Sticky Learning Skills For Golf Professionals



As a professional Coach, do you find that, although you’re an excellent instructor,


  • the skills you teach don’t always stick?

  • your learners get it when you show them, and then forget to use it when they’re on their own?

  • they seem to borrow skills from you, but don’t embody them afterwards?


Is this frustrating for you?

This is a two-day workshop designed to help Golf Professionals increase their students’ uptake and retention of skills by coaching in a special way. 
Its basic premise is to discover the difference between teaching or instructing the skills, and setting up situations where the learners have to work it out and discover for themselves through careful guidance and feedback.

This includes creating contexts for discovery, acting as a feedback device, and encouraging learning by inductive methods.

What are Contexts for Discovery?


A context for discovery is a situation deliberately set up so that the students discover for themselves what it is you want them to learn, and may also discover other things in addition either consciously or unconsciously.



So our premise is that instead of instructing, telling and showing, thus giving the information, you create activities intended to give direct experience, then by demonstration, directing attention and skilled questioning, you get the students to work out for themselves the intended learning points.  They extract learning from their own direct experience rather than second-hand and pre-digested from yours.

What is teaching by inductive methods?

Timothy Gallwey (author, Inner Game of Tennis/Inner Game of Golf) taught novice tennis players to hold and use the tennis racquet correctly by deliberately NOT referring to the racquet.  Instead, he instructed them to concentrate and describe the ball in detail as it approached them.  Since they had a tennis racquet in their hands, they would hit the ball back to him. 


What he noticed was that they would strike the ball with the centre of the racquet every time, even using a back hand when he threw the ball to their off side.  He never had to teach them how to use the racquet, because when he directed their attention to watching the ball, their bodies already knew how to hit it.


The unconscious learns something perfectly while conscious attention is directed to learning something else.


He used the terms Self One and Self Two to describe what we call the conscious and the unconscious.  He suggested the Coach’s job was to keep the student in Self Two as much as possible.

If these ideas capture your interest you and you'd like to know more, just...

You learn to:

  • create “contexts for discovery”

  • act as a feedback device

  • teach how to choose and access effective (high performance) states

  • encourage “inductive” learning


Results are that your learners:

  • really get it

  • may go beyond your skill levels

  • own their learning, because you helped them learn it for themselves rather than showing them what to do and how.

©  2019 Bitner Phillips Partnership Ltd