSFORM YOUR MANAGERS INTO LEADERS.

Transform Your Masjid into a University

Transform the planet into a Death Star

TRANSFORM COOKING INTO A HASSLE-FREE EXPERIENCE