Inside the Lesson: How I Coach and Why

I’ve been asked this question quite a few times now, by both colleagues and players, so I thought I’d give a brief insight into how I approach a lesson and what actually goes on inside it.

Most players who come to me want to improve. You do get the occasional player looking for a quick fix, and that’s okay. As a coach, I’ve accepted that this will always be part of the job. There is a time and a place for quick fixes. But this blog is really about what a lesson looks like from the inside, and I think it’s important to see it from both perspectives, player and coach.

One of the first things I often ask is whether the player tracks their stats. Players who track stats help me understand what’s really happening on the course. I’m a big believer that what you do on the range isn’t exactly what you do on the course. On the course, you have to adapt to conditions, lies, pressure, and decision making. On the range, you’re usually just hitting at a target. That said, I do believe that if you can optimise your mechanics on the range, it becomes much easier to transfer those skills once you understand how to adapt them to real playing conditions.

The Real Problem

When a player comes to me for the first time, the first thing I’m trying to understand is what their real problem is on the course. Most players arrive already convinced they need to fix their swing, but sometimes the swing isn’t the issue.

I try to understand what’s happening on the course, but there’s always a tendency for the conversation to drift towards technique. Players almost always talk more about positions and feels than about what the ball is actually doing. At the end of the day, the ball tells the truth. If we don’t understand ball flight, it’s very hard to help a player improve. If I’m honest, this is one of my frustrations in lessons with new players, when the focus is purely technical rather than on understanding the outcome.

Building a Baseline

From there, we start by hitting a few shots. I usually begin with a pitching wedge, then move to a 7 iron, and then the driver. Even if a player comes in specifically to work on their driver, I still want to see how they move with a wedge and irons. It gives me a much clearer baseline and helps me understand how the body is working.

From here, I can start to make an assessment. Sometimes that includes physical screening. I’ll look at launch monitor data and then connect it back to force plate data or 3D data where needed. This is where we have to be careful. I’m guilty of it myself, just like many coaches, sometimes letting technology take over. The key is always finding the lowest hanging fruit rather than chasing everything.

My Coaching Blueprint

I keep a simple framework on my desk that I use as a reminder, especially on days where it’s easy to sidetrack myself.

Ball Flight & Impact (Target)
What do I want the ball to do?

Club Delivery (Cause)
What one thing in delivery most affects that ball flight?

Movement Pattern (Root)
What movement is creating that delivery?

Physical or Conceptual Limiters (Player Ability)
Can the player actually do it?

Practice & Transfer (Make It Stick)
How does this hold up beyond today?

I didn’t invent this pyramid, but it keeps me grounded. Everything always works back to the ball flight.

Explaining the Why

Once I’ve made my assessment, I talk the player through what I see and why the ball is doing what it’s doing. For me, it’s not enough to say, “Let’s work on this.” I want the player to understand what’s happening, why it’s happening, and how we’re going to solve it.

Those three questions, what, why, and how, are at the core of how I coach. I lean heavily on the word “why.” I genuinely think it’s one of the most powerful words in coaching.

If a player is struggling with face control, the question is always why. Is it grip related? Is it swing plane related? Sometimes the plane influences the face, sometimes the face influences the plane. A poor grip can influence the plane, and the opposite can also be true. These are just examples, but the process never changes.

Learning, Studying, and Real Experience

That’s also a big part of my coaching. I’m always studying. I’m always trying to learn as much as I can. But I’ve also learned that studying can sometimes be a double-edged sword. You can take in a huge amount of information, but putting it into practice can be just as challenging.

Over the last few years, I’ve put a lot of energy into studying different areas of coaching, movement, mechanics, and performance. While that knowledge is important, nothing beats real-world experience. Being in front of players every day, seeing patterns, and seeing what actually works is where the real learning happens, and that only comes with time.

I’m fortunate to be able to ask a lot of questions and learn from a lot of people. But if I’m being completely honest, in the last couple of months I’ve probably learned more by working on my own game than in any other way.

Working through my own frustrations, trying to solve my own problems, and understanding how difficult certain changes really are has allowed me to approach lessons very differently. I now have a much clearer understanding of the task itself, not just the solution. I understand how something can be achieved, but also how long it can take, how it can feel, and how easily things can break down under pressure.

That personal experience has made me more patient as a coach and more selective with what I ask players to change.
It’s reminded me that knowing something and doing something are two very different things.

Finding What Works for the Player

One of the biggest challenges for me as a coach is figuring out what will work best for each individual. With so much technology available, it’s easy to get lost in the data. There are often two or three ways to approach a problem, and the hard part is choosing the right one.

That’s why I prefer to use the word “explore” in my lessons rather than “try.” When players hear “try,” they often feel like they’re being pulled in too many directions. When I say “explore,” they’re more open to experimenting and finding the solution that gives the outcome we’re working towards.

The Honest Side of Coaching

I’ll be honest, there are lessons where I walk out feeling frustrated. I feel like the lesson didn’t go well. That’s part of coaching. I can be doing up to nine hours of coaching in a day, and not every session will feel perfect. As long as I give my best in every lesson, I know I’m doing my job.

The reason I coach is simple. I love being on the journey with a player. I feel it when things don’t go well, and I feel it even more when they do. That feeling when a player succeeds, makes a cut, or wins beats everything else. Being part of that journey and seeing what the future can hold for a player is what keeps me motivated.

I also believe there’s a place for negativity when it’s used correctly. Positivity has its role, but negative moments often give you something real to work with. That’s just my opinion, built through experience. There’s always a time and a place for both.

Still Learning

The journey keeps going. I’ve never stopped loving this game, and recently I’ve started playing more myself. It’s been a strong reminder of how frustrating golf can be when you’re working on your own game.

Going through that process again helps me understand exactly what my players are feeling, because I’m living it too. That connection matters to me.

I’ll keep writing these blogs about my personal experiences and everyday life as a coach. I think it’s important for people to see the honest side of coaching. I’m always open, always truthful, and always learning.

If this gives even one player a better understanding of how I think during a lesson, then it’s worth sharing.

Looking forward to what’s next.