3Dec

GMJA Golf Curriculum

Introduction:

GMJA’s golf curriculum is strictly based on RCGA’s Long Term Player Development  (LTPD) Procedure. The need for a systematic LTPD procedure arises from the challenge of competing in the rapidly advancing international sporting arena and the resulting importance of identifying and developing the next generation of internationally successful athletes. Furthermore, participation in recreational sport and physical activity has been declining and physical education programs in the schools are being marginalized. When addressing the steps necessary to implementing LTPD it is critical to be cognizant of those shortcomings. Through proper implementation of golf’s LTPD procedure and the principles of development that it advocates, GMJA’s instructors will be able to recognize these challenges and develop cooperative strategies to help students overcome them.

10 Key Factors Influencing LTPD:

  1. The 10-Year Rule
  2. The Fundamentals
  3. Specialization
  4. Developmental Age
  5. Trainability
  6. Physical, Mental, Cognitive and Emotional Development
  7. Periodization
  8. Calendar Planning for Competition
  9. System Alignment and Integration
  10. Continuous Improvement

These key factors will be taken into consideration when instructors at GMJA develop cooperative strategies for students. The students at GMJA will be learning golf under well-structured golf curriculum that no other golf academies have yet offered.

Roles and Responsibilities:

Parents:

  • Provide support and guidance and make their involvement in golf fun
  • Be educated about golf and how one can progress through the sport
  • Long-term commitment to skill progression/performance progression
  • Understand that children will lose motivation if they feel that cannot match their parents’ expectations
  • Be flexible with their expectations; as children pass through different phases of development, parents (and coaches) should modify their expectations as necessary
  • Explore the child’s expectations, goals and aspirations

 

Players:

  • Enjoy the sport
  • Become adept at the key physiological proficiencies: balance, flexibility, posture, core stability, strength and power, cardio endurance and performance skills
  • Understand how pressure and or stress affects performance
  • Understand their mental performance strengths and weaknesses
  • Know what mental management skills they need to integrate into their personal performance plan to be able to control their emotions, focus on the task, and cope with adversity under pressure
  • Become self-reliant and demonstrate taking independent initiative in learning and developing their skills and strategies

 

Coaches and Instructors

  • Be educated
  • Have a thorough understanding of LTPD
  • Understand how and where they fit into the “system”
  • In understanding their role, know what is required in order to best deliver the player to the next level
  • Have a passion for the game and for excellence
  • Solid understanding of the tools required to get to the next level
  • Continue to upgrade by attending workshops and lectures relating to the game and their profession
  • General understanding of what is available for golfers of all levels
  • Accept that effective mental skills are critical to consistent, quality performances at all levels
  • Integrate the mental skills training process into player programs

 

Long-Term Player Development Framework:

Curriculum_img01

The first two stages (Active Start and Fundamentals) encourage strong physical and movement skill development and general foundation that leads into the typical initiation of golf specific entry programs. The next three stages (Learn to Play, Train to Play, and Learn to Compete) focus upon the sport specific aspects of golf and a gradual increase in the importance of competition play, as well as providing for a continued underlying general athleticism. The next stage (Train to Compete) emphasizes a shift to a true high performance expectation with a strong attention to detail and a comprehensive evaluation and review process. The following stages (Train to Excel and Excel) mark the process of ascent to the highest levels of competitive play. It should be noted that there is likely to be overlap in these latter stages reflecting individual player differences and rates of progress. The last stage (Active for Life/Enjoying Golf for Life) is a stage that may actually be entered at anytime after a player’s entry into golf and reflects, among other things, an individual’s desire, competency, and personal pathway. This final stage emphasizes life-long participation and activity not only in golf, but in other healthy pursuits as well.

Curriculum_img02

 

Active Start & Fundamentals

Active Start: Students entering our program (Age 12 ~ )

Fundamentals: Students entering our program (Age 12 ~ )

Without the basic movement skills, a student will have difficulty participating in sport.

Key Concepts will be taught during these stages:

    • Grip: Holding the club with two hands close together
    • Stance: Standing with their feet either side of the ball
    • Balance: Finishing in balance when swinging the club
    • Swing: Arms swing back up and then swing through to a finish, copying, imitating and doing

 

Benchmarks:

  • Skill Set: Future Links Level 1: Putting, Chipping, Full Swing
  • Key Concepts Introduced: Start position, Grip, Posture, Ball position, Stroke
  • Equipment: Full set of irons, Driver, Woods, Hybrid, Putter
  • Practice:
    • Three to Five Sessions per Week
    • Minimum of 240~ 360 ball strikes (Full Swing) Per Week
    • Drills, and games 400~600 Putts a week
  • Play: 3 to 5 holes a week of modified golf over a minimum of five weeks
  • Courses: Practice Facilities, Pitch and Putt with a variety of greens
  • Golf Knowledge: Introduction to the etiquette and safety issues involved with the game

 

Learn to Play

Learn to Play: 6 months passed the entrance of our program (Age 12 ~ )

The goals:

  • Developing all fundamental movement skills and teaching general overall golf skills.
  • Developing strength-using exercises that incorporate the student’s own body weight as well as medicine balls and Swiss balls.
  • Introducing hopping and bounding exercises or routines, or wheeling up gradients, to aid in strength development.

 

Key Concepts will be taught during this stage:

  • Grip: Effective and functioning grip
  • Stance: Routine or Procedure for each shot
  • Alignment: Aiming the clubface and aligning the body
  • Scoring: How to keep each others score
  • Etiquette: Where to stand, quiet, bunkers, pitch marks
  • Chipping/Pitching/Putting: Angle of club at impact, loft, roll vs. carry

 

Benchmarks:

  • Practice:
    • 3 to 5 hours of daily practice
    • 200 to 500 ball strikes – full swing
    • 200 to 500 ball strikes – Chipping
    • 200 to 500 ball strikes – Putting
  • Amount: Minimum 6 weeks
  • Competition:
    • Skills tests
    • 9-Hole Events – One to Five
    • 18-Hole Events – Three to Five
    • 36-Hole Events – One
  • Activities: Basic athlete movements are encouraged by participation in a minimum of two other physical sports
  • Golf Knowledge: General knowledge of the etiquette and rules of the game

Train to Play

Train to play: Ages 12 to 15 years

The technical skills for students would revolve around set up (grip, posture, alignment and ball position), putting, chipping, pitching and the full swing. This stage is one of the most important stages of athletic preparation because this is when golf-specific skill development really begins.

 

Key Concepts will be taught in this stage:

  • Putting: Eyes over the ball, putter face square to intended target at impact, grip with both thumbs down the shaft, ball positioned forward of center, handle slightly forward at impact
  • Ball Position for all Swings: The ball is positioned appropriately in relation to the player’s sternum given the chosen club and desired shot trajectory
  • Weight Transfer: Complete transfer to the forward side should occur
  • Handle of Club: The handle is set forward of club head at address and remains in this position through impact

Benchmarks:

  • Practice:
    • 30 to 50 hours per week
    • 3 Rounds of Golf per week
    • 3 to 5 hours – Target
    • 4 to 6 hours – Technique/Skill
  • Competition: 10 to 20 events per year
    • 9-Hole Events – 2 to 3
    • 18-Hole Events – 5 to 12
    • 36-Hole Events – 5 to 12
    • 54-Hole Events – 1 to 2
  • Total Quality Ball Strikes: 2,000 to 3,000 per week
  • Level of Competition:
    • Junior interclub play
    • Junior Regional / Mini Tours
    • Junior Provincial Championships
    • RCGA National Championships
  • RCGA Handicap Factor:
    • Male: 3 to 10
    • Female 5 to 12
  • Golf Knowledge: Understands Rules of Golf and knowledge of how far they generally hit all clubs in their golf bag. Etiquette significant factor as players begin to play with others in competitive environment

 

Learn & Train to Compete

Learn & Train to Compete stages are for students of age 16 to 18

To do List in these stages:

  • Provide year-round, high intensity, individual event and golf position-specific training
  • Teach golfers, who are now proficient at performing basic and golf specific skills, to perform those skills under a variety of competitive conditions during training
  • Place special emphasis on optimum preparation by ‘modeling’ high competitions in training. Individually tailor to a greater degree fitness programs, recovery programs, psychological preparation and technical development
  • Change the training-to-competition and competition-specific training ratio to 40:60. Devote 40 percent of available time to the development of technical and tactical skills and improving training and 6o percent competition and competition-specific training.
  • Maximize strength training to bring about overall improvement
  • Updating, reviewing and understanding the importance of performance and personal goal setting
  • Recognize and plan for appropriate level of competition

Key Concepts will be taught in these stages:

  • Full Swing: Impact position hips cleared, swing plane one or two plane
  • Tempo: Same tempo with each club, takeaway to impact
  • Balance: Full swing and partial swings, weight transfer throughout each swing
  • Alignment: Aim club align body to intended target
  • Trouble Shots/Short Game: Use the clubface, buried lies, left handed, one handed

Benchmarks:

  • Practice

Training 40+ weeks per year
3 to 4 18-Hole rounds per week
30 to 40 hours of practice per week
Practice sessions are 4 to 6 hours in length

  • Practice week

-Mon to Fri – 5 hours per day
-3 18-Hole Rounds
-Sat – 18-Hole Rounds
-Sun – OFF
-25 hours practice plus 15 hours playing

  • Competition Week

-Mon to Wed – 4~6 Hours of Daily Practice with 1-18-Hole Round per day
-Thu to Sun – Competition

  • Competition: 25 to 40 Events per Year

-36-Hole Events – 2 to 5
-54-Hole Events – 3 to 5
-72-Hole Events – 20 to 30

  • Total Quality Ball Strikes: 2,100 to 3,100 per week
  • Competition Level:

-Provincial Championship
-RCGA National Championship
-University and Major Amateur Event
-International Amateur
-World Amateur Team Championships
-Pro-Canadian Tour, Regional Tours, Mini Tours, Q-Schools

  • Golf Knowledge: Professional use of caddy / post round analysis stats / media training / business planning

 

GMJA Golf Programs

The students at GMJA will be taught based on the above golf curriculum. With this well-structured curriculum, the students will be able to enhance their golf skills in a very focused environment. The students will be fully prepared and equipped prior to their admissions to world leading universities in Canada and United States. At GMJA, we not only help students acquire the pre-requisites, we train them to be successful in their future. It is ensured that our students will be developing their golf skills under world-leading curriculum as well as coaching team.