Greg Norman and Tiger Woods shake hands at the 1998 President’s Cup.
EVALUATING TEAM MEMBERS’ PERFORMANCES
As a coach, you are constantly in evaluation mode during practices and competitions. But to elevate your program, you must convert your evaluation records into useful, practical applications and new and improved program activities.
The evaluation process begins at the very start of the season. Choosing your team, selecting the golf course, establishing practice schedules, and organizing player positions are all part of the process. Keep looking for younger golfers in your community. Early detection can result in a mighty team in just a few years. Once you begin early recruiting, the level of play and the number of boys and girls trying out each year will take care of itself. Ask the local professional about his or her junior program. The local golf course and area youth clubs can be great feeder systems for you.
It is very easy to measure individual performance in golf. The team member shoots a score and that score is measured against par and against others who are playing that course that day. That is only one record. You need to have your team members keep track of their practice goals, their training (the length of time they spend practicing each element of the golf game), and how often they beat their previous performance. You may want your players to periodically take the short game exam featured in chapter 5.
Forms, charts, and practice-round records help you evaluate each player’s performance; four such worksheets can be found at the end of this chapter. An overall statistical analysis of each player’s performance is an excellent way to keep track of improvements, find areas that need practice, and build players’ confidence. An analysis of your overall program is available only through the measurement of data collected during the season.
Being Gracious in Defeat
My number one player, who made the sectional playoffs in his junior year, was on the second hole of sudden death for the last spot for that year’s sectional tournament. On the previous hole, he left a putt on the lip of the cup. If it had fallen, he would have made the tournament. Instead, the second hole proved costly. After an errant tee shot, he made his way up the fairway and realized his competitor was already two strokes ahead. He picked up his ball and in gracious defeat shook his competitor’s hand and wished him well. I was so proud of how he handled what was surely a frustrating moment. He certainly set an example for every player in attendance that day.
Tom Bloomquist, Army and Navy Academy, Carlsbad, California
The four worksheets at the end of this chapter can be used during practice rounds or competitive rounds. During competitions, you may want to have a coaching assistant, parent, or volunteer log information for the players so that the players can concentrate on the game. During practices, players can log their own information.
Figures 16.1 and 16.2 are course logs that your players can use for the front and back nine, respectively. Tell them to note the course name and location and any general comments about the course, the weather, their fellow players, and so on. Have them log all shots for direction (left, straight, or right), length (short, acceptable, or long), and contact quality (thin, clean, or fat).
The round analysis chart (figure 16.3) helps you detect any weaknesses in your players’ games and any improvements they have made. Players should complete a column on the analysis chart after each round. The chart reveals strengths and weaknesses within as well as between rounds. This analysis helps you and your players plan improvement objectives.
A progress chart like the one shown in figure 16.4 helps you and your students see how scores are improving. A chart like this can be a great motivator to students who need to visualize success.
Greg Norman and Tiger Woods shake hands at the 1998 President’s Cup.
