ROUTINE (WEB 8)
Copyright Wright Balance®, 2025
The Learning Process: Backwards Chaining to a Repeatable Routine
Learning takes place most efficiently in what is called successive approximations. In many learning situations, we learn "Backwards". This learning process is called Backwards Chaining.
For example, as infants, we learned to drink while a bottle was placed in our mouth. We lay passively and drank. Over days and months we began to grasp the bottle with both hands, eventually reaching for it as it was brought to our mouth. Over time, with repeated practice, we held the bottle on our own. Ultimately, we were able to pick up the bottle and drink without assistance. The "sealed" bottle went to a cup (with a few accidents) and finally by age 6 or 7 we were able to drink from many different types of glasses, cups and bottles with few accidents.
The end result is a behavior we engage in daily and, with few exceptions, we don't spill a drop of what we are drinking. There are numerous "links" in this chain leading to a specific behavior we learned "backwards". We have learned the chain of reaching for a glass, picking it up and taking a drink and returning it to the counter or table. We learned this chain backwards. It is called a chain because it has behavior "links" also called approximations.
The order of the learning process is also important. If I were to ask you to learn an 8 verse poem and I had you begin at verse 3, then verse 7, then verse 2, etc, when it came to time to recite the poem, your performance would be a struggle to put the verses in order. When you are teaching a golf swing, there are a number of considerations for the first link that should be taught.
GOLF set up and motion Chain Links to a Precise Goal
Tell your student the end goal is to walk into the ball, align to the target, assume their stance width and posture and then grip the club as they look at the target as demonstrated in this video.
This video shows the final goal of practicing the links in a total chain. Emphasize to your student that each of the links described below must be practiced in order and independent of each other.
Have your student walk into a shot and set up with a club without swinging. Then test, from this set up position, the lead and trail grip. Next, from this same setup position, have them place a club across their chest and test their ability to rotate in their backswing.
Practicing Links in the Total Chain
The order the links in the setup chain are practiced is important. Broadly speaking, that is the order in which the setup links should be practiced. This Ebook breaks these links down in a more specific order.
The Following is the order of teaching I would recommend. Each item is a new link in the total setup chain. We always start at the ball and work backwards. There are distinct learning goals in each link of the total chain.
Be certain to use the Wright Balance® Downswing Club Path Test (DPT) at every link in the total learning chain. The DPT provides immediate feedback for how well each link (behavior) in the total chain is executed.
- Stance Width by Core Zone
- Playing Core Region sequencing of Motion with ball position set (DPT) without a club
- Lead and trail arms position for maximum rotation (DPT)
- Lead hand Grip (DPT)
- Trail Hand Grip (DPT)
- Posture (DPT)
- Sequencing of motion for 2 feet in backswing with a club with ball position set (DPT)
- Sequencing of motion for 2 feet in backswing with breathing, relaxation of traps and image of target with ball position set (DPT)
- Alignment with focus on precise target with ball position and Sequence of Motion for 2 feet, breathing, image of target (DPT)
REMEMBER, a chain is as strong as its weakest "link". The more each link in the total setup is practiced using the DPT, the stronger that link becomes. The integration of the links using the DPT is important for the total learning process.
Players who refer to themselves as scratch golfers on the range but not the course are well practiced "at the ball" but seldom integrate a full routine into their practice where they walk into every shot. They hit ball after ball without walking behind the ball, finding a precise target. If they substitute working on breathing, alignment and walking into the shot and setting up with an image of target as they swing, their learning will begin to transfer to the course when they play.
We can learn most things when the links are broken into small enough learning segments or approximations. It is important that the links be organized in separate behaviors that can be blended into a "Routine" with practice and feedback using the DPT at every phase of learning.
TEACHING / COACHING
Teaching is "belief conversion". Your "experienced student" arrives to a lesson with a a large fund of instruction information. Even if they have never had a formal lesson, someone (playing partners to family members) has provided instruction or they have read magazine tips and formed their beliefs regarding the golf swing and putting tips. You are about to confront, shake the foundation of those beliefs with disruptive technology.
Research shows that belief change (new learning in this case) occurs with small bits of new information at a time. When beliefs are challenged as "wrong", research shows that as the individual begins to "defend" their beliefs (overtly or covertly), the more entrenched they become. When you do the "Power Test", your student will experience an "ah ha" moment. You can leverage that moment by showing them where to place the grip in the hand, provide them with a paint stick and mention that Harvey Penick advocated using a yardstick to learn to grip a club in the 60s and 70s.
Teach them their Core Zone Stance Width, how to do the DPT to test their grip within that stance width as you show them how their stance width and grip impacts their hip line. Yes, you are out of sequence in the learning chain. However, your goal in the first lesson is to nudge a learning history that begins to change beliefs, not start with a comprehensive lesson from the first link of the Wright Balance skills learning.
If your student is a beginner, they will want to hit balls, follow the chain of behaviors in the learning model and provide them with the DPT. Be certain they have an opportunity for ball striking at points during your lesson as described in the "First Lesson" EBook. The first lesson for your experienced students will not begin during your fist meeting.
If you provide your student with Guided Discovery (DPT), they will be more compliant with their "homework". The DPT is the key to Guided Discovery. The immediate feedback of the DPT provides feedback more valuable than a video, launch monitor, 3D or ground force analysis. Why? The technology systems are overall results oriented where all of the links of the behavior chain are assessed together. Those behaviors, for example launch angle, spin or ground force, are a result of all of the links in the total swing chain.
The DPT is immediate feedback for each link in the learning chain. This immediate feedback on the success or failure of the behavior guides learning. When your student can execute the combined links in the learning chain with success, they are ready to play more consistently and that is the time to test with the technology, not teach using it.
Your long term goal is to make your students Visual and Independent when they practice and play. Our students expect to hit balls and work on swing mechanics (positions) during a lesson. It is important that you provide them with that opportunity while building the foundation of each link in their routine.
The Downswing Club Path Test (DPT) is Errorless Discrimination Learning
The Downswing Club Path Test (DPT) is a discovery process that creates a teaching moment for you and a learning moment for your student. In learning theory, the DPT is referred to as "Errorless Discrimination". The Errorless Discrimination sets the learning situation for success at every level of learning. When each link of the setup and swing is practiced using the DPT learning becomes errorless with repeated practice. The DPT is an absolute must for you and your students to learn and use.
Your students will learn best and advance faster if they practice and master each of the approximations before moving to the next level of practice. Your better students will master each step quickly. Guided Discovery (DPT) as you proceed will embed the importance of starting with a good foundation. DPT also provides your student with a strategy to self correct when they struggle.
If your student is an experienced player they will already have a Routine, a series of behavior links in a total chain. Watch your students Routine on the range and adjust their practice to include alignment to a precise target. Depending on the players level and the results of the DPT, you may be able to make minimal changes in their Routine to set all of the links in the total setup chain. Your less experienced students will quickly learn how to use the DPT to test themselves and make self corrections.
Finding The Miss in Their Routine
Assume your student has set their posture, assumed their grip and, when they swing to the top, based upon the results of the DPT, their hips are square. Their miss is likely in their downswing sequencing. Let's determine if it is setup or sequencing.
Always have a ball on the ground when practicing their set up and emphasize the importance of a ball on the floor when they practice each link in the chain.
Have your student set their posture, arms crossed on their chest and test with the DPT. Next have them start their backswing motion. and have them rotate to the top of their backswing and repeat the DPT. Why? Again, you are using this is a teaching moment for your student and a learning moment for you. You won't be blindly trying to figure out their miss as you test each link their setup and swing. Note the orientation of their lead knee at the top of the swing. Is their lead knee "precisely" in front of the ball, "precisely" pointing at the ball or "precisely" behind the ball depending on their playing Core Zone?
Even if the DPT appears square, the precise position of their lead knee will show you how they started their backswing motion. If it is a "clean" motion, you should see the lead knee in a precise position. For example, if the Lower Core player's lead knee is almost but not straight out as shown here in Tommy Fleetwood,they may not have a wide enough base to start their motion in the backswing.
If for example your Lower Core Player starts their backswing at 20 inches (20 to 28 inches is your Lower Core Player), you may see the lead knee in front of the ball but not straight out as Tommy Fleetwood demonstrates in the above image.
Or for the Upper Core player, if the lead knee is more toward the back edge of the ball instead of behind the ball, as shown below in Colin Montgomerie, their stance width may be too wide, even if they are within their 8 to 16 inch stance width range.
The Middle Core Player might be moving off the ball even though their lead is pointing knee is pointing at the ball. Why? That is what they have been taught for years, "load the trail side at the top of the swing." The DPT will show them how that move off the ball opens or closes their hip line. In this case, the lead knee observation proves to be a "false positive". Always use the DPT to confirm the set up and sequencing.
Once the player has shown a consistent square hip line at the top of the swing with the DPT, have them return to impact. First, have them return to impact using the Harvey Penick yardstick or paint stick with the Wright Balance face clip and test with the DPT.
Note: It is easier to teach grip with the yardstick and paint stick and you are much less likely to have too strong or too weak a grip with the paint stick. That allows you to isolate sequence of motion in the downswing.
Balance is a Straight Line
Once the grip is set consistently with the yardstick or paint stick, place an alignment stick under the players feet where their Core Zone imparts balance. Discuss the sensation of precise balance. Have them swing to the top noting the position of balance in their feet being the same in both feet at the top of their swing, again using the DPT at the top of the swing. Then have them swing to the top of their swing purposely moving their weight to their trail heel at the top using the DPT when they reach the top and hold that position. Show them how this balance change created an open or closed hip line.
Next, with the alignment stick set to their Core Zone, hand them a grip that fits their hand size. Again, do the DPT and note the square hip line. Then, hand them a grip size that is too small or too large, ask them if the felt a change in heel to toe balance and do the DPT again. Discuss how the most subtle change in heel to toe balance impacts the downswing path using the DPT and the importance of the proper grip size.
As you will learn, the DPT is invaluable at every phase of set up and motion.
Alignment
The player's setup, sequencing and impact can show a square hip line at every link in the setup chain. However, if alignment is not to the target line, body lines will be crossed at address and the DPT will result in a subtle to extreme open or closed hip line through impact.
Backwards chaining
Determine in which hand they should hold the club as they approach the ball. How?
This link is to an EBook on Alignment. This EBook will guide you through how to teach your student alignment. You will learn how to determine in which hand to hold the club behind the ball to see lines accurately.