During a recent golf lesson with Wes, we confronted a significant hurdle. Although Wes understood the modifications required for his advancement, translating this comprehension into action proved challenging. This obstacle led us to adjust our strategy. We ventured onto a virtual golf course, presenting Wes with realistic scenarios he might encounter during an actual game, albeit with the added complexity of utilizing more demanding (less-lofted) clubs. Wes suggested a novel approach: reducing his shot speed to roughly 80% of his standard effort. But wait: Aren’t we always trying to increase swing speed? This adaptation resulted in a breakthrough; Wes was not only able to execute the desired techniques but also consistently replicate them with success. This outcome was extraordinarily enlightening.
This event inspired me to delve into the question: Why does decreasing speed facilitate the attainment of instructional objectives in golf?
• Acceptance of Imperfection: By abandoning the quest for flawlessness, Wes shed his entrenched beliefs (every shot–particularly during lessons or practice–does NOT have to be perfect!). This adjustment enabled him to concentrate on the learning process, thereby creating a more flexible and receptive learning atmosphere.
• Reduction of Muscle Tension: A pivotal discovery was the alleviation of muscle tension, which had previously obstructed Wes’s execution of the necessary movements. Diminishing the intensity of his swing yielded a more effortless and effective motion that is—importantly–more repeatable.
• Engagement of Alternative Cognitive Strategies: The strategy shift prompted Wes to utilize different cognitive processes, essentially awakening the player within him. This mental transition facilitated a more innovative and instinctive shot performance. What helped him in this transition was the recognition that 1) accuracy trumps distance (if a less lofted club at 80% effort gives him confidence and greater predictability, why wouldn’t he use it?!); and, 2) previous gains from programmatic instruction would yield a net neutral result in terms of distance.
Conclusion:
Achieving constant success is unrealistic, a principle that holds true for both life and golf. Surrendering one’s ego, placing trust in a coach’s guidance, and accepting failure as a part of the learning journey are fundamental. Failures are not setbacks but rather opportunities to confront a challenge from a fresh perspective, providing invaluable learning experiences. It’s imperative for golfers to embrace these moments, as they often pave the way to the most profound insights. Learning in this more “controlled” (80%) manner can help us to create a more efficient swing that, once “grooved”, can then be gradually intensified for even stronger performance.
-Christopher R. Stoudt
Director of Instruction
http://www.stoudtgolf.com