Entry 25.11

For those of you who know me well, the idea that I’m a big fan of science shouldn’t come as a shock. And not just biomechanics and physics, all sciences. While mathematics isn’t technically a science, it’s close enough. Big math fan. In fact, I started as a mathematics major the first time I went to college. When I got bored in my first math class, I decided to delve into the world of the biological sciences by turning my major to Pre-Med. By the end of the week, I had changed my major again, this time to Criminal Justice, which is better called Criminal Science. I had to take classes in Criminology, Criminal Policy, Criminal Law and more, all the different branches of Criminal Science. In High School I was in AP Chemistry where my project was to build a still and determine if you could distill alcohol from wood shavings. I even got the Bureau of Alcohol, Tobacco, and Firearms to give me a permit. I was never successful. Here at Methodist, I had to pick two sciences, so I went with Physical Science and Earth Science. I know Earth Science is not an easy class, but I had a blast. I still have the rock tumbler in my garage to prove it. Now I study a variety of sciences from the physical, biological, and behavioral branches of science. So, when I came across a book called The Art and Science of Training, I had to read it. I’m not going to bore you with a whole lot of the science portion of the book. But the author, Elaine Biech, has some thoughts that I think are important for us all to understand. I think we can all agree that she is an expert in her field having written multiple books for the Association of Talent Development (ATD), has been on ATD’s National Board of Directors, won a whole bunch of awards for her work in Talent Development and designed five ATD certificate programs. I have a feeling that when Elaine opens her mouth, people in the world of talent development listen. So should we.

First off, Elaine has changed the way that I think about myself. The golf industry likes to use the terms “Teaching Professional”, “Golf Instructor” or “Golf Coach”. But are these the best terms? I think we can all agree that when we think of the person with these titles, we see someone who is helping develop talent. Now Elaine says that what you do in these roles is so much more important than what you call yourself. I agree. But let’s cover some terms that Elaine uses and their descriptions. First off is a teacher. She says this is someone who instructs kids and is involved in pedagogy which is a fancy term for the method and practice of teaching. Not a bad term, but she has some better ones, so this one is out: Teaching Professional. Instructors are found in academia so that one might fit me but I’m not a faculty member so that one also gets the axe: Golf Instructor. Coach isn’t one of the terms Elaine covers but the dictionary will cross Golf Coach out for us because I’m not “a person who teaches and trains the members of the sports team and makes decisions about how the team plays during games” (Britannica Dictionary). Someone who delivers speeches or talks to large groups of people are presenters. But with presenters there is little two-way communication. I want us to have a constant flow of communication so another off the list. The next three are all contenders. Talent Developer is new and just a replacement for Trainer. Trainers are “the learning catalyst help adults learn new skills and obtain knowledge." Combine that with Facilitator and we’re onto something. Facilitators ensure learners take an active role in their learning. I don’t think it will ever catch on in the industry, but I would rather be thought of as someone who helps my players take an active role in developing new skills. I want it to be a back-and-forth flurry of information and feedback with the goal of you getting better at playing golf.

Ok, with that out of the way, let’s move onto some of the science of training. Here’s where Elaine really kicked me in the pants. She brought out the 70-20-10 guide for learning. Developed here in North Carolina at the Center for Creative Leadership in the 1980s, it built a framework for how people learn. Basically, it works like this: seventy percent of what you learn is done informally through hands on experience, twenty percent is developmental learning or social learning (you learn it from peers), and only ten percent is formal. Oof. My first instinct was self-defense. Nope, gotta be wrong. There’s no way that’s true. So, I did my thing. I researched it. Big droopy shoulders downcast head frowny face emoji. She was right. Of course, if I just kept reading Elaine had done the research and I could’ve saved myself an hour. But digging into it was not a waste of time, I learned some other interesting facts. But back to the topic at hand. With a few words, she had basically pulled the rug out from under my feet. What I love to do is just a small piece of the puzzle when it comes to people learning to play golf better. Not even the medium sized piece. The smallest piece. All the work that I do with each and every one of you only amounts to approximately ten percent of your talent development. After the slight heart attack and mild shock, I kept reading. Thankfully, Elaine didn’t leave me hanging.

Let’s talk about the seventy percent first. This is where you learn from hands on experience. It’s the reason the PGA has us do internships and work experiences. The best way for us to learn to do the job is, drum roll please, doing the job. Yeah sorry, not sorry. Figured I’d throw some drama into this paragraph too. Poor attempt I know. But when it comes to playing the game, the best way for you to learn how to play the game and how to play it well, is to play the game. We all know the guy or girl who shows up to the range to hit balls and maybe to roll a few putts. I mean why not. Can’t let that $500 putter just sit in the bag. Might as well use it. But then they shoulder their bag, head back to the car, and leave. The next day (or week, or month or more) that person shows up and repeats. Then on their yearly round they just plain suck. They come tramping into the shop, looking like they had just finished an expedition across the Amazon and turn in their scorecard. Total strokes: 127. And what’s worse is they don’t understand why. They hit balls. Lots of them. They maybe even practiced putting. They put in the hours and have just one question “Why can’t I play better?” Unfortunately, this isn’t an isolated story. At one point in time, it was my story.

The worst thing that could’ve even happened to me was coming to Methodist. Now don’t take me wrong. It was also the best thing that could’ve ever happened to me (career wise that is). But it has a major pitfall. One that I saw play out day after day when I was at Highland. Free Range balls. Put those beautiful white dimpled globes out without a price tag on them and what do we all want to do? Hit them. Hit them all. Put the title “Free” on something and see how fast they fly. Especially when it comes to golf balls. When I had to pay for range balls? I made the most of it. I slowed down. I tried to learn something from every single one. When I first showed up at Methodist? Game on. I became a range rat. Now there is nothing wrong with being a range rat. If you do it correctly. We think that we have to hit ten thousand golf balls to figure it out. Like Tour players. Except Tour players don’t just beat balls. When they head to the range after a round, it's to figure something out or instill what they found that day. They are there to learn. When I had the choice to pay for a small bucket of balls or play nine holes, I almost always chose to play if I had the time. I was a better player in 2019 when I played only a couple rounds of golf than I was in 2021 after my first year at Methodist. So, what did I do? I hit the range. And I got worse. Until I decided to play every day of my internship instead of hitting the range. I think I hit the range six times that summer. And I got better. Much better. The moral of the story? To get better at the game, you must play the game. There’s no substitute for the learning that happens on the golf course. Seventy percent of your learning is hands on experience. So, ask me for a quick warm up routine, skip the range, and head out onto the golf course.

The next twenty percent of learning can happen anywhere, even on the range. Because its learning that happens when from your peers. But if you do it on the range, that might mean hitting pause on raking over your next ball and watching someone else practice. Then trying to replicate what they are doing. Or asking them to explain what they are feeling. If you’re on the short game area, it could mean trying to go shot for shot with someone hitting the same shot as them. Or by playing competitive games and really paying attention to what your competitor is doing. You will find shots that you just can’t match, or part of their routine that works for you. The most important part is that you need to have a learning attitude. All the time. I’m not saying that you must try and do exactly what everyone else is doing. What works for them, may not work for you. It’s kind of like me and bananas as a kid. You never know until you try. But doesn’t mean you have to try everything but if something piques your interest, take note and learn something. Even if all you learn is that their way isn’t the way for you. One interesting note, almost every top golf facilitator that I know says that it's what they learned from their players that made them great, not the other way around.

Finally, we get to my part. The formal learning part. I’ll be honest I don’t even know what to write for this section. It all seems so insignificant now. Deep down, I know that isn’t true. But I consider myself the worst businessperson in the world already, so that comment fits the bill. Really peddling my wares well by saying they are insignificant huh? In reality, they are super important. They are the springboard for the other two pieces of the puzzle. The anchor. What I do allows anyone to develop as a golfer and not just the lucky ones who happen to stumble upon what works. And because of Elaine, I’m a better talent developer. I see my job as that much more important. Just because I’m not a direct part of the other ninety percent, I can try to make them better. It’s part of the reason that I started using CoachNow. After every lesson, I do a lesson wrap up post in each person’s space. That way you can take what we worked on as you spend time in the other ninety percent and make the most of your time. For members of Dynamic Golf Solutions, you get an online platform that puts you in touch with other members. You can ask questions, share thoughts, and find other members to play golf with. But it is also a place for all of you to leave feedback for me about what happens in that other ninety percent. Tell me feels you found, stats and scores from recent rounds, or a drill that you found helpful. Then when you get ready to come back for your next lesson, I can be better prepared to help you.

Finally, we come to the best part. We can combine the 70-20-10 but in order to do so, we have to get on the golf course. It is the one place we can combine hands on experience, social learning, and formal learning in one place. When we get out and play together you get to ask questions, I see your thought processes and decisions. What you do may allow me to train a fellow golfer to play better. That time on the course also lets me see what we need to work on in the lab. So next time you think you need a lesson, don’t just hit “Full Swing Evolution”. Hit “On Course Scoring Synthesis instead”. It’s worth it. I promise. Ok, sales pitch over. Worst businessman ever.