THE BOOK (Issue 4, Fall 2024) SCPGA CA Teaching & Coaching Summit by Southern California PGA

7102ECNISCa

The Book | Issue Five, Fall 2024

Presented By:

Publisher Southern California PGA

Contributing Editor

Bill Hulbert, PGA, SCPGA Past President

SCPGA Editorial Staff

Bryce Seiver, SCPGA Section Staff

Danny Cross, SCPGA Section Staff

Special Thanks to:

Shawn Cox, PGA, of Sharon Heights Golf and Country Club California Teaching & Coaching Summit Supporter

Randy Chang, PGA, of Journey at Pechanga SCPGA Teaching Committee Chairman ...and all of our partners and article contributors © 2 024 by the Southern California PGA. All rights reserved. Printed by Precision Services Group 15201 Woodlawn Ave., Tustin, Ca 92780

PLAYERS DISTANCE

INDIVIDUALLY DESIGNED FOR DISTANCE AND FORGIVENESS

PROVEN CONSISTENCY ALL NEW

FORGED TO DELIVER BETTER FEEL AND CONSISTENT PERFORMANCE

PURE PRECISION ALL NEW

FOR PLAYERS WHO DEMAND WORKABILITY AND THE PUREST FEEL

THE ART OF SHOT MAKING

EACH IRON METICULOUSLY SHAPED TO MEET TIGER’S DISCERNING EYE

SCOTTIE SCHEFFLER

NELLY KORDA TIGER WOODS

WHETHER CHASING HISTORY OR CHASING SINGLE DIGITS, PLAYERS DEMAND THE BEST IN THEMSELVES AND IN THEIR EQUIPMENT. EVERY P•SERIES IRON IS DESIGNED TO DELIVER UNPARALLELED PLAYER PERFORMANCE AND FEEL. IT ALL STARTS WITH A FITTING.

LETTER FROM THE SCPGA PRESIDENT

ERIC LOHMAN

PGA Members and Associates,

It’s great to be back at the California Teaching and Coaching Summit. The Fairmont Grand Del Mar is an amazing host location and special thanks to PGA Members Shawn Cox (former DOG), and Eric Nilsson (HP) for hosting us at The Grand.

Special thanks to our acclaimed presenters, Mr. Randy Chang and the teaching committee, Section Staff and most importantly our valued sponsors. Please take time to thank each of these people.

Continuing to learn and self-improvement are crucial for personal and professional growth. Lifelong learning keeps the mind sharp, fosters adaptability, and opens new opportunities. In a rapidly changing coaching & teaching world, staying updated with new skills and knowledge enhances employability and career advancement. Self-improvement builds confidence, resilience, and a sense of achievement, positively impacting mental well-being. It also helps in setting and achieving personal goals, leading to a more fulfilling life. Embracing a mindset of continuous improvement not only benefits your students, but also contributes to the betterment of the SCPGA by fostering innovation and progress.

Have a great two days, please contribute, let’s learn and improve together!

A PGA Member since 2000, Eric is the General Manager of Monarch Beach Golf Links in Dana Point, CA, and has been working in hospitality for over 30 years. Mostly working in the public/resort golf sector, Eric has worked for numerous management companies such as American Golf, ClubCorp, KemperSports, the Irvine Company, OB Sports, and his current employer, TROON.

Cheers,

Eric “Eloh” Lohman, PGA

General Manager Monarch Beach Golf Links / Troon Southern California PGA, President

Eric was an accomplished junior, amateur (Washington State Amateur Champion), and collegian golfer at UCLA. Now an active and sometimes successful participant in the Southern California PGA, Eric has qualified twice for PGA National Club Professional Championships in 2014 & 2015.

Eric, along with his wife Lauren and their two daughters Harper and Sutton, reside in Newport Beach, CA.

Photo Courtesy of Golf Digest

ABOUT

David Abeles

David Abeles is a proven leader in sports industry where he has held executive positions since 1998. Abeles was appointed President and CEO of TaylorMade Golf in 2015 to lead a global business transformation and subsequent divestiture of the TaylorMade Golf brand from adidas AG to New York based KPS Capital, and then to Centroid Investment Partners in 2021.

Prior to his current post, Abeles served TaylorMade for ten years including roles as the company’s General Manager of Asia Pacific, North America, and brand President. David also spent two years away from the company as the CEO of San Diego based Competitor Group, a live event, and media company in the endurance sports industry.

Abeles currently serves on the Board of Directors of TaylorMade Golf, PopStroke Entertainment, Sun Day Red, and previously the National Golf Foundation, San Diego Sports Innovators, and in an Advisory Board capacity for Newport California based venture firm, Innovate Partners.

In 2024 Abeles shocked the golfing world after leading one of the most high-profile business ventures in the history of the sport, partnering with Tiger Woods to launch a new global lifestyle brand Sun Day Red, a subsidiary of TaylorMade Golf Ventures.

Abeles has a degree from the University of Connecticut School of Business and lives in Del Mar, California with his wife and three sons.

A MESSAGE FROM David Abeles

CEO TaylorMade Golf

Since the founding of TaylorMade in 1979, our mission has been to be the best performance golf brand in the world. It’s a mission our employees embody and live out every day.

Today, we’re proud of the mission we continue to carry out. Our brand is represented by the world’s best players and 2024 continues to be one for the history books. Scottie Scheffler has seven wins on the PGA Tour, including the season-long FedEx Cup title along with a gold medal in Paris; Nelly Korda won six events in seven starts on the LPGA Tour and continues to be a dominate force in the women’s game; Rory McIlroy, Collin Morikawa, Tommy Fleetwood, Brooke Henderson and numerous others continue to find success at the game’s highest levels – all flying the TaylorMade flag.

But our continued success wouldn’t be possible without the relationships we’ve cultivated with PGA Professionals like yourselves. It’s you, our game’s heroes, that are on the front lines growing the game day in and day out. With unwavering enthusiasm and appreciation for all that each of you do, TaylorMade is proud to be the Title Sponsor of this year’s Southern California Teaching and Coaching Summit.

We consider this not only a great time to connect with PGA Professionals that are so integral in our continued success, but to also learn from the industry’s best so that we’re better equipped to continue on the path of growth, performance and innovation going forward.

My sincerest thanks, and cheers to continued growth and success.

David Abeles CEO, TaylorMade Golf Company

T EACHING & CO ACHINGSUM M I T 7102ECNIS

AINROFILAC

SCHEDULE OF EVENTS

Monday, October 14

7:00 – 8:30am Registration & Breakfast

8:30 - 8:45am Welcome

8:45 – 10am

Andy Proudman & Piers Ward with Dr. Alison Curdt, PGA

10 - 10:30am Chris Trott - Clippd

10:45am - 12pm

Norv Turner & David Abeles with Shawn Cox, PGA

12 – 1:15pm

Lunch & California Teaching Hall of Fame Induction Josh Alpert, PGA & Philip Dawson Jr., PGA

1:30 – 2:45pm Parker McLachlin with Jordan King-Thomas, PGA

2:50 – 4:00pm Andy Plummer with Gina Umeck, PGA

4:15 - 5:15pm

HAPPY HOUR - Music by Chris Bottalla, PGA

Tuesday, October 15

7:30 – 8:30am Check-in & Breakfast

8:40 - 10:00am Todd Sones, PGA with Randy Chang, PGA

10:10 - 11:25am Gabriel Hjerstedt with Josh Alpert, PGA

11:30am – 12:30pm Lunch

12:45 - 2pm

Trillium Rose, PGA with Heidi Richardson, PGA

2:25 - 3:45pm Butch Harmon Keynote Presentation with Bill Hulbert, PGA

Teaching And Coaching Insights

Dave Phillips, PGA

Instruction Articles From The Past

What Is Control?

Paul Scott, PGA

It’s A Swinging World

Joe Novak, PGA

The Cause & Cure Of The Shank

Olin Dutra, PGA

Coach Articles

“Building A Strong Foundation: How To Kickstart Your Golf Teaching Career”

Jackie Riegle, PGA

“Fitting Putters Through Instruction”

Todd Sones

“Feel Vs. Real”

Randy Chang, PGA

“The Neck & Eyes In The Backswing”

Gina Umeck, PGA

“Beyond The Swing: A Holistic Approach To Junior Golf Development”

Blake Jirges, PGA

Issue No. 5, Fall 2024

THE LITTLE PRO, DEFINED

Eddie Merrins, The Little Pro

August 4, 1932 – November 20, 2023

words by Jamie Mulligan, PGA Virginia Country Club CEO

icon (noun)

ī-kän

a person or thing widely admired, especially for having great influence or significance in a particular sphere

The idea of an “icon” has always been of interest to me. In my household growing up, my father and I would talk about being the best – whether it was a movie actor, musician, sports star, coach, or business leader. My dad referenced the definition of an icon. When I first met the Little Pro, I was in my mid-teens and had just started to become a good player. He had been widely known throughout the state of California at that time for at least three decades, and he would go on for another five to be one

of the most visible, professional, humble, classy, knowledgeable, accomplished, and gracious individuals in our game in the western United States. Ironically, the definition of icon includes the word, “sphere.” One of the first things Mr. Merrins said to me was, “The little white ball we chase in golf is a sphere. Learning to control that and more importantly, yourself, is the key to this game. And, I might add to life.” It may be the most accurate thing I have heard to describe the game we all love so much.

The Little Pro (noun) thə - lid(ə)l - prō visible, professional, humble, classy, knowledgeable, accomplished, gracious

VISIBLE

As far back as I can remember in golf at the club level in Southern California, on any Professional tour, or worldwide at the highest level, the word “visible” would lead many to think of Palmer, Hogan, Nicklaus, or Tiger. But I think of Mr. Merrins in his blazer with his perfect tie and his tam hat. He was at what seemed like every event, always with a smile on his face and always trying to help.

PROFESSIONAL

This word is an interesting one for a PGA Member, trying to make every situation the best it can be. Mr. Merrins epitomized this. His presence made every place he went more professional. When I see players shake hands on the first tee or at the end of a round, I remember the first time I played with Mr. Merrins in a tournament. He welcomed me graciously before the start of our round and even though he didn’t have the best day, his handshake following the round was always warm. There wasn’t a time I encountered him that he was anything but professional. In the new world we live in where people communicate through smartphones or computers, he had wired the art of making who he was be known to anyone he touched. His special influence on myself, my career, and our Club has helped us to become more professional in all aspects of life, and that is something I will always be grateful for.

HUMBLE

As I was, Mr. Merrins was mentored by the great Ken Venturi. Mr. Venturi was mentored by Byron Nelson and Ben Hogan. This is amazing company that we have had touch us and I never took that for granted. They all had a phrase they quoted: “You don’t have to tell anyone how good you are. When you are really good, they will tell you.” Confidence (which a lot of us confuse with ego) comes from the ability to know what you can do, rather than walking around telling everyone. This was the essence of Mr. Merrins. Every time something great has happened in our career, Eddie would always reach out in the form of a voice message, note, or letter to congratulate us. When I look back at his robust list of accomplishments, I wonder where he got that from. His accomplishments could fill an old phone book. Was there someone congratulating him for all he had done? Now that he is gone, I realize it was just the way he was and the way he lived. If I could pass something along to anyone reading this article, it would be helpful to you to always know where you were, where you are, and where you are going.

CLASSY

While we love all disciplines in sport and we know Mr. Merrins did too, there is something about golf that separates it from its counterparts. The way we dress, speak, compete, win, lose, mentor, relate to customers and members, seems to be done in a classier manner in this sport than anywhere else. Mr. Merrins was the torchbearer on this. Many times, I have thought to myself,“What would Eddie do?” As you know in this business, we get to oversee a golf club and coach some of the best players in the world. This can be emotional, and whenever it starts to feel that way I think back to Mr. Merrins and see his reflection of class. Next time you are in a tough situation (or any situation, for that matter), ask yourself this question from the teachings of Mr. Merrins: “How classy can it be?”

KNOWLEDGEABLE

Knowledge is experience and experience is wisdom. People often ask how you can be the best you can be at golf, or life. Golf is best played with the eyes. What you see, what you learn, what you listen to, and how you take that knowledge and put it into your toolbox is key. Knowing Mr. Merrins had me come up with a list for myself, taking all the good I see and putting that into the “knowledge” category, and taking all the bad things out of the repertoire of all we do. I’ll never be able to repay him for one of the greatest life lessons. Whenever we need to have a heavy talk with someone, we often end by saying “There was a lot in there that we discussed.” It might be good sometime today to think back and take in what you want and let go of what you don’t. These are words to live by.

Photo Courtesy of SCGA

ACCOMPLISHED

Listed below are the accomplishments of Mr. Merrins. We think these speak volumes.

AS A PLAYER

Mississippi State Junior Champion (1948, 1949)

Mississippi State High School Champion (1949, 1950)

Mississippi State Amateur Champion (1950, 1953, 1954)

SEC Championship Winner (1953, 1954)

NCAA Championship Runner-Up (1952)

Metropolitan PGA Championship (1961)

Long Island Open (1961)

Competed in over 200 PGA Tour events, 8 US Open Championships, 6 PGA Championships, 2 British Opens, and 6 PGA Club Professional Championships, 4 US Amateur Championships

Head Professional, Rockaway Hunting Club (Long Island, NY)

Head Professional, Bel-Air Country Club (Los Angeles, CA)

AS A COACH

Southern California PGA Player of the Year (1970)

Southern California PGA Professional of the Year (1977)

UCLA Men’s Golf Coach (1975-1989)

Pac 10 Coach of the Year (1985)

Coached UCLA to win the Pac 10 Conference (1982, 1983, 1985) and NCAA Championship (1988)

Southern California PGA Golf Teacher of the Year (1987)

Hall Of Fame Member: SCPGA, NCAA Coaches, UCLA Athletic, Mississippi Sports, Southern California Golf, California Golf Writers, LSU Athletic, World Golf Teachers

PGA of America Hall of Fame (2009)

GRACIOUS

The simple definition of “gracious” in a golf context could mean making people feel good in every encounter, regardless of the quality of golf shots or setting, be it a meeting or a speech or even in the way you play this beautiful game of ours. In my dictionary, Mr. Merrins is the definition of gracious.

I wanted to end with a story. Somebody told me a long time ago that good teachers have a method that allows them to teach anyone. A great teacher has many methods and can coach anyone because of that. When I first met Mr. Merrins, he had just authored his book, “Swing the Handle – Not the Clubhead.” It was a very methodical approach on how to swing the club. Mr. Merrins was not simply a good teacher; he had the ability to teach anyone from a beginner to someone playing golf at the highest level. He was a great teacher. I will cherish our relationship that allowed me to call him any time I had a question about the game. We didn’t always agree, but we did always have amazing conversations. When he stopped teaching, he would come to events and walk practice rounds with the players we were coaching (particularly major championships) and whisper in my ear when he saw something he liked. He was always so positive. His guidance helped me to understand that no two people play the game the same way or live the same way. It is our job to help everyone get better.

15 years ago, I got a phone call from my righthand person at the time, Charlene Bendt. Char was a wonderful golf professional. She told me that Mr. Merrins had called, and he wanted a golf lesson. She equated this to Moses calling and asking for an interpretation of the Bible. We both laughed about this. The day that Mr. Merrins came out, Charlene was there to watch us give a lesson to the legend. For at least 45 minutes between every shot, Mr. Merrins recited

selections from his book that I had read 30 years prior. I didn’t say anything; I simply watched and observed what he was doing. I had been sitting in a golf cart next to Charlene and I finally asked Mr. Merrins to trade places with me. When he got comfortable, I asked him if he had driven all the way from Bel-Air to take a golf lesson or give me one. He humbly laughed with a look on his face I hadn’t seen before. Coaches coach, and players play. After we shared a belly laugh over the idea that coaches coach and players play, Mr. Merrins said he was so embarrassed for talking about what he thought he should do, and he asked what my thoughts were. His golf swing looked like Ben Hogan’s, with a backswing perfectly on-plane and lovely lines. I stated that in my humble opinion, his upper body was too in front of the ball and steep at impact,

which was leading to weak, spinny shots. I gave him one key which took about 30 seconds, and he then asked if I could give him something else. I told him that it looked like he was going to the bathroom before he made it to the toilet, and we had another big laugh about that. With the hat that Mr. Merrins was wearing, it felt like I was watching Ben Hogan himself. We talked about this story until the day he died, and it is one I have not told before, although Charlene knew it because she was there. It was a reflective lesson that came from his teachings to me, and back to him. It will forever be one of the greatest highlights of my career. I miss him very much but know that everyone he touched was made better due to all his attributes listed above.

Rest in peace, Little Pro.

Photo Courtesy of SCGA

a person or thing widely admired, especially for having great influence or significance in a particular sphere

With huge love, Jamie Mulligan, PGA Virginia Country Club

icon (noun)

TEACHING AND COACHING INSIGHTS

words by Dave Phillips, PGA Cofounder TPI

2024

SCPGA Eddie Merrins Teacher & Coach of The Year Award Winner

I am honored to receive the SCPGA Eddie Merrins Teacher & Coach of the Year award. I was fortunate to interact with Mr. Merrins on several occasions, at tour events and teaching and coach symposiums. I vividly remember one of his nuggets of wisdom: “Great coaches help someone to help themselves.”

My coaching philosophy is deeply rooted in the understanding of the human body and movement. This knowledge has been instrumental in the development of TPI, an education platform I co-founded with Dr. Greg Rose. Since 2005, TPI has certified over 30,000 professionals from 65 countries and in ten languages.

My coaching path was similar to many PGA members; I was an assistant professional and worked at five different country clubs. Each opportunity helped mold me into what I am today, the cofounder of TPI. The beauty of the PGA of America is that today, more than ever, they recognize the fact that there are so many opportunities in the golf industry; there is nothing you cannot do if you surround yourself with the right people and the right environment. I think this philosophy is true of achieving your goals in anything you do.

Two of the most important things I have learned in my 32 years as a PGA member:

WHAT COACHING IS NOT:

- Providing feedback on every swing.

- Making your students look technically perfect.

- Trying to make your student fit into a model.

- Using the latest nonsensical gadget or technology without truly understanding it.

WHAT GREAT COACHING IS:

- Understanding the consequences of making technical changes

- Finding the most effective movement solution for each student based on what they can physically do.

- Building a solution that promotes the most natural movement for each athlete

- Great coaching is the ability to say the right thing at the right time and take your students from one place to the next.

LASTLY:

The word Fundamental has its roots in the Latin word fundamentum, which means foundation. So, if something is fundamental, it is part of the foundation of building it. It is well documented in golf that fundamentals are a key part of any instructional endeavor and should not be considered basic. They are fundamental in creating a golfer, please don’t forget this.

THE LINEUP

Piers Ward & Andy Proudman

ME & MY GOLF

• Piers Ward: Became a professional golfer in 1998 and co-founded the 3 Hammers Golf Complex in 2006, which became the largest Junior Academy in the country.

• Believes in a personalized coaching approach, inspired by Butch Harmon’s philosophy of tailoring lessons to individual needs.

• Has collaborated with top golf coaches and players, including Rory McIlroy, Dustin Johnson, Jon Rahm, and David Leadbetter.

• Andy Proudman: Started playing golf at age 13 and quickly improved due to his multi-sports background and competitive nature.

• Chose a career in coaching to make a significant impact on people’s lives, focusing on a holistic approach that includes technique, mindset, fitness, and course management.

• Offensive Expertise: Norv Turner is renowned for his exceptional understanding and innovative playcalling in NFL offenses.

• Mentorship: He has mentored prominent quarterbacks like Troy Aikman and Philip Rivers, contributing significantly to their development.

• Super Bowl Success: Turner has coached in multiple Super Bowls, notably with the Dallas Cowboys, leading to several victories.

• Calm and Detailed Approach: Known for his calm demeanor and meticulous attention to detail, he has consistently improved team offenses and maximized young talent.

• Lasting Legacy: Turner’s impact extends beyond individual success, influencing numerous coaches and players, and he remains a respected mentor and consultant in the football community.

NORV TURNER SUPER BOWL CHAMPION COACH

Parker McLachlin

SHORT GAME CHEF

• Professional Golfer and Instructor: Parker Nicholas McLachlin, born May 10, 1979, in Honolulu, Hawaii, is an American professional golfer and golf instructor who competes on the PGA Tour.

• Education: Graduated from Punahou School in 1997 and UCLA in 2002 with a degree in sociology.

• Career Beginnings: Turned professional in 2003, initially playing on mini-tours until joining the Nationwide Tour in 2006.

• PGA Tour Success: Played on the PGA Tour in 2007 and 2008, winning his first event, the Legends Reno-Tahoe Open, in 2008, which secured his tour card through 2010.

#CASUMMIT

• Extensive Experience: Todd began his golf career in 1981 and has over 40 years of experience, giving over 60,000 private lessons and working with thousands of golfers, including notable PGA and LPGA professionals.

• Impact Golf School: Founded Impact Golf School at White Deer Run in 1997, aiming to provide the most comprehensive golf instruction in the country. The school received Golf Digest’s “Editors Choice Award” for best school in 2016.

Andy Plummer Todd Sones

STACK & TILT

• Background and Birth: Andy Plummer was born on December 23, 1966, in Vanceburg, Kentucky.

• Golf Instruction Career: Along with Mike Bennett, Plummer is a renowned golf instructor who has coached PGA Tour players like Charlie Wi, Steve Elkington, and Mike Weir.

• Stack and Tilt Swing: Plummer co-developed the “Stack and Tilt” swing model, which challenges mainstream golf instruction by emphasizing keeping body weight forward and maintaining a stable shoulder turn axis.

PGA MEMBER

Trillium Rose

PGA MEMBER

• Expertise and Innovation: Trillium Rose is a certified teaching professional and Director of Instruction at Woodmont Country Club in Rockville, Maryland, known for her innovative approach and extensive knowledge in biomechanics, motor learning, and educational psychology.

• Educational Background: She holds a master’s degree in Motor Learning and Control from Columbia University, which underpins her ability to help golfers develop skills efficiently and practice effectively.

• Recognition and Awards: Consistently listed on Golf Digest’s Top 50 Teachers, LPGA’s Top 50 Teachers, and Golf Magazine’s Top 100 Teachers in America. Honored as the PGA Middle Atlantic “Teacher of the Year” in 2017.

Gabriel Hjerstedt GABE GOLF

• Early Life and Amateur Success: Born in Umeå, Sweden, Hjertstedt moved to Australia at age eleven, where he learned to play golf. He represented Sweden on the National Team, winning bronze at the 1989 European Boys’ Team Championship and gold at the 1990 Eisenhower Trophy with the lowest individual score.

• Professional Career Beginnings: Turned professional in 1990, initially competing on the PGA Tour of Australasia and Japan Golf Tour before joining the European Tour from 1993 to 1996, where he had several runner-up finishes.

About Butch Harmon

• Renowned Golf Instructor: Butch Harmon is widely regarded as one of the top golf instructors in the world. His coaching career spans several decades, and he is known for his ability to refine players’ swings and enhance their overall performance. His clients have included some of the game’s greatest players, such as Tiger Woods, Phil Mickelson, and Greg Norman.

• Family Legacy: Harmon comes from a prestigious golf family. His father, Claude Harmon, was a celebrated golf instructor and the winner of the 1948 Masters Tournament. Butch Harmon continues the family tradition of excellence in golf teaching, maintaining a high standard of instruction and mentorship.

• Successful Career: Over his career, Harmon has been instrumental in shaping the swings and careers of many professional golfers. His influence in the game has been profound, helping players achieve significant success on the PGA Tour and other major golf tours.

• Notable Achievements: One of Harmon’s most notable achievements was coaching Tiger Woods during his formative years on the PGA Tour. Under Harmon’s guidance, Woods won his first major championship, the Masters Tournament, in 1997. Harmon also helped Phil Mickelson secure his first major win at the 2004 Masters.

• Author and Media Presence: Harmon has shared his extensive knowledge through several books on golf instruction, including “The Pro: Inside the Lives of the World’s Greatest Golf Instructors” and “Butch Harmon’s Playing Lessons.” He is also a familiar face on golf television programs, where he provides analysis and instruction, further enhancing his visibility and influence in the sport.

• Golf Schools and Academies: Harmon founded the Butch Harmon Golf Schools, which offer comprehensive instruction programs at various locations, including the Butch Harmon School of Golf in Las Vegas. His schools are renowned for their personalized approach, incorporating cutting-edge techniques and technology to improve students’ games. Harmon’s teaching philosophy emphasizes a tailored approach, addressing the individual needs and strengths of each golfer.

• Harmon’s legacy in the golf world is marked by his contributions to player development, his ability to adapt to the evolving nature of the game, and his commitment to fostering excellence in golf instruction.

Keynote Speaker BUTCH HARMON

Photo

CENTENNIAL CELEBRATION

In a historic celebration, the Southern California PGA, a distinguished Section of the PGA of America, proudly marks its 100th anniversary in 2024. Since it’s establishment in 1924, the SCPGA has been an influential force in shaping Southern California’s golf landscape, which currently has 1,693 PGA Golf Professionals across 509 facilities in a vast geographic area extending from Baywood Park / Los Osos to the Mexican border and the Pacific Ocean to the Nevada and Arizona borders.

In 1924, the SCPGA’s inception was marked by the collaborative efforts of 25 charter clubs, with PGA Members actively participating in the signing and formation of the Section. On November 3rd, 1924, in Los Angeles, these visionary clubs listed officially signed the Section charter, laying the cornerstone for a century of golfing excellence. To celebrate the SCPGA’s Centennial year, our goal was to have each of our major events hosted by our original 17 active Charter Clubs.

SCPGA CHARTER CLUBS HOSTING EVENTS IN 2024

(Host

FULL LIST OF SCPGA CHARTER CLUBS

Annandale Golf Club

Belleview Country Club *

Brentwood Country Club

California Country Club

Chula Vista Country Club *

Coronado Country Club *

Flintridge Country Club *

Griffith Park

Hacienda Golf Club

Hillcrest Country Club

La Cumbre Country Club

Los Angeles Country Club

Los Cerritos Country Club *

Midwick Golf Course *

Montecito Country Club

Municipal Golf Links of Long Beach (Renamed Recreation Park Golf Course)

Oakmont Country Club

Ojai Country Club

(Renamed The Ojai Valley Inn)

Palos Verdes Golf Club

Pasadena Country Club *

Rancho Golf Course

(Renamed Rancho Park Golf Course)

San Gabriel Country Club

Victoria Club

Virginia Country Club

Wilshire Country Club

(*No longer in existence)

Hacienda Golf Club

(Host to 2024 Senior Section Championship)

Hillcrest Country Club

(Co-Host to 2024 Section Championship)

Oakmont Country Club (Host to 2024 Senior-Junior Championship)

Palos Verdes Golf Club

(Host to 2024 Pro-Club-Member Championship)

Rancho Park Golf Course

(Co-Host to 2024 Section Championship)

San Gabriel Country Club (Host to 2024 Honor’s Cup Matches)

Victoria Club

to 2024 Pro-Junior Championship)

INSTRUCTION ARTICLES FROM THE PAST

In the first section of The Book, you will see that the SCPGA Teaching and Coaching Committee has carefully selected a range of instructional articles from past editions of PGA of America magazine to create a special feature titled “Instruction Articles From The Past.”

These articles highlight prominent PGA Members and showcase the evolution of golf education over the years. By revisiting the teachings and methodologies that shaped past generations, this feature sheds light on how much the art and science of golf instruction have advanced, reflecting the continuous innovation and dedication to growth within the PGA community.

Building a Strong Foundation:

How to Kickstart Your Golf Teaching Career

Words by Jackie Riegle, PGA Director of Player Development and Marketing

Monarch Beach Golf Links

Whether you’re new to teaching or looking to refine your skills, here are some key strategies to help you build a solid foundation:

1. SHADOW AN EXPERIENCED INSTRUCTOR

Begin by observing someone who works with golfers of all skill levels. This will give you valuable insights into how to adapt your teaching methods to meet the needs of different players. Pay close attention to their communication style, the drills they use, and how they address common swing flaws.

2. BUILD A CATALOG OF DRILLS

Develop a mental or physical catalog of drills that address common swing mistakes, such as coming over the top, casting, or falling back. Having a variety of drills at your fingertips will allow you to quickly diagnose and correct issues, making you a more effective teacher.

3. SAY YES TO EVERY LESSON

Early in your career, it’s important to gain as much experience as possible. My advice is to take on every lesson opportunity but focus on 30–45-minute individual sessions. During these lessons, concentrate on just a couple of key topics. I personally focus on what I consider the foundation of the swing: grip, posture, body mechanics. This focused approach helps keep the lesson manageable for both you and the student, ensuring they leave with clear, actionable steps to improve their game.

4. IMPLEMENT A ‘GET GOLF READY’ PROGRAM

If your facility doesn’t already offer one, consider implementing a ‘Get Golf Ready’ program. This was a game-changer for me, helping me build coaching confidence and develop a smooth flow for group lessons. In a small group setting with a maximum of six students, you’ll have the chance to practice organizing lessons and managing group dynamics. Plus, there’s a significant market for beginners looking to learn the game in a fun, supportive environment, providing you with consistent revenue opportunities.

5. ATTEND SUMMITS AND NETWORK

Finally, take advantage of opportunities like the SCPGA Teaching and Coaching Summit, as well as the Player Development Summit. These events are invaluable for learning from seasoned professionals and expanding your network. Building relationships with other instructors can open doors to new opportunities and keep you inspired in your teaching journey.

Fitting Putters Through Instruction

Words by Todd Sones, PGA PGA Master Professional

GOLF

Top 100 Instructor

Most players with any experience know that it makes sense to be fitted for their irons and many are realizing the benefit of being fitted for their Driver, Fairways, and wedges. But very few are fitted to a putter. Of the players that are fitted to a putter even less are “Fitted through Instruction”. It makes no sense to not be professionally fitted to a putter when the rest of the bag only accounts for 60 % of the score. As it relates to the score the putter is the most valuable club in the bag, although most players need to hear that. Helping someone to putt better is often the lowest and easiest picked fruit to help a player put lower scores on their score card. There are two ways to fit any golf club. One is for compensation and the other is fitting based on capabilities, which doesn’t always mean correction. Regarding fitting a putter, I could even take it a step further and say there is dynamic fitting and static fitting. It takes more skill to fit statically than dynamically, and in my opinion, it should be done professionally.

In my experience I have never worked with or had a professional player tell me that they had a lot of thoughts or were conscious of what the putter head was doing regarding path or face during their stroke. Their feedback when putting well is usually something in the lines of “I was seeing the line today” or “my mind was clear and I was trusting my stroke”, etc.

Because of those experiences, when I see a problem in a player’s putting stroke, I try to trace it back to their set-up. I like to say natural beats unnatural under pressure. The way a player sets up to the ball will have a natural influence on their putting stroke. If you try to alter the players putting stroke without changing the variables in their set-up that are causing or at least influencing the problem in the stroke, you will leave the player thinking about the mechanics of their stroke instead of leaving them with a clear mind able to focus on the hole and the line to it. If you can improve a player’s putting stroke by changing their set-up and routine in the way they address the ball you can often leave their mind clear of clutter, so they are able to focus on the line and the distance to the hole.

The putter connects the player to the ball and therefore has the greatest influence on the player’s set up. The length of the putter influences 3 variables: the forward tilt including a player’s posture, the elbow and arm position, and the distance to the ball.

When a putter is too long for a player, the player will have to set-up too upright, or tilt properly but compensate by having the arms jammed or stuck too high into the body or stand further from the ball. When a putter is too short, the player will have to compensate by tilting too forward causing them to be top heavy, or straighten their arms, or stand too close to the ball.

PHOTO: Putter too short: Player over bent at the hips

PHOTO: Putter length correct: Player tilted forward from the hips so that the eyes come to rest over the inside edge of the ball. Hands align under the shoulders with a slight elbow flex. Hips over the heels so that the shoulders clear the knee line.

My approach to fitting for length is to first get the player in the desired set-up and then use the tri-fit tool to measure them for the length of putter that matches the set-up and connects them to the ball, which encourages the proper natural stroke. The next variable in fitting putters is swing-weight. Most players don’t understand how the swing

weight influences their tempo as well as their change in direction during the transition from back to forward stroke. When a player grips down on their putter, cuts a putter down, adds length to the putter, or even buys a putter that has not been weighted properly from the manufacturer (which is very common) they can lose feel of the putter head during their stroke, which can negatively affect their distance control. If you shorten a putter 1” the putter loses 6 swing-weights. In the same way if you add 1” of length you will gain 6 swing-weights. Six swing-weights is equivalent to 12-grams of weight. Being able to alter the gram weight of the putter head is essential to putter fitting.

After fitting the player for the length of the putter based on the desired set-up and adjusting the gram weight based on the length of the putter and the players tempo, lie angle would be the next variable. There are 3 major influences on the lie angle of the putter. The first and most common would be length. When a putter is too long for a player the putter will often appear to be to upright. The solution may be to shorten the putter versus flattening the putter. The other two variables that influence lie angle would be grip placement in the hands, as well as hip position in relation to the heels. If a player grips the putter higher in the palms (Steve Stricker) or more in the fingers (Tiger Woods) that will affect the sitting lie angle. Players that tend to stand too close to the ball normally create some room for their arms by sitting back on their heels. That will also affect the lie angle. All the variables should be determined before the lie angle is altered.

Once length, gram weight and lie angle are determined, loft is often looked at. In my opinion I don’t like to alter the loft of the putter. When the loft of the putter is changed in a loft and lie machine the face attitude is also changed. When you add loft to the putter because it is being bent at the hosel or shaft the face is being closed, conversely when you decrease the loft the face is being opened.

After the specifications of length, gram weight, lie and loft are determined I work with the player on their grip choice. I like to identify the player’s preferred feel first, which includes the size, shape, and texture of the grip. More experienced players will most likely have a more defined opinion than less experienced players. When I see a player that does not have great control of the hands and wrist during the stroke I do often yield to a larger grip. Keep in mind the effect of the gram weight of the grip and its influence on swing-weight. Heavier grips decrease swing weight while lighter grips can increase swingweight.

The last step is choosing the model of the putter. I could write a book on choosing the putter model. There are so many options available: shape, face balance, toe hang, alignment aids, clean top lines, etc. To me a player’s eye appeal is the most important factor. Many players have beliefs and dispositions that I think are very important. If a player doesn’t like the look or design of a putter, it won’t give them confidence and I don’t believe they will perform well with it. I always try to put a putter in a player’s hands that they feel good about, so that it creates a confident stroke.

Feel vs Real

Words by Randy Chang, PGA

California Teaching Hall of Fame Member

We’ve all heard the phrase “Feel vs Real” and understand how much disparity there can be between the two. As instructors our challenge is conveying to our students the difference between what they feel and what they are really doing during the swing. And then creating a feel for the correct movements. The typical golfer struggles with interpreting what they hear or are told to do, and then getting a feel for the change. We have multiple teaching aids and drills to help with this challenge.

One problem with establishing the desired feel for your student is that it’s often only temporary. And it usually needs to be exaggerated a little more each day to enhance the new pattern or movement, until a change becomes repeatable. When you ask tour players how long a good feel lasts, we comically get answers from one hole to maybe a few rounds!

For players of all skill levels, the challenge when making a swing change or introducing a new physical movement, is that it feels uncomfortable or unnatural. When something feels uncomfortable or unnatural, the normal response is an increase in tension in your hands and throughout the body. Clearly this will impede progress and lead to undesirable ball striking.

A classic example of students struggling with feel vs real comes from the common swing thought of “keeping your head down” until after you hit the golf ball. First, you cannot see the ball coming off the clubface when it’s struck, so you either feel or hear the strike. It only takes two tenths of a second for your brain to receive and compute the information, so by the time you realize the club contacted the ball, the clubhead is already hip high in your follow through. So, the feel of keeping the head down creates multiple real problems, from stalling rotation to the dreaded chicken wing finish. Not to mention the possible neck and back injuries.

At the Complete Golf Performance Center, we combat this issue using technology.

High speed video, launch monitors and the 3D K-vest program are some of the tools we use to take an MRI of your golf swing. Utilizing technology to help communicate to your student the difference between

what they feel and what is real accelerates the learning process tenfold. When your student realizes that the uncomfortable and unnatural feel is the right thing to do, suddenly, the brain accepts and proceeds to turn those feelings into reality.

The Neck & Eyes In The Backswing

words by Gina Umeck, PGA Director of Instruction

Wilshire Country Club

As teachers, we are always searching for “the one thing that improves 5 things.” The task of keeping things simple isn’t easy when time and attention are scarce, and long-term swing projects are unpopular. Our ability to impact the most movements with the fewest words is our stock in trade.

These two pictures—one lesson apart—reveal differences among many segments: hip and shoulder turn, knee motion, spine motion, and wrist conditions. However, there was just one piece of advice given to yield the changes.

Decades ago, Mac O’Grady described the critical role of the eyes and neck in the swing, which Andy Plummer and Dr. Robert Bush later defined. In the left picture, the golfer’s idea of what to do stemmed from keeping both eyes on the ball (binocular vision) throughout the backswing. This precluded the neck from turning to the right and tilting to the left, even though the rest of the spine is indeed doing this. Said differently, the upper spine is performing opposite motions than the mid- and lower spine are. The result is a truncated backswing—not because the golfer isn’t flexible enough, but because his joints haven’t been given the correct mechanical assignment.

The single change here was to “make the left eye lower than the right” by the top of the backswing. Human visual systems are well-equipped to see the ball without binocular vision—and we reap countless benefits from this neck tilt, as seen in the right-side picture. The added joint health benefit is that the upper spine works in concert with the rest of the vertebral column and not against it: there is no twisting of the upper spine segments against the lower.

Dustin Johnson exhibits possibly the greatest amount of neck participation in the backswing, such that his eyes seem to be looking at the downthe-line camera by P4 (top of backswing). What allows him to see the ball is called the vestibuloocular reflex (VOR), a feature of our eyes that moves them side to side in their sockets to keep central focus on a specific point (the ball) when we do not employ binocular vision. Unsurprisingly, Dustin achieves among the largest body turns in the game.

The benefits of increased mobility and potential power are evident here and come in very handy among players with limited spine motion. The neck is the most mobile part of the spine, and we have good reason to use it. Try a neck tilt cue the next time you encounter a “short” backswing.

BEYOND THE SWING: A HOLISTIC APPROACH TO JUNIOR GOLF DEVELOPMENT

words by Blake Jirges, PGA Director of Player Development, Coto de Caza Golf Club California Teaching & Coaching Hall of Fame Member

When I was 13 years old, I had a dream of playing professional golf and to compete at an elite level. My friends and I would spend hours on the course, playing games, challenging each other, and sharing the joy of the sport. When it came to getting coaching, my experience was different. I would see a great PGA Golf Instructor for thirty

minutes twice a month and work diligently on my swing. Between those sessions I thought I was improving, but the reality was that I had no idea what I was doing. My parents weren’t golfers and didn’t know much about the sport, leaving me to navigate this journey alone. It was challenging not knowing how to reach the levels I aspired to.

By the time I turned 17, my passion for golf had shifted towards teaching. I realized that my playing career might not pan out the way that I’d hoped, and I wasn’t sure what college would bring. But I knew two things for certain: I loved golf, and I loved teaching. The idea of combining those two passions fueled my desire to become a PGA Golf Professional. I officially achieved that goal in 2015, but my journey didn’t stop there. My mission became clear: I wanted to change the experience for junior golfers by creating an environment that was fundamentally different from what I had experienced.

As a coach, I wanted to ensure that my junior golfers had a clear game plan tailored to their specific goals. I made it a priority to align myself with what they wanted to achieve, whether it was just having fun or aiming for elite levels of play. Sometimes we would have conversations that might change their own pathway by encouraging them. I also recognized the importance of educating parents. Golf can be a complex sport to understand, especially for those who are not deeply involved. Unlike other sports like soccer or basketball, golf can be a mystery to many parents. They may not know how rankings work, what tournaments to enter, or even where to start for getting proper coaching.

My role as a PGA professional extends beyond the golfer—I am here to guide and inform the parents and families as well. Communication with my students is the foundation of my approach. I believe that to truly help a junior golfer develop, an instructor must ask the right questions and continue asking them as the student grows both with age and skill. Goals often change, and it is essential to keep in touch with what the golfer wants to achieve at each stage of their development. When I look back at my own junior golf days, I wish someone had asked me about my goals. I wanted to play collegiately and professionally, but no one inquired about my aspirations. I had to navigate that journey on my own, which was tough as a teenager. Now, as a coach, I make it a point to regularly ask my students about their goals and dreams.

Communication with parents is another critical aspect of my philosophy for students to succeed. Parents often have their own goals for their child, which might not always align with the child’s desires. Sometimes they haven’t given any thought to this at all. As a coach, it is my job to ensure that the player, parent, and myself are all on the same page. This requires ongoing communication and a commitment from all parties involved. I often provide parents with frequently asked questions to help them navigate the complex world of junior golf.

As a PGA professional, you are the Chief Operating Officer (COO) for your students’ development. The child is the Chief Executive Officer (CEO) in charge of their journey and making decisions about what goals they want to achieve. The parent is the Chief Financial Officer (CFO), providing expenses for equipment, tournaments, coaching, practice fees, etc. These roles need to be clearly defined from an early stage. As the coach, you are responsible for giving this guidance to the students and parents. It helps to provide a comprehensive development plan for your students, one that includes all aspects of the game including short game, putting, ball control, tournament play, mental toughness, course management, and so many other components. All of these skills are crucial to a junior golfer’s success.

I believe that with clear communication and a comprehensive approach, we can ensure that our junior golfers not only improve but also understand their pathway. Parents trust us to guide their child’s future in golf. With that trust comes the responsibility to communicate effectively, authentically, and honestly. As PGA professionals, it is our responsibility to offer more than just swing instruction. We need to be mentors, leaders, and a positive force in these players’ lives and development.

THE IMPORTANCE OF CONTROLLING THE LOW POINT IN YOUR STUDENT’S GOLF SWING

words by Shawn Cox, PGA Director of Golf, Sharon Heights Golf and Country Club

Photo Courtesy

Golf is a game of precision, and understanding the intricacies of the golf swing is essential for consistency and success. Traditionally, golfers have focused on face and path as key elements to control the direction and flight of the ball. However, as our understanding of the golf swing evolves—viewing it in a more comprehensive, three-dimensional model—the importance of controlling the low point of the swing emerges as a fundamental aspect of quality ball striking.

The low point of the golf swing is the point in the swing arc where the club reaches its lowest position before moving upwards again. It plays a crucial role in determining the quality of contact between the club and the ball. If the low point is too far behind the ball, the club will hit the ground first, resulting in a fat shot. The club could also catch the ball on the upward arc and hit it thin, or even miss it completely with beginners. Conversely, if the low point is too far forward, the player risks thinning the ball or even missing it altogether. We don’t see it too far forward with very many of our students.

When a golfer can control the low point with precision, they ensure that the ball is struck cleanly, maximizing energy transfer and optimizing ball flight. This control is influenced by several factors, including weight distribution, posture, and the timing of the release of the hands. Understanding and mastering these elements in a 3D model allows golfers to fine-tune their swing for various lies and conditions, leading to greater consistency and lower scores.

For a ball hit off the ground, I have found obtaining solid contact with a good low point requires that the middle of the lead shoulder, or the armpit, is in line with the lead foot at impact. And generally, when a person’s low point is not forward enough, the middle of their lead shoulder is behind the lead foot at impact. See the photos for examples of a correct impact position versus the hands too far back at impact. Note where the middle of the shoulder is with each player.

The person with a low point not enough forward struggles with a ball that goes left due to the face being closed before impact. This can also lead

to a lack of arm extension after impact with a separation of the elbows. Could such a chicken wing swing flaw actually be from a low point not far enough in front of the ball? We all have an order of identifying and fixing swing flaws, and low point has been a top priority in my teaching process for years.

I will never forget that most of the top force-plate instructors will tell you that amateurs are later shifting their weight and pressure to the lead side in transition than Professionals. This is being measured and quantified with available technology. Remember that Ben Hogan knew this before technology when he was quoted, “The difference between amateurs and professionals is, amateurs start their downswings with their upper bodies and professionals start their downswings with their lower bodies.”

Incorporating the concept of low-point control into your student’s practice routine will not only improve their ball striking but also enhance their overall understanding of the swing mechanics. As the game continues to evolve, recognizing the importance of this fundamental could be the key to unlocking new levels of performance on the course.

CALIFORNIA BLIND, ADAPTIVE & DISABLED GOLF PROGRAM: 32 YEARS OF CHANGING LIVES THROUGH GOLF

words by Bob Kotowski, PGA

This year, the California Blind, Adaptive & Disabled Golf Program celebrates 32 years of bringing the joy of golf to individuals with disabilities on California’s Central Coast. What started as an idea between Howard Shaw and me in 1992 has grown into something truly special. With the help of the Santa Maria Lions Club, a dedicated team of volunteers, and support from golf legends Tom Addis, Joe Grohman, and Ed Winiecki, our program has touched countless lives through the game we love.

Our mission has always been simple: to introduce blind, adaptive, and disabled individuals to golf and give them the opportunity to experience the game’s life-changing benefits. We host free clinics, training sessions, and provide access to

golf facilities to help participants build their skills, improve their play, and most importantly, enjoy the game. From players to coaches to caddies, everyone involved becomes part of a supportive, inclusive community.

One of the most exciting milestones for our program is the development of the Bob Kotowski Adaptive Golf Training Center at Rancho San Marcos in Santa Ynez, California. This new facility will be a place where people facing a wide variety of physical challenges can come together to practice, learn, and play golf in an environment that’s welcoming and inclusive. Our goal is for the center to serve as a gathering place—a mecca—where adaptive golfers can work on their game alongside mainstream golfers and enjoy a shared experience.

For me, this journey started back in 1986 when I became the Director of Instruction at Marshalia Ranch Golf Course on Vandenberg Air Force Base. I held clinics for enlisted and retired personnel, many of whom had injuries and limitations. We worked together to adapt the game to their needs, and I was deeply inspired by their perseverance and spirit. But it wasn’t until Howard Shaw, a former high school teacher of mine who had been completely blind for 20 years, came to me and asked if I’d teach him golf, that I truly began to understand what adaptive golf could be.

The challenge of teaching Howard—a man with no prior golf experience—how to play purely by feel was transformative. We had to look at the game differently, and in the process, I learned so much about commitment, adaptability, and resilience. Howard went on to become an accomplished blind golfer, founding the California Blind and Disabled Golf Association, and together, we co-chaired events and tournaments for over 35 years.

Our program has always been about more than just golf—it’s about community, camaraderie, and the incredible stories of the individuals we work with. Today, adaptive golf has grown into a global movement with hundreds of programs and events worldwide, including the United States Adaptive Golf Open. And while we’ve come a long way, there’s still so much more we can do.

At the heart of our program is the belief that no one should be left out. There are no fees for instruction, clinics, or equipment. We do everything we can to subsidize the expenses involved for our participants, covering costs like transportation, lodging, and meals. Our goal is to remove as many barriers as possible so that anyone who wants to play can do so.

If you’re reading this, I invite you to get involved in any way you can—whether it’s mentoring, supporting clinics, teaching, donating, or simply embracing the spirit of what we’re trying to accomplish. We’re all in this together, and it’s through your generosity and participation that we’re able to continue this work.

The development of the Bob Kotowski Adaptive Golf Training Center is an exciting new chapter for us, but it’s just the beginning. We will continue to host events and competitions, challenging participants and celebrating the game we all love. Golf has a unique way of bringing people together, and I’m proud to be part of a program that makes the game accessible to all, regardless of their challenges.

Thank you for your support, and I look forward to seeing you out on the course.

California Teaching & Coaching Hall of Fame

2017 Inaugural Induction

Bob Harrison Sr., Alan Ochiai, Jamie Mulligan, Tim Miskell, Randy Chang, Eddie Merrins, Dr. Alison Curdt, Carrie Jena, Eric Horve, Brady Riggs, Zach Allen, Glenn Deck, Gregg McHatton, Marc Minier, Kip Puterbaugh, John Mason, Don Parsons, Roger Gunn, Larry Brotherton, Jim Petralia, Derek Hardy

2018 Induction

Bob Madsen, Kevin Hanssen

2019 Induction

Billy McKinney, Ross Kroeker

2020 Induction

Tasha Bohlig

2021 Induction

Matt Flenniken

2022 Induction

Rick Sessinghaus & Keith Lyford

2023 Induction

Blake Jirges & Will Robins

California Teaching & Coaching Hall of Fame 2024 Inductees

Josh Alpert, PGA

Philip Dawson Jr., PGA

COACHING THE HOLISTIC GOLFER: Elevating Performance Through A Comprehensive Approach

Words by Philip Dawson Jr., PGA

2023 Northern California PGA Teacher of the Year

2024 California PGA Teaching & Coaching Hall of Fame Inductee

With over 30 years of experience as a golfer and 15 years dedicated to teaching, I have come to believe that optimizing human performance in golf requires a holistic approach. This philosophy goes beyond simply refining technique; it involves addressing all aspects of a player’s development to ensure they reach their full potential.

Photo

My own journey from player to coach was shaped by invaluable advice from my mentor, Laird Small of Pebble Beach Golf Academy. His guidance has become the cornerstone of my teaching philosophy, and I revisit his three key principles every day:

1- CONSISTENCY IN PASSION AND DELIVERY:

Approach the last lesson of the day with the same enthusiasm and care as the first, ensuring that every student receives your best.

2- CLARITY AND CONSISTENCY IN INSTRUCTION:

Maintain a steady and clear message in your teaching, ensuring that your students can build on a solid foundation.

3- STUDENT-CENTERED COACHING:

Always remember that it’s the student’s time— focus on providing the service they need to achieve their goals.

These principles have guided me to prioritize my students’ needs, leading me to adopt a holistic coaching philosophy. This approach is rooted in a model I learned from Dr. Glen Albaugh, the sports psychologist who supported me during my playing career. He introduced me to the “Success Roadmap” for coaching, which highlights the various skills a golfer must develop to maximize performance.

Teaching with a holistic mindset not only helps students improve daily but also fosters longterm relationships, creates repeat business, and promotes a positive learning environment. While the specifics may vary for each teacher and player, the key components of this approach include:

1-REPEATABLE TECHNIQUE: Helping each player develop a reliable method to consistently deliver the ball to the target area.

2- FITNESS AND NUTRITION:

Focusing on the student’s overall health, fitness, hydration, and nutrition to enhance their physical capabilities.

3- SPORTS PSYCHOLOGY AND MENTAL HEALTH:

Optimizing the student’s mental performance, engagement, practice strategies, and self-image.

4- PROPERLY FITTED EQUIPMENT:

Ensuring students use equipment that complements their swing and stroke, thereby boosting consistency and performance.

5- MENTORSHIP:

Serving as a trusted advisor and friend, creating a safe and supportive environment where students can thrive.

6- COLLEGE RECRUITING:

Guiding students through the complexities of college recruiting, including marketing strategies, tournament planning, and coach interactions.

Over the past 15 years, I have pursued certifications and self-education in these areas to provide the highest level of service to my students. Recognizing the importance of expert knowledge, I have also built a network of specialists to support my students when my expertise alone isn’t enough. By offering a holistic plan, I cultivate long-lasting professional and spiritual relationships, inspire success, and foster a thriving culture around my coaching. It has been an honor to assist others in the game I love. My hope is that this article inspires fellow professionals to embrace a holistic approach, leading to their own success and helping their students enjoy the game more while reaching for their dreams.

“THE IMPACT OF INTENTION” WORKING WITH BEGINNERS AND HIGHER HANDICAP PLAYERS

words by Josh Alpert, PGA

Good Swings Happen / Precision Golf Centers

FlowCode Golf Academy

2024 California Teaching & Coaching Hall of Fame Inductee

I have been teaching the game of golf to players of all skill levels for over 20 years. The “full swing lesson” typically given on a driving range setting (or in my case on an indoor simulator) is the most asked for lesson format. I’m often asked what I see that limits a person’s ability to play better golf and shoot lower scores, but also enjoy the experience of playing the game. Clearly there is a healthy (or not so healthy) list of physical and technical flaws we see in players that cause them to hit poor shots. Grip, stance, posture, plane, path, and clubface are just some of the things we focus on to help our players develop good habits and become technically sound.

But one of the key ingredients to a successful swing recipe doesn’t have to do with a set up or physical position at all. It has everything to do with what the player intends to do with the golf club they are holding in their hands.

I ask the following question to new students before they begin taking golf lessons with me:

“Which of these two statements statement best describes you?”

A - I am trying to hit the ball

B - I am trying to swing through the ball to the other end of my golf swing

For most people, the answer is A, that they are trying to hit the ball. That is in fact their intention. Let’s think about the implications of this for a second. The act of trying to hit a ball causes many players to “focus on and brace for the moment of impact”, thus tensing up and disrupting the fluid, natural rotation of the club. This disruption can lead to a few not so wonderful outcomes. It certainly encourages all things “block and slice”, perhaps ironically causes the club to slow down and maybe the most important negative of them all, it physically hurts. Hitting the ground a few times with tightness and rigidity makes topping the dang thing sound not so bad. Tension is the killer of all things during a golf swing. It is my opinion that the intention to hit the ball (and hit it too hard) is a lead cause for many of the problems that we see beginners and high handicappers face.

The following is a swing awareness drill that I will do with a new student who is a beginning player or high handicapper (although quite frankly the concept is extremely important with elite players as well) to get them to feel what it is to swing the club vs. hit the ball.

I like to have players make practice swings with the complete and intentional focus of being fluid, in motion, and free of tension. Simply feeling the club swing back and forth, allowing the weight of the club to swing until the player ends in a balanced finish position. I will often snap my fingers in tempo to accompany the motion or say “1” as the club swings back, “2” as the club swings forward, “3” as it swings back again and “4” to a full follow through and finish position. I use the vocals to encourage a continuous back and forth motion, so the player has a cadence to follow (like the role of a song for someone who is learning to dance). What is the focus of these practice swings? Simply to swing back and forth in rhythm with tempo and balance. Without a ball in the equation players do quite well at this “simple task”.

But then there is the matter of the golf ball. When we introduce the ball into the equation there is often a shift of intention, and the ball itself

becomes the target and focus. My ask is that the player is aware of whether they maintained the same focus swinging the club through the ball to a balanced finish position (same as the practice swing), or whether the presence of the golf ball distracted them. This drill (or game if you will), has nothing to do with the outcome of the shot, but rather the awareness of whether the player felt the same fluid motion in the swing with the ball as they did in the preceding practice swing without it.

In this regard, the result of the actual shot itself is a distraction. The game here is to have the player self-assess the motion they are making. Was it a swing or was it a hit? Was it fluid or was it tense and jerky? Was it balanced and comfortable or unstable and tight? My ask of the instructor in this scenario is to let go of the evaluation of the result of the golf ball as the number one criterion for good shot vs. bad shot. Instead, teach players awareness of and focus upon what it feels like to swing a golf club in ways that are comfortable, consistent and balanced.

As our players can care less about the actual ball and impending result and simply focus on making rhythmic and balanced swings through the ball (literally as if it was in the way), then we are well on our way. Combine this swing awareness with the sound technical aspects we all know are important and we can make a greater impact leading our players toward better golf shots, lower scores, and a greater experience practicing and playing the game.

COMMON MISTAKES STUDENTS (AND EVEN INSTRUCTORS) MAKE WHEN BREAKING HABITS

words by Trillium Rose, PGA, LPGA, MA Director of Instruction

Woodmont Country Club

We always see students who come to us for help with their golf game. It usually means they want to hit the ball more solidly and on target. For most players (not all, but most), there are technical issues in the golf swing that need adjusting, and it’s during those times that I often see students struggle and even fail.

I will use the example of a student who has been playing golf for about ten years and shoots in the low 90’s on a bad day and in the low 80’s on a good day. The middle of the bell curve as far as students go. Let’s call him Sam. We can assume that Sam has a routine swing that for the most

part works. He’s seen rounds where the ball goes where he wants, but it may not be the ball flight he desires or the distance he thinks he should hit it. However, with the right guidance and practice, Sam has the potential to improve his game significantly. Suppose Sam is hitting the ball on the toe with weak slices. He’s early extending and swinging over the top. Nothing you aren’t familiar with seeing and fixing since it’s almost a nationwide golf swing issue. He comes to you because he doesn’t know why he’s slicing and has no idea he’s consistently hitting it on the toe. The first step in this lesson is to show Sam what’s going on with whatever you use as an instructor (video, descriptions, demonstrations, 3D, pressure plates, etc.). As the instructor, you play a crucial role in diagnosing his tendency. This is a step that most golf instructors are very, very good at doing, and it’s a testament to your expertise and experience.

Thanks to your excellent diagnostic skills, Sam now understands what he’s doing that’s causing weak slices. It’s not until the next stage where most students struggle… and it’s very avoidable. By the scientific definition of learning, one hasn’t learned something unless it’s repeatable in various environments and pressures. Learning takes time and repetition for the neurological processes to occur. Most often, in a one-hour lesson, we can see changes in a student’s swing, but those changes aren’t permanent or repeatable. The student is merely performing something different. The degree to which they can create the change or feel a move you want them to make is more about their athletic ability to perform it, but they haven’t learned it within that hour. So here is the first key: Don’t mistake being able to execute the move for having learned the move. In a lesson, your student may be able to do it, but that doesn’t mean he is fixed and can then take this to the course to see if it works. It likely won’t work. Sam needs to practice this new move until it becomes more honed in and less work to think about.

Why is this? During a lesson, the student is in the first phase of learning, which requires the executive command center to be highly active. They are “thinking” about the move and using all kinds of modalities to feel a change, such as a training aid or a drill. This first stage of learning can be something anyone goes through, even a Tour player. It’s just part of learning and takes time to turn that movement from a “performance” to a “habit.” Before I go on, I’ll mention another common issue I see at this point in a lesson. The student says he doesn’t want to think about his actions because it “messes up his swing.” I can see where he’s coming from because thinking is highly disruptive to an automatic move or motor program that’s been “grooved”. The problem with this student’s perspective is key number two: If you don’t think, at least initially, about the change you’re trying to make, you can’t expect a change. Thinking about the adjustment is, at least initially, a requirement. In this phase, we must decide how much this

student is willing to work and how tolerant of uncomfortable feelings they are. Some players may feel better off keeping things as they are and working on something else. At least then, we will both feel less frustrated from the get-go. Back to Sam, who wants to change and knows he’s early extending and hitting the toe: The real bulk of learning happens when he can begin to feel, not just understand cognitively, but feel the mistake and start to associate a different pattern instead. Key number three: Students must understand the change they want to make by feeling the difference between the good and bad moves. It’s our job as instructors to facilitate this learning by creating a learning environment for them to help feel the difference. Every student is different and may respond in their own way to training aids, drills, concepts, tasks, and lies. We manage this to help Sam get a feel for the early extension and his overthe-top move. Since he’s got both, what is the first thing you would do to help him start the change so he can practice on his own, and that would positively influence other things in the swing? The beauty of our business is that there are more than a few good answers, as long as the student can continue practicing after the lesson is over and is clear on what that practice should feel like.

In summary, three big keys to successfully facilitating a motor pattern change are: Recognizing the difference between merely performing the change and having learned the change. If you’re doing it correctly in the first lesson, you are performing the proper move but haven’t learned it yet. That takes a lot more repetition and time.

If you’re looking to change, you must do at least some thinking initially to create a new intention or plan that will override the old movement. Yes, it’s disruptive and possibly uncomfortable, but it’s just part of the process.

Knowing what you’re supposed to do is a start, but feeling the difference between good and bad is critical, because then you’ll be able to practice independently.

ARE YOU GIVING GOOD GOLF LESSONS?

words by Bill Hulbert, PGA SCPGA Past President - 2017 SCPGA Hall of Fame

I recently was at a driving range hitting balls and had a visual on an experienced instructor giving a lesson to two women. What stood out was that throughout the entire lesson the teacher stood ten feet away and never once moved a student, demonstrated any moves, or provided any up-close feedback. I was surprised but it got me thinking about what constitutes a GOOD lesson, one where the student has a positive experience and leaves with an understanding of how to make appropriate swing changes.

Maybe more important than technical knowledge is the ability to communicate and interact with a student in a way that is both enjoyable and effective. We have all developed or are developing a style of teaching that hopefully evolves over time. And we should be revaluating our process every year to make sure that we are providing quality instruction that meets the needs of our students. Here are some areas to consider as you answer the title question.

PROFESSIONALISM. Are you well dressed and presenting a professional appearance? Are you on time? Do you spend time on the phone during a lesson? Are you friendly in greeting the student by name? Is your lesson area clean and well organized?

KNOW YOUR STUDENT. Please see the 2023 BOOK for an article on a thorough pre-lesson interview. It’s imperative that you learn background on a new student and get updates on a returning student. Ask questions!

FLEXIBILITY. Clearly each student and each lesson are different. While your swing philosophies may remain constant the applications must adapt to what the student is capable of.

ATTITUDE. A positive and enthusiastic approach is worth its weight in gold. If your students are having fun as they improve, they will keep coming back.

EDUCATION. As you begin to make corrections, give an overview of the why and how. Why is the ball doing this? What needs to change? How do we change the pattern? Demonstrate! Move the student. Use teaching aids. Use video. Use numbers. Figure out how each student best processes information to make the change. Provide the student the tools to get better.

ENCOURAGE. This is very important and necessary to keep a student relaxed. We know how frustrating golf can be, but even more so for someone struggling to make swing changes. Some people may be embarrassed as well, so pay attention and coach them through it.

RECAPPING THE LESSON. End each lesson on a positive note and go over the suggested changes and how to accomplish them. Suggest drills and a practice routine. Ask for questions. Thank the student!

CONCLUSION. So much these days is about the science of golf, but there is an art to being a great teacher. Become a better artist and your teaching will improve. And your students will appreciate you more.

MAXIMIZING GOLF PRACTICE:

A Guide for Coaches to Help Their Students

1. SET CLEAR GOALS:

Words by Dr. Alison Curdt, PsyD, PGA, LPGA

PGA Master Professional

Wood Ranch Golf Club

California Teaching & Coaching Hall of Fame Member

You hear it all the time: practice makes perfect, or is it perfect practice makes perfect? Either way, the main way to get better at this game we play is to practice. Whether a beginner or a seasoned amateur, improving requires dedicated practice sessions. Rather than spending countless hours beating balls, effective practice takes less time and improves skills faster and more efficiently. Golf is a sport that demands practice, patience, and precision and here we’ll explore effective strategies to make golf practice work better for your students, helping them elevate their game and enjoy the journey to mastery. Consider giving these practice guidelines to your players.

Before stepping onto the driving range or practice green, it’s essential to establish specific goals for your practice session. Whether it’s improving your putting accuracy, refining your swing mechanics, or mastering a particular club, clarity in your objectives will guide your practice efforts and keep you focused. Do you find yourself “working up through your bag from wedge to driver?” This isn’t specific enough for improvement. What tasks are you trying to accomplish? Establish your goal for the session. Examples include improving centeredness of contact, fine-tuning shot accuracy, or enhancing distance control with off-speed wedges. If you are working on a specific move in your swing technique, stay true to the single feel or swing thought you’re trying to enhance. I say single because working on too many things at once will flood your brain’s system to learn.

2. PRACTICE WITH PURPOSE:

Mindless repetition won’t lead to significant improvements. Instead, focus on deliberate practice, which involves concentrated effort and attention to specific aspects of your game. Break down your practice routine into manageable segments, targeting different areas such as driving, iron play, chipping, and putting. Work on one skill at a time, incorporating feedback from coaches or using training aids to enhance your learning. Are you listening to music or checking email and social media while practicing? Eliminate these distractions. You’ll be more attuned to what you are trying to do without overloading your brain with distractions.

3. CHECK ON FUNDAMENTALS:

Solid fundamentals form the foundation of a successful golf game. Spend time honing your grip, stance, posture, and alignment during practice sessions. These fundamental elements directly influence your ball striking consistency and accuracy. If you’re striking balls too quickly and not considering how you are set up, you could be making mindless errors that are interrupting your progress. Consider investing in lessons with a qualified instructor to ensure you’re developing proper technique from the outset.

4. DEVELOP A PRE-SHOT ROUTINE:

Consistency and reliability are key in golf, and a pre-shot routine can help you achieve it. Establishing a consistent routine before each shot instills confidence and promotes a calm, focused mindset. Your pre-shot routine should include selecting the appropriate club, visualizing the shot, addressing the ball with proper alignment, and executing your swing with rhythm and tempo. Practicing your pre-shot routine during practice sessions will help ingrain it into your game on the course. Practice like you wish to play.

5. INCORPORATE GAME-LIKE SCENARIOS:

Golf isn’t just about hitting balls on the range; it’s about scoring on the course. To bridge the gap between practice and play, simulate game-like scenarios during your practice sessions. Once you feel like your technical work is complete, create challenges such as hitting to specific targets, practicing different lies, or playing simulated holes on the driving range. Tie in a points system with rewards and consequences to simulate pressure-like scenarios. This approach not only adds variety to your practice but also helps develop your decision-making skills under pressure.

7. TRACK YOUR PROGRESS:

Monitoring your improvement over time is crucial for staying motivated and identifying areas for further development. Keep a practice journal or utilize technology such as swing analysis apps or launch monitors to track your performance metrics. Document your practice goals, achievements, and areas needing improvement to inform future practice sessions effectively. This record keeping also helps keep you realistic about the process of improvement, and gives you feedback on if you are completing enough practice, the right way, to accomplish your goals.

Effective golf practice requires intentionality, commitment, and a structured approach. Working yourself through a bucket of balls just won’t cut it on the road to success. By setting clear goals, practicing with purpose, and focusing on fundamentals, amateur golfers can make significant strides in their game. Incorporating game-like scenarios, emphasizing the short game, and tracking progress are essential elements for maximizing the effectiveness of practice sessions. Remember, improvement takes time and dedication, but with consistent effort and the right mindset, you can unlock your potential and enjoy greater success on the golf course.

Leading Players to Success: Coaching Beyond the Swing

words by Brandon Bittner, PGA Associate Rick Smith Golf Academy at Trump National Golf Club Los Angeles

The Role of a Coach in Modern Golf Instruction

Many players can see both the start and finish lines of their golfing journey but become stressed and anxious because they don’t know how to navigate the obstacles along the way. If not careful, a golfer can easily miss out on learning key concepts that go beyond swing instruction that can equip them with the experience to handle those obstacles.

So, in a sport that’s already stressful and intimidating for many, we as coaches must be the leaders, responsible for guiding our players on the journey to their best golf.

In a team, who is the leader—the coach or the athlete? Clearly it is the coach. But that dynamic can shift in golf, because the player is paying for their coaching. This may lead to prioritizing their immediate desires over their true long-term needs.

As coaches we know golf is a game that requires more than just technical ability; it demands strategy, mental toughness, and self-awareness. The traditional model of swing instruction, while essential, is only one piece of the pie. To be the best coach for your players, you should engage in their total development, help them set and achieve meaningful goals, and ultimately give them the tools to be their own coach on the course and take ownership of their game.

To help ensure those results I recommend a simple 5-step process to help you consistently target and organize a player’s most immediate need to get them closer to achieving their goal. I encourage you to make it your own and go even deeper to show current and potential new clients the value you bring as a coach!

Step 1 - Comprehensive Swing/Game Assessment

Every coaching relationship should begin with a thorough assessment, whether it be a swing analysis or an on-course game evaluation. This is where you can lay the groundwork for a Personalized Game Improvement Plan.

Understanding a player’s tendencies, mental approach, and areas for growth are critical to setting them up for success. But most importantly this is a great opportunity to learn more about the client as a person as well as help them to establish both short-term & long-term goals

Step 2 - Establishing Goals & A Coaching Program

Once the assessment is complete, it’s essential to sit down with the player and establish clear, realistic, & attainable goals, as well as choose the right program and quantity of coaching sessions. Whether the goal is to lower their handicap, improve short game consistency, or simply enjoy the game more, these objectives will dictate the direction of our sessions.

As coaches, it’s our job to help the player identify aspirations which work in harmony with how often they’re able to practice, play, and want to meet for coaching. You should be guaranteeing results for your players. So, if a player’s goals don’t align with their practice and play habits it’s up to the coach to either:

1 - hold the player accountable to the practice habits that align with their original goal

2 - set realistic expectations and new goals that can be achieved with their current practice habits.

Setting tangible, measurable goals not only gives structure to the sessions but also provides motivation and clarity for both coach and player.

Step 3 - Planning & Executing A Personalized Game Improvement Program

It’s crucial to lay out the first 3-4 sessions of the Game Improvement Plan which are designed to address their immediate needs that were identified in the assessment. This plan can be altered but each session should build on the last focusing on skill development in a progressive manner. A welldesigned plan and structure shows the player that you’re prepared, builds trust, and the approach keeps them on track.

Below is an example of how a session could be structured:

Coaching Session #1

Goal: Player’s immediate need

First 10 Minutes: Supervised Practice, check on progress from the assessment

Next 40 Minutes: Lesson content/focus to improve the players immediate need (be as detailed in this section as possible)

Last 10 Minutes: Review, take notes/video, and create a goal to be achieved before Session #2

Perhaps the most important part of this session structure is the supervised practice. Remember you’re guaranteeing results so it’s important to hold the player accountable if they aren’t practicing in between sessions. If they haven’t practiced, use this coaching session to help the player continue learning and progressing through the previous concept. If it happens repeatedly, don’t be afraid to re-adjust their goals based on their practice habits and desire to improve.

Step 4 - On Course Coaching & Game Update

Once we have established and worked on the players immediate needs, it’s time to take the player on the course where true learning happens. This session includes insights that go beyond the swing such as managing expectations & emotions, thinking strategically, and making decisions under pressure.

During a two-hour on-course coaching session, we focus on applying the lessons learned and assess how well the player navigates the challenges of the course. This is where we identify any weaknesses that may not have been apparent during practice. For example, if a player has poor aim or alignment that may be the cause of the swing issues we see in practice. Identifying these weaknesses helps set the stage for the next phase of improvement at the practice area.

Step 5 - Building The Next Phase of The Game Improvement Program. The on-course session gives us a unique opportunity to evaluate the player’s game under pressure, and from there, we can refine the next phase of the coaching program. Whether it’s honing course management skills, refining their short game, or addressing mental blocks, the next several sessions are tailored to the player’s needs as revealed on the course. This ensures that the player is not just improving their swing but growing as a golfer in every sense.

Being a leader means going beyond swing instruction. It means taking the time to truly develop a relationship with your player, providing a clear and structured path for improvement by guiding them through every aspect of their game. When we take ownership of the coaching process, we empower our players to take ownership of their game and performance, fostering a relationship built on trust, commitment, and progress.

PRESSURE at the Top of the Swing

words by Alan Ochiai, PGA PGA Master Professional

One major change I have made in my teaching methodology involves how I evaluate and describe the “top” of the swing. In the past, I would often use this checkpoint to demonstrate turn, tilts, wrist angles, etc.

My new and upgraded checkpoint for the top of the swing is all about pressure. And more specifically it’s about PRESSURE SHIFT.

Most of the vertical pressure should shift to the ball of the lead foot during the last phase of the backswing! Now, when checking the top position, I ensure there has been a dynamic pressure shift to the left forefoot.

The “Ice Skate drill” is very effective for creating and monitoring the correct shift. Place the grip end of a club under the lead foot like the blade of a skate. As you approach the top of the swing, load most of your weight onto the ball of the foot directly into the blade. The image of an ice skate gives a specific target for balance and force. It helps to keep the pressure from landing too far left or sliding past the lead foot. From this position, it’s possible to push into the ground with the lead leg and use vertical and horizontal ground reaction forces to create energy in the swing.

PETRALIA ON PATE & PLAYER

words by Jim Petralia, PGA

California PGA Teachers Hall of Fame Member

Photos Courtesy

I will relate two experiences in my career that might prove to be useful.

Steve Pate and I did a presentation at the first PGA Teaching and Coaching Summit in Dallas. I think there were over 500 attendees. We spent our time talking about our student-teacher relationship, not about golf swing theory or mechanics. At the end was a brief question and answer period. Steve was asked about the single, most impactful thing I helped him with on his golf. I was curious myself. We had worked for about 10 years together, starting when he was a struggling player at UCLA.

His response was something like this. “Jim had me hold a 6-iron with my hands on the steel and my arms extended but relaxed, with the butt end of the club attached to my waistline just left of my belt buckle. I took my posture and of course the clubhead would be a foot or so above the ground. He then told me to turn my back to the target and get the club level to the ground and parallel to the target line without using my hands, wrists or arms. And keep the butt of the club connected to my body. Then, make a forward motion and get the club level to the ground and parallel to the line pointing at the target. Repeat several times, emphasizing rhythm and balance.”

Step 2. Now go to regular address and pretend the club is attached to the body throughout the motion. Then add the ball and use the motion to strike it.

He returned for a lesson a week later and was doing the drill with the ball and striking it well with some compression. Maybe going 30 or 40 yards. I asked him what he had been working on for a week and he replied, “What you told me to do.” Imagine that! A student doing the prescribed work. Perhaps that might account for his improvement.

I’m sure the audience was disappointed in his response, expecting some top-secret theory to be

revealed, but he felt that was the most impactful thing I had done for him in those ten years. That was a sobering thought for me because I thought I was so brilliant and knowledgeable. Sometimes simple works if they make the effort.

Why was this helpful? He had a common pattern of skilled players, take the club too inside then lift it to the top and then try to drop it back to the inside. They can play pretty well this way but hitting the start-line and minimizing curve is more difficult. Today’s equipment helps a lot.

My next experience involved Gary Player. I had qualified and made the cut at the 1999 Senior Open at Royal Portrush. Emboldened by my successful play, by my standards, I went up to Mr. Player and introduced myself. I told him we had a mutual friend and that I was Steve Pate’s coach. He was very friendly and complementary to me for coming all this way to play in a championship.

Then he asked me if I would answer two questions about the golf swing. Sure, I said, hoping I wouldn’t screw up with this great player. First, he asked “what do you try to do with the backswing?” I replied, “try to get them on plane.” “Wonderful, I like that” was his reply. Then he said, “now this is the tough one, what starts the downswing?” I smiled and replied that John Daly with his lengthy backswing couldn’t do the same thing as a Player contemporary, Doug Sanders (short swing). He said “Laddie, you got that right, we’re all a little different.”

What have I learned in 50 plus years of coaching? Given a reasonable suggestion, if the students do the work, they can improve. They are all different in their talent and their motivation. The same information doesn’t work for everybody. The challenge is to get them to change for the better.

THREE DRILLS TO MASTER PUTTS FROM 20 FEET AND IN

words by Jordan King Thomas, PGA Director of Instruction, Lead Master Instructor, Rick Smith

Golf Academy at Trump National Golf Club Los Angeles Owner, KingThomas Golf

Putting can be our best friend or our worst enemy. Putting is one of the first things that will fall apart under pressure and the hardest to get back once our confidence is shaken. Missing three footers is painful and hitting a great approach shot inside of ten feet only to fail to convert the birdie putt can be very frustrating.

Putting your students in game-like scenarios and having them practice under pressure will make them more confident and more likely to make those putts when they encounter them on the course. I use three drills to help my players take control of putts from 20 feet and in. This range is where they can prevent bad rounds from really blowing up and take low rounds and go even lower.

SINK THOSE 3-6-9 FOOT PUTTS: THREE TEE DRILL

This drill will help your students make more three footers and keep them focused on the putts that really matter inside ten feet.

You’ll need a flat putting surface to start, three tees or markers, and three golf balls. Place the tees/markers at 3 feet, 6 feet, and 9 feet away from the hole. At each marker, your student should try to get all 3 balls into the hole. If they miss at any time, they’ll need to start from the beginning. Too difficult? Try to make two of the three balls from each marker.

Need more of a challenge? Once your student has mastered sinking three balls from 3, 6 and 9 feet, bump the markers back to 5, 10 and 15 feet. Move from the flat surface, and have them practice breaking putts at each distance.

This drill will really take your students’ putting to the next level by testing their patience, having them make tons of three footers, and getting them hyper focused when they feel the pressure of trying to make the final ball from that last 9 foot marker.

UPHILL AND DOWNHILL PUTTS: LINE AND SPEED CONTROL DRILL

Some of the most painful putts to miss are the 3-6 foot uphill and downhill putts. When our students leave the uphill putts short or –even worse – run the ball past the hole on the downhill putts, it can negatively affect their overall score and poison their mental game. The keys to mastering uphill and downhill 3-6 footers are line and speed control. This drill will help your students judge speed and drop more putts in the hole, giving them more confidence when they’re standing over shorter putts.

Find a hole that has a good uphill and downhill on either side, and put three tees on the inner

edge of the hole. The center tee will be in the back edge of the cup for downhill putts and in the front edge of the cup on uphill putts. The goal is to get the ball to drop into the hole without touching any of the three tees.

Not only will this teach your students how to get the ball to the hole on uphill putts, but it will also get them to die the ball into the hole on downhill putts. Another benefit of this drill is that it gives your students a smaller target in the hole, so when we take the tees out, the hole will seem much larger.

GOODBYE THREE PUTTS: LADDER DRILL

Distance control is the number one key to great putting. Pros won’t make every 15-20 footer they look at, however, they will two putt 99% of the time. Help your students say goodbye to three putts by getting their distance putting under control. If they don’t make their first putt, they should be close enough to have an easy tap-in for their second putt.

The ladder drill is great for maintaining good distance control. Use tees and lanyards or just tees to create the rungs of your ladder. Space the rungs about 2 feet apart, and create three rungs. Set up three different starting positions: 10 feet away, 15 feet away and 20 feet away. Then get four golf balls. The goal in this drill is to get one ball to stop in each rung of the ladder and then one just past the last rung. Your students will need to put each ball in each rung in a row. If they miss at any time, they’ll have to start back at the beginning. For an extra challenge, try going in the opposite or descending order.

These three simple drills can have a major impact on your students’ confidence, skills and score. They can be tailored for all levels, and don’t require any special training aids. Try them with your players and see them take control of their putting.

WHISTLE WHILE YOU WORK

words by Travis Nelson, PGA Teaching Professional Big Canyon Country Club

Imagine the song “Whistle While You Work”. Sing it to yourself and you’ll feel an immediate harmony. Finding that harmony in a student’s game is challenging at times, especially when there’s a tremendous amount of tension. Tension can be present at different times in the swing, commonly in transition and at impact, when there’s more “hit” versus “passing through”. Here are a few tactics to try for reducing tension. See which ones work best for your players.

Humming. Like singing, hum out loud during the entire swing, from start to finish. Players are shocked when the tone and pitch of their hum changes throughout the swing. Let the player tell you when they hear it change, often it’s at impact. The goal is to keep the hum clean and consistent throughout the entirety of the swing, with no interruption. Not only does it create fluid motion, but it also clears the mind of swing thoughts. It’s difficult to hum and think your way through all the mechanics.

Use a phrase. Slow and steady say “it’s a beautiful day”. The player says the phrase loud enough for the coach to hear it. Again, the tone and pitch change dramatically at certain times in the swing, so the player can recognize when the tension creeps in. Pick a phrase that works for the student. It should reflect calmness, and it should be long enough to match the cadence of the player’s swing.

Open the mouth or hold a cigar. If you watch the best Olympic runners, their mouths bounce and remain soft, conserving energy. Have the player open their mouth or mimic holding a cigar between their lips, but the feel is the cigar is dangling lightly from the mouth. Evaluate when the tension creeps into the swing by recognizing when the mouth tightens or bites down hard on the cigar. Think of Miguel Angel Jimenez.

When these tactics are applied and the tension levels are reduced, some swing changes occur automatically. The swing from start to finish takes longer, the kinematic sequence is improved, less over the top movement, a shallower downswing, a passive strike versus a hit, dynamic loft improves, ball flight lowers, and there is more physical and mental energy with less effort expended. “Whistle While You Work” is a fun way to recognize when and where tension is present in the golf swing. Once identified by the tone and pitch change, the student is on their way to a creating tension free golf swing.

PLAYER DEVELOPMENT

Can It Work for My Students?

words by Geoff Dean, PGA Director of Player Development PGA WEST- Private Courses

Today’s modern approach to Player Development covers a broad scope of instruction topics and is often designed for juniors, teenagers and young adults. In addition, many player development programs are designed for the elite amateur and aspiring professional golfers.

But what is a player development program really? This type of program is just a system of instruction designed to help a certain group of golfers improve their entire golf game. Topics of instruction include Putting, Short Game, Green-Side Bunkers, Irons & Hybrids, Fairways and Drivers, Physical and Mental training and most importantly, oncourse training. These concepts and strategies designed for elite golfers can be applied to anyone.

Most instructors, including myself, spend the lion’s share of instruction time working with with mid to higher handicap (5 to 20) golfers.

As the director of player development at a private club, I have created a program that is designed to accommodate all skill levels including higher handicap golfers. The primary learning vehicle is the small group clinic. (Maximum 4)

My small group clinics are founded on the specific learning model called “Group Learning”.

Group learning is a powerful educational approach that emphasizes the collaborative efforts of individuals working together to achieve shared goals. Its significance lies in the ability to enhance learning outcomes, foster interpersonal relationships, and prepare participants for realworld challenges.

I have created a clinic program called Golf 200 which incorporates the group learning experience. My students come together, usually as complete strangers at the beginning of the clinic and find themselves fast friends by the end. It offers a unique social connection and at the same time diminishes the singularity or individual aspects of playing and learning golf and turns it into a group project. It creates a relaxed and casual atmosphere of like-minded golfers all participating in the same experience. This fosters a richer learning environment in the moment and lasts longer into the future.

Each clinic has a structured beginning and end. There are specific modules in each clinic that a student will go through and whether the subject matter be on Putting or Drivers, the students are presented with simple blocks of learning throughout. In those blocks, each student will not only experience physical and mental exercises, but they are also encouraged to share their experience, how it feels, what it makes them think about and whether they able to repeat it successfully. Students will experience up to 6 different learning blocks in any one clinic and be able to put it all together at the end with a skills challenge. A additional bonus, which is also good marketing, is presenting each student with a small booklet and pencil with our club logo on it. Each student is encouraged to create an instruction journal documenting their experiences.

A TYPICAL CLINIC FORMAT IS BASED ON THE FOLLOWING:

1. Introduction and summary of Golf Topic by Instructor. 2. Participants meet & greet.

3. Brief discussion: The purpose and goal of the clinic

4. Dynamic Warm-Up

5. Dynamic & Mechanical movement patterns

6. Mental exercises- Pre/Post shot routine

7. Topic of the Day: (example) Putting - the 1 Putt, 9ft & in

8. Exercise: Circle Drill - 3, 6 & 9ft circle with goal to sink all 1-putts

9. Skills Challenge: 1 round: 6ft - 8 balls. Track how many 1-putts.

10. Quick summary, highlight most important points, Instructor advises for next clinic.

By the end of each clinic students have been able to learn from each other yet be focused on executing their own new-found skills. They have documented both mentally and physically their experiences and have direct feedback after the skills challenge to know where they stand regarding this area of their game. It offers an opportunity at this point for the instructor and the student to plot a course to improve in this area, whether through another clinic or through a private golf session.

As my students participate in all our clinics with the same formatting and learning environment, they not only learn from the group experience, but they also learn from doing versus thinking. This enhances their retention and virtually eliminates overthinking.

When we put all the pieces together, and we take it to the course, students are prepared to have a pre-shot routine with every shot. They are prepared to exercise techniques to relax and focus, they are ready to execute the golf shot, and when the shot is over, they can assess the result, adjust, and do it all over again on the next shot.

GROW YOUR CAREER YEAR AFTER YEAR!

Specialty: Teaching Juniors and Growing Your Academy

words by Heidi Richardson, PGA Owner and Director of HRG Golf Academy Encinitas Ranch Golf Course

My time in the golf business has gone by very quickly. But I am grateful that the years of hard work have developed my career and built my very successful Heidi Richardson Golf Academy. I am humbled by the PGA and LPGA golf professionals and leaders that have come before me and am now honored to share ideas about growing a successful instruction business and career in the golf industry. My first tip is to evaluate, decide upon, and commit to goals for your golf instruction business. Next, identify your passions and interests, find your niche, and understand that your career has a long-term plan and will develop with your hard work and dedication.

HRG Golf Academy at Encinitas Ranch has developed over the 26 years I have taught there. My own children attended local schools, and the quality of my programs has continued to have a positive reputation in the community. My programs are familiar and therefore receive hundreds of references. Many juniors have truly ‘grown up’ at the golf course attending my programs year after year. Younger siblings and many friends from their neighborhoods and schools joined as well. I have developed a strong brand and offer a clear progression and pathway for each client vs. a one size fits all program. My commitment, long term dedication, focus and community involvement has retained my client database for many years.

Most of my programs are mainly focused on yearround junior group classes, clinics and camps. I do offer private instruction and adult clinics, but the junior programs are very successful because parents are not only willing but excited and 100% committed to investing in their children’s activities and programs. Marketing to parents and ‘making the sale’ comes naturally because parents greatly value the personal development and skills that are offered to their children in golf programs.

One extremely special program I offer is my ‘Teen Leadership’ plan in which my experienced teen junior clients volunteer and assist with the younger clinics and camps. It is truly helpful to have the teens commit their time and help with junior groups, and it is very heartwarming to watch them develop their own leadership skills. The teens offer critical safety services, enforce the instruction goals and most importantly offer friendship, encouragement and smiles for the younger juniors. One core program I utilize is the LPGA Girls Golf E-Leader program and my volunteers document their volunteer hours and can use that on college applications.

The bottom line for success is to maximize the number of players per program while still providing top quality instruction. I’ve employed and provided assistant instructors and other supporting staff, handling necessities such as website management, social media marketing, customer database management, client communications and more.

As I review my career and the wonderful success of my golf school and business, I know it all started with my own passion for the game. I have focused on my commitment to sharing that with others and my dedication to hard work, seeking education, guidance and support from the many golf professionals before me! I’m here to support you as well!

CREATING A VERTICAL PROGRAM TO HELP GROW THE GAME, AND YOUR BUSINESS

words by Dave Menke, PGA

2024 SCPGA Youth Player Development Award Winner

Head Coach, Coachella ACE Golf

Co-Founder, Coachella Youth Golf

One of our main goals as PGA Professionals is to grow the game. If you are looking to grow the game in your area, start small. With small kids, that is. Creating an introductory beginner program is a great way to build your business. Get them started early and you’ll have students for life.

A few years ago, I began coaching a local high school team and quickly realized if the team was going to be competitive for an extended period, I needed to build it from the ground up.

First, I started an introductory beginner program at one of the feeder schools with kindergarten through fourth grade boys and girls. We meet once a week after school, using SNAG Golf equipment to make it fun while they learn the basics and fundamentals.

The next step was getting involved with PGA Jr. League. This has been a homerun! We started with two teams, which has now doubled, with one team being an all-girls team. This past season we started the first 17U Team in the desert. The kids

(and parents) love it! The two-player scramble format is a fun, low-pressure way to introduce kids to the golf course and competition. You can develop the program as you wish. We just practice once a week and have matches with other teams around the valley. It would be ideal to work with players throughout the whole year, which continuously builds the team. As a result, this helps grow the business. For me, what first started as a next level to the coaching vertical, turned out to be a nice little business addition.

From these offerings, many of the kids and parents were asking for more, which gave me the confidence to start my own full-time teaching and coaching business. One of the models in the business plan is to have players join as a member and become part of a community of like-minded players that train and compete together over an extended period. A group of four players meet two

to three times a week (for 45 minutes) and focus on one specific aspect of the game each session. In each session we start with a 15-minute warm up, then go into a 15-minute protocol, and end with a 15-minute competitive set. This format has proven successful in giving the players an opportunity to learn and compete in a relaxed environment, which allows me to coach more and teach less.

In recent years we have seen more kids playing on their high school golf teams. Whether it’s a direct result of these offerings is hard to say, but I couldn’t stand on the sidelines and do nothing about it. I hope this gives you an idea of how to grow the game in your area. If you ever have any questions, please feel free to contact me.

We encourage players to play in tournaments to help identify their strengths and weaknesses. Through competitive performance we can assess performance and better identify areas of needed improvement and adjust our focus. The only problem was that there were not many local tournament opportunities for kids to play in, so we created a volunteer nonprofit summer tournament series for high school and middle school kids to gain the competitive experience they need to improve. From this offering some kids want to continue to improve so it not only helps feed the teaching and coaching business mentioned above, but other local programs.

Ways To Help

words by John R. Thomas, PT, DPT, OCS Doctor of Physical Therapy

Specialist

I’m sure each one of us has seen the golfer at the range or on the golf course wearing some kind of elbow brace or sleeve or even some special tape.

In this article, I want to discuss some things you can look for when giving a lesson to someone who has elbow pain. I also want to give you some exercises to help the golfer get rid of their elbow pain.

A golfer who is having elbow pain often has a chicken wing finish, is over the top, or casting on the downswing. The golfer is often only treating the elbow symptoms with tape, a brace, massage, injection, stretches, heat or ice. But he is not addressing the cause of the elbow pain.

We need to look above the elbow (shoulder and torso) and below the elbow (hip and ankle). We also need to recognize that a dysfunctional lower body is often the main cause of the swing fault that is placing stress on the elbow. If the lower body is not initiating the correct sequence of power, the upper body will try to compensate, which can place stress on other parts of the body.

Testing to see if the golfer can separate the lower body from the upper body is a good start. The TPI pelvic rotation and lower quarter rotation tests (see pictures) will assess for that and determine any limitations the golfer may have with their hip mobility. If the golfer is

unable to perform those tests correctly, I would give them these mobility and coordination exercises (see below) along with your swing drills to help them improve their path.

I would also recommend having them work on improving wrist and forearm flexibility. This can be done by flexing the wrist and flexing each finger independently to see if there is a specific finger that has less flexibility than the others. (see below) This will address some of the symptoms while working on the root cause of the pain.

Lastly, I would recommend looking for a Physical Therapist who works with golfers and understands the body swing connection. I hope this helps you have better success when helping a golfer get back to the game they love without experiencing any elbow pain!

EVERYONE WINS WITH PGA JR. LEAGUE

words by Junko Harkins, PGA Player Engagement Consultant PGA of America

For over a decade, PGA Jr. League has been a program PGA of America Professionals and LPGA Professionals can offer to juniors as a player development initiative. There are over 2,000 PGA Jr. League Coaches who give over 70,000 players across the country an opportunity to engage in a wonderful team golf experience, while providing themselves and their facilities an opportunity for added income. In 2024 so far, PGA Jr. League has contributed over $17.7 million dollars in direct coaching revenue to PGA Professionals. Each year we see these numbers continue to increase, and the program has an enormous impact on everyone involved.

Within Southern California we are noticing that many golf professionals use their PGA Jr. League programs to be the junior golf foundation at their facilities. It creates a positive community and lifestyle for the juniors and great life coach experiences for the instructors.

PGA Jr. League Coach Pat Diaz from Mission Trails Golf Course in San Diego has a successful in-house league for both 13u and 17u age divisions. Every year, he celebrates the season with his players by scheduling a trip to Disneyland with the team and their families. These are the bonds and relationships a coach can build through PGA Jr. League. For Pat, this creates a loyal client and family base, and he added a 17u program because his players wanted more.

PGA Jr. League Coach Mike Verderber from Glendora Country Club in LA County has really enjoyed his first season of PGA Jr. League. Glendora was in a multi-facility league with other local private clubs in the area, and they advanced to the Section Championship this year. Even though the team fell short at the finals, Mike really enjoyed his experience offering the program this year and his players cannot wait for the next season. This experience has led Mike to consider offering another PGA Jr. League season in the fall, as well as looking into other PGA programming such as PGA Family Golf and Drive, Chip and Putt. Mike has seen the powerful impact of combining PGA of America branding and his passion for offering a wonderful experience to his members, and it is making him crave more!

PGA Jr. League Coach Anthony Estes from Rolling Hills Country Club in LA County has found a way to transform PGA Jr. League into a steppingstone program that teaches life lessons to his players. Anthony never had an issue getting players to register for PGA Jr. League, and he could easily get 60 or more kids signed up. But each season he felt like there were too many juniors that varied in age and skill levels, and it was hard to provide the same experience for everyone. Through trial and error and the sampling of programs he found a way to provide PGA Family Golf and PGA Jr. League for both 13u and 17u age divisions. For any of the juniors under the age of 9, they were encouraged to register for PGA Family Golf.

Each junior in this program would learn and become acclimated to playing 9-holes of scramble format golf with their own family members. Once they ‘graduate’ from this program, they can join the PGA Jr. League program that is provided for juniors ages 1013. Once the juniors age out of the 13u PGA Jr. League program, they can graduate into the 17u program. The 17u program is not an in-house league per se; Anthony partnered with a local semi-private club and a par-3 public facility to form a multi-facility 17u league. Growing up in the area with limited access to high-end public facilities and no access to private facilities, he felt that juniors deserve access to things they might never see in their lifetime. The inclusion of having other juniors who aren’t members and welcoming them into Rolling Hills Country Club is a motivation that also teaches his juniors a life lesson. He wants his players to experience other groups and atmospheres and be inclusive in everything they do.

All three programs and the professionals mentioned above have discovered a true passion in growing their junior golf community through PGA Jr. League. They have fun and feel fulfillment from doing it. By combining the best of both worlds, they are increasing their income by charging the appropriate coaching fees and providing the best experience possible to keep their families wanting more. Now, doesn’t that sound like a win for everyone? So, what are you waiting for – join PGA Jr. League and be part of the junior golf trend!

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WHAT IS PGA HOPE?

words by James Davenport - PGA Associate

SCPGA Section Staff - PGA HOPE Program Coordinator / Ambassador US Navy Senior Chief Ret.

PGA HOPE (Helping Our Patriots Everywhere) is the flagship military program of PGA REACH, the charitable foundation of the PGA of America. PGA HOPE introduces golf to Veterans and Active-Duty Military to enhance their physical, mental, social and emotional well-being. The program introduces the game of golf through a developmental 6–8-week curriculum, taught and led by PGA/LPGA Professionals trained in adaptive golf and military cultural competency. All programs are funded by PGA REACH and supplemented by PGA Section Foundations, so the cost of programming is free to all Veterans, Reservists, National Guard, & ActiveDuty Personnel.

WHO IS ELIGIBLE TO ATTEND?

This program is open to all Active Duty, Reserve, National Guard, plus all Veterans and is provided at no cost. Veterans who attend the program may have different physical and mental disabilities; some may be visible, while others are invisible. PGA HOPE is open to any Veteran no matter their disability rating, status, or affiliation with the Department of Veterans Affairs. We serve all who bravely defended our freedom.

MISSION AND GOALS OF PGA HOPE

Our mission is to use golf as a rehabilitative tool to help Veterans overcome life’s adversities and improve their physical, mental, emotional and social well-being.

• Understand that this is a Veteran Program first and a golf program second.

• Create a safe environment for Veterans/Service Members and establish relationships of trust with PGA Professionals.

• Have fun and encourage a culture of comradery.

• Teach Veterans/Service Members the basics of golf including etiquette and course management.

WHY PGA HOPE?

PGA HOPE is a way to give back to those who have given so much to us, and it works! Golf heals and establishes the comradery for Veterans and Active-Duty Military and establishes a sense of community and belonging.

• PGA HOPE affords you, a PGA Professional or Associate or LPGA Professional the opportunity to showcase your skills and further build your resume.

• PGA HOPE is a way to connect to your community, which can result in relationships that will benefit both your PGA Section and its foundation.

• PGA HOPE positively impacts the lives of Veterans, Active-Duty Military, National Guard, and Reservist by giving them a “moment in time” where they are not thinking about their disabilities or challenges, and possibly even save lives.

WHAT CAN PGA HOPE DO FOR YOU AND YOUR FACILITY?

The PGA Professionals who teach a 6–8-week HOPE program will receive PDR Credits as well as receive an honorarium for their time.

• PGA Professionals and Associates are offered an honorarium of $100 per hour and $200 for a twohour session.

• Lead PGA Professionals will receive an additional $500 (Weekday) or $1,000 (Weekend)

• PGA HOPE instruction is approved for 6 PGA required credits under the activity code of (28).

PGA Professionals may receive 1 credit per hour for each hour of participation, up to six credits per PDR cycle year.

• PGA HOPE programs are to be 6-8 weeks in length, 1-2 hours each class, held once a week.

• PGA HOPE will reimburse numerous items of cost associated with hosting the PGA HOPE program at your facility for example, course access, range balls, food and beverage for graduations, snacks or water at each session. Then the lunch or dinner meal at graduation ceremony with a round of golf with cart.

WHAT HAPPENS TO THE VETERANS WHEN THEY BECOME PGA HOPE GRADUATES?

The final day of a six-week session concludes typically with 9-holes of play in a scramble format with the Instructors and the Graduates and ends with a graduation ceremony at the conclusion of the round to celebrate the accomplishments of all participants. Specifics vary by market, but graduation ceremonies typically include golf, lunch, and tee gifts. All of which you can be reimbursed for. The Graduation gifts will be brought or sent by the Section prior to Graduation.

Once the Veterans have completed the PGA HOPE Program, all Veterans are given PGA HOPE Graduate cards at the conclusion of programming. The Southern California PGA HOPE Graduate cards offer Veterans and ActiveDuty Military a range of golf-related discounts/ benefits in their local area and aim to keep them engaged in golf post-graduation. An email will go out to these Graduates with details for future on going events such as PGA HOPE Play Days or range days with much more post programing opportunities

Golf is the mechanism by which we build community, challenge ourselves, learn new skills, share camaraderie, & define our path forward.

FROM PROFESSIONAL GOLFER TO PGA GOLF

PROFESSIONAL: LEARNING FROM THE BEST

words by Erika Ilagan, PGA Head Golf Professional

Canyon Country Club

Big

Each of us has a story that created a love for the game of golf and led to our career in the golf industry. My journey started with the dream of playing on the LPGA Tour. Little did I know then that the teaching professionals, mental game coaches, and fitness professionals I surrounded myself with would teach me much more than what I was seeking from them. They all had three essential skills in common: an unwavering curiosity and desire for learning, exceptional communication skills, and a genuine commitment to supporting my growth and progress. Their influence shaped my playing career, but they also had a significant and lasting impact on my career as a PGA Golf Professional.

Whether you are pursuing a career in golf instruction or golf operations, knowing the game and having the skill to teach it will equip you with valuable tools to succeed no matter what avenue you take.

There are a few characteristics of great instructors and coaches that set them apart from the rest, and the coaches and professionals I sought out all had one major thing in common. They constantly sought information and never stopped learning, even to the point of challenging their points of view and preferences. The best of the best make a career out of learning. I witnessed them take certification after certification, attend discussion forums with knowledgeable professionals and shadow other professionals giving lessons. Be curious, ask questions, challenge your beliefs, and constantly seek education.

Another essential trait of top golf professionals is their ability to communicate effectively. Whether you’re a teaching professional or a head golf professional, understanding the communication styles of your members, clients, or employees will help you connect with them and convey information that resonates with them. The experience of their interactions with you will leave a more significant impression than the information itself.

Finally, great golf professionals consistently follow up after a lesson or conversation. People value our commitment to helping them succeed, and we demonstrate this by checking in with them after a lesson, providing video recaps, and engaging in follow-up conversations. This may seem like a small gesture, but it exceeds expectations and contributes to their overall experience with you, leaving a lasting impression.

Whether you are on a career path to being a top golf instructor or a head golf professional, developing these skills will help you have a successful career. It will enable you to provide unique and unforgettable experiences for everyone you meet.

PGA LIFELONG LEARNING CAREER PATHS: UNLOCKING OPPORTUNITIES IN GOLF OPERATIONS, TEACHING & COACHING, AND EXECUTIVE MANAGEMENT

words by Ed Winiecki, PGA, CCM

SCPGA

Section Assistant Executive Director

PGA Certified Professional: Instruction, Retail, Golf Operations, Ownership/Leasing, General Management, Executive Management

The PGA of America has long been dedicated to fostering growth and excellence in the world of golf, not only for players but also for those seeking rewarding careers within the industry. One of the most robust avenues for career development is the PGA Lifelong Learning Program, designed to offer professionals structured learning opportunities and skill development through a wide range of career paths, including Golf Operations, Teaching and Coaching, and Executive Management.’

Each of these pathways provides PGA Professionals with opportunities to specialize, deepen their expertise, and advance their careers while contributing meaningfully to the game and the business of golf.

TEACHING AND COACHING: HELPING OTHERS MASTER THE GAME

For those who love the art of instruction and thrive on seeing players improve their skills, the Teaching and Coaching path is a highly rewarding career choice. This path is ideal for PGA Professionals who wish to help players of all skill levels reach their potential, whether through swing instruction, mental coaching, or fitness training. The PGA Lifelong Learning Program offers a structured progression for professionals to build expertise, gain certifications, and stand out in the field.

THREE LEVELS OF ADVANCEMENT IN TEACHING

1. Specialized in Teaching: This is the foundational step where professionals gain deep insights

into the principles of effective golf instruction. In this phase, coaches learn to understand different teaching styles, player learning preferences, and how to create structured lesson plans. The goal is to hone essential skills and gain confidence as a golf instructor.

2. Certified in Teaching: Once a professional has gained experience, the next step is to become a Certified Professional in teaching. This level requires further education and demonstration of a more advanced understanding of teaching concepts, player development, and coaching methodologies. Certified professionals often focus on specific areas such as biomechanics, swing analysis, and mental conditioning, and they may take on leadership roles at teaching academies or within larger golf programs.

3. Master Professional in Teaching: The highest designation, Master Professional, represents the pinnacle of teaching achievement in the PGA. Attaining this status demonstrates a commitment

to excellence and mastery of the profession. These individuals are recognized for their significant contributions to the game and are often soughtafter by elite players for their expertise.

SOME ADDITIONAL TEACHING CERTIFICATIONS

In addition to the core progression of teaching and coaching, PGA Professionals can further distinguish themselves by pursuing additional certifications and specializations that align with the modern demands of coaching.

- ADM Certification: Based on the American Development Model, this certification equips professionals with the knowledge to develop junior golfers by fostering a fun, engaging environment. ADM Certified professionals focus on age-appropriate training and long-term athlete development, ensuring that young golfers progress through the sport while staying motivated and healthy.

- TPI Certification: The Titleist Performance Institute (TPI) certification emphasizes the connection between fitness and golf performance.

Professionals who earn this certification can assess players’ physical capabilities and limitations, using that information to design personalized training programs that improve their golf game.

- Golf Technology and Instruction: With advancements in golf technology, professionals can also explore educational opportunities in areas like TrackMan, Swing Catalyst, and V1 Sports. These certifications enable instructors to incorporate technology into their lessons, offering players data-driven insights to enhance their performance. The integration of technology has become an essential skill for any forward-thinking coach, allowing professionals to offer a higher level of instruction and player development. The PGA Lifelong Learning Program is designed to help golf professionals grow their careers by offering structured educational pathways tailored to individual interests and career aspirations. Whether your passion lies in golf operations, teaching and coaching, or executive management, the program provides the tools and support necessary to excel in your chosen field. With additional certifications like ADM, TPI, and cutting-edge golf technology professionals can differentiate themselves while staying on the cutting edge of the industry. Through continued learning and skill development, PGA Professionals can build lasting, impactful careers that enrich both their lives and the game of golf itself.

The one thing you need to do is to continuously increase your knowledge and your resources to be the best you can be as a teacher and for all your students.

- Ed Winiecki “ “

If you stop Learning, you stop trying!

Words of Wisdom

Butch Harmon- “The foremost important thing that you must remember when teaching is that giving a golf lesson is a privilege and must always be considered as such. Good teachers are good communicators, and they are enthusiastic about teaching.”

Dr Craig Farnsworth- Watch for too light of a grip pressure with a putter at setup. It will tighten going back which will cause the putter to work inside.

Dr Tim Brown- We are what we eat, think, and do.

Trillium Rose- “Can you undo a habit? No, but you can override it with a stronger one.”

James Sieckman- “How we learn is different than how we think we learn. Too much feedback often retards learning.nd then let it release and pull your upper body to the target.”

Bill Harmon- As we grow the game, we need to be careful putting people on the course that don’t know the etiquette.

Jamie Mulligan- “The sport is about motion; we must coach motion. Too much of what is taught focuses on a static point.”

Mark Blackburn- “The summary and conclusion are the most important parts of a lesson.”

James Sieckman - “Create your coaching culture. Help your players become good students.”

Dave Phillips- Technology tells you what is happening but not why.

Jack Nicklaus- “It’s not casting if it’s from the inside. Casting is an outside move.”

Greg Rose - “Hard work is hard.”

Bill Harmon- “The grip and the clubface at the top tell me everything I need to know going forward.”

Phil Blackmar- Touch comes from the small muscles.

Words of Wisdom

Craig Harmon- Get rid of the virus in the computer! (Their head)

Jim Flick- Never stop learning. Listen to your students. Let them know that you care.

Tiger Woods- Instead of dropping the club from the top of my backswing, now I focus on rotating my right forearm down and into my side. That helps me keep the club in front of my body and the club-shaft on the proper plane. Golf Digest, December 2005

Brady Riggs- Good players move on top, bad players move underneath.

Mike Malaska- Your body (right hip) cannot invade the space that your arms need to swing through.

Mike Malaska #2- The left arm is a rotator, not a puller.

Jack Nicklaus- Golf is a game of emotion and adjustments. Find a shot you feel comfortable with.

John Snopkowski- When you enjoy learning, the performance will follow.

Jim Hardy- Swings that need a lot of timing are not repetitive. All mistakes are either too narrow and steep, or too wide and shallow. December 2005

Susan Roll- Women are processors, men are fixers. Women want simplicity, practicality. It’s about how you deliver the information.

Ben Hogan- As soon as you get onto your left leg, turn your body hard.

TPI- Most back pain comes because a hip doesn’t work properly, so the back compensates.

Michael Breed- Figure out what you believe in and WHY but know and accept other ways. The most successful people are open minded.

CA Summit Through the Years 2017

The inaugural California Teaching & Coaching Summit hosted on October 2324, 2017 was born out of the SCPGA Fall Teaching Summit. The revitalized CA Summit was hosted by Virginia Country Club in Long Beach and has raised the bar on teaching and instruction for golf professionals.

Virginia Countr y Club Long Beach, California Established 1909

Virginia Country Club

EDDIE MERRINS, PGA

SEAN FOLEY

MARK BLACKBURN, PGA

JAMIE MULLIGAN, PGA

AMY ALCOTT

JOHN COOK

DR. TIM BROWN

JAMES SICKMAN The

2018

The Fairmont Grand

The Lineup

HANK HANEY, PGA

PHIL MICKELSON

MIKE BENDER, PGA

GREG ROSE

SCOTT HAMILTON

DAVID PHILLIPS, PGA

STAN UTLEY, PGA

DEREK UYEDA, PGA

2019 JOURNEY AT PECHANGA

The Lineup

KEVIN DUFFY

DR. ALISON CURDT, PGA

BRAD FAXON

JOSH GREGORY

SETH WAUGH

CHRIS COMO

FRED COUPLES

JAMIE MULLIGAN, PGA

2020

VIRTUAL

Due to the COVID-19 pandemic the originally slated CA Summit at Riviera Country Club needed to adapt to the current guidelines and protcols. The 2020 Summit moved virtual and was a resounding success as it informed 300 attendees on the golf industry’s current teaching techniques and practices.

The Lineup

MARK BLACKBURN, PGA

KEVIN KIRK, PGA

JAMIE MULLIGAN, PGA

JUSTIN PARSONS DR. BHRETT MCCABE

NEALE SMITH, M.S.

TASHA BOHLIG, PGA

BOB MADSEN, PGA

RICK SESSINGHAUS, PGA

RANDY CHANG, PGA

NOW, HALF A CLUB LONGER.

2021 JOURNEY AT PECHANGA

The Lineup

JAMIE MULLIGAN, PGA

JIM MCLEAN

MARCUS POTTER

MICHAEL BREED, PGA

CHRIS MAYSON

DR. BHRETT MCCABE, PH. D

MELISSA “MO” MARTIN

BRANDEL CHAMBLEE

2022

Virginia Country Club Virginia Countr y Club

The Lineup

MARK BLACKBURN, PGA

STEPHEN SWEENEY

JONAH OLIVER

DAVE PHILLIPS, PGA

SUZY WHALEY, PGA

RANDY SMITH, PGA

JIM RICHERSON, PGA

JAMIE MULLIGAN, PGA

MARK O’MEARA

Virginia Country Club Virginia Countr y Club

CRAIG

MICHAEL

THE PATH TO PERFORMANCE HAS NEVER BEEN MORE CLEAR

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PGA COACH RESOURCES

Are you aware and using the resources available to you through the PGA of America and the Southern California PGA?

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Promote yourself to potential new students! Visit PGA.Coach to learn more.

SCPGA COACH / SCGA SWING TIPS

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Contact Matt Rogers, mrogers@pgahq.com, at the SCPGA Headquarters.

Be featured on @scga and @scpga for exposure to thousands of golfers!

DEFERRED COMPENSATION

Did you know that you could be receiving up to $1500 per year for just doing some of the activities you’re already doing?

Sign up today for the PGA of America’s Deferred Compensation Plan and get credit for: PGA Junior League, PGA HOPE, volunteer with a school program, set up a PGA COACH profile, Mentor an Associate, and much more!

Visit resources.pga.org/member-benefits/deferred-compensation