Charles Schaubel’s Teaching Resume:
Find a place where I am comfortable to teach and/or manage.
I am now in my prime as a teacher.The years may not be kind on the golf game, but they do
wonders for your teaching ability. I never lost the kid inside who
loves to play, so I still relate to the junior players. Plus, now
that I am 59, I relate totally with the older players. 678 463 8996 charlie@golflesson.com
Teaching and the bottom line:
Beginners: I am excellent at creating
new customers (beginners) by teaching them an easy and fun way to
swing, chip, and putt, which results in more buckets sold, new equipment
sold, and more rounds played.
Average golfer: I am excellent at teaching
regular customer (average golfer) how to improve their games, which
results in more buckets sold, equipment sales, and more rounds played.
Low handicap: I am excellent at teaching
low handicapper, which results in referrals of beginners, the people
who are the source of increased sales revenue.
Management style and employee
relations and the bottom line:
Practicing respect and fairness with employees results
in low turn over, and friendly employees to greet and serve the customers,
which results in repeat business. Everybody wins!
Keeping accurate up to date records and reports is necessary.
Employee policy:
Show up on time, call in when you can’t, and make the
work fun.
We are here because the customer chooses to be here, so smile.
Teaching and Management Experience:
Thirty years teaching experience all over the country
but mainly in New Orleans, Seattle, and Los
Angeles, working with all levels of
players.
Worked on professional tours promoting the Puttband and
giving putting lessons. The Puttband, which I developed with Jimmy
Self was and is used by many tour players who gave it credit in helping
them win. In 1985, Calvin Peete, claimed in Golf Digest it made him the
player he was. At the time he had won more money and tournaments
in a three year period.
Sally Little who won the Diana Shore in 1983 came off
the 18th green after shooting a recording breaking 64,
and walked directly over to me and thanked me for the help she received
the night before on the putting green.
Helping tour players was gratifying and news worthy, but
is actually less of an accomplishment then getting somebody who is
stiff as a board with little athletic ability to break 90. Working
with regular people of average ability is much more challenging then
working with somebody with talent, and requires much more teaching
knowledge and skill. People appreciate the help I have given them
because they have more fun playing golf.
Wrote articles for golf magazines in Los
Angeles in the 1970’s and in Seattle in
the 1980’s.Managed driving range and gave golf lessons in Northridge, Calif. in
1976-7. Had five nights
scheduled on ABC in Los Angeles with
sportscaster Fast Eddy, where I would give tips to one of the
well known celebrities that I was teaching at the time.
Filled in at the last minute for Johnny Miller at Pepsi
convention for top salesmen at Super Bowl in Miami in
1979. Did such a good job they invited me to do convention they had
at Bing Crosby Tournament in 1980.
Started Interbay Northwest Management in 1984 and managed
two golfing properties for Seattle Parks Department very successfully
until 1992 when I sold out my interest. Gave
golf lessons during that time and found my outer limit at 8-10 lessons
a day. Made the Putting and Chipping Tape in 1985
which sold in Sears and K- Mart and is still a seller today and is
listed between Bobby Jones and Dave Stockten tapes on the Internet.
Joined the PGA apprentice program as Non-member Head Profession
in 1986-91. Finished in top 5 percent Business School I. Passed player
ability test.
Part of starting Coke Celebrity Tournament in Seattle, where
I played every Monday with a different local celebrity, like Lenny
Wilkins, Don James, Jack Sicma. They would shoot a score and people
came out and tried to beat it. Simple idea but big success.
I started Golflesson.com in 1996 which has helped many
people all over the world with their golf games.
Recently returned to my roots in Philadelphia and
gave lessons at Fairview Golf Center. 2001
Teaching
at Hidden Valley Driving Range in Decatuer Ga. 2003-2005
In 1973 I received a B. A. in psychology from Godard College, Plainfield, Vermont.
Thoughts on Teaching Golf:
“Great things are not done by impulse,
but by a series of small things brought together.”
-Vincent van Gogh
“Not
everything that counts can be counted,
and
not everything that can be counted counts.”
-Albert Einstein
“The thing that upsets people is not what happens but
what they think it means.”
-Epictitus (50-120AD)
The following is my thought on playing golf and my method
of teaching which gets consistent impressive results every day of
the week.
Playing golf tests your practical thinking and ball striking
skills.
Your reaction to the result of the shot is more important
then the shot, and affects everything from learning to performing
in the long term.
I help build golf games by caring about the student, applying
practical thinking skills, and using the principle of form follows
function.
Teaching, training and coaching are parts of the building
process.
There is art to
teaching, knowing what to say and when to say it, while maintaining
a sense of humor and play. My combination of knowledge and timing
is based upon 30 years of learning and applying the art of teaching
golf. I have to be relaxed and at ease for the timing, hence my desire
to find a place where I am generally comfortable.
Training and coaching come into play with long term students.
Basically, training is preparing for future events, while coaching
is bringing out the best in the person.
Method
of Building Golf Swing:
To build a golf swing, I start my thought with the student,
and then apply practical thinking to the principle that form follows
function.
Golf knowledge is constructed internally by the learner,
and is not something out there. The student is moving from what they know to the unknown: swinging a golf club to a target. Whether they know it or
not they bring all their skills, knowledge, and experience to the task
of learning golf.
I develop a common language by using their words and experiences
to help them link up and transfer what they know to swinging a golf
club toward a target. Having taught this way for thirty years, I
have a vast bank of knowledge and language based on different personality
types, different learning styles, length and intensity of play, skill
level, frequency of play, and occupation. But regardless of who I
am teaching,
I keep the whole in mind when talking about the part.
Golf’s repetitive task at hand is, a to b with b coming
first in thought. The ends come beforethe means in golf. So I get
the club swinging with proper intention and attention toward a target,
then the form takes shape based upon the person’s body type, condition,
desire, and practice.
Errors of desire, thought, and intention precede errors
of movement. When an internal error is confused with an external
error, or the reverse, external with internal, total confusion is
not far behind.
No fun.
I teach beginners from
the general, swinging the club with right hand, to
the specific, by adding small chunks of information which are
easy to understand and remember until we end up with a two handed
golf swing they can trust. My students all swing differently, but
they all swing naturally in a relaxed and at ease fashion. Their
swings feel good which leads to the desire to hit balls at the
range, which leads to familiarity with swinging the club, which
leads to skill, which is total fun.
I don’t treat or teach the experienced player like a beginner.
From the Tour player on down, I ask questions which direct their
attention to the areas which have to be discovered by direct experience.
They develop trust and confidence in their golf game by making up
their own minds on what works or doesn’t work for them. During the
process I must keep an eye out for unspoken fears and misconceptions
which are like sand in the gears, learning and improvement slow way
down. I help them draw
conclusions to speed up the learning process. The Student makes the teacher.
I use the Puttband for teaching putting, which I developed
with PGA Professional Jimmy Self. The Puttband has been accepted
as a means to better putting by many PGA and LPGA Tour players since
1982. Many have credited their winning tour events to using the Puttband.
Rick Smith, well known golf teacher, was the latest endorser. I could
go on about who used and still uses The Puttband, but its marketing
is a lesson in how to screw up corn flakes.
End product:
Player is confident, trusts their swing, expectations
in line with skill level, in the present, one
pointed, swinging the club athletically toward a target and knows
how to bounce back from a poor shot and most importantly has fun
playing their own game, most of the time.
.
Thoughts on playing and teaching
I started playing golf in 1957 at age 11 and loved everything
about it. I fell into teaching
in 1972 after hitting balls at driving range in New
Orleans, when a guy asked me how much
I charge for lessons, and I said, 5 dollars. And
he said, “OK, you got time now” And I said, “Sure”.
Now I work on my game to keep it respectable not competitive. Way back then I didn’t realize that parts
of teaching and playing didn’t mix. It takes a considerable amount
of knowledge just to realize the extent of your own ignorance.
Here is a partial list:
·
Playing golf and teaching golf are two different
sets of skills.
·
Looking at bad movement all day does nothing for
your game.
·
Give up your own standards of performance, and
work with student’s standards.
·
Playing golf is non-verbal movement, teaching is
partly verbal.
·
Playing golf is competitive, teaching golf is noncompetitive. You learn and hone your competitive skills
by competing, not by spending your day being noncompetitive.
·
You learn to teach by teaching and being noncompetitive,
which are the skills of empathy and listening, observing, knowing how
people learn, and coming up with words, analogies, drills to communicate your point.
·
As a player there is no need or desire to find
the words to explain to others what you are doing and why, with the
intention of making that information relevant and useful to the other
person’s stage of development.
·
As a player you are working on different stuff
then the average player and at a different intensity level and generally
higher standards and have a different language.
·
In playing you have to learn how to tune people
out, and keep them tuned out because you got all you can handle staying
tuned into the task at hand and your own game.
·
Having a certain amount of “killer instinct” while
playing competitive golf is socially acceptable behavior, while in
teaching it has no place in its playing form. It
must be redirected to finding words, analogies, drills, and ways of
helping the student improve their golf games.
·
Playing golf was love at first sight. Teaching
golf was an accident which turned into a way to pay the bills, and
eventually to the pleasure of seeing people have more fun playing golf.
Charles
Schaubel 678 463 8996 Charlie@golflesson.com
