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Transcript of Behavioral Golf Instruction, Email to [email protected] 1 TRANSFORM INFORMATION INTO...
Behavioral Golf Instruction, Email to [email protected] 1
TRANSFORM INFORMATION INTO PERFORMANCE
• NOW, HERE ARE THE KEY STEPS FOR TRANSFORMING KNOWLEDGE INTO PERFORMANCE
Behavioral Golf Instruction, Email to [email protected] 2
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
SS
STATE CLEAR INSTRUCTIONSTATE CLEAR INSTRUCTION
SEND PROTOCOL IN ADVANCESEND PROTOCOL IN ADVANCE
BEHAVIORAL GOLF INSTRUCTIONBEHAVIORAL GOLF INSTRUCTION
Behavioral Golf Instruction, Email to [email protected] 3
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
Behavioral Golf Instruction, Email to [email protected] 4
Behavioral Golf Instruction, Email to [email protected] 5
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
Behavioral Golf Instruction, Email to [email protected] 6
Behavioral Golf Instruction, Email to [email protected] 7
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
Behavioral Golf Instruction, Email to [email protected] 8
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
Behavioral Golf Instruction, Email to [email protected] 9
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
Behavioral Golf Instruction, Email to [email protected] 10
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
Behavioral Golf Instruction, Email to [email protected] 11
#7: “SHAPING” THE SWING TO THE TARGET
MUCH OFF STANDARD
OFF STANDARD
WITHIN STANDARD
Behavioral Golf Instruction, Email to [email protected] 12
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
Behavioral Golf Instruction, Email to [email protected] 13
#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
Behavioral Golf Instruction, Email to [email protected] 14
SHAPING ELEMENTS
#1: SHOT CONDITIONS
• TARGET DISTANCE, 10, 20, 40, 60…
• GROUND CONDITION: FAIRWAY
• SLOPE: FLAT, UP, DOWN, SIDEWAY
• TARGET DIFFICULTY: WIDE, NO HAZARDS
Behavioral Golf Instruction, Email to [email protected] 15
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
Behavioral Golf Instruction, Email to [email protected] 16
Behavioral Golf Instruction, Email to [email protected] 17
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
Behavioral Golf Instruction, Email to [email protected] 18
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
Behavioral Golf Instruction, Email to [email protected] 19
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
Behavioral Golf Instruction, Email to [email protected] 20
Behavioral Golf Instruction, Email to [email protected] 21
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.”
Behavioral Golf Instruction, Email to [email protected] 22
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
Behavioral Golf Instruction, Email to [email protected] 23
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
Behavioral Golf Instruction, Email to [email protected] 24
Behavioral Golf Instruction, Email to [email protected] 25
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
Behavioral Golf Instruction, Email to [email protected] 26
FEEDBACK WORKS
ATHLETES WHO RECORD DATA IN THEIR LAPTOP IMMEDIATELY
• ANNIKA SORENSTAM
• PHIL MICKELSON
• OREL HERSHEISER, PITCHER. RECORD FOR MOST CONSECUTIVE SCORELESS INNINGS
Behavioral Golf Instruction, Email to [email protected] 27
#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
Behavioral Golf Instruction, Email to [email protected] 28
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
Behavioral Golf Instruction, Email to [email protected] 29
RECORD PERFORMANCE DATA - BENEFITS
• STUDENT WILL IMPROVE, ALMOST IMMEDIATELY
• GIVES YOU DATA TO PROVE SUCCESS
• STIMULATES DIAGNOSIS AND SOLUTIONS
• CORRECTS WIDESPREAD OVERESTIMATES
Behavioral Golf Instruction, Email to [email protected] 30
SELF-CORRECTING FEEDBACK
• INFORMATION IS FEEDBACK THAT TELLS THE GOLFER HOW HE IS PERFORMING
• THAT CAUSES THE GOLFER TO IMPROVE AND/OR MAINTAIN HIGH PERFORMANCE LONG TERM
Behavioral Golf Instruction, Email to [email protected] 31
SELF-CORRECTING FEEDBACK
WHEN THE INSTRUCTOR DOES NOT SUGGEST A FEEDBACK SYSTEM,
• THE GOLFER MUST ASK FOR ONE OR INVENT IT
Behavioral Golf Instruction, Email to [email protected] 32
• TYPICAL FEEDBACK PROBLEMS
SWING BEHAVIOR #1SWING BEHAVIOR #1
SWING BEHAVIOR #2SWING BEHAVIOR #2
SWING BEHAVIOR #3SWING BEHAVIOR #3
SWING BEHAVIOR #4SWING BEHAVIOR #4
SWING BEHAVIOR #5SWING BEHAVIOR #5
NO FEEDBACKNO FEEDBACK
NO FEEDBACKNO FEEDBACK
NO FEEDBACKNO FEEDBACK
FAULTY FEEDBACKFAULTY 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
Behavioral Golf Instruction, Email to [email protected] 33
Behavioral Golf Instruction, Email to [email protected] 34
SELF-CORRECTING FEEDBACK
• 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.
Behavioral Golf Instruction, Email to [email protected] 35
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
Behavioral Golf Instruction, Email to [email protected] 36
SELF-CORRECTING FEEDBACK
• 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
Behavioral Golf Instruction, Email to [email protected] 37
SELF-CORRECTING FEEDBACK
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
Behavioral Golf Instruction, Email to [email protected] 38
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
Behavioral Golf Instruction, Email to [email protected] 39
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
Behavioral Golf Instruction, Email to [email protected] 40
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
Behavioral Golf Instruction, Email to [email protected] 41
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
LL
SSRR
SS
RRLL
RR
LL
SS
Behavioral Golf Instruction, Email to [email protected] 42
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
Behavioral Golf Instruction, Email to [email protected] 43
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
Behavioral Golf Instruction, Email to [email protected] 44
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
Behavioral Golf Instruction, Email to [email protected] 45
STUDENT DATA COLLECTION- ALTERNATIVES #2
• 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
Behavioral Golf Instruction, Email to [email protected] 46
STUDENT DATA COLLECTION- ALTERNATIVES #3
• 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
Behavioral Golf Instruction, Email to [email protected] 47
STUDENT DATA COLLECTION- ALTERNATIVES #4
• BUY AND USE A HANDHELD COMPUTER WITH GPS THAT CALCULATES. RECORDS AND REPORTS DISTANCE OF EACH SHOT
• LITTLE WORK
• USED AT ONLY SOME COURSES
Behavioral Golf Instruction, Email to [email protected] 48
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,
Behavioral Golf Instruction, Email to [email protected] 49
RECORD PERFORMANCE DATA
• OBJECTIVE: IF PRACTICAL, HAVE STUDENT DO THE DATA COLLECTION BEFORE THE LESSON
• AND ALWAYS DURING AND AFTER LESSONS
Behavioral Golf Instruction, Email to [email protected] 50
#8: BODY MOVEMENT- HIPS 90 DEGREE TURN AT IMPACT
HOLE
8 9 10
11
12
13
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
Behavioral Golf Instruction, Email to [email protected] 51
DATA COLLECTION – SWEETSPOT CASE HISTORY
Behavioral Golf Instruction, Email to [email protected] 52
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…./…../…….
6
12
39
CIRCLES ARE 10 FT. APART
DATA COLLECTION: SHOT TO GREEN DISPERSION
Behavioral Golf Instruction, Email to [email protected] 53
SELF-CORRECTING FEEDBACK- AIM AND ALIGN
• DESIGN AND INTRODUCE SELF-CORRECTING FEEDBACK:
• PLAYER IS MISALIGNED AT ADDRESS ON FULL SHOTS
Behavioral Golf Instruction, Email to [email protected] 54
NEXT MAJOR STEP – POSITIVE REINFORCEMENT
• A BEHAVIOR FOLLOWED BY POSITIVE REINFORCEMENT (BALL FLIES STRAIGHTER OR LONGER OR SPECIFIC INSTRUCTOR PRAISE) TENDS TO
REOCCUR
Behavioral Golf Instruction, Email to [email protected] 55
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
(C)
SS RR
..
.. CC
Behavioral Golf Instruction, Email to [email protected] 56
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
Behavioral Golf Instruction, Email to [email protected] 57
POSITIVE REINFORCEMENT
• 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
Behavioral Golf Instruction, Email to [email protected] 58
LEARNING - POSITIVE REINFORCEMENT
SS
PRESENT PRESENT SAME SAME STIMULUSSTIMULUS
RR
HAVE HAVE STUDENT STUDENT MAKE AN MAKE AN IMPROVED IMPROVED OR DESIRED OR DESIRED RESPONSERESPONSE
CC
FOLLOW WITH FOLLOW WITH POSITIVE POSITIVE CONSEQUENCESCONSEQUENCES
Behavioral Golf Instruction, Email to [email protected] 59
POSITIVE REINFORCEMENT
• 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
Behavioral Golf Instruction, Email to [email protected] 60
POSITIVE REINFORCEMENT
• 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
Behavioral Golf Instruction, Email to [email protected] 61
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.
Behavioral Golf Instruction, Email to [email protected] 62
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
Behavioral Golf Instruction, Email to [email protected] 63
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
Behavioral Golf Instruction, Email to [email protected] 64
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
Behavioral Golf Instruction, Email to [email protected] 65
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)
Behavioral Golf Instruction, Email to [email protected] 66
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?