Speaker 1: Probably the best tool you can develop is what I
Speaker 1: call the golden rule, take the fault and try the opposite,
Speaker 1: which sounds so mindumbingly simple to people that most people
Speaker 1: have never tried it. In fact, I get emails daily
Speaker 1: from people saying, you know what, I played years and
Speaker 1: I never tried just doing the opposite of my fault.
Speaker 1: I had a guy maybe a couple of days ago, said,
Speaker 1: I suffered with shanks for almost a year now, I
Speaker 1: was almost quitting the game. I'm a three handicap, and
Speaker 1: he said, I watched one of your social posts and
Speaker 1: it fixed it for me.
Speaker 2: All Right, Well, today my guest is Adam Young from
Speaker 2: Adam Young Golf and he's in Las Vegas and welcome
Speaker 2: to the show.
Speaker 1: Adam, nice to be on, always happy to check golf.
Speaker 2: Well, thank you for taking the time to do it.
Speaker 2: So let's start a little bit talk about you know
Speaker 2: your background. You you grew up in Britain.
Speaker 1: Yeah, so play golf in the rain and the wind constantly,
Speaker 1: got pretty good at that. Played a lot of links golf,
Speaker 1: which I know the Americans love and I hate the
Speaker 1: side of a Lynx golf.
Speaker 3: Wait, you hate lenks courses?
Speaker 1: Oh, it's I like very stable environments, so I like
Speaker 1: to know that if I hit a good shot, it's
Speaker 1: going to be out a good outcome. In Links, there's
Speaker 1: a lot of luck involved. You've got to get the
Speaker 1: right bounce, you've got to I mean obviously if you
Speaker 1: if you play really well, you're going to get good
Speaker 1: outcomes as well, but there's more, there's more luck to it.
Speaker 1: I prefer Parkland, point and shoot style golf, but yeah,
Speaker 1: it's nice to get a good mix. I probably appreciate
Speaker 1: a Links course now after not seeing one for many years.
Speaker 3: Right, right, So how old are you when you started playing?
Speaker 1: Quite late actually, as I was fifteen, very analytical kid,
Speaker 1: so I just get a bunch of books out of
Speaker 1: the library and start learning golf that way. So my
Speaker 1: first books were like led Better and fal Though, so
Speaker 1: it was all a position based and my brain just
Speaker 1: matches onto that completely. So anything that's like mechanical and
Speaker 1: it's like if you do this, you will get this.
Speaker 1: I love that, but unfortunately I found that it was
Speaker 1: chasing my tail for a.
Speaker 2: Yes, So now did you were you kind of self
Speaker 2: taught before you started reading those books or.
Speaker 1: Yeah, well those books taught me so it wasn't a
Speaker 1: lot of self teaching. I was hitting balls on the
Speaker 1: football field soccer field for quite some time, and then
Speaker 1: when I felt ready, I went out on the golf
Speaker 1: course and I think my first, yeah, my first round
Speaker 1: of golf, I shot three over par on a nine
Speaker 1: whole course. It was easy. But my friend who I
Speaker 1: was playing with had played for years and his best
Speaker 1: was forty five around there, nineteen over pa. And he
Speaker 1: was like, I can't believe you just did that. And
Speaker 1: I was like, I'm hooked. Now, I'm in on this.
Speaker 1: And it took me a while to do anything like
Speaker 1: that again, but yeah, that really was a hooking situation
Speaker 1: for me. It really latched me on the golf.
Speaker 3: Oh my god. Yeah, no, I mean so that.
Speaker 2: I've heard so many people talk, guys for pros talk
Speaker 2: about how oh yeah, you know, it took me, you know,
Speaker 2: nine months, and I was, you know, a three handicap
Speaker 2: or you know, a scratch golfer, and the rest of
Speaker 2: us have been slaving away our entire lives to shoot
Speaker 2: the forty five on the nine. So what's I mean
Speaker 2: I've other than talent and drive? Is there something else
Speaker 2: in there?
Speaker 1: The kind of practice obsession I think that I when
Speaker 1: I started golf, I just I wanted everything to absolve
Speaker 1: everything about it. I was drawing lines on the television
Speaker 1: for Tiger Woods is Swing, analyzing it. I was reading
Speaker 1: all these books. I was videoing my swing as a
Speaker 1: fifteen year old and we didn't have iPhones back then.
Speaker 1: My dad's video camera, our JBC video camera, and you know,
Speaker 1: record it and then run back into the house and
Speaker 1: have a look at it and then come back out again.
Speaker 1: It was. It was crazy, but I absolutely loved it.
Speaker 1: Any any moment there was light, I would head down
Speaker 1: to the football field and hit balls until it was
Speaker 1: dark and then come home and just repeat. On summer's
Speaker 1: my parents would drop me off at the golf course
Speaker 1: at seven in the morning and pick me up at
Speaker 1: when it was dark at ten at night. In Britain,
Speaker 1: it gets dark, right, was constantly, so I think it's
Speaker 1: just obsession. And when I wasn't playing, I was thinking
Speaker 1: about it as well. I was writing stats like fairways, greens.
Speaker 1: I was going through imaginary rounds of golf in my
Speaker 1: head with a notebook, saying, oh I'd done that differently,
Speaker 1: I would have scored this. Then I'd write down predicted
Speaker 1: scores like, oh, if I play, if maybe in three
Speaker 1: years time, when I hit it farther, I would imagine
Speaker 1: and like hitting to these different spots. Yeah, now I'm
Speaker 1: saying it out loud. I sound like a crazy person,
Speaker 1: but absolutely crazy for golf. And I think when we
Speaker 1: talk about practice, we often don't talk about the mental
Speaker 1: part of it, like the rehearsing of swings in your head,
Speaker 1: you know, just imagining being on the golf course and
Speaker 1: playing the rounds of golf. Those don't get logged as
Speaker 1: practice hours, but I believe they they have something to
Speaker 1: do with improving as well.
Speaker 2: Yeah, well, talk a little bit about that kind of
Speaker 2: mental side of of game improvement, you know, not just
Speaker 2: on course, but you know, off the course, like when
Speaker 2: you're thinking about it.
Speaker 1: That's not my area of expertise. I'll be honest.
Speaker 2: I know what you're saying. You're saying that you thought
Speaker 2: you know that was helpful, right, I mean, is that
Speaker 2: I think?
Speaker 1: So? I mean I can't see I was it was harmful.
Speaker 1: I mean, if I have the choice, if I've got
Speaker 1: an hour of practice, I'm going to do physical practice
Speaker 1: over over mental practice. But when I couldn't practice physically,
Speaker 1: I would be mentally doing it just thinking about the game. Yeah, yeah, yeah, exactly.
Speaker 1: And I think it's interesting. I did find the old books,
Speaker 1: and I had books book after book. Book is proper
Speaker 1: crazy stuff, predicted rounds of twelve, like best case scenario,
Speaker 1: current scenarios, and everything in between. And what's interesting is,
Speaker 1: I'm sure you've heard of a vision board, just like
Speaker 1: writing down a vision board. I've achieved those things. So
Speaker 1: my best case scenario is things like, oh, imagine if
Speaker 1: I hit the ball two hundred and sixty yards and
Speaker 1: my seven nine goes one hundred and seventy yards, which
Speaker 1: was crazy at the time when I was writing it,
Speaker 1: But now all those things have come true. And you know,
Speaker 1: I play, I think off a plus two right now.
Speaker 1: I've been as low as a plus five momentarily. But yeah,
Speaker 1: these things, you know, you surpass where you think you're
Speaker 1: going to get to as well.
Speaker 2: Now, so when did you, I mean, did you immediately
Speaker 2: know this is what you wanted to do with your life?
Speaker 2: You know, since you're thinking about it all the time,
Speaker 2: were you like, I'm this is it?
Speaker 3: Or was it just an obsession at the time?
Speaker 1: Interestingly to me, yeah, when I started golf. Probably about
Speaker 1: a year in I'm like, I want to be a teacher.
Speaker 1: I didn't even think of playing the game professionally. I
Speaker 1: watched them. It didn't occur to me, Oh, maybe I
Speaker 1: could be like like them and play. I don't know
Speaker 1: why I don't. I didn't dream big enough as a kid,
Speaker 1: but I loved the mechanical side and the problem solving
Speaker 1: side of it so much that it was always like, oh,
Speaker 1: this is my dream job. And I used to watch
Speaker 1: my local professional he come in. He'd have a completely
Speaker 1: flexible schedule. He'd come in and just like, I'm going
Speaker 1: to cross these hours off, and I'm like, this is
Speaker 1: the life. I want flexible hours. He was earning what
Speaker 1: I thought at the time was a ton of money
Speaker 1: as well, and this is this is the life for me.
Speaker 1: And so yeah, that's kind of where I set my
Speaker 1: brain is, Okay, I'm going to become a coach. Now.
Speaker 3: Well, at most people, I mean most people who become.
Speaker 2: Coaches at one point aspired to be players, right, I
Speaker 2: mean that's yeah, and that so did you I mean
Speaker 2: did you enjoy the competition when did you play competition
Speaker 2: a lot when you were a kid and stuff, or
Speaker 2: did you just love the game.
Speaker 1: Not really because because I started at fifteen, by the
Speaker 1: time I was eighteen, I was I got to scratch ish.
Speaker 1: Then I think it is too handicap, and that was
Speaker 1: the point where you could start to enter these bigger tournaments.
Speaker 1: But by that time I kind of burned out a
Speaker 1: little bit. On the playing side, I mean, we can't
Speaker 1: talk about that. A lot of that was to how
Speaker 1: I was trying to learn golf. I was trying to
Speaker 1: learn it purely mechanically, mechanically, so you know, I was
Speaker 1: putting myself into positions and not understanding why if my
Speaker 1: swing was looking better, why am I not playing better?
Speaker 1: Why am I not scoring better? So there was there
Speaker 1: was a big level of frustration at that point because
Speaker 1: it's like, well, I'm putting all this hard work in
Speaker 1: my swing is looking exactly like everybody says it should look,
Speaker 1: and I'm hitting it worse, so why and no one
Speaker 1: can explain to me why, and so it's hugely frustrating.
Speaker 1: Caused me to burn out a little bit. On the
Speaker 1: competition side, I didn't enjoy it. I still to this
Speaker 1: day don't really enjoy competition that much. I love just
Speaker 1: going out on my own problem solving, figuring it out,
Speaker 1: competition against myself, trying to improve my own stats, my
Speaker 1: own game. I love that side of it, right when
Speaker 1: I'm competing against others and there's a level of lack
Speaker 1: of control over it. You know, you can't shoot, you
Speaker 1: can't control whether someone else goes out and shoots a ten.
Speaker 1: Underpart my brain doesn't like those things as much. And
Speaker 1: so I mean, I like a little bit competition. When
Speaker 1: I go out with the boys, is like, all right,
Speaker 1: let's play for five bucks, let's make something out of it,
Speaker 1: and that's enough for me to get, you know, inspired.
Speaker 1: But you know, once we stop playing for big money,
Speaker 1: I'm like, I'm not enjoying this now because you hit
Speaker 1: a good shot and it's like, okay, I should do that.
Speaker 1: You hit a bad shot, and then you get upset
Speaker 1: because it's like it means, it means so much, and
Speaker 1: it's just I know a lot of people will be like, Okay,
Speaker 1: that's that's weird to not enjoy competition, and.
Speaker 3: I don't think it's weird at all.
Speaker 2: Yeah, honestly, you know, because it really I mean, you know,
Speaker 2: I mean, there's so many reasons to beat yourselfself up
Speaker 2: on a golf course that like, I don't need another.
Speaker 3: Yeah, Like you know, like and I love playing.
Speaker 2: I like playing with my friends, and I don't mind
Speaker 2: playing competition with them.
Speaker 3: But I mostly I just like.
Speaker 2: Playing, you know, I just like you know, the playing
Speaker 2: playing the game, and like you said, playing against yourself,
Speaker 2: playing against the course, like that's enough for me most days.
Speaker 1: Like I don't know, you all want to play better, right,
Speaker 1: we all want to hit well, enjoy the game, so
Speaker 1: they is, there's still motivation to improve, but going out
Speaker 1: and saying, right, I want to beat these people. And
Speaker 1: it's like if I play, if I play poorly and
Speaker 1: win against someone, I have no that that doesn't do
Speaker 1: anything for me. But if I play really well and
Speaker 1: I'm just playing on my own, I go off a
Speaker 1: very happy person, like even if I don't win anything
Speaker 1: as a result of it. So it's more about playing
Speaker 1: well for me.
Speaker 2: And I think you know, to be in competition, I mean,
Speaker 2: I think you have to be wired for that too, right,
Speaker 2: I mean that has.
Speaker 3: To be something you like.
Speaker 2: You know, you just have to love going out there
Speaker 2: and not just playing the game, but like testing yourself
Speaker 2: against Yeah, I mean, if you're on the pjatur. I mean,
Speaker 2: I can't imagine, you know, having all those people there.
Speaker 1: It makes me sick to my something to think about
Speaker 1: the pressure they go through. And yeah, it's it's not
Speaker 1: something that you look at most tall players and do
Speaker 1: they really enjoy what doing a lot of them?
Speaker 3: That's an interesting question. Well, yeah, it's funny.
Speaker 2: There was a book and this is kind of getting
Speaker 2: off track, but there was a book about a fromer
Speaker 2: NBA player wrote and he said, you know that the
Speaker 2: difference between a great NBA team and a bad NBA team,
Speaker 2: or the six guys who aren't the starters and the
Speaker 2: sixth man, he goes because those guys don't love basketball.
Speaker 2: He said, they are just really frigging good at basketball,
Speaker 2: and they're built for it, and it's a job. And
Speaker 2: there's got to be guys on tour for are so good.
Speaker 2: You know that it's probably you know, it's a great
Speaker 2: way to make a living, right if you're good enough.
Speaker 2: But they might they might be like, oh my god,
Speaker 2: this is killing me.
Speaker 3: You know.
Speaker 1: I mean even this year I decided, you know, I'm
Speaker 1: going to try and improve my game because last year
Speaker 1: I was a plus two and I barely played. I
Speaker 1: played once a week, maybe practice once every two weeks.
Speaker 1: My putting was horrible. So it sparked in my head.
Speaker 1: I'm like, I wonder how good I could be if
Speaker 1: I picked up twenty yards, which is really low hanging
Speaker 1: fruit for me, and we actually practiced every day and
Speaker 1: improve my putting. So I started a kind of a
Speaker 1: mini project at the start of the year. And you
Speaker 1: know what, the first three months of this year, I
Speaker 1: hated I hated it, but I had a lot of
Speaker 1: frustration because now you set this target, you set this goal,
Speaker 1: and so anytime you make a bogie or something, it's
Speaker 1: it was really frustrating because it's like that set me
Speaker 1: back from my goal. Now. So there's this balance. I
Speaker 1: mean we kind of I am very much a goal
Speaker 1: setter in life and in golf. I think we need
Speaker 1: we need those to drive us. We also have to
Speaker 1: monitor it and see how it's affecting our motivation, how
Speaker 1: it's affecting our happiness, because ultimately, what was the goal
Speaker 1: of golf for a pro It's I need to play good.
Speaker 1: Happiness is not a relevant factor really if if it's not,
Speaker 1: if it's a byproduct, are playing good? Great? But you know,
Speaker 1: for me, I want to enjoy my game, and so
Speaker 1: I have to balance those things a little bit.
Speaker 2: So we'll talk a little bit now, whose swings did
Speaker 2: you admire him? And obviously failed os probably because you're
Speaker 2: studying him, right, But what were the swings you you
Speaker 2: know you really admired and that you based your years.
Speaker 1: On Tiger pretty much Tiger he was dominating. I started
Speaker 1: when Tiger was dominating, like two thousand and two thousand
Speaker 1: and one, so you know, just watching that in action,
Speaker 1: watching him win tournaments by twelve shots. Unfortunately, at the time,
Speaker 1: I didn't realize how special that was, Like that didn't
Speaker 1: happen these days, winning by what are you in the
Speaker 1: US Open by fifteen shots?
Speaker 3: Oh my god? It was like, yeah, it was fifteen
Speaker 3: strugs or something like that, and.
Speaker 1: So yeah, that was very inspiring to me. So and
Speaker 1: you know, his swing mechanics were beautiful, symmetrical, powerful, athletic.
Speaker 1: This is everything about him is like, Okay, that's the model.
Speaker 1: And so that's why I based my my my improvement
Speaker 1: on And you know, I would do things like make
Speaker 1: make swings and in the reflection of the window, forcing
Speaker 1: myself into positions. I even created belts that I could
Speaker 1: wrap around my arms because I had a flying right
Speaker 1: elbow and Tiger's elbow is down a little bit. I
Speaker 1: realized he had a different physical makeup to me, and
Speaker 1: I ended up tearing my rod cuff trying to force
Speaker 1: myself into positions.
Speaker 2: But yeah, no, that's why I Yeah. I for a
Speaker 2: while was like going, like, God, why can't I get
Speaker 2: it back? Like you know, like Sam Sneid, And I'm like, well,
Speaker 2: of course, you know, he's got the most the most
Speaker 2: flexible human things. But in some part of my brain,
Speaker 2: I'm like, oh, I should be able to do that.
Speaker 3: He can do that.
Speaker 2: Talk so talk a little bit about how you can
Speaker 2: develop your teaching method along the way.
Speaker 3: You know, what were some of the things.
Speaker 1: I Yes, I'm you know, just like most most things
Speaker 1: in life, the bad things that happened to you end
Speaker 1: up being the good things, right, whether you can link
Speaker 1: them to the good things in the future. And so,
Speaker 1: you know, the frustration that I had with the way
Speaker 1: modern instruction was and how you're taught to improve, you know,
Speaker 1: just work on your mechanics, put your swing into positions,
Speaker 1: and you'll get better. My frustration with that led me
Speaker 1: to the epiphany that Okay, impact is what matters. So
Speaker 1: you know, I like very definite things. I like someone
Speaker 1: to say, if you do this, you will get this,
Speaker 1: And these definits can only really be found in the
Speaker 1: impact interval. So the impact interval is basically the half
Speaker 1: inch zero point seventy five of an inch where the
Speaker 1: club is connected to the ball and during that time,
Speaker 1: the ball basically receives all this information from the club
Speaker 1: head and it determines where it flies based on that.
Speaker 1: So there are things like where did you strike it
Speaker 1: on the face. There's ground contact, so did you hit
Speaker 1: the ground early, not at all, or too far in front?
Speaker 1: There's face direction, so which orientation is the face pointing
Speaker 1: more left or more right? There's the path the club
Speaker 1: is moving, so is the club moving out in or
Speaker 1: left or right? There's the vertical path as well, which
Speaker 1: you call attack angle. So is it like an airplane
Speaker 1: coming in? Is it traveling down steeply crash landing, or
Speaker 1: is it very soft touching or is it actually taking
Speaker 1: off and going up as it hits the ball, which
Speaker 1: is not a good idea if you're trying to hit
Speaker 1: the ball off the ground. And then there's a dynamic
Speaker 1: loft as well, So how much people know what loft is,
Speaker 1: but how much is applied at impact. So the last
Speaker 1: one I didn't mention was speed, how fast that clubhead
Speaker 1: is moving at impact. So those are seven impact factors
Speaker 1: and they determine the outcome of the shot. So whenever
Speaker 1: someone comes to me for a lesson and they say,
Speaker 1: well I'm having a problem with this my ball is
Speaker 1: doing this, instantly I can link it to Okay, well
Speaker 1: what's happening in these seven areas or whittle it down
Speaker 1: to maybe one or two of those areas, and then
Speaker 1: we would focus on that in the lesson.
Speaker 2: What do people what are the I mean, are there
Speaker 2: two areas or three areas that come up most of
Speaker 2: the time as opposed.
Speaker 3: To the others.
Speaker 1: Yeah, almost every mistake a golfer will make. So like
Speaker 1: a poet, every mistake golf is in ground contact. Golfers
Speaker 1: often hit the ground too early or not at all,
Speaker 1: so fat or thin to ground contact errors account for
Speaker 1: a lot face contact errors, So too much toe or heel,
Speaker 1: although that that's getting less of an issue with modern clubs.
Speaker 1: They're so forgiving these days. I mean, it can be
Speaker 1: the cause of missing a green if it happens too
Speaker 1: extremely So we hit a toe shank or a heel shank,
Speaker 1: it's going to shoot off ninety degrees to the right,
Speaker 1: So you got to watch out for the extremes with that.
Speaker 1: But yeah, ground contact and face contact are two biggies.
Speaker 1: In fact, I can lump those two things into one thing.
Speaker 3: I can.
Speaker 1: I can say ground contact location, and basically if someone's
Speaker 1: hitting the ground too far away from them or too
Speaker 1: close to them, that relates to face contact. And if
Speaker 1: they're hitting the ground too far behind, too far in front,
Speaker 1: or not at all, that relates to the thin or
Speaker 1: the fats. So really one one thing where you're hitting
Speaker 1: the ground is probably sixty seventy percent of the equation.
Speaker 1: The other twenty or so percent is face orientation at impact,
Speaker 1: and then whatever's left ten percent or so is kind
Speaker 1: of optimizing path, attack angle, dynamic loft, things like that,
Speaker 1: And people put a lot of stock in that last
Speaker 1: ten percent, Like most golfers are so obsessed with their
Speaker 1: club path, and it's like for most golfers, it's more
Speaker 1: of an optimization factor. It's not the it's not the
Speaker 1: reason why they're a bad golfer.
Speaker 2: Basically, yeah, yeah, it's I mean, I've had this thing lately.
Speaker 3: It's probably a terrible thing. You can tell me yes
Speaker 3: or no. Where I gave.
Speaker 2: Up trying to have any like I when I go
Speaker 2: into my back swing, I don't ever even think about
Speaker 2: where it's going because I'm just I just have faith
Speaker 2: that it's coming back in the position. It doesn't always
Speaker 2: come back in the position, right, but I do a
Speaker 2: lot better getting squared impact when I'm not giving any
Speaker 2: thought to where it's going back to, you know. And
Speaker 2: for a while it was kind of nerve wracking because
Speaker 2: I was like, I don't know where the hell I'm
Speaker 2: going with this thing. But now, you know, I feel
Speaker 2: like it's just, you know, it keeps me out of
Speaker 2: having another swing thought.
Speaker 1: And you because you've been taught all your lie O,
Speaker 1: all your golfing life that you need to have a
Speaker 1: certain position in the back swing, right, and that's just
Speaker 1: not true. You know, if you look at some of
Speaker 1: the best plays, and we'll call him Mongomery takes it
Speaker 1: outside the line, Matt Wolf took it outside the line.
Speaker 1: I take it outside the line. Miller Baba took it
Speaker 1: take it outside. I've got I've got a bunch of
Speaker 1: these as files and pictures of golfers who take it
Speaker 1: outside the line and golfers who whip the club inside,
Speaker 1: like John Ray, Floyd Nancy Lopez, and there's just a
Speaker 1: ton of them. You see it less often now because
Speaker 1: more not because it makes you a better golfer to
Speaker 1: take it back a certain way. But everybody who is
Speaker 1: a good golfer right now has had some form of instruction,
Speaker 1: almost everybody, and the instruction is usually take it away
Speaker 1: a certain way. So people mix up correlation and causation, right.
Speaker 1: They think, oh, all the good golfers have a certain takeaway,
Speaker 1: therefore putting me in a certain takeaway is going to
Speaker 1: make me a better golfer. It's like, no, it's a correlation.
Speaker 1: The reason why those good golfers have good takeaways is
Speaker 1: because they got taught that. If no one knew anything
Speaker 1: about what an optimal takeaway is. And by the way,
Speaker 1: I'm joking when I say optimal, there's no But if
Speaker 1: no one knew. If you just got a bunch of
Speaker 1: golfers hitting balls on a desert island and they had
Speaker 1: no contact with the world, no understanding of what a
Speaker 1: good golf spring look like, you'd see a bunch of
Speaker 1: great golfers emerge, but they'd all have different takeaways. Very few.
Speaker 1: You'd have far few people with these textbook looking takeaways.
Speaker 1: And I used to see this actually when I worked
Speaker 1: at IMG academies. You'd see kids from South America who
Speaker 1: had had learned golf themselves and they weren't they weren't
Speaker 1: formally instructed, but they were really good at the game.
Speaker 1: And they'd often get like mini scholarships to come over,
Speaker 1: and they'd all look like Jim Furick or Matt Wolf
Speaker 1: or you know, they'd all have these quirky movements in
Speaker 1: their swings, but they could they could break par they
Speaker 1: could shape it anyway you wanted them to. But their
Speaker 1: swings didn't look textbook. And so that, you know, that
Speaker 1: was a big highlighting moment for me as well. And
Speaker 1: oftentimes when you made these swings more textbook, they didn't
Speaker 1: play well, they didn't play better.
Speaker 2: Right, Yeah, Well, so how do you approach a student
Speaker 2: from that perspective, because you're obviously getting a lot of
Speaker 2: different looking swings. Everybody does not look just like all
Speaker 2: the guys on tour, who all look within a certain
Speaker 2: bandwidth you know of swing, you know, and we're all
Speaker 2: trying to imitate them, which is never going to happen,
Speaker 2: at least for me. And and but we're all we
Speaker 2: all think that's the model, and we all come at
Speaker 2: wide up with a million different swings.
Speaker 3: Anyway, So what how do.
Speaker 2: You teach people who are coming at you with all
Speaker 2: these different issues, you know, or different types of swags.
Speaker 1: Yeah, So the first thing I do is I look
Speaker 1: at what's causing them the biggest issue with their outcomes.
Speaker 1: And again, most of that could be tied to how
Speaker 1: is their ground contact, how is their face contact, and
Speaker 1: how is their face direction? Because the thing is if
Speaker 1: you get those three to be better, the result is
Speaker 1: absolutely guaranteed to be better. And so when a player
Speaker 1: comes to me and they say, well, I'm missing everything right,
Speaker 1: So okay, even without looking at this swing, I know, okay,
Speaker 1: they is too open to the path. Like yeah, people
Speaker 1: could say, oh, their path is off as well. It's
Speaker 1: like no, if you get the face closed enough to
Speaker 1: the path or less open to the bath in the
Speaker 1: slices case, the ball will land on the target. It
Speaker 1: may be a fade onto the target in the slices example.
Speaker 1: So you know someone's like slicing it off to the right.
Speaker 1: You close the face enough, it turns into a nice
Speaker 1: powerful fade that goes on the target. Now, could we
Speaker 1: turn that player into a drawer of the ball. Yes,
Speaker 1: we could, but we don't have to necessarily. We just
Speaker 1: have to get the ball on the target, and plenty
Speaker 1: of pros fade the ball or in most cases, if
Speaker 1: you know, if they're above a five ten handicap, almost
Speaker 1: always it's a face strike and or a ground contact issue.
Speaker 1: And so I'm just looking at patterns there. Almost everybody
Speaker 1: has a pattern as well. So if the average golfer
Speaker 1: hits ten twenty balls, I can say to that person
Speaker 1: will on average, you're hitting it about it an inch fat.
Speaker 1: If we move that ground contact an inch farther forwards,
Speaker 1: this will happen to the outcome. You'll get better distance control,
Speaker 1: better distance, and even more accuracy for free as well,
Speaker 1: because usually when we hit the ground earlier, it also
Speaker 1: affects the face angle, so it can it can make
Speaker 1: less consistency with direction as well.
Speaker 2: Now I okay, Now I can only give myself as
Speaker 2: an example, but I barely touch the ground, okay, Like
Speaker 2: I just graze it, like I never leave at which
Speaker 2: I know is bad, right, I'm supposed to be.
Speaker 1: Yeah, not necessarily. You can. You can be a clipper
Speaker 1: of the golf ball and be a pretty good golfer.
Speaker 1: What I would do with you is I would look
Speaker 1: at vertical strike. So you can spray the club with
Speaker 1: doctor Schall's foot spray, so that allows us ho and
Speaker 1: heal contact. So basically you give it a quick spray
Speaker 1: doctor Chall's foot spray or dry shampoo something like that
Speaker 1: leaves a nice little white dusting on the face and
Speaker 1: then when you hit a ball, it leaves an imprint
Speaker 1: of the ball. You can see toll heel, which tells
Speaker 1: us you know, to a heel the vertical contact. If
Speaker 1: it's too low on the face, it's obviously too high
Speaker 1: on the face is fat. If you hit it too
Speaker 1: high in the face. The only way to do that
Speaker 1: is to hit the ground early. So if you can
Speaker 1: manage to hit usually it's about between groove three and five,
Speaker 1: so we shoot for the fourth groove. If you can
Speaker 1: hit that, then you're golden. So that that's a replacement
Speaker 1: for ground contact. Vertical okay contact for those of us
Speaker 1: who are pickers of the golf ball.
Speaker 2: Yeah, because I always try to I literally am like, Okay,
Speaker 2: I'm just gonna hit so down on this, I'm going
Speaker 2: to hit you know, I'm gonna take some you know,
Speaker 2: a little ground when I and then and it just
Speaker 2: screws me up, like unbelievably so. But I like the
Speaker 2: idea of putting this stuff out and seeing which groove,
Speaker 2: which groove you're hitting on? Now, how I just talk
Speaker 2: a little bit about how people learn differently, right, because
Speaker 2: that's a big part of how you teach, right, It's
Speaker 2: based on learning patterns, right.
Speaker 1: Yeah, So I mean there are different ways of The
Speaker 1: predominant way of learning golf is what through what we
Speaker 1: call an internal focus of attention. So that's that's what
Speaker 1: they call it in the mode of learning science. Internal
Speaker 1: focus of attention is basically when you think about what
Speaker 1: your body parts are doing. If you ask one hundred
Speaker 1: golfers on the range, what are your swing thoughts, the
Speaker 1: answers you'll get back are thinking about my weight shift,
Speaker 1: which is an internal thought. I'm thinking about my head position,
Speaker 1: which is an internal thought. I'm thinking about my right
Speaker 1: elbow position, my lead wrist, I'm thinking about my shoulder turn.
Speaker 1: All of these are body part focuses. Now, you ask
Speaker 1: that player what do you think of when you throw
Speaker 1: a ball into a bucket, or you just say them,
Speaker 1: you just say to them, or throw me your keys
Speaker 1: and they'll throw they'll throw your keys and you say
Speaker 1: what what do you think about doing that? And they say, well,
Speaker 1: it's just just trying to get it in your hand.
Speaker 1: That's classed as an external focus of attention. It's outside
Speaker 1: of your body. I would class as an external result focus.
Speaker 1: So you're thinking about the end result. So a golf
Speaker 1: version of that would be thinking about the where the
Speaker 1: ball is finishing, or the shape of the ball, the
Speaker 1: trajectory of the ball, and so Yeah. Traditionally golf has
Speaker 1: always been taught. I would say ninety nine percent of
Speaker 1: lessons are all internal. Very few lessons are externally focused.
Speaker 1: We actually in golf we have an intermediate step I
Speaker 1: call this external process. External process is basically what is
Speaker 1: the club doing? What is the club head doing specifically
Speaker 1: through impact. So for example of this would be if
Speaker 1: I ask a player to brush the grass, and then
Speaker 1: I say can you brush the top of the grass,
Speaker 1: can you brush the middle of the grass, can you
Speaker 1: brush the base of the grass. That's an external process result.
Speaker 1: So it's not quite You're not quite thinking about what
Speaker 1: you want the ball to do. You're thinking about what
Speaker 1: you want the tool to do. And so these external
Speaker 1: focuses are I know this is not really a good definition,
Speaker 1: but more natural. The way I would say that is
Speaker 1: that's how we learn almost everything. That's how we learn
Speaker 1: to pick up a glass of water. It's how we
Speaker 1: learn to throw a ball towards someone. It's how we
Speaker 1: learn to right. You don't learn the right by okay,
Speaker 1: I need to bend my wrist thirteen degrees this way.
Speaker 1: I need to keep pressure on this finger. I mean,
Speaker 1: at some point you think may be a part of that.
Speaker 1: We don't learn to walk by okay. I need to
Speaker 1: bend my leg this way. I need to swing this
Speaker 1: arm when my I need to swing my left arm
Speaker 1: where my right foot is going forwards. We just we
Speaker 1: make mistakes, right, We just watch someone, we copy it,
Speaker 1: and we make mistakes, and our body does what we
Speaker 1: call self organizes. It figures out the movement patterns needed
Speaker 1: to achieve the task. And it's not to say that
Speaker 1: external sorry, it's not to say that internal focuses are bad.
Speaker 1: It's just that typically we don't learn most everyday tasks
Speaker 1: that way. Yet golf we spend all our time, well
Speaker 1: most golfers spend all our time learning that way. And
Speaker 1: there's scientifically, it's been studied quite a lot, the difference
Speaker 1: between internal and external. And while I think there are
Speaker 1: some flaws in the studies, I think more research is needed.
Speaker 1: The studies are pretty solidly on external focuses winning. So
Speaker 1: if you give a hundred golfers and you see I
Speaker 1: want you to focus on shoulder turn, and you give
Speaker 1: another hundred golfers saying I want you to focus on
Speaker 1: brushing the grass, the grass brushers will win out in
Speaker 1: terms of how quick they learn, how fast they retain
Speaker 1: that learning, or you know, how much it is retained
Speaker 1: over the course of sessions. How refers to real life
Speaker 1: situations like you put them on the golf course, so
Speaker 1: pressure situations, it maintains a lot better. And I've done
Speaker 1: some of these studies myself as well with with beginners
Speaker 1: with chipping, for example, I would set up a scenario
Speaker 1: where they have to chip over a bunker or to
Speaker 1: do a little pitch over a bunker, and I would
Speaker 1: ask these golfers, all right, I want you to focus
Speaker 1: on getting the ball up in the air and landing
Speaker 1: on this spot. So it's a very externally focused external
Speaker 1: result focus. It's like where I want the ball to go.
Speaker 1: Then i'd ask the second set of golfers, I want
Speaker 1: you to focus on brushing the grass as close to
Speaker 1: the ball as you can, so all your focus is
Speaker 1: on that. And then ask a third set of golfers
Speaker 1: to I want you to focus on keeping your weight
Speaker 1: on your left side and like not getting your wrists
Speaker 1: to break down. You know, it's the typical of what
Speaker 1: most golfers. The weight is on their back foot and
Speaker 1: they're trying to scoop it in the air. So more
Speaker 1: internally focused. So we actually test in three different types
Speaker 1: internal external pro says an external result, and with beginners,
Speaker 1: what I found was the internal focus was not very
Speaker 1: good at all. In fact, there was often this conflict
Speaker 1: here because you would tell these players, right, you've got
Speaker 1: to keep your weight on your front foot, and they
Speaker 1: would go backwards, almost as if there's a lack of
Speaker 1: control there, like they can't control their body and you
Speaker 1: have to really get them to focus on it, and
Speaker 1: it's almost like a conflict there. Now. The conflict I
Speaker 1: know is because these golfers are trying to get under
Speaker 1: the golf ball and lift it in there, because that's
Speaker 1: how a beginner thinks you get the ball in the air.
Speaker 1: So already there's like this idea that, oh, the body
Speaker 1: is actually trying to self organize for a concept. This
Speaker 1: person thinks they have to get under and scoop it,
Speaker 1: and so the emotion is doing exactly that. And when
Speaker 1: you try and force emotion on a bad concept, it
Speaker 1: doesn't hold. So if you've ever tried to do something
Speaker 1: in your swing and it hasn't changed, and you're like, God,
Speaker 1: this is really difficult to change my swing, there may
Speaker 1: be a multi concept conflicting with what you're telling your
Speaker 1: body to do. Now. The second group performed the best
Speaker 1: in my studies. When I asked players to brush the
Speaker 1: ground in the right place. They were the ones who
Speaker 1: got the ball in the air and over the bunker.
Speaker 1: And because that's what is required to get the ball
Speaker 1: up in the air, you brush the ground in the
Speaker 1: right place, it'll pop up in the air very easily.
Speaker 1: And the interesting thing I noted was with these players,
Speaker 1: when I was asking them to brush the ground in
Speaker 1: the right area, they started to move better. They started
Speaker 1: to put their weight on their left side without me
Speaker 1: telling them, without me even giving them those cues, the
Speaker 1: task created the better movement. So basically I changed their concept.
Speaker 1: Instead of them now thinking I got to get under
Speaker 1: and scoop it, they're now focusing on the task is
Speaker 1: brushing the ground next to the ball, and as a result,
Speaker 1: the movement improved. Now the third group, the ones who
Speaker 1: are asked to focus on getting the ball up, so
Speaker 1: they're focusing on the trajectory of the ball where it landed,
Speaker 1: they performed awful as well. They started blading the balls in,
Speaker 1: they started hitting the ground early. Why because when a
Speaker 1: beginner visualizes the ball going up in the air, they're
Speaker 1: going to go on their backfoot and try and scoop again.
Speaker 1: So again the visual there or the concept was self
Speaker 1: organizing a poor technique. It does flip for different players, though,
Speaker 1: when you get to a high level of golfer. Lots
Speaker 1: of high level golfers start to perform better when they
Speaker 1: focus on the outcome. The reason for that is they've
Speaker 1: spent so many years in graining good mechanics. When they
Speaker 1: focus on the outcome, the mechanics are still there. So
Speaker 1: so yeah, I mean I think all of these focuses
Speaker 1: can be part of the process of learning. I think
Speaker 1: there's a time to be internal. I think there's a
Speaker 1: time to be externally process and a time to be
Speaker 1: externally result focused. I think all of them can be
Speaker 1: tools along someone's journey of improvement, and then you can
Speaker 1: even test them to say, hey, which one do you
Speaker 1: perform best with right now?
Speaker 2: I'm realizing right now that I performed best with the
Speaker 2: middle one. The and I wonder is because I, you know,
Speaker 2: I was trying. I gave up trying to do the
Speaker 2: internal focus because that just made me crazy, you know,
Speaker 2: and just put me in my head. The external focus.
Speaker 2: I was like, oh, that's you know, I'll focus on
Speaker 2: where I want the ball to go and and all
Speaker 2: those things. But I realized that, like the best I
Speaker 2: play is when I'm focused on just even practice swings,
Speaker 2: just the feel of it. I mean, is that, you know,
Speaker 2: and and and like you know, I when I get
Speaker 2: on the tee, I hit the ball a lot better
Speaker 2: if I just kind of do that like Ben Hogan
Speaker 2: thing he did on TV, you know, where you just
Speaker 2: kind of go back and forth like that changes everything
Speaker 2: about the way I wind up hitting the balls. So
Speaker 2: is it because it's a feel thing that people do well.
Speaker 1: With classes that would be classes internal. But even with internal,
Speaker 1: you can separate them into specific or more global. So
Speaker 1: something like a feel of rhythm is more global. It's
Speaker 1: you're not trying to micromanage individual pieces, whereas if I said, right,
Speaker 1: I want to focus on flexing the lead rist, that's
Speaker 1: a more specific thing that can throw people off sometimes.
Speaker 1: I mean, it could be good thought for some people
Speaker 1: as well. I'm a gnostic to all of this stuff.
Speaker 1: I don't say anything's good or bad. I say there
Speaker 1: are certain advantages to certain things and certain disadvantages to
Speaker 1: those same things. You know, I live by the mantra.
Speaker 1: There's no there are no solutions. There are only trade offs.
Speaker 1: I almost forgot Wars, and I'm like, oh, that's gonna
Speaker 1: sound stupid if I say I lived by this mantra
Speaker 1: and can't remember it. There are no solutions, only trade offs. Right.
Speaker 1: That's very true in golf, in golf instruction as well.
Speaker 1: But yeah, you just have to find out what works
Speaker 1: for you. What I will say is that there are
Speaker 1: certain things that are definitely linked to the geometry of
Speaker 1: good golf. Okay, so if say, for example, if I
Speaker 1: get someone to brush the ground in the right area,
Speaker 1: that's linked to what's happening at impact, which makes the
Speaker 1: ball go up, which is good. If I say to
Speaker 1: hundred golfers, I need you to shift your weight forwards
Speaker 1: more in the swing. If I get those hundred golfers
Speaker 1: actually do that, the ground contact will move forwards. So
Speaker 1: the movement is related to the geometry and that could
Speaker 1: either be good or bad for someone, depending on what
Speaker 1: they need. Then you have more I kind of call
Speaker 1: them voodoo golf or rain dance golf in that it's
Speaker 1: like you get golfers say things like, oh, when I
Speaker 1: put a T in my right pocket, play better. I mean,
Speaker 1: that's an extreme example to lay it point that. You know,
Speaker 1: these are things are less they may well produce better
Speaker 1: outcomes for a golfer. You know, golfers might say things like, oh,
Speaker 1: I'm working on my rhythm or my tempo, and for
Speaker 1: that golfer in that moment, it may improve them. But
Speaker 1: I would be looking if that is true. I would
Speaker 1: be looking at why is that golfer better? So what
Speaker 1: I would do with that golfer is I'd let them
Speaker 1: hit their bad shots and then they say, right, I
Speaker 1: perform best when I focus on rhythm, And I would
Speaker 1: say to the okay, hit ten shots for me focusing
Speaker 1: on rhythm, and at the end of those ten shots
Speaker 1: we get test results.
Speaker 3: Right.
Speaker 1: We can see the before in the after, and I
Speaker 1: can say to that person, well, yes, you do hit
Speaker 1: it better with rhythm, or no, you don't. You just
Speaker 1: it's it's a hallucination, which happens a lot. But in
Speaker 1: the case where someone says, yeah, I hit it better
Speaker 1: with rhythm and the data shows that they do, I
Speaker 1: can then go in and look and I can tell
Speaker 1: them why they hit it better with the rhythm. I
Speaker 1: can say, well, you hit the ground better when you're
Speaker 1: thinking of rhythm. We can see that your ground contact
Speaker 1: is not one inch behind, it's one inch in front.
Speaker 1: So at least then I'm linking that feel that they
Speaker 1: have to what's actually happening and what's actually causing the
Speaker 1: good shot. That's where I always want to get to, Yeah,
Speaker 1: causing the good shop.
Speaker 3: Now in terms.
Speaker 2: Of like practicing, like you know, I mean you go
Speaker 2: to the every range I go to, there are always
Speaker 2: a million people out there and we're all just slamming balls,
Speaker 2: and some of us might be getting better, but I'm
Speaker 2: not sure all of us are.
Speaker 3: I don't know that I am.
Speaker 2: So what is it about the way we practice as
Speaker 2: a whole that is not working?
Speaker 1: Do you know the Skinner box pigeon in Skinner experiments
Speaker 1: Skinner pigeons.
Speaker 2: I know enough that I remember it, but I don't
Speaker 2: I couldn't describe it.
Speaker 1: So basically Skinner BF. Skinner put pigeons in a box
Speaker 1: and he fed them food pellets randomly, and when he
Speaker 1: came back after a few hours, these pigeons were doing
Speaker 1: all these weird tics, weird movements, and when he watched
Speaker 1: the video footage back, what he saw was the pigeon
Speaker 1: would tap on a wall and a food pellet came
Speaker 1: out ate it. So the pigeons brained. Obviously it doesn't
Speaker 1: have language, but it's the brain is linking up. Oh
Speaker 1: when I tap, I got a food pellet. So what
Speaker 1: does it do It taps again, another food palette comes out.
Speaker 1: It may have nothing to do with the tap. They're
Speaker 1: random rewards, but now it's got two bits of information saying, oh,
Speaker 1: when I tapped twice, I get a food pellett. So
Speaker 1: you see again, tap twice, food palt come out. Bang,
Speaker 1: it's ingrained. Maybe then it taps twice and nothing happens.
Speaker 1: It tries it again, nothing happens. It kind of turns
Speaker 1: around a little bit, and then all of a sudden,
Speaker 1: the food palette comes out, and the pigeon's brain is like, oh,
Speaker 1: if I tap twice and turn then a food pealet
Speaker 1: comes out. And then after a while these things get
Speaker 1: falsely linked. Golfers on a driving range matt are basically
Speaker 1: a pigeon in the skin of the experiment. What they
Speaker 1: do is they hit a ball, and their food pellett
Speaker 1: and golf our food pealettes are was it a good
Speaker 1: shot or not? Did it feel good or not? Did
Speaker 1: it do what I wanted it to? So a player
Speaker 1: hits a shot and it's a bad one. They hit
Speaker 1: another shot, it's a bad one. They hit another shot
Speaker 1: and it's a good one. What does the person do?
Speaker 1: They say, Ah, what did I do differently on that one?
Speaker 3: Oh?
Speaker 1: I think I did I did this. Let me try
Speaker 1: that again, doesn't work, they said, Let me try more,
Speaker 1: doesn't work. Let me really trying to quadruple it. And
Speaker 1: they hit a good shot. Now that person is locked
Speaker 1: in on whatever it was now that thing that they
Speaker 1: were trying might have had nothing to do with what
Speaker 1: actually was causing a good shot. In fact, in many cases,
Speaker 1: what they're trying to do could be harmful to the development.
Speaker 1: An example of that would be, and you know what,
Speaker 1: I don't think people normally arise to this thing themselves.
Speaker 1: I think normally they're told it by someone is head down, Oh,
Speaker 1: keep your head down. I see this all the time,
Speaker 1: maybe husbands teaching their wives, or men teach their fathers
Speaker 1: teaching their kids. The kid is like moving beautifully, their
Speaker 1: heads rotating nicely, they're springing up, they're moving like an athlete,
Speaker 1: and then all of a sudden, they hit a bad shot.
Speaker 1: Even though they might have moved well, they hit a
Speaker 1: bad shot because maybe they hit it two grooves low
Speaker 1: on the face right, and it's it's And the dad says, oh,
Speaker 1: you've got to keep your head down. So the kid
Speaker 1: then tries to keep his head down. It's still a
Speaker 1: bad shot. He's like, more, keep your head down more.
Speaker 1: So the kid's now locked in place, their heads like
Speaker 1: fixated on the ground. They make a swing, their entire
Speaker 1: arms collapse, their body doesn't rotate, and if they hit
Speaker 1: a good shot doing that, which you can you can
Speaker 1: make a horrible movement and hit a good shot. That
Speaker 1: kid is now locked in and now they're locked into
Speaker 1: making a bad movement, right, So then now their body
Speaker 1: is rotating and it can cause When I say a
Speaker 1: bad movement, I mean a movement that can cause injury.
Speaker 1: It's gonna limit speed in the long term as a
Speaker 1: long term as well, so it just completely destroys the athleticism.
Speaker 1: So yeah, we got to be careful what we're linking
Speaker 1: up here. And to your question why the most golfers
Speaker 1: not improved is because they're just they're out there linking
Speaker 1: random things to the result and sometimes rarely they will
Speaker 1: link something good like I love it if a player went, oh,
Speaker 1: I shifted my weight more forwards and I hit the
Speaker 1: ground better. That's a good linking, right, because that makes
Speaker 1: sense the midd links. But unfortunately, what I see I
Speaker 1: see I've seen a lot of golf. I've seen a
Speaker 1: lot of golf as a teacher is bad linking.
Speaker 3: Son.
Speaker 1: Example of a bad linking would be, oh, my ball
Speaker 1: went right, I'm going to weaken my grip off and
Speaker 1: then the next swing they hit the ground a foot
Speaker 1: behind it closes the face and they hit one straight.
Speaker 3: Grip them.
Speaker 1: It is like, no, they introduced two faults that made
Speaker 1: the ball goes. I see that all the time, stuff
Speaker 1: like that.
Speaker 2: So so what do you So? What should somebody? What
Speaker 2: should you know? Obviously you need to know what to
Speaker 2: work on, right? I mean that is that the number
Speaker 2: one step in practicing better first step.
Speaker 1: I have these different layers of when I'm educating people.
Speaker 1: A lesson with me is more a lot more theory
Speaker 1: than practice. I'm obviously watching them hit balls, but I'm
Speaker 1: trying to get that person to coach themselves, and I'm
Speaker 1: these levels I go through is number one, do they
Speaker 1: know what creates a good shot? And so, like I
Speaker 1: said at the start, what creates a good shot is
Speaker 1: a good impact. Specifically, it was ground contact good? Was
Speaker 1: the face contact good? Was the face direction good? Those
Speaker 1: are the three most fundamental things in golf. If you
Speaker 1: do those three things, the outcome will be good. Even
Speaker 1: with a bad movement, the outcome will be good. The
Speaker 1: next stage to it is, okay, if you know what
Speaker 1: creates a good shot, do you know what you are
Speaker 1: doing in that? So, when I'm in a coaching session,
Speaker 1: when a player hits a bad shot, I as a coach,
Speaker 1: instantly looks at it and goes, oh, it was twenty
Speaker 1: millimeters off the toe. That's why I was a bad shot.
Speaker 1: But I don't tell them that. I ask them, I say,
Speaker 1: why do you think that felt worse than the one before,
Speaker 1: which was a really good shot? Why do you think that?
Speaker 1: And they might not give me the right answer. They
Speaker 1: might they might say, oh, I don't know. Maybe the
Speaker 1: face was open. I don't know. And so I'm educating
Speaker 1: them to help them identify the actual issue and how
Speaker 1: they can do this themselves without my trained eyes. Foot
Speaker 1: spray and ballflight will tell you almost everything. If you
Speaker 1: use foot spray and you see that the strike is vertically,
Speaker 1: it's say it's on the fourth groove, we know hit
Speaker 1: You've hit the ground pretty well. There's some caveats to that,
Speaker 1: but for most people, Okay, you've hit the ground pretty well.
Speaker 1: If it's on the fourth groove, if it's close to
Speaker 1: the center third of the face, you've struck it pretty well.
Speaker 1: Tone heel as well. How do we know if face
Speaker 1: is appropriate, the ball is going to go on the target?
Speaker 1: Simple algorithm as if the ball goes too far right,
Speaker 1: the face has been too open. If all goes too
Speaker 1: far left, the face has been too closed, and you've
Speaker 1: got to try and balance that. You've got to try
Speaker 1: and balance that equation. So it's first, do we understand
Speaker 1: what creates a good shot? That's level one. Level two
Speaker 1: is do you know what you are doing? Are you
Speaker 1: getting good feedback on it? Level three is then, okay,
Speaker 1: do you know how to change this? If you hit
Speaker 1: shots and you see, oh, they're all on the toe
Speaker 1: of the club, do you know how to move that
Speaker 1: more towards the heel, more dowards the center. And that's
Speaker 1: where we start building these tools. And so the simplest
Speaker 1: or yeah, it's simple, and probably the best tool you
Speaker 1: can develop is what I call the golden rule. Take
Speaker 1: the fault and try the opposite, which sounds so mind
Speaker 1: numbingly simple to people that most people have never tried it.
Speaker 1: In fact, I get emails daily from people saying, you
Speaker 1: know what, I played years and I never tried just
Speaker 1: doing the opposite of my fault. So I had a
Speaker 1: guy maybe a couple of days ago, said, I suffered
Speaker 1: with shanks for almost a year. Now, I was almost
Speaker 1: quitting the game. I'm a three handicap and he said,
Speaker 1: I watched one of your social posts and it fixed
Speaker 1: it for me. And he said, all it was was
Speaker 1: I tried to hit out of the toe more. He said,
Speaker 1: it's so silly. I don't know why I've never tried
Speaker 1: that before. No one teaches this. Why I just emailed back.
Speaker 1: I said, I don't know why people don't teach it
Speaker 1: because I see it work every single day, the amount
Speaker 1: of shank as I've had in my lesson tea where
Speaker 1: they're like, I'm on the verge of quitting. And I said,
Speaker 1: entertain me for a moment. Can you just try and
Speaker 1: hit a few shots out of the toe? And they try,
Speaker 1: and we look at the data and they say that's
Speaker 1: still a little heally, can you try and hit even
Speaker 1: more out of the toe for me? And we try
Speaker 1: and I'm going it's better, but it's still not toey.
Speaker 1: I said, I want you to really toe at this time.
Speaker 1: I want you to hit the shiny part of the toe.
Speaker 1: And they go off and they hit ten shots and
Speaker 1: we have a look at it and they're like, wow,
Speaker 1: all of those were flushed, and I say, yeah, for
Speaker 1: the last thirty balls, you didn't hit one shank guy either.
Speaker 1: They're like, well, that's yeah, that's crazy. I didn't even
Speaker 1: think about that. I'm like, yeah, you're literally just taking
Speaker 1: the fault heel and trying the opposite, trying to hit
Speaker 1: the toe, and it's improving the pattern. I see this
Speaker 1: in ninety nine percent of cases.
Speaker 3: Yeah, no, it's funny.
Speaker 2: I mean I had a club fitting about three months ago,
Speaker 2: first time I've ever had club's fit, and my problem
Speaker 2: is pushing it right and slicing. And they show you,
Speaker 2: you know, all the data from the different clubs up there,
Speaker 2: and all of a sudden, I look and they're showing
Speaker 2: me where I'm hitting the ball with my driver, and
Speaker 2: every single ball I am hitting right off the toe basically,
Speaker 2: I mean I'm hitting right of you know what I mean,
Speaker 2: I'm hitting it, you know, a decent distance, and it's
Speaker 2: going straight, but slicinger going straight right, And all of
Speaker 2: a sudden, and I was like, God, well how do
Speaker 2: I do this? And I was like, Oh, the simplest
Speaker 2: thing is why don't I try to hit it off
Speaker 2: the heel? Yeah, every time, And I've not hit a
Speaker 2: drive out of bounds since I've hit everything, and it's
Speaker 2: and I was like it could it possibly be that easy?
Speaker 2: Because I first I tried, I'm no.
Speaker 1: Correct you there, moment not simple, very thank you. Yeah, yeah, yes.
Speaker 2: That is a great distinction. I started doing it with
Speaker 2: my other clubs too, and it's because I was trying
Speaker 2: to change the way I was swinging. Yeah, And all
Speaker 2: of a sudden I was like, it's maybe it's just
Speaker 2: where I'm putting my club on the ball when I
Speaker 2: line up, and it has made a huge So but
Speaker 2: is it literally, like you said, ninety nine percent of
Speaker 2: the time, if you find the right compensation and it's
Speaker 2: just doing the opposite, that'll.
Speaker 1: Yeah, just just feeling the opposite because these things are
Speaker 1: so small, right, The example I give you is actually
Speaker 1: the biggest change. So if you get a shanker and
Speaker 1: you want to convert them to a more centered striker,
Speaker 1: you got to change it by an inch or so,
Speaker 1: Like there's a difference between a flush shot and a
Speaker 1: shank is about an inch more towards a heel. That's
Speaker 1: actually the biggest change. Now, even with that, if you
Speaker 1: show someone shank, if you show a video of someone
Speaker 1: hitting a shank and someone hitting a flush shot, only
Speaker 1: the most trained eyes will be able to see the
Speaker 1: difference between those. Now we can see the difference in
Speaker 1: the result. Right, A flush shot flies long, far goes
Speaker 1: relatively towards the target. Shank shoots ninety degrees. Right, we
Speaker 1: assume because the result has been so drastically different, that
Speaker 1: we have done something so drastically different. We haven't. It's
Speaker 1: a lie, it's a myth. One of the best tests
Speaker 1: that your listeners can do is to go off and
Speaker 1: video this wing and wait for a good shot, and
Speaker 1: when they do that, put a thumbs up to the camera.
Speaker 1: Then keep hitting, wait for a bad shot, put a
Speaker 1: thumbs down, and go off and analyze those two just
Speaker 1: so you can when you're scrolling through, yoh, that one's
Speaker 1: the good one, that one was the bad one. With
Speaker 1: the thumbs up the thing, and then go and video
Speaker 1: them side by side. If you have that ability, you
Speaker 1: will not see the difference between them. Because it's an
Speaker 1: inch in It can be less than that. I mean, honestly,
Speaker 1: a difference between a shank and someone hitting an okay
Speaker 1: shot out of the heel, it's like a quarter of
Speaker 1: an inch really right right now, it gets even more,
Speaker 1: it gets even smaller with the differences. When we're talking
Speaker 1: about things like direction. So when you slice a driver
Speaker 1: forty yards right, and this is undeniable because we have
Speaker 1: launch monitors showing this. Now, when you slice a driver
Speaker 1: forty yards right, the club face has been three degrees
Speaker 1: more open than the one that was piped on the center.
Speaker 1: So imagine you hit two shots right, pipe one down
Speaker 1: the center, next one goes forty yards right. You go
Speaker 1: into the launch monitor data, you have a look, and
Speaker 1: what you see is, oh, the club face was three
Speaker 1: degrees more open. Now three degrees It is half a
Speaker 1: second on a clock face. It's nothing. In fact, I
Speaker 1: have visuals images that I post on social media a
Speaker 1: lot of a square face and one that's three degrees open.
Speaker 1: People look at it and they go, god, I had
Speaker 1: to really look at that to see if there's a
Speaker 1: difference there. And that's the difference between thirty yards more
Speaker 1: right at about two hundred and fifty two hundred and
Speaker 1: sixty yards. Even if you only hit it two hundred yards,
Speaker 1: it's still like thirty yards right.
Speaker 3: Yeah.
Speaker 1: People often think, oh, I've done something so drastic, and
Speaker 1: it's like, no, you haven't. This game is super difficult,
Speaker 1: and if you want to fix that forty yard slice.
Speaker 1: You've just got to get the face three degrees more closed,
Speaker 1: which is not much at all. Now that the caveat
Speaker 1: to that, or the addition to that is three degrees
Speaker 1: might feel like a lot when you actually go and
Speaker 1: try and make the change. I've had people hitting forty
Speaker 1: yards right, forty yards right, forty yards right, and I say, right,
Speaker 1: try and close the face for me, and it's twenty
Speaker 1: yards right, thirty yards right, ten yards right, and they're like,
Speaker 1: I'm really trying to do this year And we go
Speaker 1: into a launch monitor and say, well, you're moving it
Speaker 1: in the right direction, but you're only one degree more closed,
Speaker 1: and they could they go, wow, it felt like I
Speaker 1: was closing it ten degrees right.
Speaker 3: Yeah.
Speaker 1: Feel is not real. This is where technology can help us,
Speaker 1: really is bridging the gap between feel and real. And
Speaker 1: there are some people who are the opposite. It's rare
Speaker 1: for an adult, but some players. I'll say, can you
Speaker 1: try and close the face? And they overdo it. Again,
Speaker 1: technology helps you. You say, oh, you felt like you
Speaker 1: closed it two degrees and you actually closed it twenty.
Speaker 1: Let's try and find somewhere in between. I'll be honest,
Speaker 1: most adults are underdoers. So you ask them to do
Speaker 1: a task and they underdo it. Kids are overdoers. You
Speaker 1: ask kids to close the face and they'll sl lamate
Speaker 1: shut and hit it forty yards left off the planet.
Speaker 1: So kids, you have to be more careful and not careful,
Speaker 1: but you have to tell them to make smaller changes.
Speaker 1: Adults you could really are going to get in there
Speaker 1: and kick them to make a proper change often. But yeah,
Speaker 1: so three degrees can be the difference between a successful
Speaker 1: shot and a non successful shot. Half an inch an
Speaker 1: inch on the face can be the difference between a
Speaker 1: shank and one that's flush with ground contact, It's even
Speaker 1: scarier one groove of height change. So a player hits
Speaker 1: the fourth groove flush, next shot, they hit the sixth groove.
Speaker 1: So as let's say two shots higher on the face
Speaker 1: and they laid the sod over it, right, that's the
Speaker 1: difference we're looking at there. Pros have unbelievable depth control. Okay,
Speaker 1: what I mean by that is if I ask a
Speaker 1: if I ask a pro to brush the top of
Speaker 1: the ground, and they will be able to control the
Speaker 1: depth very very well. In fact, I used to do
Speaker 1: these little drills with players where I would get a
Speaker 1: towel and I would put a bottle cap on top
Speaker 1: of it, and I'd say, right, I want you to
Speaker 1: practice clipping the bottle cap off without moving the towel. Right,
Speaker 1: So imagine if you swing a little too high, you
Speaker 1: miss the bottle cap, you swing a little bit too low,
Speaker 1: the towel bunches and flies out everywhere. A progue can
Speaker 1: stand and do that drill all day. I can put
Speaker 1: one of those little thin bottle caps, the water bottle
Speaker 1: caps like a desani, and they'll do it all day.
Speaker 1: And then you get amateur and they're not very good
Speaker 1: all at all. Well, actually I say they're not very
Speaker 1: good at it. They're good, just not as good as
Speaker 1: a pro. And like I said, the difference there between
Speaker 1: the difference between a pro level control is a pro
Speaker 1: has about a three millimeter standard deviation, right, which is
Speaker 1: about a one groove standard deviation. With a bad golfer,
Speaker 1: it's about a one and a half to two groove
Speaker 1: standard deviation right right. On the one hand, you could say, oh,
Speaker 1: it's not that different, is it. It's one groove difference huge.
Speaker 1: The other hand, you could say, well, that's actually fifty
Speaker 1: two one hundred percent worse. So you know, twice as
Speaker 1: twice the standard deviation is more pro. But so on
Speaker 1: the one hand, you can say, oh, god, yeah, I
Speaker 1: am bad at it if I've got two group standard deviation.
Speaker 1: But on the other hand, you could look at it
Speaker 1: and say, well, hey, I'm not actually that far off
Speaker 1: from a pro. It's just they're doing these little things
Speaker 1: really really well. And my life has been spent teaching
Speaker 1: people how do we do these little things really really well?
Speaker 3: Now?
Speaker 2: What are a you know, say, I'm listening to the
Speaker 2: show and I want to just I'm not gonna take
Speaker 2: a lesson. I'm you know, I would watch your YouTube
Speaker 2: videos if I.
Speaker 3: Was one of them.
Speaker 2: But I but if I'm not taking all but you're
Speaker 2: giving me two or three things to just go out
Speaker 2: and do right now that can have an impact on
Speaker 2: my game.
Speaker 3: What would you do?
Speaker 1: Spray the face number one? Number two, tinker around with
Speaker 1: like try and hit ten shots from the toe, Try
Speaker 1: and hit ten shots on the heel. You will learn
Speaker 1: so much doing that. Wonder the first time you do it,
Speaker 1: you may not have success with it. You may try
Speaker 1: and hit ten shots on the toe and they're all centered.
Speaker 1: You just learned something valuable there you might hit Try
Speaker 1: and hit ten shots on the heel, and you're hitting
Speaker 1: all shanks and you're like, oh God, I overdo that.
Speaker 1: You've learned something. You've learned that you are more heel
Speaker 1: biased with everything you may learn they're actually pretty good
Speaker 1: at it. Oh when I try and hit ten from
Speaker 1: the toe, I'm quite good at it, And ten from
Speaker 1: the heel, I'm quite good at it. Maybe I should
Speaker 1: focus on this a little bit more. You're going to
Speaker 1: learn something from the task. Try and hit ten shots
Speaker 1: a little higher on the face by digging in a
Speaker 1: little deeper. Just say yourself, R, I'm really going to
Speaker 1: thump and dig in a little on the mat here,
Speaker 1: hit them high on the face. Then try and say, right,
Speaker 1: I'm just gonna pick it off the surface. I'm gonna
Speaker 1: imagine the ground is glass and I'm just gonna imagine
Speaker 1: picking the ball off the surface without smashing the glass.
Speaker 1: You'll hit it lower on the face. Then try and
Speaker 1: go somewhere in between with them. So with both of
Speaker 1: those tasks, ten off the toe, ten off the heel.
Speaker 1: Now try in between ten high on the face, ten
Speaker 1: low on the face. Now try in between, try and
Speaker 1: hit ten shots left, try and hit ten shots right,
Speaker 1: then do in between. You will learn so much from
Speaker 1: that and just understand the concept that face orientation is
Speaker 1: going to be the biggest determinant of whether the ball
Speaker 1: goes right or left. So by just doing those two
Speaker 1: are those three tasks you're you're learning so much with
Speaker 1: that with.
Speaker 2: Those Yeah, no, that's really that's really helpful because that
Speaker 2: I'm actually like, I'm going to go do that. So
Speaker 2: one one sold and you got a lot more her
Speaker 2: sold out of the world.
Speaker 1: Well, Adam, the next step to that would be say
Speaker 1: someone can't do it right. So that's that's why I start.
Speaker 1: With most people, I'm like, okay, can you hit shots
Speaker 1: from the toe for me? And we test their ability.
Speaker 1: With a really good player, I might give them a
Speaker 1: task of I want you to hit it five millimeters
Speaker 1: off the toe for me, and I've got a GC
Speaker 1: quad running so I can tell their ability. And then
Speaker 1: I say, hit some ten milimeters off the toe and
Speaker 1: I can tell their ability. Very high skilled players can
Speaker 1: move it, and they can move it in specific amounts
Speaker 1: as well, so you can scale the task if you
Speaker 1: want to. So instead of just going left and right,
Speaker 1: I might say to a player hit a small left,
Speaker 1: a medium left, a big left. So we're now layering
Speaker 1: more parts to this task here. If a player can't
Speaker 1: do a task, like say I'm asking a lifelong slicer,
Speaker 1: can you close the face down and hit it left?
Speaker 1: And they just they try and after twenty shots they can't.
Speaker 1: We may then go into well, let's look at what
Speaker 1: there is technically that may be limiting your ability to
Speaker 1: do it, and we would say, okay, you've got a
Speaker 1: really weak grip. Let's put your grip in a stronger
Speaker 1: position and now try the task again. So again that's
Speaker 1: an internal focus. I'm not anti internal Changing your grip
Speaker 1: is a mechanical thing, but that might help them to
Speaker 1: achieve the task. Now, So technique for me, when I'm
Speaker 1: changing techniques with players, it's all task related. It's like, right,
Speaker 1: what task does this player struggle with? What technical things
Speaker 1: can we add to them to help them with that.
Speaker 1: So say, for example, someone stands quite far away from it,
Speaker 1: like Bryson de Shambeau, if they're hitting the sweet spot
Speaker 1: all the time, I'm like, hey, you keep doing that,
Speaker 1: that's fine, I'm okay with that. Bryson does it? MO
Speaker 1: normal used to do it. Yeah, there are many color
Speaker 1: players who do it, but that's okay. But if that
Speaker 1: player says I'm hitting everything out of the toe, my
Speaker 1: first thing would be, well, let's see if you can
Speaker 1: hit out the heel. And usually in that first round
Speaker 1: they start to naturally stand a little closer to it,
Speaker 1: so I don't have to tell them they move closer.
Speaker 1: They naturally do it. But if they don't, then they
Speaker 1: can't hit the heel. Then I might suggest to them, hey,
Speaker 1: what about standing a little closer to it and then
Speaker 1: seeing if you can do this heel task And they're like, oh, yeah,
Speaker 1: that was a lot easier now. So the movement doesn't
Speaker 1: have to become more textbook, but we can use that
Speaker 1: as a tool if a player is struggling with a task.
Speaker 1: If they don't struggle with the task, we don't need
Speaker 1: to change it. I've got players with weak grips who
Speaker 1: hit straight shots. I don't need that grip to move
Speaker 1: to a more neutral position if they're hitting straight shots
Speaker 1: with it. Because there are plenty of top players of
Speaker 1: weak grips. Bryson is one, more Coauer is one, and
Speaker 1: there are plenty of players with strong grips Dustin Johnson
Speaker 1: is one, Paul Asingo is won, David Duval was one.
Speaker 1: Web Simpson was strong grip. I need not any motion,
Speaker 1: but there are a wider range of motions and grips
Speaker 1: and setups that can work. Then you would be led
Speaker 1: to believe all you have to do is to be
Speaker 1: able to do the task of impact. And if you
Speaker 1: can't do the task of impact, we could use technique
Speaker 1: changes to help us with the task of impact, but
Speaker 1: it all comes down to the task of impact.
Speaker 2: One last question for you. So you're talking about more Norman. Yeah,
Speaker 2: and you know, there are obviously all these school schools
Speaker 2: of thought as to how to swing a club. And
Speaker 2: I see a lot of a lot of people want
Speaker 2: to study more Norman, and a lot of people want
Speaker 2: to study Ben Hogan. Yea, And I mean and and
Speaker 2: and it seems to me, you know, like the Hogan thing.
Speaker 2: I mean, obviously the guy had, like, you know, this
Speaker 2: incredible repeatable swing, but he developed it right because he
Speaker 2: was hooking the ball. So we're all trying to adapt
Speaker 2: to a swing that one of the great players of
Speaker 2: all time had created because he was hooking right to
Speaker 2: some extent, and with more Norman it's like amazing, but
Speaker 2: it's I've tried it and I cannot very homegrown.
Speaker 1: Yeah, worked for him, not.
Speaker 2: For So what what is the applicability you know of
Speaker 2: some of a individual players swing spread out into the world,
Speaker 2: you know, I mean, are there I mean obviously some
Speaker 2: people can learn and really excel with those swings.
Speaker 3: But you know, is that what? What? What? Just what's
Speaker 3: your take on.
Speaker 2: Kind of you know, embracing one kind of school of
Speaker 2: thought that way and going with it, or is it
Speaker 2: more you want to just find your natural way of
Speaker 2: hitting the ball.
Speaker 1: The analogy I would use for this is dieting. Right,
Speaker 1: I've done a lot of look at research. Now whether
Speaker 1: you agree with this or not is actually scientifically proven.
Speaker 2: But whether I've failed at both golf and dieting side.
Speaker 1: Failing and dieting right now. Yeah, But the if you
Speaker 1: look at every diet study, it all comes down to calories, right.
Speaker 1: So you can look at high cob diets, low cob diets,
Speaker 1: you can look at high fat dietes, low fat diets,
Speaker 1: any mix you want out the letter k out your diet.
Speaker 1: They will all work if they reduce calories, even high
Speaker 1: sugar diets. There there's a study by sir whether they
Speaker 1: put metabolic war they put one group on high sugar,
Speaker 1: one group on low. They lost the same weight if
Speaker 1: calories were controlled. That is analogous to impact. If you
Speaker 1: get the calories right, you will lose weight. If you
Speaker 1: get impact right, you will lose weight. What you have
Speaker 1: to find out is, well, what method is right for
Speaker 1: me to achieve a calorie deficit. So for some people
Speaker 1: that might be low carb, they might try low carb
Speaker 1: and they might say, ah, this is easy for me
Speaker 1: to get low calories. That's the equivalent of someone saying, oh,
Speaker 1: I tried the most Norman swing and it got my
Speaker 1: impact better. But other people might try low carb and
Speaker 1: they're like, oh God, if you're awful on this and
Speaker 1: I can't stop, I get cravings and I overeat, which
Speaker 1: is basically them try and more Norman swing and being like,
Speaker 1: I can't get a task of impact. Here's that right?
Speaker 1: What's the one of the true fundamentals of dieting or
Speaker 1: golf golf. It's impact the method. There are a million
Speaker 1: methods that work, there are a million diets that work right,
Speaker 1: but do you have to abide by the principle of
Speaker 1: impact or calorie control. So I don't want to go
Speaker 1: too far off on the announced, No, but I.
Speaker 3: Totally it's absolutely right.
Speaker 2: I mean, because if your daily calories are two thousand
Speaker 2: and you stay below that or keep your exercise, you know,
Speaker 2: burn enough calories to get below that, you lose weight
Speaker 2: and you can eat all the protein of the world,
Speaker 2: you know, nothing else than you you know, don't.
Speaker 1: Now that's not to say that some diets won't. Some
Speaker 1: diets might be better than others, you know, like a
Speaker 1: Mediterranean diet is probably going to be better than the
Speaker 1: twinkie diet, right, but both both will work if you're
Speaker 1: trying to lose weight. I mean, it's been proved. There's
Speaker 1: a professor Harvard who did a twinkie diet. He ate
Speaker 1: eighteen hundred calories a day on of twinkies, and he
Speaker 1: lost thirty pounds and all his blood markers improved. Now
Speaker 1: if he continued that for forty years, I don't know
Speaker 1: what the effects would be on the health. And yeah,
Speaker 1: there are certain ways of achieving impact that might not
Speaker 1: be really optimal, but if you achieve impact, you'll get
Speaker 1: the result. Right, So this is where you can get
Speaker 1: You can use a coach to help you. You know,
Speaker 1: like I said, you don't. You don't want to use
Speaker 1: a super weak grip and I hit the ground early
Speaker 1: to close the face. That's not it's in effect, you're
Speaker 1: actually getting one of the impact tasks. Incorrect anyway. So
Speaker 1: but yeah, in terms of choosing a model, I think
Speaker 1: you have I think we have it the wrong way around.
Speaker 1: I think we should focus more on what what is
Speaker 1: the task? Am I achieving that? And then we can
Speaker 1: pick and choose from models. So I'm model like not agnostic.
Speaker 1: What I say is is if someone struggles to close
Speaker 1: the face, I can draw upon different models or just
Speaker 1: understanding of how different movements affect the face. Well, I
Speaker 1: know that if I get a hundred golfers and I
Speaker 1: give them a stronger grip position which means hands turn
Speaker 1: more to the right, those hundred golfers on average will
Speaker 1: close the face more. So we can say, okay, there's
Speaker 1: an overarching rule. Stronger grip tends tends to close the
Speaker 1: face for golfers. Similarly, if you get a hundred golfers
Speaker 1: and you add more forearm rotation through impact of course supernation,
Speaker 1: they will close the face more. If you get a
Speaker 1: hundred golfers and you cup the wrist more at the
Speaker 1: top of the swing, go into extension leader's extension, they
Speaker 1: will tend to open the face more so, or vice versa.
Speaker 1: They'll tend to close if they're more flexed or bode
Speaker 1: with the wrist. So that's a kind of complicated one, definitely,
Speaker 1: but it's an option for me. So say I player
Speaker 1: is like, I'm hitting everything right. So okay, well, we
Speaker 1: know the face is too open to the path. What
Speaker 1: are our options here? While we could strengthen the grid position,
Speaker 1: we could add more supernation at the bottom, we could
Speaker 1: add more lead reflection. I could just give a player
Speaker 1: the task of can you close the face of impact?
Speaker 1: And maybe they self organize different wrist angles without me
Speaker 1: telling them to. So there's lots of ways of AI
Speaker 1: achieving this goal, but it's all centered on the task
Speaker 1: of impact. Models and swing pieces are just ways of
Speaker 1: helping us achieve that.
Speaker 2: Adam, thank you for doing this, man, You're great and
Speaker 2: this was really really educational and I'm glad we took
Speaker 2: the time to do it. So can you tell people
Speaker 2: where they can find you?
Speaker 1: Yeah, adamongolf dot com. I've got tons of articles on there.
Speaker 1: There's some freebies as well, like free ebooks giving you
Speaker 1: visuals of the certain fundamentals that we talked about. See
Speaker 1: if you go onto any blog you know, for about
Speaker 1: a tenth of the way down, it'll say, hey, enter
Speaker 1: your email here for the free ebook, and then you
Speaker 1: can continue reading the blog. But yeah, I've got products
Speaker 1: on there as well. I do have paid products if
Speaker 1: people want, like really structured plans. This thing like the
Speaker 1: strike plan helps you with ground contact and face contact.
Speaker 1: The accuracy plan helps you with directional issues. So everybody
Speaker 1: has both to get both if you want, or if
Speaker 1: there's just one one issue, just get the one that's
Speaker 1: most pertinent to you.
Speaker 2: I'd love to meet the guy with one issue that's
Speaker 2: not me well, and and he has you have great
Speaker 2: video content, so everybody should totally check it out. Thank
Speaker 2: you for being on Golf Smarter, Adam,