Teaching Coaching Managerial Leadership. Participant Information Form Philosophy of Teaching Report

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1 2012 EDUCATION/SELF-STUDY EVALUATION REQUIREMENTS Level Requirements Core Self-Study Required Reading The One-Minute Manager by Ken Blanchard Raving Fans by Ken Blanchard I Education Program Forms "Golf :Energy in Motion" by Debbie Crews-Ketterling Level I - Core Education Program Participant Information Form Personal Mission Statement Myers-Briggs Evaluation Written 100-Multiple Choice Question Exam Level Requirements Teaching Coaching Managerial Leadership II Self-Study Education Evaluations Required Reading The One-Minute Golfer by Ken Blanchard Golf Parent of the Future by Lynn Marriott & Pia Nilsson "Successful Coaching" by Rainer Martens "Leadership and the One-Minute Manager" by Ken Blanchard "Skills for New Managers" by Morey Stettner Workshop LPGA Practical Teaching Evaluation Workshop One Workshop-Coaching Related One Workshop - Management Related Observation Class A Teacher Observation (3 hours total) Head Coach Observation / Interview Manager Observation / Interview Program Level II - Teaching Level II - Coaching Level II - Managerial Ledership Forms Participant Information Form Philosophy of Teaching Report Participant Information Form Philosophy of Coaching Report Participant Information Form Philosophy of Management & Leadership Report Written 100-Multiple Choice Question Exam 100-Multiple Choice Question Exam 100-Multiple Choice Question Exam Practical Practical Teaching Evaluation Practical Coaching Evaluation Practical Managerial Leadership Evaluation Level Requirements Teaching Coaching Managerial Leadership III Self-Study Education Evaluations Workshop Teaching Related Workshop One Workshop-Coaching Related One Workshop - Management Related Observation Class A Teacher Observation (3 hours total) Head Coach Observation / Interview Manager Observation / Interview Program Level III - Teaching Level III - Coaching Level III - Managerial Leadership Form Participant Information Form Participant Information Form Participant Information Form Written 70-Multiple Choice Question Exam 70-Multiple Choice Question Exam 70-Multiple Choice Question Exam Written Report Teaching Handbook Coaching Notebook Business Plan Practical Practical Teaching Evaluation Practical Coaching Evaluation Practical Managerial Leadership Evaluation LPGA Headquarters Contact: Gwen Checho gwen.checho@lpga.com

2 LPGA Written Evaluations The LPGA Written Evaluation required for LPGA T&CP Apprentice, Class B and Class A levels of membership. Level I-Core written evaluation must be successfully completed for all applicants to gain Apprentice membership. Apprentice members must successfully complete the Level II written evaluation in their chosen certification track, along with a practical evaluation, to gain Class B membership. Class B members must successfully complete the Level III written evaluation in their chosen certification, along with a practical evaluation, to gain Class A membership. All questions are taken from the current LPGA study materials (see below). The questions have been designed to measure not only factual knowledge on the subject matter, but to also evaluate the understanding and application of this knowledge. CORE EDUCATION The Level I-Core Education evaluation is designed to evaluate the basic knowledge of the golf profession as presented in the LPGA Level I-Core Education study materials and the LPGA National Education Program Series-Level I-Core Education. A current USGA Rules of Golf Book will be provided and a golf club of choice may be used to complete the exam. The Level I-Core Education Evaluation contains 100 multiple-choice questions. Level I Core Education Written Evaluation Subject Matter Source Percentage About the LPGA...NEP Manual, Section 9 and % Communication...NEP Manual, Section % LPGA Integrated Performance System...NEP Manual, Section 3 and % Integrated Model Golf Fitness Performance...NEP Manual, Section % and GOLF: Energy in Motion Equipment Considerations...NEP Manual, Section % Professional Development...NEP Manual, Section % Required Readings...The One Minute Manager and Raving Fans Rules of Golf...Current USGA Rules of Golf Book... 10% LPGA T&CP Member Guide e - 1

3 Written Evaluations TEACHING The Level II and III-Teaching evaluations are designed to evaluate the basic knowledge of the golf profession as presented in the LPGA Level II Teaching study materials and the LPGA National Education Program Series-Level II and III Teaching, respectively. A current USGA Rules of Golf Book will be provided and a golf club of choice may be used to complete the exam. The Level II-Evaluation contains 100 multiple-choice questions and the Level III-Evaluation contains 70- multiple choice questions plus the Teaching Handbook which counts as 30% of the total score. Level II Teaching Written Evaluations Subject Matter Source Percentage About the LPGA...NEP Manual, Section 9 and % LPGA Logo Usage Guidelines from Extranet LPGA Integrated Performance System...NEP Manual, Section % Motor Learning and Control Research...NEP Manual, Section % Sports Psychology...GOLF: Energy in Motion Equipment Considerations...NEP Manual, Section % Professional Development...NEP Manual, Section % Required Readings...The One Minute Golfer... 10% and Golf Parent for the Future Rules of Golf Current USGA Rules of Golf Book..10% Level III Teaching Written Evaluations Subject Matter Source Percentage About the LPGA...NEP Manual, Section 9 and % Communication/IPS/Equipment...NEP Manual, Sections 2, 3 and % Health/Golf Fitness...NEP Manual, Section % Learning/Performance...NEP Manual, Section % and GOLF: Energy in Motion Business of Golf/Professional Development...NEP Manual, Sections 7, % Rules of Golf..Current USGA Rules of Golf Book % Teaching Handbook NEP Manual, Section % LPGA T&CP Member Guide e - 2

4 Written Evaluations MANAGERIAL LEADERSHIP The Level II and III-Managerial Leadership evaluations are designed to evaluate the basic knowledge of the managerial leadership concepts as presented in the Level II and III-Managerial Leadership study materials and the LPGA National Education Program Series-Level II and III-Managerial Leadership, respectively. The Level II-Evaluation contains 100 multiple-choice questions and the Level III-Evaluation contains 70- multiple choice questions plus the Business Plan which counts as 30% of the total score. Level II Managerial Leadership Written Evaluations Subject Matter Source Percentage About the LPGA...NEP Manual, Section 9 and % LPGA Logo Usage Guidelines from Extranet Management and Leadership...NEP ML Manual, Sections 2 & % Communication...NEP ML Manual, Section % Group Dynamics...NEP ML Manual, Section % Time Management...NEP ML Manual, Section % Human Resource Strategies...NEP ML Manual, Section % Creating a People-Centered Environment...NEP ML Manual, Section 9 & % Motivation...NEP ML Manual, Section % Business Planning...NEP ML Manual, Section 6, 11, 12, 13 and % Required Readings...Leadership and the One-Minute Manager... 8% and Skills for New Managers Level III Managerial Leadership Written Evaluations Subject Matter Source Percentage About the LPGA...NEP Manual, Section 9 and % Management and Leadership...NEP ML Manual, Sections 2 & % Communication...NEP ML Manual, Section % Group Dynamics...NEP ML Manual, Section % Human Resource Strategies...NEP ML Manual, Section % Mentoring...NEP ML Manual, Section % Conflict and Managing Change...NEP ML Manual, Section 14 & % Business Planning...NEP ML Manual, Section 6, 11, 12, 13 and % Business Plan...NEP Manual, Section % LPGA T&CP Member Guide e - 3

5 Written Evaluations COACHING The Level II and III-Coaching evaluations are designed to evaluate the basic knowledge of the coaching concepts as presented in the LPGA Level II and III-Coaching study materials and the LPGA National Education Program Series-Level II and III-Coaching, respectively. The Level II-Evaluation contains 100 multiple-choice questions and the Level III-Evaluation contains 70- multiple choice questions plus the Coaching Handbook which counts as 30% of the total score. Level II Coaching Written Evaluations Subject Matter Source Percentage About the LPGA...NEP Manual, Section 9 and % LPGA Logo Usage Guidelines from Extranet Integrated Performance System and Equipment...NEP Manual, Section 3 and Program Notes... 27% And Communication...NEP Manual, Section 2 Coaching Strategies...Successful Coaching, Chapters 1, 2, 3, 4, 6, 7, % and NEP Program Notes and Handouts Coaching Research/Expertise...NEP Program Notes and Handouts... 20% USGA Rules of Golf...Current USGA Rules of Golf book... 18% Level III Coaching Written Evaluations Subject Matter Source Percentage About the LPGA...NEP Manual, Section 9 and % Coaching Strategies...Successful Coaching, Chapters % and NEP Program Notes and Handouts Promotions and Marketing...NEP Program Notes and Handouts Team Building Culture/Chemistry...NEP Program Notes and Handouts Learning and Performance/Sports Psychology...NEP Manual, Section % Golf Fitness...NEP Manual, Section % and Successful Coaching, Chapter 13 USGA Rules of Golf...Current USGA Rules of Golf book... 12% Coaching Handbook...Individual Members Submission... 30% LPGA T&CP Member Guide e - 4

6 Written Evaluations HELPFUL HINTS Study Strategy for Written Evaluations 1. Review the material 3 times A. The first time you will retain 50% of the material B. The second time you will retain 85% of the material C. The third time you will retain 96% and this is all you need. 2. Define your learning style A. Reduce the material using your dominant learning styles this may involve rewriting it (kinesthetic), repeating it or studying out loud (auditory) or reading it over (visual). 3. Allow best times to study A. If you are a morning person then get up early to review the material, if you are a night person, then plan quiet time at night to review. 4. Go with your initial response it is usually correct A. The process of elimination works if you do not have an initial response but be sure top read all of the answers before making a choice. Multiple Choice 1. Multiple choice questions are comprised of a stem and choices. Look to see if any of the choices are different from the others, this means it is definitely the answer or it is definitely not the answer. 2. Process of elimination quickly eliminate the answers you know are incorrect and reduce the interference 3. Need to be the same length with same terminology, otherwise these are indications that it definitely is or is not the answer. Open Book Rules Section of Teaching and Coaching Evaluations 1. Become familiar with the sections of the rule book 2. Make up or remember odd rulings from your past experiences and find them in the rules book 3. Have others ask you rulings that you can look up and verify in the rule book 4. Take the Rules Quiz available at Test Anxiety 1. Breathe oxygen to the brain is a wonderful thing when taking a test 2. You will do the best you can with what you have at the time it is no different than playing golf 3. Prepare by following the steps above and remind yourself that you have done everything you needed to do to get ready, then let it go and answer the questions 4. Image a situation that you are very comfortable and confident in and bring this image to the evaluation site. LPGA T&CP Member Guide e - 5

7 Written Evaluations Sample Questions The following examples illustrate the types of questions found on the three written tests. These are merely examples and are not intended to represent the complete range of subject matter covered by the written evaluations nor do they imply the level of difficulty of the evaluations. The directions used in these examples are similar to those on the evaluations themselves. Choose the best answer to each question. 1. What ball flight is likely to result when the swing path is square to the target line but the clubface is open to the target line? A. hook B. pull C. slice D. push 2. Which of the following terms refers to a law as opposed to a component or improvement strategy? A. timing B. centeredness of contact C. stance D. plane 3. How many Certification Units (CUs) are required under the LPGA T&CP Bylaws for a member to retain her Class A status? A. 24 CUs every two years B. 24 CUs every three years C. 32 CUs every two years D. 32 CUs every three years 4. What are the requirements must be completed by an Individual in the Application Process to become an LPGA T&CP Apprentice member? A. playing ability test and written evaluation B. self study and orientation C. orientation, core education program, self study and written evaluation D. core education program, self study and practical evaluation 5. According to Article X of the LPGA Constitution an Apprentice member is entitled to all privileges of membership except: A. voting B. serve as LPGA Section Workshop host C. entering LPGA Tour events as described in Tournament Regulations D. entering a LPGA Section tournament 6. Which Ball Flight Law has a major effect on the distance a ball will travel? A. clubhead speed B. aim C. plane D. path LPGA T&CP Member Guide e - 6

8 Written Evaluations 7. According to Situational Leadership as described in The One-Minute Golfer, which teaching approach is most effective for new golfers? A. delegating B. supporting C. coaching D. directing 8. According to the NEP communication information, which of the following describes a golfer with visual tendencies and right brain processing? A. communicates with the eyes, and no obvious pre-shot routine B. moves a lot at address and likes drills C. imagines the whole swing rather than the pieces and likes to use a metronome D. likes a golf bag and clubs that look good and always arrives early or on time for a lesson 9. According to the LPGA Integrated Performance System, which of the following shots are created by using the principles of a pull/fade? A. cut/lob shot B. punch shot C. sand shot (explosion) D. a and c above 10. According to the LPGA Integrated Performance System, what Law is being violated when a shot is topped? A. clubhead speed B. clubhead path C. clubface position D. centeredness of contact 11. Identify the most important factor regarding your role as a golf educator A. what-the content B. why-causes of behavior C. how-the process D. when-developmental stages The following situation may be resolved by one of the following lettered answers as defined by the current USGA Rules of Golf. 12. On the first day of state amateur match play competition, a player practices on the 18th green of the competition course before teeing off. What is the ruling? A. no penalty B. one stroke penalty C. stroke and distance penalty D. match play-loss of hole; stroke play-2 stroke penalty Answers to Sample Questions 1. C 2. B 3. A 4. C 5. C 6. A 7. D 8. A 9. D 10. D 11. C 12. A Visit for practice rules questions. LPGA T&CP Member Guide e - 7

9 LPGA Practical Teaching Evaluation The LPGA Practical Teaching Evaluation (PTE) is designed to evaluate the ability to demonstrate knowledge of the physical and psychological principles for creating improved golf performance. The LPGA PTE Guidelines have been developed to ensure that both the National Evaluators and the member taking the evaluation (known hereafter as the candidate or the teacher ) have clear expectations and an understanding of each teaching evaluation category and scoring component. The LPGA PTE is a learning experience and a mastery process. The PTE consists of four (4) categories: 1. Pre-Evaluation and Orientation The candidate is required to attend the Pre-evaluation and Orientation (generally conducted by the Evaluation Site Captain) which begins 30 minutes prior to the first scheduled lesson. Candidates not meeting all the LPGA pre-evaluation requirements will not be evaluated at that site and must register for another LPGA evaluation site to complete the evaluation process. Prompt arrival the candidate must arrive for the Orientation session which begins 30 minutes prior to the first scheduled LPGA PTE lesson and the candidate should report to the designated meeting area Appropriate Attire professional golf attire required, clothing ironed, hair groomed and clean; clean shoes, etc. 1. PTE Lessons Wore a watch Wearing a watch is required because being on time for a lesson appointment is basic and necessary professional behavior. Organization There will be approximately 10 minutes to prepare the lesson area between the orientation session and the introduction of the first student. The candidate is expected to organize the lesson area (range balls and tees are provided by the site), and set up any of their own teaching aids, targets, additional clubs or other items they would like to use for the lesson. The candidate may be able to deliver items to the teaching area prior to the Orientation (please see the Site Captain). Video and digital cameras or laptop computers are not allowed during any LPGA evaluations. Safety (lesson area free of distractions or obstructions) Distractions for the student and teacher will be eliminated. Access to the designated teaching area ought to be easy for a right or left-handed student. The candidate will bring any safety concerns to the attention of the Evaluation Site Captain. All candidates will teach three (3) 30-minute lessons. The lessons will include: Two (2) full swing lessons One (1) lesson on a golf skill less than full swing (short game: putting, chip and run, pitch shot or bunker shot) The candidate is expected to speak at a volume that can be heard by the evaluators Students of all ability levels will be assigned to all candidates A lead evaluator will observe all 3 three lessons, a second evaluator will observe 2 of the three lessons and a third evaluator will observe the third lesson (two evaluators observing each lesson) At the conclusion of all 3 lessons, the category scores from each evaluator will be recorded; the high and low score in each category will be eliminated, the remaining scores are then averaged. Evaluators are not informed of the candidate s certification level until the completion of all sessions and the scores have been tallied.

10 LPGA Practical Teaching Evaluation (continued) 2. LPGA PTE Performance Self-Assessment Following each of the LPGA PTE lessons, the candidate will complete a Performance Self- Assessment. At the end of all three lessons, the lead evaluator will collect the assessment forms. The lead and second evaluator will review the assessment forms for any clarification they need for the content or intent of the lessons. If further clarification is needed then an interview will be conducted and the questions asked will be for clarification purposes only. The evaluators may raise or lower their initial scoring by no more than 2 points (which will affect the overall averages). 3. LPGA PTE Performance Review The Performance Review and the Evaluation Results will be ed to candidates within 2 weeks of the Evaluation Site. The candidate s Performance Improvement Plan will be attached to the results letter; it will emphasize the candidate s teaching strengths, provide specific feedback relative to the lesson components and outline various resources and/or activities that may enhance the candidate s skills. The candidate will be provided an evaluation form for comments regarding the LPGA PTE Process. This form will be turned into the Lead Evaluator or the Evaluation Site Captain. PTE Lesson Evaluation and Scoring Components The evaluation of the lessons includes two categories, Application and Communication. Within each category there are 6 components. Points will be awarded for each lesson component and the scoring will be 0, 1, or 2 (as described in the guidelines) for a maximum of 12 points in category. Both categories are of value and must be completed within the established range to successfully complete the Level II or Level III requirements. Level II Completion: the candidate must average 8 points in each category Level III Completion: the candidate must average 10 points in each category If a Level II candidate successfully masters the LPGA PTE for Level III, the candidate will be required to complete the Level III self-study, education and written evaluation requirements, but they will not have to repeat the PTE. If necessary, a candidate may make up to four attempts at the PTE to satisfy the mastery score for each level. If the mastery score is not met, then the education and self study requirements for that level must be repeated. Application Components these items describe behaviors that take place during the lesson A1 - Safety/Warm-up A2 - Equipment A3 - Orderly Lesson Plan A4 - Improvement Strategy A5 - Imagery Metaphors, Drills A6 - Learning & Performance Communication Components these items describe how the teacher interacts with the student C1 - Interview C2 - Goal Setting C3 - Semantics and Pacing C4 - Modeling C5 - Feedback/Interaction C6 - Summary Revised: April 2011

11 LPGA Practical Teaching Evaluation (continued) The PTE Guidelines are presented in the following sequence to better follow a typical lesson format A3 - Orderly Lesson Plan C1 - Interview A1 - Safety Warm-up C2 - Goal Setting A2 - Equipment A4 - Improvement Strategy C4 - Modeling A5 - Imagery, Metaphors, Drills C3 - Semantics, Pacing C5 - Feedback/Interaction A6 - Learning & Performance C6 - Summary A3. Orderly Progression/Sequence for Lesson Plan The teacher demonstrates an orderly progression or style for blending the components of the lesson: interviewing, observing, goal setting, observing, applying the improvement strategy, and then closing or summarizing. Share with the student the what you recommend for reaching the goal and the why so that the student accepts the plan as personal and achievable. 0 = no lesson plan or ineffective lesson plan relative to the goal 1 = teacher demonstrates plan that includes the what for improvement 2 = and includes the why so it is owned by the student C1. Interview A successful lesson begins with an interview. To begin building rapport, the teacher inquires about the student s background relative to golf, sport and personal history. For the safety of the student, the teacher must ask about injuries or physical condition/limitations prior to any warm-up activities. Through the entire lesson, the teacher gathers specific information about the student their desired level of participation with the game of golf, how they think about themselves and the game. Topics to include: Physical Condition (evaluate body condition; you may wish to incorporate a physical screen ( please notice how the student s body moves ) Golf History (reasons for playing, handicap, practice, past lessons) Sport History (other sport awareness, participation) Personal History (interests/hobbies, etc.) Throughout the entire lesson ask questions and observe to determine if the student processes information more in the left hemisphere or in the right hemisphere. Ask questions, listen and observe for clues to determine the student s sensory preference (v-a-k) and personality type. 0 = physical condition not addressed 1 = in addition to physical condition, at least two (2) of the above topics addressed 2 = in addition, specific questions were asked to begin to determine learning style and sensory preference Revised: April 2011

12 Revised: April 2011 LPGA Practical Teaching Evaluation (continued) A1. Application of Safety/Warm-up It is the teacher s responsibility to provide a safe environment for the student, the teacher and other persons in the area. The teacher must be aware and verbalize to the student concerns that could cause harm to the safety and well-being of the student. For the safety of the student, the teacher must ask about, injuries or physical conditions/limitations prior to any warm-up activities. Verbalize the importance of a warm-up and/or minimal stretching prior to taking full swings. For all lessons, encourage, demonstrate and oversee a basic warm-up procedure. Demonstrate safety concerns with any drills or exercises used in the lesson or summary phase; the teacher must be certain that the student knows precisely how to use the drill or exercise. 0 = allows an unsafe environment 1 = maintains a safe environment for all persons in the area 2 = maintains a safe environment for all persons in the area and oversees a warm-up procedure C2. Goal Setting The teacher asks the student what they want to accomplish by taking this lesson and long-term, what will make the game more satisfying and fun for them. The teacher suggests and/or negotiates a goal for the lesson a goal that will help the student get what they want. This goal must be: clear - to the student and the teacher realistic for the time frame, the student s current skill level and physical condition measurable how will the teacher and the student know that the goal was reached. Likely, the goal will be related to the ball s flight/outcome, the body s movement and or the club s movement. Before proceeding, the teacher and the student must agree on how the change or improvement can be evaluated by the end of the lesson. 0 = no goal for the lesson or not clear between student and teacher 1 = a clear, realistic, and measurable goal is established for the lesson and understood by the student 2 = and the goal for the lesson was appropriately linked to student s long term goals A2. Equipment It is the teacher s responsibility to assure that the student has every opportunity for success; therefore the teacher verbally recognizes how equipment can affect performance. In an appropriate manner, the teacher will share their opinion on the compatibility of the student s equipment as it pertains to the lesson. The teacher may suggest changes or alternatives that will allow the student to more efficiently reach their goal for the lesson and/or long-term goals. 0 = no awareness of equipment 1 = teacher verbally acknowledges how equipment can be suitable or not suitable 2 = and states whether the student s equipment is compatible as it pertains to the lesson A4. Improvement Strategy/Plan The teacher chooses an improvement strategy that is compatible to the goal and effective for the student s capabilities. The improvement strategy chosen could be related to a pre-motion component and/or an in-motion component as presented in the LPGA s Integrated Performance System. The teacher demonstrates knowledge and understanding of the concept of playable ball flight by choosing an appropriate strategy based on motor learning and performance concepts. 0 = effectiveness of lesson jeopardized by inaccurate information or too much information 1 = addressed pre-motion and/or in-motion components accurately and appropriately for the goal 2 = and the components addressed were accurate and effective for the student as well as the goal

13 LPGA Practical Teaching Evaluation (continued) C4. Creating a Model How the teacher presents the improvement strategy creates a model for the student to follow. The student will utilize the model as it is presented; it must to be accurate and relevant. The teacher may show pictures, use a mirror, demonstrate or present a verbal description using imagery and metaphors. Hands on manipulation may also be appropriate. Static modeling is stationary, such as a picture or position. Dynamic modeling is in motion and the more closely it resembles the desired motion the more effective it will be. 0 = no model present or model is not accurate and relevant 1 = model is accurate, relevant and primarily presented as static 2 = model is accurate, relevant and presented in motion (dynamic) A5. Imagery, Metaphors, Drills The teacher chooses imagery, metaphors and/or drills that directly correspond to the student s goal and to the improvement strategy. Learning occurs as a sensory-based experience. The appropriate use of imagery, metaphors and drills will increase the sensory experience of the student. Imagery internal representations that may be visual, auditory and/or kinesthetic Metaphors it looks like or it feels like Drills may isolate a part of the whole movement or may involve the whole movement and are used as a new piece of learning or to reinforce a skill through repetition Visual imagery may be an imagined picture of the ball flight, the motion of the club or a visual image of the student performing. Auditory imagery may be a sound related to the ball flight, the motion of the club or related to the tempo and rhythm of the motion of the student. Kinesthetic imagery may relate to the physical sensations experienced by the student and may include the feeling of the club striking the ball and/or ground. Rapport between the teacher and the student leads to a trusted learning environment; in this environment the teacher will elicit imagery and metaphors from the student. 0 = no imagery, metaphors or drills demonstrated 1 = teacher directs imagery, metaphors and/or drills compatible to the student s goal and physical condition 2 = student creates imagery and metaphors C3. Semantics/Pacing During the interview process and throughout the lesson, an effective teacher uses positive words and phrases. A student-centered approach is demonstrated when adopting a similar body posture, matching the amount of eye contact, and using a similar voice tonality. The student-centered teacher integrates the student s words, phrases and perceptions into the conversation. The teacher affects the pace of the student by slowing or increasing there own speech and behaviors. Golf jargon may be appropriate when the student has the correct perception of the language. Ball flight and biomechanical terminology need not be used; if it is used it should be explained accurately and in easy to understand terms. 0 = teacher lacks positive statements, used negatives and/or a one-way communication style 1 = teacher uses positive, specific and straightforward words and phrases in an encouraging manner 2 = and the teacher integrates the student s words and phrases within the verbal communication Revised: April 2011

14 LPGA Practical Teaching Evaluation (continued) C5. Feedback/Interaction The teacher provides specific, accurate and intermittent feedback to the student by reacting and responding occasionally and appropriately. Intermittent feedback by the teacher allows the student to be in a receiving state; that is, the student will have an opportunity to differentiate between the desired motion and the undesirable motion. Asking the student open-ended questions allows the teacher to learn more about the student s perceptions and expand the interaction. It provides an opportunity for the learning to be owned by the student. 0 = too much teacher feedback and/or inaccurate feedback 1 = teacher provides specific, intermittent and accurate feedback 2 = and asks questions relative to the student s perceptions of the lesson A6. Learning and Performance The goal of any lesson is to elicit a change in behavior. The teacher must understand the student s intention; only then can the teacher provide new information, a new strategy and/or process that will result in a change in the motion. The teacher s responsibility is to help the student learn a new process (physical and psychological) so that a change takes place. Information of itself is not enough unless the student has an experience (a realization) that a different perception can create a change. This change must be observable as a change in attitude, body motion, golf club motion and/or ball flight/outcome. 0 = teacher provides only information 1 = knowledge gained is demonstrated by a change in student s body and/or club motion 2 = and a change occurs in ball flight/outcome C6. Summary In closing the lesson the teacher includes the goal, the key points of the lesson and an assessment of the student s understanding. Ask the student to describe how the goal was reached? Can the student verbalize or demonstrate the improvement strategy? Integrate: this immediate goal with larger goals, or what happens in practice with what happens on the golf course, that is - present with future. Present a plan for the future (play, practice, additional lessons, etc.) so that the student is clear about what she or he can do to continue moving toward their goals. Demonstrate enthusiasm about their continued participation with the game of golf. Review the goal of the lesson Review the improvement strategy the key points of the lesson Check for understanding and integrate Suggest a plan for the future Create an emotional connection by an enthusiastic attitude 0 = no review of the goal 1 = teacher summarizes the lesson, by reviewing the goal and assessing the student s understanding of the improvement strategy 2 = and integrates or links the lesson goal to the future and long-term goals Revised: April 2011

15 LPGA Practical Teaching Evaluation (continued) Practical Teaching Evaluation Preparation 1. Study the minimum standards reflected in the LPGA Practical Teaching Evaluation Guidelines. Be familiar with evaluation expectations and the day s agenda. 2. Practice 30-minute lessons with the intention of including all lesson components. 3. Utilize an observer to evaluate your practice sessions using the LPGA PTE Form. 4. Reflect on the lessons you have provided and received. What contributed to their effectiveness and what could have been better? Periodically, complete the LPGA Performance Self- Assessment Form. 5. Consider ways to be more efficient with information gathering; listen intently to your students. Create numerous open-ended questions that may be used during a lesson. 6. Prepare and utilize a notes form for your students that specifies: a. the goal of the lesson b. the improvement strategy c. how the improvement (goal) will be assessed d. a practice plan 7. Videotape and/or audio tape your lessons and evaluate using the LPGA PTE forms. Revised: April 2011

16 LPGA PTE Candidate Performance Self-Assessment Candidate Name: Lesson #: Fill out after each lesson. After the third lesson, give the completed form to your lead evaluator. 1. Describe significant facts learned about the student during the interview and throughout the lesson. 2. Describe what you were able to learn about the student regarding their learning style (left or right hemisphere), sensory preference (V-A-K) and/or personality (Myers-Briggs Type Indicator). 3. Describe the warm-up procedure used by the student. 4. What did the student want? What was the goal for the lesson? How was the improvement measured? 5. How did you link the goal for the lesson to the long-term goal? 6. What improvement strategy did you present? Why? 7. Briefly describe the imagery, metaphors and/or drills that were used by you or the student. 8. How did you describe to the student the effectiveness of the student s equipment? 9. How did the improvement strategy create a change in the student s understanding, physical motion and/or ball flight? 10. Describe how you integrated the main points of the lesson (present to future)? 11. Are there any additional comments you would like to make relative to the lesson? Any thing you would add or change?