teacher
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Jim Kobylinski
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Good students learn how to listen without objection but know how to object when the listening isn't applying.
Brian Manzella
Administrator
Great Teachers:
#1. You HAVE TO be able to GET THE STUDENT to do whatever it is you want them to do.
#2. You have to know what of your information to tell them and WHEN.
#3. You have to know your information inside-out.
#4. You have to have great INFORMATION.
Great Student:
#1. Burning desire to LEARN the information.
#2. Ability to ask the right questions for you.
#3. Ability to make the information 'your own.'
#1. You HAVE TO be able to GET THE STUDENT to do whatever it is you want them to do.
#2. You have to know what of your information to tell them and WHEN.
#3. You have to know your information inside-out.
#4. You have to have great INFORMATION.
Great Student:
#1. Burning desire to LEARN the information.
#2. Ability to ask the right questions for you.
#3. Ability to make the information 'your own.'
Here is a piece I posted on the Chuck Evans site a few days ago.
The Good News here is that once you get right the reasonably few Mission Critical Alignments, a host of Stroke-plaguing positions and Motions simply evaporate. And I do mean evaporate -- as in 'gone...never to be seen again' -- unless, of course, you deliberately recall them for purposes of demonstration.
The Golf Stroke is a set of precision Mechanics executed by human Feel. The Mechanics are the stuff of science. The Execution -- the human element -- is the stuff of art.
Golf Instruction is also an art. The competent teacher can 'see' through the numerous problems and determine the root errors. Student and teacher then work together to correct each error in the proper sequence. Only in this manner can there be sustained and permanent progress. It does little good to focus on an error that itself is the product of an error. Again, when change is correctly sequenced, many 'downstream' errors cease to exist. Those that remain are targeted as priority dictates and time allows.
This is the approach Martee and I pursued, and it is why his Makeover yielded its spectacular results.
The Good News here is that once you get right the reasonably few Mission Critical Alignments, a host of Stroke-plaguing positions and Motions simply evaporate. And I do mean evaporate -- as in 'gone...never to be seen again' -- unless, of course, you deliberately recall them for purposes of demonstration.
The Golf Stroke is a set of precision Mechanics executed by human Feel. The Mechanics are the stuff of science. The Execution -- the human element -- is the stuff of art.
Golf Instruction is also an art. The competent teacher can 'see' through the numerous problems and determine the root errors. Student and teacher then work together to correct each error in the proper sequence. Only in this manner can there be sustained and permanent progress. It does little good to focus on an error that itself is the product of an error. Again, when change is correctly sequenced, many 'downstream' errors cease to exist. Those that remain are targeted as priority dictates and time allows.
This is the approach Martee and I pursued, and it is why his Makeover yielded its spectacular results.
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