The Road to Becoming a World Class Competitor

1. Key Information for Aspiring High Performance GolfersInformation is this presentation is a collaborative effort between the USJGA andoriginators of the “The Road to Excellence” programBill Madonna, PGA Master Teaching Professional,

2. International Level of Performance Performance 10 Years of Preparation Developing Expertise The Road to Becoming a World Class Competitor A schematic illustration of the general form of the relation between attained performance as a function of the number of years of serious preparation. The international level of performance is indicated by the dashed line. -Courtesy of “The Road to Excellence” THE RESEARCH IS VERY CLEAR AND CONCLUSIVE. IT SUGGESTS THAT IT TAKES AT LEAST TEN YEARS OR 10,000 HOURS OF INTENSE INVOLVEMENT OF DELIBERATE PRACTICE TO ATTAIN INTERNATIONAL LEVELS OF EXPERT PERFORMANCE.

3. Club Level District Level Number of Individuals National Level International Level World Class Level Level of Performance Developing Expertise Con’t The Road to Becoming a World Class Competitor The relation between a given level of competition and the number of active individuals at that level. -Courtesy of “The Road to Excellence”

4. Performance Equation

6. Event Scheduling How many events should a player enter? A - Too few events. Not sufficient stress. Expect less than optimal performance. B - Ideal practice/competitive event ratio. Competitor is prepared and rested for competition. Has opportunity to build skill. Golfer appropriately psyched to perform optimally. C - Too many events. Too much stress. Skill decay. Burnout. Expect less than optimal performance. Irritable and lackadaisical.

7. Self-Management “Being managed means following directions. Self-management means finding them.” - Dr. John Marshall

8. Self-Management con’t • The Self-Management Process • Self-Managers • • Determine their own goals, objectives, and expectations. • • Figure out what they need to do: • •Behavior or activity. • •Strategy. • •Game Plan. • • Make a commitment to the behavior or activity. • • Keep the commitment.

9. Self-Management con’t Self-Managers • Give themselves credit for keeping the commitment. • Evaluate their performance of the activity. • Evaluate the results. • Seek resources for self-improvement and development. • Evaluate the overall process, over a period of time, to decide whether to continue it, adjust it, or discontinue it.

10. Self-Management con’t Athletes who perform below their potential tend to repeat the same habits and strategies and expect a different result - 1x1x1x1x1 = 1

11. Self-Management Con’t Champions use strong self–management skills to improve thereby gaining an “edge” over their competition 1.1 x1.1 1x1 x1.1 x 1.1 = enhanced performance 1.1’s are “root work” strategies to become a “bigger tree”.

12. Self-Management con’t

13. Periodization The Concept and Practical Application

14. Effective Practice Strategies How Should You Practice? • Your practice should be fun and effective. It should reflect your personality. • Arrive at your practice session with a specific plan and performance goal. • “Play” fun practice games such as “worst ball scramble” on the course, Par 18, or the 54 Shot Challenge.

15. Effective Practice Strategies Con’t • Train on the course whenever possible. There is no better place to practice or simulate conditions than actually being on the course. • You should measure performance and create “pressure” as much as possible. For example, commit yourself to practicing green side sand shots until you hole five shots, or practice putting with one ball on the practice green with a friend for a friendly wager etc. • Focus your energy 90% on your strengths. Keep them strong. Build them to an even higher level.

16. Effective Practice Strategies Con’t • Identify opportunities for improvement (weaknesses). Be committed to improving each of these skills over time until they become strengths. • Practice your short game twice as much as your long game. Use the Short Game Test for motivation. • Practice “playing golf”. Follow your routine, react to the target and imagine how the shot would turn out on the course. • Make your training as realistic and as simulated to golf as possible. • Keep a written journal of your practice activities.

17. Effective Practice Strategies Con’t

18. Effective Practice Strategies Con’t

19. Traditional vs Transfer Training Why Does Traditional Training Fail to Optimize Playing Performance? - Dr. Bob Christina Traditional Training – “Ball Beating” Transfer Training – “Practice the way you play, play the way you practice”

20. Traditional vs Transfer Training Con’t • Traditional Training • • Is not “deliberate practice”. • • Players are not generally engaged mentally. • • Does not encourage players to learn to perform golf skills in a playing context. • • Encourages players to depend on their coaches. • • Does not encourage practice of pre–shot routine. • • Golf skills taught and practiced in ways and under conditions that are largely different than those during play. • • Does not simulate competitive pressure involved in play. • • Hit balls repeatedly the same distance with the same club. • • Stroke putts repeatedly from the same distance. • • Hit all shots from good lies. • • Makes it relatively easy to perform on the practice range. • • Promotes a false sense of confidence. • •I s not generally focused on reacting to targets.

21. Traditional vs Transfer Training Con’t • Transfer Training • • Encourages the learning of golf skills in a playing context. • • Encourages players to think as they should when they play. • • Encourages players to analyze and correct their own performance. • • Less frequent feedback, instruction, and coaching. • • Encourages players to practice as they must play. • • Hit balls successively with different clubs to simulate play. • • Hit balls different distances with the same club to simulate play. • • Practice pre–shot routine/mental routine when hitting shots and putts. • • Golf skills are taught and practiced in ways and under simulated playing conditions. • • Resulting effect is that shots are more difficult to perform on the practice range than they are during traditional training. • • This training tends to promote a realistic sense of confidence.

22. Mental Game 1. GOOD FOCUS Good mental routine for each shot. Open focus between shots. Not distracted. 2. ABSTRACT THINKING Thoughts on course management and relevant variables only. Doesn’t over-think or over-analyze. 3. EMOTIONALLY STABLE Little reaction to poor shots and bad breaks or to good shots and good breaks. 4. DOMINANT Moderately aggressive. Takes smart risks. Challenges course.

23. Mental Game Con’t 5. TOUGH-MINDED Self-reliant. Indifferent to others. Overcomes adversity. Unaffected by conditions. 6. CONFIDENT Secure, self-satisfied, and guilt-free. See self as winner. 7. SELF-SUFFICIENT Very decisive and prefers own decisions. Resists peer pressure. 8. OPTIMUM AROUSAL Aware of and controls level of tension to enhance performance. On 1-10 scale: 4 for putting, 6 for driving.

24. Short Game Con’t

25. Short Game, con’t

26. What Most Great Players Know • Be your own best friend. Always be kind to yourself. • Believe in yourself - if you don’t, who will? • “Love” every shot that you hit. There’s no such thing as a bad shot. • The mind controls everything in golf. Learn how to use it - that’s where your swing “lives”. • Do your best to never get mad on the course. What can you do better in golf when you’re mad versus when you are composed?

27. What Most Great Players Know Con’t • Find “one” coach whom you trust and believe in. Stick with them and don’t go to advice from teacher to teacher - that leads to confusion. • There are no quick fixes in golf. All great players have “earned” it. • You win with your attitude, practice and preparation - not by worrying and expecting. • Many players are impressive ball hitters; however, the finest players are the best inside 50 yards. • “Listen” to the sounds of your best shots. Fall in “love” with that sound.