For more than forty years, Homer Kelley applied his genius to solving the mysteries of the Golf Stroke. His work yielded 45 mission-critical alignments to be achieved throughout the 12 Sections of each and every Stroke. He codified those alignments as the Mechanical Checklist For All Strokes (12-3-0).
Nine of those alignments are the same: Extensor Action. So, if you maintain Extensor Action in your Golf Stroke, you have achieved 20 percent of the Checklist. Similarly, if your goal is to memorize the Checklist -- for immediate reference or for its teaching application with a particular student -- then you have memorized 20 percent of the List.
That leaves only 36 items.
Suppose you took only one item per week. Then, in just 36 weeks, you will have memorized each item in the List. Hopefully, you will have been interested enough to learn more and more about each one during the week devoted specifically to it. You will find yourself looking for ways to apply that new-found knowledge to your students. In this manner, over time, you will come to know each item in the List.
36 weeks.
Nine months.
A human being is conceived and born in nine months.
And, for those willing to pay the price, so can be born a true Authority on Golf Stroke Mechanics.
He that hath ears to hear, let him hear...
See things as they are, not as YOU are...
The situations that we face and have faced in life affects our objectivity and adds a value bias in our estimation of things.
Difficult it may be to be objective, but awareness of this value bias will go a long way to help achieve a neutrality of perspective.
The Essence of this thread thus far (although that may not be the original intent of it):
- How can you teach unless you have learnt?
- How can you have learnt if you don't understand and cannot apply?
- How can you apply unless you have 'it'?
- How can you have 'it' unless you have consciously or subconsciously memorized the material under discussion?
Instead of thinking teaching golf, lets think teaching mathematics. You will start seeing things in a whole new light.
Teaching golf is no different from any other teaching profession. You need expertise and to get expertise, you gotta put the time in.
organize the brain as a good foundation to teach from
The original question was in regard to GSEB training in The Golfing Machine. What is so difficult to understand that, as an instructor, having the book neatly organized in your head can only be a benefit- all things considered. How can less be better unless you aren’t teaching the GM and have twisted away to another set of principals.
What you do after your TGM education and certification- is individual. But why shoot for being less?
How much is 3,654 times 456 ?
I don't have to memorize the answer to be a great mathmatician.
I do know how to solve that problem.
This was an example that Homer gave.
Remember that musical group that learned that top hit by rote.
They did't speak any English.
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"The Moving Finger writes: and, having writ, Moves on: nor all thy Piety nor Wit Shall lure it back to cancel half a Line, Nor all thy Tears wash out a Word of it." - Rubaiyat of Omar Khayyam
How much is 3,654 times 456 ?
I don't have to memorize the answer to be a great mathmatician.
I do know how to solve that problem.
This was an example that Homer gave.
Remember that musical group that learned that top hit by rote.
They did't speak any English.
Denny,
How much do you think it would help you if you could see immediately the errors that students are making in their Downstroke - the 8th section of the swing.
Of which their mechanical checklist would be...
Extensor Action
Aiming Point - Lag
Left Wrist Position
Delivery Line
Right Elbow Position
Rhythm
And how would you know unless you have memorized it?
Memorizing the principles of TGM is akin to memorizing basic mathematical operations.
Teaching these TGM principles would be akin to applying your mathematical operations in finding out what the value of 3,654 times 456 is - which incidentally is 1,666,224...
Believe me buddy, there is a HUGE difference when you have the PRECISION to pinpoint a problem and when you "sort of know it".
When you know that you know and when your student knows that you know - things happen.
Denny,
Believe me buddy, there is a HUGE difference when you have the PRECISION to pinpoint a problem and when you "sort of know it".
When you know that you know and when your student knows that you know - things happen.
I should know...
I experienced it myself.
With all due respect comdpa, keep in mind that Denny has been at the game a long time and is an accomplished and respected instructor himself. When I have talked golf swing with him he most certainly knows very specifically what he is talking about and is extremely dedicated to learning the book backwards and forwards.
Matt
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"In my experience, if you stay with the essentials you WILL build a repeatable swing undoubtedly. If you can master the Imperatives you have a champion" (Vikram).
The reason you can't sustain the lag is because you are so eager to make the club move fast (a reaction to the intent of "hitting it far"). So on a full shot you throw it away too early, which doesn't happen for your short chip. (bts)
Linear Mode
