so sorry about the delay guys
thanks to Rob for his kind words about myself and Matthew
Rob is someone that we've reached out to since we arrived in the USA
and also thanks to Nick, Chris, Michael, and Trilliam
they're all people we've reached out to so without they're support we wouldn't be up here giving you guys this message
so our presentation today is really on effective practice strategies
for coaching golf
and before we delve into that specific topic
I just wanna cover our understanding of performance
so through our reading
and our experiences
we've begun to believe that the human body is blessed with a gift
and this is the gift of adaptability
so if we embark on a training program
that is deliberate and purposful
that contains desirable difficulties
and that can recreate and simulate
situations that players will face
in tournament play
we can take advantage of this gift of adaptablity
and we can make mental, technical, and physical adaptions
and if we do this for long enough
if we're resilient and we can do this for long enough
eventually we can become an elite performer
and that was mine and Matthew's traditional beliefs
and over time it's evolved, we've noticed that performance, it's a little more complex than that
and further reading and further education
showed us how important
the individuals lifestyle is
and how important the environments they're exposed to everyday
has an impact on performance
we also began to realize
that actually isolating elements of performance
was a little bit artificial
so I'm a mental performance coach
if I help someone
discover, their intrinsic motivation
that can actually be used
in the physical realm to make them train harder
and gain physical progressions
if Matthew helps someone with their swing
and they start to become more confident
then that actually changes their on course processes
so when looking at performance, myself and Matthew
we started to look at it a bit more like this
everything was a bit dynamic and intertwined
now, we, at bishop's gate and at IJGA
and I know Matthew at his academy
and through his online education
we like to explain this to our players
because if you give players
this kind of education
then the strategies
that Matthew's going to explain to you right now
they're more likely to embark on them with a purpose and a focus
and an understanding
so I'll hand it over to Matthew and he's going to talk on the coaches role in some practice strategies
thanks Iain
so, it all begins with the environment
and as coaches
it's part of our role and it's part of our responsibility
to provide variability within the environment that we're creating
the appropriate amount of variability
and so I'm gonna share
a couple of practice strategies with you all
there's many out there but I'm just going to share two
that really in line with how, the desires of the human brain when learning so
they're interleaving practice tasks and performance games
so interleaving practice tasks are
basically the mixing of
two or more activities
within practice
and then alternating between those two activities
so if I was to give you an example of one of my golfers that I see
I would, after analyzing their game
and spending time with these golfers
I might find that they have a particular area of weakness in their putting
and it could be anything
and then I might find another area of weakness
in their approach game
and so I find specific drills
and strategies
and tasks that can improve those areas
and then in a practice setting
I would set up a task on the putting green
and I would set up a practice task on lets say a
on the on the, range
and then I would have the individual
go through one learning trial on the putting green
and then head to the driving range
to complete the other practice task
and I would have them do this over and over again
so rather than completing 20 learning trials
in succession on the putting green
they would complete the same number of trials but they would alternate between them
so, the next one, performance games
which is my favorite, I have a bunch of games out there
performance games are quite simply
challenges, tasks, or tests
that contain 3 very specific elements
recreate, simulate, and regulate
and just because of these elements
it makes performance games rather engaging for students
because of the game like nature of it
and so, an example I'll share with you
I use this game quite often
with students called PGA tour putt
and it's really simple it's geared more towards sort of you're new golfer, beginner golfer
and students would simply putt
6 tees at different angles
at 3 feet, 6 feet, 9 feet, and 12 feet
so a total of 24 putts
and the goal is to hole as many putts as possible
and students only get 1 chance
from each tee
and then after they've played this game
they write down the scores
they keep a track of it
and then over time we can see how they're progressing
and so, just by practicing using these two
strategies, interleaving and performance games
we induce a deeper type of learning a deeper type of processing
and so this forms the ability for students to develop chunks
and I'm sure many of you know what chunks are
or have heard about it
because it's becoming more popular
but chunks are basically, this is taken from Dr. Anders Erickson, chunks are basically units of information
and they can help guide and facilitate
the skilled behavior that golfers are striving for
and so
by doing this
I like to explain, the chunks
in an analogy which I think is pretty cool
you like this as well don't you Highf
so imagine a letter
on it's own it's almost, meaningless
take any letter, the letter "L" , "M" ,whatever it might be
it's completely meaningless but then if you add a letter to another letter
you create a word
and then words can form sentences
sentences can form paragraphs
and this can form a masterpiece
in the form of a novel, a story
poems
you name it, it can bring about something greater
and so flip to the golf scenario
the golf environment
and in practice you might have a basic chip shot
just a simple chip shot, but
on it's own, it's almost meaningless
if you can create the context
by using just these two strategies
then the student can form their own type of masterpiece
in the form of a shot
so Iain put together a pretty good model here that explains that
so the golfers masterpiece
is a shot
just from utilizing those two practice techniques
so lets move on to the current student experience
image at the top left is typically what we see, it's getting better, but
balls are in one place, bags are in one place, everything's neat, tidy
looks symmetrical
looks nice
however it's not in line with how our brains learn
so golfers usually come to the range
and they'll take their 7 iron or whatever
golf club is their favorite
and they will just rifle through all these balls
usually to the same target
pretty typical and traditional
the brain's disengaged
we're not optimizing the science of how we learn
and then golfers get this illusion of competence. There's no variability, we're not creating a good enviornment
for them
so there's little
or not transfer to the golf course
and hence the age old
I can't take my range game to the course
Imagine this
so the images show different stages
and so we set up practice in the form of a circuit
so each station is working on something different
we have score cards up there
we have the golf course
we have some stats and some data
so we're collecting, there's a lot of variability there
and to be honest it looks like a complete mess
but it is, it's an organized mess
this, as chaotic as it looks
is actually providing
most of the things a golfer needs to learn
and so I took something from a professor that most of you know
Dr. Robert Bjork and he states that
using interleaving practice, adding
interference through this random, and variable
practice style
that we're creating transfer appropriate processes
hence, practicing this way, golfers are more likely to take that range game, to the golf course
So I'm going to pass you back over to Iain because he's dying to speak
but he's put together a really cool model that I think helps show the journey of a golfer
in their development and how they can utilize different practice strategies
in that journey so
Thanks Iain, go on in
Thanks Mattew
so it's important to stress that, I'm not a sports psychologist
and Matthew's not a scientist
you know we really are coaches or performance coaches
or I'd be classed maybe as a mental trainer
now what we're actually doing is we're taking the work of these extremely clever people
these extremely dedicated people
and we're trying to adapt it
to evolve the way that we coach
so on this diagram that I've created
and I create these because I don't always understand the research initially
so I create these for my own learning
and sometimes they really help us form models of coaching
so on the left hand side
that stands for cognitive, associative, and automated
and that's taken from the research done by
Dr. Tim Lee
and Richard Schmidt
the motor learning research
and then you can see the words challenge point
and contextual interference
well there's a great paper out there called the challenge point frame work
and that really helps you understand at what point of challenge you should be setting players
to keep them learning
and then contextual interference
is taken from a lot of the research
done on dynamic systems theory
now all that sounds well and good
but what does it mean for the golfer?
so Matthew do you wanna click like 5 clicks
so I'm gonna try and relate this to the lesson that
Don was giving to James
And what we saw was
we saw a lot of repetition
it was blocked
but we actually saw the removal of numerous distractions
so the contextual interference
was quite low
and what Don was doing
and you could see this by James' face
he was really stretching him cognitively
if we want to learn
cognitive stress is the way that we learn
So James was trying to find these correct movements
and he couldn't get them and then he could
and he couldn't
and Don did a great job you know he said there's the net, he took away the golf ball
so when James' hit there either wasn't a ball or he couldn't see the flight
and then he progressed it by saying
once he's got a certain level of feel I'll take him outside
and he'll start hitting shots
and I totally agree with that
and then if you start to combine maybe where Don would have taken it in the future
and I'd love to have a conversation with him about this
Matthew then with his interleaved suggestions
so James is going to do 2 or 3 drills where he hits a shot
maybe at different speeds
maybe at 20% speed first
to 60% speed
where does the movement break down
and then James is gonna go get up and down
and then he's gonna come back
do those moves
and then he's gonna hole a 10 footer
and he's not allowed back until he holes a 10 foot putt
and what that's doing is it's inducing that deeper learning
because everytime James comes back here
He's forgotten what he was doing to become successful
So that variability keeps the brain engaged
Now as James would become more successful at that
we would say he was starting to get in an Associative state of learning
so what we would do then is say maybe there's not as much need for this block practice anymore
maybe James is now only doing speed variability
and he's starting to hit at targets
or hit shapes
because when he's got targets guess what, the contextual interference
and the challenge point have increased
and then ultimately if James was very successful
at this
the last bit do you wanna click on a bit Matthew
you can see if we take it all the way to the end
Golf course extreme
so we now have James on the golf course
with extreme challenges
like okay you have to make par
to get on to the next hole
if you make bogey, you have to go back to the tee
if you make double bogey you go back 2 tees
you've got 2 hours to complete nine holes
off you go
does his new movement pattern hold up under that
if it does, then it's automated
because he's dealing with the contextual interference
and he's dealing with, and the challenge point of that practice is extremely high
if it's breaking down under that
maybe he has to drop back a phase
so, myself and Matthew created that continuum
I definitely, with the interactions of a lot of the coaches
that are here from Bishop's Gate and IJGA
look at that
and I know Matthew employs that with a lot of his students
In Atlanta
so briefly just to wrap up
in the interest of time
it's not a magic pill
like I said we're not scientists
and we haven't proven that this model is awesome
and works
but, what we do know is it's in line with the research
so, we're making practice variable
we're making practice challenging
we're including the environment stresses of competition
and what all this is going to lead to
hopefully is one thing
the players best golf
turning up when they need it the most
which is on the golf course
I would recommend looking at some of these references
K Anders Ericsson the handbook of expertise and expert performance
incredible book, not one for bed time reading
it's a tough read. Peak is a little softer than that
the lasting learning website with Dr. Pirozzolo and Dr. Bjork
the information on there is incredible
and just so you know that Matthew and myself aren't
crazy guys who are really ahead of the wheel
if you look at Percy Bloomer
who was made hall of fame coach in 1942
if you find some of his books, really old books, and you find some of his articles
he's actually said very similar things to what Matthew and myself have presented on stage today
so thank you for taking the time to listen to us
in the interest of time I don't think we'll take questions but
while we're walking around if anyone wants to ask us anything
or if you want a copy of the model or the slides
just let me know I'm willing to share anything that we've created
Thank you
[applause]
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