The “AHA” Moment – In Golf and Anything Else

Why do you improve—even hit the ball noticeably better—during a lesson, only to feel as though you’ve forgotten it soon afterward?

In my experience, the answer often has to do with what I call the “big picture.” Learning golf, or anything else for that matter, requires seeing the forest as well as the trees. You can remember several individual instructions and still have little understanding of how they fit together.

A good instructor does more than give you a list of things to do or avoid. A good instructor creates opportunities for you to learn.

I’ve always looked at my work as finding different ways to communicate a similar message to a variety of people. An explanation that makes perfect sense to one student may mean very little to another. One needs to hear it differently. Another needs a demonstration. Someone else needs to feel the difference through an exercise.

The teacher keeps searching for a way to help that particular person understand.

What we’re hoping for is the “AHA” moment—that instant when the student says, “Oh, I get it!” The explanation connects with a feeling, the purpose becomes clear, and the change begins to make sense. Without that connection, the lesson can become an exercise in memorization.

A golfer might leave thinking about a backswing change, a downswing change, and several positions to get into along the way. That is a lot to remember while trying to hit a golf ball. If those instructions never connect to a clear objective, they can be difficult to retain and even harder to use on the course. The student remembers the list but doesn’t understand why the list applies.

Sometimes there is a moment of understanding during the lesson, but it is fleeting. A few good shots, a brief feeling of recognition, and then we move on to the next thing. The student experienced something useful but hasn’t yet learned how to recognize it or find it again.

That is a moment worth staying with. When something clicks, teacher and student should explore it. What did you feel? What do you understand now? Can you explain, in your own words, what we’re trying to accomplish?

For example, a student may be working on a change to the grip. Simply remembering where to place the hands is one thing. Understanding how that grip influences the clubface—and how the clubface influences the shot—gives the change a purpose. Now the student has a connection between an adjustment and an outcome. That connection is the big picture.

Understanding does not eliminate the need for practice. It gives practice direction. You have a clearer idea of what you’re working toward and a way to judge whether you’re making progress.

So, the next time you take a lesson, ask questions.

Why are we doing this? What is the purpose of this change? What are we trying to achieve? How will I know when I’m doing it?

And when something finally makes sense, say so. Tell your instructor what clicked. Your words may reveal the very explanation or feeling that will help you retain the lesson.

You have to be an active participant in your learning. The instructor can explain, demonstrate, and guide, but you need the opportunity to discover what the message means to you.

As I’ve often said, it’s not what the instructor covers; it’s what you discover that counts.

Dennis Clark is a PGA Master Professional and seven-time PGA award winner, including Teacher of the Year and Golf Professional of the Year. Having taught golf for over 40 years, Dennis has retired from full-time instruction. He can still be reached at 239-777-6043 or dennisclarkgolf@gmail.com.