Keeping Golfers in The Game
A New Focus On An Industry Challenge
By MICHAEL HEBRON, PGA Master Professional, CI
To Whom It May Concern;
There were several topics discussed during the December, 2002 Golf
20/20 Conference. The central theme of "Growing the Game of Golf" ran
through every presentation. The conference seemed to be asking two
important questions; Why do so many people stop playing golf shortly after
they are drawn to the game? and Why do some golfers play less frequently
than they once did?
Keeping golfers in the game of course is vital to a healthy climate for
companies and individuals who do business in the golf industry. Golf 20/20
participants offered many ideas and suggestions about frequency of play
and keeping people in the game, but perhaps "core reasons" people stop
playing are being overlooked. Studies have shown that for every person
that takes up the game of golf, another one stops playing. This one for one
ratio is not healthy for growing the game.
Golf can be a very attractive game looking at it from the outside. The game
should be just as attractive from the inside, but after people start to play,
apparently for some, it looses its appeal. Why are people leaving the
game? Today we have studies and hard research from leading universities
and respected research centers that point to reasons that were not
discussed at Golf 20/20. Sources include The National Academy of Science
(est. 1863), The National Research Council (est. 1916), The National
Academy of Engineering (est. 1964), The National Institute of Medicine (est.
1970), Stanford University, Columbia University Teachers College,
University of California at Berkley and the University of Chicago, to name a
few. Over the last decade my experiences also point to the same causes.
We can do a more efficient job of growing the game, but it may take some
open minds and a paradigm shift in the golf industry. Fortunately we have
insights and research that were not available in the past. I.E. (1) Learning
environments are more valuable than teaching environments. (2) Self-
discovery is more valuable than "How To" directions. "Telling isn't teaching
and listening isn't learning", Bob Barkley, and that's a core reason people
are leaving the game.
For a moment, let's go back in time to the very first exchange of golf advice.
Under what circumstances did this first exchange take place? Did a golfer
ask for help, or did someone offer this golfer unsolicited "How To"
directions? It's my guess that a golfer did not ask for help during the first
ever exchange of golf advice and someone gave this golfer unsolicited
"How To" directions. Because of what we now know about long term
learning - well meaning "How To" directions fragment progress, (whether
they are solicited and paid for, or unsolicited), and people leave the game.
What follows can put me at odds with many traditional ideas and also at
odds with some members of my own association. I am not sure how to best
bridge this gap that studies have demonstrated ignores, damages and can
even destroy growth in personal intelligence and at times interferes with
growing the game of golf. What is being presented here is not trying to
upset the apple cart or create any controversy. I would like just the opposite
to happen. The following is just pointing in the direction of a natural
evolution of research and insights about the nature of learning and growing
the game, that in many situations are being overlooked and undervalued.
How can any approach to instruction be workable without taking the nature
of learning into consideration? What facilitates learning the game, also
facilitates growing the game!
Policies and politics often go hand and hand. Workable ideas need good
politics (no matter how useful) to spread the word. For years "how to" golf
lessons (that fly in the face of what we now know about learning) have been
accepted as the norm. More effective approaches for learning golf (or
learning anything) are now available, but they do not have the broad based
support (good politics) needed to spread the word about their value for
growing the game. Unfortunately many golfers "delegate" or "out source"
the job of gathering the kind information that progress is founded on to
someone else's "how to" list. This fragments long-term learning and people
stop playing. I have found that teaching environments often offer more
"noise" than light, and learning environments always provide more light
than noise! Of course efficient golf swing mechanics are very important, but
the nature of learning is equally important and this must be taken into
consideration to grow the game.
It's been said that the status quo often trumps over change and this often
puts progress in danger. For the past 100 years many traditional "how to"
golf lessons were not student centered "learning" lessons: taking place in
"learning" environments that were supported by "useable information",
gained from self-discovery; and this has put growing the game in danger.
Note: Perhaps golf instructors should be seen as caretakers of swings and
games, not teachers of.
If the golf industry wants to help the game grow, it must start "linking"
current findings from science about what can facilitate learning to golf
instruction. In the future, golf instruction should be taking advantage of
what has and is being uncovered about long-term learning. Again, how
could any approach to instruction be workable, without taking the nature of
learning into consideration? Ready, Aim, Learn You Can Do Golf! It's
"learning" that must be at the heart of a lesson, not just information.
• When Davis Love III was a young golfer, his father (a respected golf
instructor) would only talk about the several good shots his son would make
in a round of golf. No fixing, no negative remarks, no judgmental
observations about what could have been different.
• Tiger Woods said, "As a child, the club and ball were my playmates" -
"When my pop and I would spend time on the range, we were always
creative and competitive. I.E.: Who could hit the ball the highest, the lowest,
etc" (No "how to")
• Ben Hogan - "I can't recall ever having a lesson- when some things you try
don't work out, you go back and find what does."
• Ben Hogan - "If you were teaching a child to open a door, you would help
the child learn about the door knob, so he could open the door for himself.
You would not open the door and explain what you did." Golfers should not
be asked to memorize body positions, they should be improving their
insights about cause and effect with playful learning approaches.
• Golf is not a hard game to make progress with when efficient learning
environments are available - and this must be understood to grow the
game. Workable learning environments are collaborating with a learner's
self-discovery skills, not giving out "How To" directions.
Most people would agree - with a good start - things are half done, i.e.
freshman year in college; 1st grade in grammar school; the first six months
of starting a business; all have critical implications on the end result. When
discussing growing the game, the following should be noted: studies show
that the approach used to orientate people during the first season they are
learning golf will clearly influence how long people will be willing to go
through the natural and normal learning curve that's part of every new
endeavor. Studies have demonstrated that a content centered, teacher
centered focus is not central to long term learning, but constructing our own
knowledge base through curiosity, imagination, and self-discovery is central
to long term learning.
Ready - Aim - Learn!
(25 million golfers can't be wrong)
There is no one answer - what follows is based on several points:
• I find it is interesting that the word "teach" is not used in Webster's
definitions of education, learn or orientation!
• It is also interesting that in ancient Egypt, the birthplace of formal
education, the words teaching and punishment had the same origin.
(Learning is never punishment and teaching approaches often are.)
• History demonstrates that things change over time and improve.
• Golf balls, golf clubs, golf course conditions have all changed over time -
and improved.
Note: the golf industry's approach to either "orientating", "educating", or
"teaching" most golfers has never changed. Unfortunately, from day one,
"Hear is my money, tell me what to do" has been at the foundation of golf
education (but not for Tiger Woods or Ben Hogan).
• Call it what you will, teaching, educating, orientating, for 150 years
traditional approaches have been "teaching" lessons, that were "teacher"
centered, given in "teaching" environments that do not support long term
progress, and some people leave the game.
• Traditional golf orientation is a reaction to poor habits - with one person
giving another person "How to" directions. On the other hand, workable
learning approaches are pro-active experiences that support curiosity,
imagination, self- discovery, and what if thinking (all tools of solving
problems). On a par 72 golf course there are 72 problems to be solved.
• Workable learning approaches are not geared for changing poor habits -
they are geared for changing poor insights, so people can change their
own poor habits and solve the problem to be solved. An alert mind is
engaged in active problem solving activities (not passively following "How
To" directions) as its learning.
• The most valuable lesson the golf industry and golfers could gain is be
becoming aware of what instruction can not teach - and what self discovery
• Indoctrination, memorizing facts, or managing techniques are not
supporting long-term learning.
Note: Learning and memory are one in the same. The brain remembers in
two ways. It remembers facts and it is also remembers procedures. Memory
of a workable procedure (motion) is damaged when we include or try to
remember facts. We must just perform.
• When you try to help a golf swing you can win or lose, but when you help
a golfer you always win. Progress does not come from more information, it
comes because someone's learning potential improves.
In January, 2002, The National Committee for Developments in the Science
of Learning and The Committee on Learning Research and Educational
Practices in their report "How People Learn" point out:
Today a more basic understanding of how people learn (anything) through
self-discovery, that can assists people in becoming self-sustaining life long
learners has been uncovered! In the past it has not been the rule for
education systems to train people to "think" and solve problems through
self-discovery (playing golf is thinking and solving problems). More
workable insights about learning are now coming into focus. These new
insights are normally not found in schools and sports instruction. It's a
"personal" self-discovery process that forms a connection between stimuli
(the shot at hand) and responses (playing golf), so golfers can personalize
and realize the relationship between structure (clubs, balls, field of play)
and function (playing golf).
While costs and availability can influence how, when and where people will
spend their time and resources - a "core" reason people will choose one
activity over another is because their level of satisfaction, enjoyment and
self-esteem are all great in that activity. Is traditional golf orientation ("How
To" directions) interesting, enjoyable and empowering, or are people
learning - "I can't putt," "I can't chip," "I have a bad swing" and are leaving
the game. Workable learning environments don't try to change a golfers
style, they use it.
I'm not so sure it is fair to say that the cost of the game and its availability
are reasons people are leaving the game. Note: When people first start
playing golf - if they are making reasonable progress and know why, they
will then look forward to 1) playing, 2) solving the problems the shot at hand
presents, 3) the green grass experience, and 4) the companionship and
competition the game can offer, all while becoming loyal golf industry
On the other hand, when someone's orientation to the game "disorientates"
them (with someone else's "How To" directions), they can get the feeling
that golf is hard to learn - and they stop playing. As was said, how people
are first asked to learn golf will have a major influence on how long golfers
are willing to stay involved with the games natural and normal learning
curve. Golf is not a hard game to learn in workable learning self-discovery
environments. Science points out there are no poor learners, only poor
learning environments. Approaches to learning golf that are founded on
"Hear is my money, tell me what to do" - fragment progress, and people
stop playing and learning. (The fact that mankind plays to learn will be
discussed shortly.)
Unfortunately "golf" is being left out of many golf lessons and is being
replaced with "how to" directions, drills and expert models. This is similar to
how "reading" is being left out of reading lessons when "flash cards" are
being used. Approaches to golf orientation should be geared to improving a
golfers "golf IQ" or we could say their learning potential, not confusing them
with "How To" directions. When someone's learning potential improves their
performance potential and enjoyment improves. Workable learning
environments are not geared for changing poor habits, they are changing
poor insights and thereby improving learning potential.
Note: Man is predestined by nature to first learn, then teach himself. On the
other hand, some approaches to education, unfortunately first try to teach,
with the hope people will learn. Education should not be about hoping to
see progress! (Most golfers are hoping to improve.) Workable learning
environments support progress by providing tools of acquisition while
avoiding "How To" directions.
When people are not making progress they often believe they have a
shortcoming or lack some physical skill. Rarely, if ever, do people ask " Is
there a more efficient way to learn?" The answer is normally yes! Golf has
always been a game to be played (and learned), not a subject to be taught.
Most of the advice people receive about improving their golf is "How to"
directions that can be intellectually interesting, but clearly does not support
long-term progress. "How to" directions are educationally vacant, and I can
speak from experience. Giving people drills, expert models and things to
memorize, studies have demonstrated, can fragment learning. I can also
speak from experience about this. Efficient swing motion or sound
mechanics are very important, but there is a huge difference between a
motion you develop from your own insights, and motions that "how to"
directions are trying to teach (children or adults). The following speaks from
experience about all this.
My Ah! Moment
Over time golf has been very kind to me. I became a PGA member in 1969
and by 1991 had received a fair amount of industry acceptance and
recognition, including the 1991 PGA Teacher of the Year award and the
1990 Horton Smith Trophy for contributions to PGA education. My work has
continued to be recognized, being named to Golf and Golf Digest Top 50
teacher lists, along with many other awards. I have been very fortunate.
The golf industry was saying I was one of its leaders and my business was
growing. But about 10 or12 years ago I started to realize something was
missing from my work. I noticed that a lot of bright able people always
seemed to be taking the same kind of lessons from me. Some people were
not learning and leaving the game.
This insight was followed by one of those AH! moments that are a gift from
somewhere. I realized that I did not know very much about how people learn
or retain information. I did not know anything about the nature of learning.
For more than a decade now, I have spent a lot of time, money and effort to
learn more about how people come to know what we know. For me, with
help from many educators, professors, and PhD's, it has been a wonderful
education. Secret: When learners are not making progress - the teacher
needs more education.
Note: Over the last 10 years I have seen a remarkable difference in the rate
of progress for golfers of all ages when this nature of learning is taken in to
consideration - as compared to the teaching lessons golfers had
experienced in the past - from me - a perceived leader in golf instruction.
For years I was overlooking the nature of learning and the intelligence of
The Intelligence of Play
Hard core research has shown that we "play" to learn; we do not learn to
play and I was overlooking this. Science points out that we are all born
playful and therefore born with the ability to simultaneously be a perfect self-
learners and perfect self-teachers. People who are leaving the game
shortly after taking golf up, probably had little or no "playful" self discovery
in their approach to learning golf and a lot of "how to" directions. Science
has shown that trying to learn from all the "how to" lists, drills and expert
models that "teaching' lessons offer, fragments long-term learning. NOTE:
We "play" with computers, recipes, formulas, etc. to learn. Every worth while
discovery mankind has made was based on the "intelligence of play", not
"How To" directions that are always changing.
Play never tries to memorize - but has wonderful long-term memory.
Play never has failure, only feedback, that's never wrong.
Play does not try to be exact, but is often perfect.
Play does not rely on directions, but always gets to its destination.
Play tries what's new and different, but is never scared.
Play takes risks (learning requires risks) but is never anxious.
Play has many Ah! moments, that last forever.
Play happens in safe environments. Learning requires a safe environment
where outcomes are observed without being judged or criticized. Note: The
phrase "I think, therefore I am" is not as accurate as "I observe, therefore I
am." Thinking is retrieving or looking into the future. Thinking is comparing.
Thinking has little to do with observing in the present, where learning
occurs. Thinking overlooks "Now"!
Issac Stern (premier violinist) "I was lucky to have a teacher who let me
learn how to learn."
Ben Crenshaw - "We were fortunate to have Harvey Penick to learn from".
Jack Nicklaus - "Mr. Grout taught me to teach myself"
Richard Riley - U.S. Secretary of Education - "Schools that fail, have not
given students the skills of acquisition for learning."
The May 13 issue of Sports Illustrated had a 5-page story about "how to"
golf lessons that left the stories author in a "DAZE" (copy included).
Mark McCormick, (Pres. of IMG) said "What they do not teach you at
Harvard Business School, in fairness to Harvard, they can't teach; and that
is the positive use of your own insights and perceptions to get to where you
want to go. Harvard can't teach street smarts." GOLF SMARTS CAN'T BE
TAUGHT EITHER! "The art of teaching is assisting discovery." Mark Van
Doron. As we said, the most valuable lesson any golfer can receive is
becoming "aware" of what instruction can't teach, but self-discovery does.
Three billion years of evolution and nature have designed mankind for
success, not for failure. When man is conceived, from day one he has been
predestined by nature and evolution with the ability to be a perfect self-
learner and a perfect self-teacher constructing his own knowledge base.
This is being overlooked when approaches for golf orientation, golf
education, or golf instruction are founded on, "Here's my money, tell me
what to do." There is a great difference between intelligence and wisdom.
You may have paid for college, but that doesn't make you educated.
Progress is an awakening that is always personal in nature, based on
learning that is a celebration of imagination. Research has demonstrated
teaching lessons are not providing the personal knowledge, (i.e. skills,
habits, and ideas) that can serve as foundation for long-term learning, but
self-discovery, curiosity and imagination do.
Golfers who want to improve should be given he opportunity to be lead by
their own imagination and curiosity, not managed by "how to" directions.
Some things are learnable, but are not teachable. Albert Einstein - "It's a
miracle that the modern methods of instruction have not entirely strangled
all learning and the curiosity of inquiry."
• For learning to last, don't try to recreate - just re-experience. Golfers must
be in a flow state, before their swing and club can be flowing.
• Information that is geared to helping you is not as valuable as information
that is geared to helping you help yourself.
• For the learner, having the tools to realize the cause, is more valuable
than asking a teacher why.
• Some schools and instructors are better at recognizing talent than
developing talent.
• Golfers are always more important than instructors.
• Someone else's information is not as valuable as our own innovation,
curiosity and imagination.
The Environment is the "Best" Blueprint
We learn "best" by interacting with and gaining core knowledge about the
environment. We shoot basketballs up because the environment tells us to
shoot the ball up - not a coach. I.E. The basket is up! Snow, rain and the
sun (the environment) tell us to use snow tires, raincoats and sunblock. For
500 years golf clubs, golf balls, and the field of play have defined the
blueprint for the shot at hand - not some "How To" golf book, or teacher.
Workable learning approaches illuminate the environment and support self-
discovery interactions with that environment. I.E. 'Every green breaks
toward the river". "We are playing Wilt Chamberlain tonight, shoot from the
While you could probably help a roommate get through law school, or
medical school, you could not "teach them" to be a lawyer or a doctor.
Personal experience is the only door to progress. When we miss a foul shot
in basketball, we adjust the next shot because we understand the
environment, not because someone tells us what to do. Learning that lasts
is founded on: creating an experience, observing the outcome, and making
our own adjustments! Personal experiences and adjustments to outcomes
are at the foundation of long-term learning!
Note: Taking a foul shot in basketball blindfolded that misses and having a
friend tell you - a little higher, more to the left, etc. does not promote long-
term learning. That kind of information is not authentic or personal in nature
and is similar to the "How To" directions that many golfers are trying to
follow. "How to" directions control and manage, and create opportunities to
For 500 years the design of the golf club, the properties of a golf ball, the
field of play and the shot at hand (golf's environment - or golf's physical
basics) have clearly defined the requirements of an efficient golf swing
motion, not some "How To" book or coach. Traditional golf education
overlooks this insight. When golfers have core knowledge about golf's
environment, long-term learning, interest, and enjoyment follow. IE: After we
know the basket is up in basketball, everything else is self-discovery. After
we know the requirements for the application of force (for the shot at hand),
we learn to apply efficient force through self-discovery.
Note: A new golfer, someone who had never played before, if taken to a
golf range and asked to pick out a swing they liked - would clearly pick out
the "orthodox" swing before the unorthodox. If this new golfer already can
recognize a golf swing that's orthodox - they do not need a teacher. They
could use a guide, or mentor to help them get by any misconceptions and
poor concepts a new golfer may develop, or may receive from friend about
golf's environment.
It's important to notice:
• Croquet is a vertical game because the stick is vertical.
• Pool is a horizontal game because the table is horizontal.
• We shoot basketballs up because the basket is up.
The golf club, the golf ball and the field of play (golf's environment) define
the blueprint for efficient golf motion and playing the game, not "how to"
directions. Effective learning approaches are geared for illuminating the
environment, they do not offer "how to" directions. John Burroughs, "When
we interact with nature, we are dealing with things first hand, getting rules
and standards that serve us for life".
Note: In business, medicine, law, sports, weather, etc. it's always
environments that define efficient interactions with them. Effective
education points out what to do - not how to do it. It's self-discovery that
defines and develops the "how to".
University of Chicago professor Dr. Harold Kalawn, "our ability to make
progress is hard wired or genetically encoded into our brain - but the level
of learning and development depends entirely on "the environment" people
are exposed to. This is an absolute". Reasoning, decision making and
learning, are all biological in their origin. This connection should not be
Workable learning environments reveal what must be done (avoiding "how
to" directions), as they guide people in the direction of self-discovery that
informs, empowers and encourages every learner. "Teaching" lessons lack
the opportunity for golfers to use their own imagination, curiosity, playful
problem solving and self-discovery skills.
Note: Playful learning opens the "higher cortex" of the brain, improving
one's problem solving thinking ("how to" directions do not). Learning is
solving problems. (There is something to be learned every time we solve a
problem) Golfers who want to improve need ways to enhance their learning
potential, they do not need more "how to" lists. Again, workable learning
environments are not trying to change poor habits, they are changing poor
insights, so people can change their own poor habits.
Note: "Education is not something that a teacher does. Education is a
natural process, which develops spontaneously in humans who are allowed
to experience their environments"(The Absorbent Mind, P8). A "focus" on a
learner and their activities, rather than focusing on a teachers "how to" lists,
is what leads to long term learning. Think of this as developing a golfer,
rather than teaching a golfer.
Golf industry leaders have pointed to the cost of playing golf and limited
access to golf courses as reasons that some people stop playing golf, but
perhaps "core" reasons are being overlooked. There are people who have
played golf their entire lives, (even some who have attended golf industry
meetings for the "growing of the game") who started playing golf with used
clubs and balls, found their way to golf ranges from time to time, and also
discovered places to play at reasonable rates. When they were "new" to
golf they had an interest in and were enjoying playing the game.
Note: Today:
• Used clubs can cost less than a pair of basketball sneakers.
• A year's supply of used balls can cost less than a pair of designer jeans.
• A golf bag can cost less than a few tee shirts.
• 25 trips to a golf range can cost less than 25 visits to a fast food
• 20 nine-hole greens fees can cost less than 4 or 5 best selling books or
one months phone bill for some people.
It's All the Same
It's useful to realize that for the brain, learning to read, do math, play music,
or create sports motions, it's all the same. The brain learns by interacting
(playing) with ever changing environments, as it observes outcomes. As we
said, the club, the ball, the field of play and timing and balance have been
golf's "physical basics" for over 500 years. Golfers who are making
progress are focusing on what they want to do (make the putt, hit the
fairway), not "How to do it." These physical basics also provided a non-
negotiable blueprint for an efficient swing for the shot at hand. (Everything
always works backwards from the environment).
"Telling ain't teaching and listening ain't learning" Bob Barkley PGA MP.
People must be given the opportunity to develop tools that can "construct"
their own knowledge base, not the opportunity to follow or be managed by
"how to" directions. After conception, "the being" constructs itself, this is the
miracle of creation in a mothers womb. From day one its natures plan for
man to construct his own being and information base. One cell becomes
two cells, two become four and by this multiplication of cells, a new human
being constructs itself. Unfortunately people can be trained away from their
natural constructing skills by "how to" directions. In natures plan human
development and the nature of learning are synonymous, and this is often
The partnership of human development and the nature of learning is very
powerful and this can't be under valued if we are going to grow the game of
golf - or improve the education children can gain. Learning lessons are
"founded in" a proactive "back to basics" curriculum that resonates with
learners who are tired of fads and the jargon of reactive "How To" teaching
lessons. A lesson is not the time spent with a teacher. A lesson is what you
find and take away from a book or coach that's personal in nature. Lessons
in life are gained and acquired, they can't be given. IE: "I learned a lot from
that experience."
The goal of education (learning) is better survived when students are in
environments that helps to develop the intellectual tools and the learning
strategies needed to acquire the kind of personal knowledge that allows
people to think productively and solve the problem to be solved on their
own. On the other hand golfers who are getting disorientated by "how to"
direction, many stop playing and leave the game of golf.
Again, how can any approach to instruction be workable, without taking the
"nature of learning" into consideration?
No play when learning - no acceptable play on the course.
Golf orientation, no matter how well meaning often confuses and
disorientates potential long-term golfers. The infant potential of every
person who takes up golf may be different, but by approaching golf
education with workable learning models (not golf swing models from
experts) and by avoiding teaching models ("how to" directions), every golfer
can be all they can be!
The formula for optimum learning and performing is much more
straightforward than you may imagine. When people are in charge of their
own learning, using their own imagination, curiosity, and self-discovery
skills, long-term progress follows. There are no poor learners - only poor
learning environments. I was recently on the Charlie Rose Show discussing
learning, and made a 3- minute video "Missionaries for Learning" and I am
forwarding both.
Michael Hebron
P.S. Over the last several years, I have been asked to share my findings
(really findings and research from the education and science community)
about learning, in many settings including; Arizona States World Scientific
Conference for the Future of Golf; and NY States Education - Teachers
Conference. I have been asked to help Dr. April Morgan - University of
Tennessee write a book about learning; and the University of South
California asked me for my list of books about learning; I have been invited
to many classroom settings to talk to students about learning, to be a guest
on the Charlie Rose T.V. Show to discuss learning - and, I have given
"learning" golf clinics, "learning" lessons and "learning" seminars all over
the world.
As I said, during the last decade, there has been a remarkable difference in
the rate of progress for golfers of all ages from pro-active "learning
lessons" - as compared to the "how to" teaching lessons they had received
in the past (from a perceived leader in golf instruction, me).
"A new consciousness is normally not a new thing - it's a long playful, return
to what has always been" Helen Luke. Note:
• Man has always played to learn
• Man has always learned best from interacting with his environment
• Man has always learned best from his own experiences
Note: Experiencing a motion is the only way to learn that motion.
Some golf classes are only places to copy and memorize media images and
sounds of "how to" instruction. These lessons are outside the context of
authentic golf, much in the same why reading is being places outside
reading classes by using flash cards.
Some golf classes - can be oppressive and needlessly competitive
environments. They may be intellectually interesting, but rarely educational.
On the other hand Learning Golf Lessons - are creative environments and
places that grow talent. Without directions and answers from others, "we"
notice, then use our own imagination and curiosity. When we learn through
play and observation, we can make the kind of progress that is not
available from "how to" directions, drills, and expert models.
In a land of learning golf, every swing is important feedback, there is never
failure, only useable feedback.
Learning comes from developing our own ideas.
We learn by observing and evaluating outcomes.
We learn by expressing ourselves as we adjust to outcomes.
We learn through self-discovery of what creates outcomes.
Note: We learn best by doing projects, not from doing rote exercises. For
learning to occur, differences must be understood. Ready, aim, learn - you
can do golf!
Workable learning environments are founded on improving insights about
the environment and expected outcomes. Insights into "behavioral
requirements" always reveal the "know how."
Now lets really grow the game with learning sessions that give golfers the
opportunity to learn the lesson to be learned!
©copyright 2003,2006, 2008 Michael Hebron, Learning Golf Inc.™ All rights
© 2006, 2008 Michael Hebron, all rights reserved