To Whom It May Concern:
We have been asked to outline the research and components used to develop the
SNAG® Coaching System. The following information is considered proprietary and
not for replication, publication or distribution in whole or in part.
The disclosed information was complied and integrated in part or whole into the
system. In developing the system, six years of actively researching other sports
beginning in 1995 for coaching methods and their efficacy were employed. This
included interviewing coaches at all levels of the sport to ascertain if techniques
employed at any particular level had a direct impact on the player’s development.
None of the other sports had the required complex motor skill requirements that
golf has. What the other sports had were simplified instructional cues and baselines
for coaches to follow. This allows them the ability to objectively measure
performance. We did not find this in our review of existing golf instruction.
SNAG® was developed to produce the best entry-level instructional system to be
delivered by golf and educational professionals. It was also designed to allow for
instruction and play to be conducted at non-traditional venues as other sports were
already enjoying this capability. Both of these goals have been accomplished.
The research team worked with children with disabilities to understand their
capabilities and how modified equipment with corresponding curriculum could aid
in their being able to enjoy a form of golf. This experience was instrumental in
understanding the power of learning styles. It also allowed us to develop specific
training tools that incorporate the various learning styles in building putting,
chipping, pitching and full swing skills. In the U.S., SNAG® is utilized in all of the
schools for the blind, many of the schools for the deaf and being integrated into
schools for children with autism.
In observing golf instruction delivered by golf professionals, we did not find
consistent information for any aspect of teaching the game to be evident. Each
person delivering instruction has the ability to utilize any terminology, equipment,
and methods familiar to them. Our goal because of this was to find the best
terminology, equipment and methods to deliver an easier product to the new
learner. With golf being a difficult game, we wanted to find ways to learning it
easier. In reviewing the professional golf organizations instructional programs, we
did not find any that met university standards nor were any accredited by any
educational organizations. We did find that all universities had to meet outside
Player Development Products, LLC * 14843 Highway 10 * Tahlequah, OK 74464
accreditation to remain viable. Our goal was to then utilize the university system in
finding the best components to achieve our goals.
For golf to have an effective feeder system, we had to begin with children. To reach
the masses we had to target where children congregate; schools. In understanding
how curriculum is developed and delivered in schools we had to meet national
standards that were developed for physical education for all physical educators. It
also meant that methods would need to be developed to teach large number of
children in small spaces in a safe manner. We did not find any golf professional
group to have developed any programming that could be effective in this
environment. This was a daunting task as we were golf professionals without
adequate training to meet these needs.
We sought out educational professionals at the university level expert in particular
disciplines. This was necessary to achieve our goals in making an easy replicatable
system to teach new learners to golf.
First, we had to learn how humans learn any subject matter. Second, we had to
develop equipment and specific golf programming to implement the learning
techniques our education system employs. Third, we had to make it fun. We also had
to identify the fields of science we intended to employ to help us realize our
intended outcomes.
Chromopsychology- The study of how color affects performance. This was
essential for us to eliminate fear in the learning process. The equipment was
developed with appropriate color combinations for both striking and putting skills
as well as our targets.
Neurolinguistic Programming – The study of how language affects learning. We
reviewed the common language used in golf instruction and its efficacy. We found
that there was better and easier language for the new learner to understand the
various stroke and swing concepts. As an example: Downswing implies that there is
an upswing. The subconscious effect is for the new learner to pick the club up as
they swing away from the ball. We developed specific language that paints a better
picture for the new learner. Example: We launch the ball depicting expected ball
flight. In common golf instruction the new learner would hit the ball, creating
confusion. Hit has too many connotations.
Learning Styles- We studied the four learning styles, visual, auditory, kinesthetic
and tactile. When a person develops their preferences and how we could
incorporate this knowledge into training tools specific to teaching the various
strokes and swings. We consulted famed learning style specialist Dr. Sue Ellen Read
head of one of the 23 global learning style institutes. We are currently the only
sports specific curriculum that incorporates learning styles.
Player Development Products, LLC * 14843 Highway 10 * Tahlequah, OK 74464
Proprioception- The study of internal and external receptors that allow humans to
move without conscious effort. This scientific discipline was essential in
understanding how any human movement is achieved. We identified the necessary
motor skills to execute the various strokes and swings and matched corresponding
word cues to allow the new learner to create repetitive actions. This is essentially
how muscle memory would be created.
Vestibular System- The vestibular system is the center of our balance. Located in
the inner ear, it regulates how we balance ourselves for various tasks. We utilized
this research to achieve balance and weight distribution techniques for the new
learners learning the full swing. We found substantial faults in new learners
emanating from poor balance executing this swing. We also researched the martial
arts world and how they develop balance techniques.
Equipment Development- The equipment was designed from the ground up
starting with the ball. It is 45 grams, the same weight as a traditional golf ball
although substantially larger. It is perimeter weighted to give it a beach ball effect
and stay on top of imperfect grassed areas. The grips on the clubs are five-sided to
fit securely in both hands eliminating torque found in round grips. The top two
panels are colored in red and yellow for easy thumb placement. The associated cues
allow instructors to teach a proper hold in less than 30 seconds. The size and weight
of the clubs are age appropriate and have expanded area for ball contact. This is
essential for new learners that are developing their skills. Targets were developed
to allow for positive feedback. The bullseye design was implemented to assist the
new learner in developing their eyes for targeting skills. Kits and curriculum were
designed to teach large groups making an instructors time more valuable.
We have been conducting a 10-year study at Northeastern State University in
Tahlequah, Oklahoma. The scope of this study was to determine the efficacy of our
methods. Our subjects are university students in a physical education program that
are learning to play golf with the SNAG® Coaching System. These future physical
educators are then tasked to teach school children how to play golf employing the
same methods they learned from in a school environment.
We have also enlisted noted physical education professors with an early childhood
development specialty to assist us in developing our youth programs. Dr. Robert
Pangrazi was essential in helping us develop our G-Ball program that targets 5-6
year olds. He has authored over 50 text books relating to physical education. This
program was piloted in 15 cities and 2,000 children with the National Recreation
and Parks Association (NRPA) in 2011 and 2012. Dr. Pangrazi was also the lead
academic behind the successful USTA’s Quick Start program. Tennis has brought in
over 4 million new players utilizing this program.
Because of the success of G-Ball in our parks, Jack Nicklaus selected SNAG® to be his
programming partner for the Jack Nicklaus Learning Leagues along with the NRPA.
We are expecting this program alone to reach millions of children globally. Our skills
Player Development Products, LLC * 14843 Highway 10 * Tahlequah, OK 74464
acquisition programming is utilized in the First Tee program affecting 6,000
primary schools. Globally, SNAG® is engaged in 10,000+ schools and more than
5,000 golf facilities.
We believe that our programming is essential to any professional teaching golf
especially those in apprentice programs.
Player Development Products, LLC * 14843 Highway 10 * Tahlequah, OK 74464