Game Like Training for Golf By Matthew Cooke Game Like Training @gltgolf @gltraininggolf
Introduction In this quick start guide we dive a little deeper into what it means to train in a Game Like way. Game Like Training Golf is the purest form of deliberate practice. involves guidance from the learning sciences and is proven to enhance human performance. It has become increasingly popular, especially in the last few years. This is due to an assortment of statements suggesting that practice on the golf course is more important than practicing on the range, or that practice on the range must be adjusted to represent the golf course more accurately. Within this guide, you will be given our insight as well as some practical examples and ideas on how to apply this very concept into your own coaching. Research from some of the most respected and renowned professors in Motor Learning, Cognitive Psychology, and Neuroscience has given the coaching world an inside view of how the human brain learns movement. Team GLT has taken this information determined how to best apply it. We now want to share our education and experiences with coaches around the globe. We want to share what the learning sciences are saying so that others can begin implementing these concrete strategies with their athletes every day. Although its growing popularity would suggest that everyone knows about training in a Game Like way, there are still many left on the outside not knowing. Game Like Training isn t just placing a player in a fun game on the practice ground that has no meaning or structure after getting some blocked technical reps in. Game Like Training requires targeted, specific game design structures that present the Recreation of situations, the Simulated experience of perceived outcomes, and the Regulated details of practice results.
Introduction Here at Game Like Training we use the following principles in our daily training to create some of the most Game Like environments that push our students to actively learn and discover while increasing engagement. If it looks, sounds, and feels like the real thing, then it is! The most effective practice conditions for learning are those that most resemble the ones required during play on the golf course. Each golf shot on the course presents a different problem to be solved from the prior. Therefore, practice that encourages the treatment of each shot as a unique problem to solve represents a style of practice that resembles real play. In our view, this method enhances these skills for play on the course. Consequently, blocked practice and other forms of repetitive activities that minimize problem-solving activities in practice produce the least play-specific behaviors for the golf course.
Background Recreate Unfortunately, the training environment can t be made exactly the same as a true performance (tournament) environment. However, it can be made as similar as possible, or perhaps even more demanding. In this instance, the need for specificity is key. You can learn a golf swing, but it has no impact and serves no purpose when you are standing on the 17th hole with an in-between distance, on an awkward lie, with a little bit of dirt on the side of your ball. However, having the opportunity in everyday practice to identify hundreds of different shots (process the information or input contributing to that shot), selecting a response based on what the environment will allow, and then organizing the motor system to execute the action (swing), a higher level of golfer will inevitably filter through. Student athletes are typically taught on the range, with a pyramid of balls in arms reach, on a flat lie, and yet they do not compete or play with that setup. Golf balls are away from the hitting area as much as possible, or students are asked to walk to a location and return after each shot - On the course, you walk up to 300 yards before getting to hit your next shot. Creating that time between shots in practice is vital.
Background Simulate This is closely intertwined with Recreating, but possesses an extra essential component: intensity. This comes from forming a psychological outcome that student athletes can equate the same, if not more, value towards. Simulation directly links to the planning and reviewing of a golf skill. By maximizing Simulations, you provide students with a goal-oriented task which requires planning and reviewing in relation to the specified goal. Experts in other sports and industries utilize Simulation in their everyday (motor skill learning) practice. A great industry to pull from is the medical industry - an industry where lives are on the line, and people can be fatally injured if a surgeon or doctor makes the wrong decision. To prepare these professionals and to provide the necessary knowledge and memories, Simulation to its highest degree is paramount. In 1963, the medical world made it mandatory to complete a certain number of hours of simulated practice. Over time, the industry has evolved this practice to make it as real life as possible by hiring actors for patients and building training hospitals. Students perform exams on these patients (actors) who are specifically trained to follow the details of the case, making the experience as realistic as possible. Create challenges or skills tests: We often see or hear the word drill when it comes to describing practice in sports, especially golf. The word drill implies a number of objectives such as p r e c i s i o n, e f f i c i e n c y, a n d progress. The problem is that the word drill is a poor choice to use when trying to increase learning because of the negative stigma it has, and so it may send the wrong message. To maximize Game Like training, we must use
Background techniques that will help encourage creativity, energy, and innovation; drills, unfortunately, do not do that. They do have their time and place, but it s not, unfortunately for some, part of Game Like training. Challenges or skills tests indicate that practice will be fun, game-like, challenging, competitive, and difficult. Those students presented with the above now believe that difficulty is expected, mindfulness is required, and innovation is embraced. Regulate The individualized regulation of a student athlete s development is very important. There has been extensive research on self-regulation from many sources; however, all are well aligned with each other in that it is a never-ending cycle. Expert performers in all domains partake in some form of regulation. It begins with goals, then moves onto strategies to achieve those goals, and finally reflects on the results of decided strategies to once again, create new goals and plan more strategies. The attainment of expertise in diverse fields requires more than promising talent, initial interest, and high-quality instruction; it involves personal initiative, diligence, and practice. Both the quality and quantity of an expert s practice have been linked directly to acquisition and maintenance of high levels of performance. Using Richard A. Schmidt and Dr. K. Anders Ericsson s pioneering work in expert and elite performance, combined with my personal experience and knowledge (more specifically in golf), the following stages are experienced. Knowledge and understanding of these stages for both player and coach can enhance performance.
Background Phase 1: Goals, expectations, value, strategy planning (game-like practice vs. technical), task analysis, how. Phase 2: Action, executing a movement, help seeking, self-observation, time management. Phase 3: Reflection, reviewing, satisfaction, analysis, reactions. For optimum learning (motor skill learning), time spent in phase 1 and 3 are required. It is not the action itself where you will learn. It is in the planning and reflection phases in which students will accelerate the learning process. Chunking Chunking is an athlete s ability to break down the information that is presented to him or her, then by using that information, accessing a previous memory or experience of Invest in some small notebooks for your students, and make it mandatory for them to bring to each lesson. Whether notes are taken or not the notebooks must be there. high level execution or consistent execution, firing off an already learned motor program, initiating a more accurate and efficient movement and action relative to the task at hand. A very important differentiator in utilizing the concept of chunking is to provide the student with as close to Game Like training as possible and this means Recreating and Simulation are non-negotiable. Students exposed to repetitive practice on the practice
Background ground will only recall memories from the practice ground. Unless Recreation and Simulation were utilized, students have not achieved a high level of information processing and decision-making, only a false sense of confidence in their ability to play. Hence, building a game on the range and then trying to take it to the golf course. Performance Games Picture the number of golfers joining the game rather than the golfers leaving the game. See in your mind s eye golfers of all abilities enjoying the game and having fun. Why does this more often than not fail to happen? What is science and tradition telling us that we have not caught onto yet? The answer is; traditional practice just doesn t offer up as easily the carefully designed pleasures, the thrilling challenges, and the powerful social bonding afforded by game environments. Tradition does not motivate us as effectively, it doesn't maximize our potential. Games are fulfilling our genuine human needs. Games are teaching and inspiring and can engage us in ways that the real world is not. Games can also bring us together in ways that the traditional ways are not. Games will, if created using the following structure, create all of the above and can re-shape the golfing world. When you take away all the complexities and differences in games, the scoring systems, levels and multiplayer participation they all share the same three components. One is the goal (the objective, the specifics). Two is the rules which guide players to achieve their goals. Rules limit the obvious ways in how one will achieve the goal, they actually do the opposite of what is commonly believed and unleash creativity and enhance strategic thinking. And finally, feedback, which tells players how close they are to
Background achieving their goals. Points, levels, score or some form of visual progress, which all enhance motivation. The following section of this quick start guide details some example performance games. For more games check out and view team GLT s workbooks that will soon be available to purchase.
Short Game Performance Game Putting Cup Game: Putting cup is where you play 9 holes on the putting green. The player picks the 9 holes that are played. Goal: Complete the course you set up in as few strokes as possible scoring as many points as you can. Rules: Only one golf ball is to be used and scores must be recorded every time. Hole length must be paced out and recorded on scorecard. Scoring: Level 1: 4putt = 0 pts, 3putt = 10 pts, 2putt = 20 pts, 1putt = 30 pts Level 2: 3putt = 0 pts, 2putt = 10 pts, 1putt = 20 pts, 4putt = -10 pts Level 3: 2putt = 0 pts, 1putt = 10 pts, 3putt = -10 pts, 4putt = -20 pts
Long Game Performance Game Tigers 9 Game: Tigers 9 are hitting all 9 shots in golf. Straight, draw, and fade. Each shot needs to be hit at a low, medium, and high height. Goal: Execute every shot in succession. Rules: Failure to execute a shot results in no points for that particular shot. One can never attempt the same shot twice. Scores must be recorded every time. Scoring: Level 1 Shot hit well as intended = 10 points Shot hit poorly but in play = 5 points Shot hit poorly, cost or penalty = 0 points Level 2 Shot hit well as intended = 10 points Shot hit poorly but in play = 0 points Shot hit poorly, cost or penalty = -5 points
Golf Course Performance Game Game name: Forward or back Goal: The goal, depending on level selected, is to complete as many holes as possible in a particular amount of time or against other players. Complete the hole and move on to the next hole as many times as possible. Rules: Only one golf ball is to be played. Scoring system: Level 1 Single player: Make a par = move to the next hole Make a birdie = miss a hole Make bogie = play hole again Make double bogie = move one hole back Level 2 Multiplayer: Make a par = move to the next hole Make a birdie = miss a hole Make an eagle = miss two holes Make a bogie = move back one hole Make a double bogie = move two holes back Level 3 Multiplayer: Make a par = move to the next hole Make a birdie = miss a hole Make a bogie = move back one hole Make a double bogie = move two holes back Player to complete as many holes as possible in 2 hours wins
Conclusion After this quick start guide I hope you have some ideas and got some insight with how to practically apply this information. The first part of changing practice for better, and long-term learning, is to first have some knowledge. Now that you have an introductory understanding of some information it is time to go and commit to some action. Create a practice session utilizing these training concepts and watch your students become more engaged in their practices. At Game Like Training we re collaborating with the world s finest in academia and practical coaching world, to bring that information to you. If you have any questions email us at info@gltgolf.com For more education, inspiration and practical ways to learn about game like training check out Matthew Cooke s book Expert Golfer