Copyright, Wright Balance® 2025

"Mobility serves as the precursor to all performance. You need to be able to create good joint alignment (kinetic chain) to have stability around that joint. Motor control refers to one’s ability to control their mobility and stability (sequence of motion)... Strength requires this joint alignment (kinetic chain) and control to be absolute... if you have all your strength on the table, you will be able to access your power." Ash Williams

This EBook is a summary of how to conduct Lesson 1 (one) with a student. The amount of content presented in each lesson should not be the same for every student. However, the ORDER of the "links" in the learning process is identical for every student. The description of "chaining" in learning below is of great importance for you to understand and for your student's retention of the content of each lesson.

You will find that your low index players will move quickly through the links in the learning chain and, on the surface, require much less detail in instruction. However, as you will learn, the Downswing Path Test will be invaluable to them long term.

Chaining in Learning

Each behavior occurs as a series of links in a chain. For example, if you are drinking from a cup, that learning began in infancy in successive approximations, the end result being that you pick up a cup and drink, a very complex behavior when we break it down into links in a total chain. You drank from a bottle placed in your mouth. Over a few months, you learned to hold the bottle after it was placed in your mouth; then you began to anticipate and reach for the bottle as you saw it; months later you took sips from a cup while it was held by an older person; and with repeated trials over years, you pick up a cup and drink without difficulty. That is a series of links in a chain that was learned in what learning theorists refer to as successive approximations.

We know from research that learning is most efficient when it is learned in small steps (successive approximations) or links in a total chain with reinforcement for each learning step. This learning model is applied in teaching students everything from grip to posture to sequence of motion. Each of these behaviors is taught independent of the other and slowly blended together.

Recency vs Primacy and the Importance of Summarizing as you Teach

Summarize the content you present in the middle and end of each lesson. Learning research shows that we recall information from the beginning (primacy) and end (recency) when learning a new skill. Research also shows that learning is most efficient when there is a logical, sequential chain. Each learning segment is a link in the total chain. Content should be presented in a series of links in the total chain in the order they will be practiced. Each link in the chain of learning is a discrete behavior.

Here is a preview of the Links in the Chain of the first lesson. The common denominator of every lesson is teaching the use of the Wright Balance® Downswing Club Path Test for the links in the learning chain you are teaching. The Wright Balance® Downswing Club Path Test will identify the club path at impact at every stage of setup to swing from Power Spots, Posture, Sequence of Motion, etc. The Wright Balance® Downswing Club Path Test is described in detail below.

NOTE: I recently had a call from a Wright Balance® Professional indicating that he was struggling with his game. His comment was that it was difficult for him to teach the Wright Balance® content if he couldn't do it himself. I could not agree more with that statement. We did a Zoom call. He is a Posterior Zone / Lower Core player who has attended in person training sessions with me. He said his driver was going well but he was struggling with his irons. I observed his driver set up and then his irons. He did the Wright Balance® Downswing Path Test at every step. As it turned out, his stance width was too narrow with his irons. His driver stance width allowed him to start his backswing with his shoulders. His iron stance width was narrower and he would start his swing with both his upper and lower core, a Interior Zone / Middle Core sequencing. All he needed to do was get wider with his irons. He commented that he always liked a wider stance but he had been "coached" into a narrow stance with his irons. The Wright Balance® Downswing Club Path Test confirmed this observation.

PLEASE follow the steps in LESSON 1. Test your ball striking. Ask someone to shoot a video of you or set up a camera in front, down the line and from behind. Use face tape and rate your shots. Ask someone to test your Power Spots.

Question 1:

What does “chaining in learning” refer to?
A. Instantly performing a complex behavior without breaking it down
B. Breaking a behavior into smaller, sequential steps that are reinforced along the way
C. Learning behaviors in a random order until one “sticks”
D. Memorizing a whole behavior without practice**

Answer:

**B **

Chaining in learning is the process in which a complex behavior is divided into discrete, linked steps (or “links”) learned gradually through successive approximations with reinforcement at each step; exactly the purpose of this quiz

Question 2:

Why is learning most efficient when it is broken into “links in a chain”?
A. Because it avoids the need for repetition
B. Because reinforcement is given at each step, ensuring mastery before proceeding
C. Because it removes the need to practice earlier steps
D. Because it focuses only on the final outcome

Answer:

B

Breaking down a task into smaller steps enables clear and immediate reinforcement at each link, thus ensuring that every component is mastered before moving on.

Question 3:

What does the “primacy and recency” effect imply in teaching?

A. Learners only remember the content in the middle of a lesson
B. All parts of a lesson are equally remembered
C. Information presented at the beginning and end of a lesson is best recalled
D. Learning is best when information is presented in a random order

Answer:

C

The primacy and recency effects indicate that learners recall the initial (primacy) and concluding (recency) parts of a lesson more efficiently, hence the importance of summarizing and repeating content in the beginning, middle and end of a lesson.

Question 4:

When teaching, why is it important for an instructor to experience every link in the learning chain themselves?
A. So they can better provide immediate and accurate feedback during each step of the process
B. So they can simply demonstrate the final behavior
C. So they can avoid practicing with the students
D. So they can focus only on theoretical instruction

Answer:

A

By thoroughly experiencing each stage, instructors fully understand the nuances and are equipped to give precise guidance and immediate reinforcement while teaching.

Learning Sequence in First Lesson

1. Ball Striking (Rating 1 to 10 shot quality)
2. Power Spots & the Dominant Core Zone
3. The importance of a Square Hip Line when starting the swing (set square hips with subtle heel to toe rocking motion).
4. The Wright Balance® Downswing Club Path Test (WBDCPT) shows the path the club will track through impact.

Note: If you are introducing the Wright Balance® Express in this lesson for an advanced player who has requested the brief exercise, or is attending for only one lesson, this is where you would teach it.

If your student is doing the Wright Balance® Express, make a video of your student doing the 8 isometric positions and give them a copy. Otherwise they will not remember it.

5. The Wright Balance® Downswing Club Path Test (WBDCPT) with Power Spots
6. Sequence of Motion (Lead Knee Observation)
7. Posture and Balance with stance on alignment stick (with WBDCPT). Secondary Tilt?
8. Grip Style Test (with WBDCPT) (Note: Following the Wright Balance® Express with tape, either grip style works)
9. Grip Sizing
10. Ball Striking
11. Practice Diary

NOTE: It is important for you to EXPERIENCE each link in the chain of learning. Teaching your student how to use the ***Wright Balance® Downswing Club Path Test (DPT) is one of the most important teaching components you will learn. Once you learn the Wright Balance® Downswing Club Path Test (DPT), use it in teaching with each new link in your students setup and motion sequence. Use the Wright Balance® Downswing Club Path Test (DPT) to review earlier links in the chain of learning. When your student learns the Wright Balance® Downswing Club Path Test (DPT) and demonstrates how to do the test, they will receive immediate feedback (reinforcement) on each link of the learning chain. This feedback will indicate to your student that they need to repeat the chain link or links until the downswing path test shows success.

The more your student practices the Wright Balance® Downswing Club Path Test during a lesson, the more proficient they will become in determining their weak link (s) in their setup and swing chain, as will you. You will note that the Wright Balance® Downswing Club Path Test is integrated in each link of the learning chain beginning with item 4 the Wright Balance® Downswing Club Path Test.

Question 5:

What is the primary purpose of the Wright Balance® Downswing Club Path Test (DPT)?
A. To solely measure the speed of the club swing
B. To evaluate a student's tempo.
C. To assess the accuracy of a player’s grip strength
D. To identify the club’s path at impact and review the setup and motion such as power spots, posture, and sequence of motion that are creating a miss or to reinforce accuracy in the setup and swing.

Answer:

D

The Wright Balance Downswing Club Path Test is designed to "track" the club’s path from setup through impact, providing immediate feedback on various elements of the setup and swing including power spots, posture, and sequencing. Thus, the immediate feedback not only evaluates links in the setup and swing chain, it also reinforces each successful link in the total swing chain.

Question 6:

What problem did the Wright Balance® Professional encounter as described in the content?
A. He had the wrong grip size on his clubs
B. His irons lacked the proper club path
C. His irons had a narrower stance compared to his driver, which affected his swing sequencing
D. He didn't do all of the isometric positions when doing the Wright Balance® Express

Answer:

C

The professional was struggling with his irons because his stance was too narrow, causing him to start his swing with both his upper and lower core rather than starting with his shoulders, the sequencing for the Posterior Zone / Lower Core Player. Stance width is a key factor in sequencing of motion in each of the Core Zones.

Question 7:

The learning sequence in Lesson 1 includes ball striking rated from 1 to 10 with face tape on the club. What is the purpose of this process
A. To set a baseline before and after the lesson.
B. To provide a measurable and immediate evaluation of shot quality and face impact as part of the feedback process
C. To determine the student's ratings of their perception of their performance, not your ratings.
D. All of the above

Answer

D

Question 8:

<Which component is NOT included in the Learning Sequence of the first lesson?
A. Power Spots & the Dominant Core Zone
B. Testing ball striking quality
C. Observing the sequence of motion via lead knee observation
D. Measurements of swing speed

Answer:

D

While the lesson includes ball striking, power spots, posture checks with the downswing test, and lead knee observation, it does not mention measurement of swing speed.

Question 9:

Why is it recommended to summarize content in the middle and at the end of a lesson?
A. To slow down the lesson for more discussion
B. To reinforce learning by highlighting the most memorable parts of the session through the primacy and recency effects
C. To fill time when there is nothing else to say
D. To introduce new content

Answer:

B

Summarizing helps reinforce learning by capitalizing on the fact that students best recall the beginning and end segments of instruction, ensuring that the entire chain is well understood.

Question 10:

When might an instructor introduce the Wright Balance® Express during a lesson?
A. For advanced players; for students attending a single session; or for students who request the Wright Balance® Express.
B. At the beginning of every lesson for all students
C. Only as a replacement for the entire learning sequence
D. Immediately after the practice diary entry

Answer:

A

The Wright Balance® Express is introduced for advanced players or those in a single session who request the Wright Balance® Express. Be certain to video the student doing the 8 positions of the Wright Balance® Express for their review.

Question 11:

What is the primary purpose of the Wright Balance® Downswing Club Path Test?

A. To measure club speed
B. To precisely identify the club’s path at impact and determine the links in the setup and swing such as power spots, posture, and sequence of motion that are accurate or those that are not
C. To assess the accuracy of a player’s grip strength only
D. To evaluate a student's heel to toe balance only

Answer:

B

The Wright Balance® Downswing Club Path Test is precisely identifies the club’s path from setup through to impact. This test provides immediate feedback on each set up and swing link from grip to power spots, to stance width, posture, and sequencing of motion and back to impact.

Question 12:

What is the significance of the practice diary in the learning process?
A. It is used for tracking grip and Power Spots
B. It evaluates each link in the setup and swing chain providing immediate feedback for self assessment review each link in the chain of learning, ensuring continuous self-assessment
C. It provides a record and reminder for the student of what and how to practice each link in the set up and swing chain.
D. All of the above

Answer:

D

The practice diary is used as a tool to document practicing each link in the setup and motion chain. The diary helps both the student and the instructor stay on top of progress and validates the importance of practice for subsequent lessons and play.

Question 13:

How does frequent use of the Wright Balance® Downswing Club Path Test during practice benefit the student?
A. It allows the student to skip difficult parts of the swing
B. It offers immediate feedback (reinforcement) on each discrete learning link, guiding necessary repetition until mastery is achieved
C. It focuses exclusively on theory rather than practice
D. It assesses the final swing outcome without regard to process

Answer

B

Integrating the Wright Balance Downswing Path Test in each learning link provides continuous reinforcement for success and immediate feedback where correction is indicated. This immediate feedback encourages repetition of specific parts until correct performance is consistently demonstrated in each link in the order to be practiced.

Establishing Injury History & Goals

Always ask your student about their past surgeries, injuries and any pain or discomfort they may be experiencing currently. Use the following form and ask your student to shade the bubble for the location of any current, recent or past injuries and surgeries. This is simple and fast for your student. Ask them to elaborate on any shaded bubble areas. Why? You want to understand any limitations and know what you may ask them to do from Posture to Grip may aggravate an existing problem. Additionally, depending on their pain, injury and surgery history, if they are returning, you may need to move them to the Interior Zone / Middle Core to minimize torque on the body.

Health & Golf History

Your goals for a lesson and your student's goals may be very different. Provide your student with a goals checklist prior to your lesson. Ask them to place a checkmark on each of the goals they wish to achieve. Also, ask them to add any goal (s) that may be omitted.

LESSON 1

I would encourage you to schedule 90 minutes for your first lesson with a student. They will appreciate how thorough you are and neither of you will feel rushed. You are going to be doing a few evaluations (testing Dominant Core Zone; goals checklist; ball striking with face tape following warm-up) before starting the lesson. The goals checklist will take 2 minutes to complete.

1. Ball Striking

THIS IS A TIME TO OBSERVE ONLY, NOT TEACH

The purpose of observing ball striking at the beginning of your lesson is to:

1. Check your students irons for wear location and observe their swing down the line, from behind and face on while you take short videos

2. Note their sequencing of motion face on using a short video. Where is the lead knee at the top of their swing?

3. Do they have any shaft lean at address?

4. Does their grip look especially weak or strong? Why? Grip changes are particularly difficult for all of us. The placement of the Power Spots on the underside of the grip will naturally change (strengthening or weakening) their hands position on the club. This observation will provide some insight into the difficulty your student might have. Use this observation as a teaching point as you guide them in placement of the Power Spots later in this lesson.

5. Determine the level of ball striking your student perceives as good and bad using the rating form and face tape.

6. Establish a "baseline" of your student's performance before any instruction.

7. Observe and video their swing from behind. Is their trail hip higher at address? If their hips are open, their trail hip will always be higher.

8. Do they have cupped lead wrist at address and /or at the top of their swing?

9. Is their heel pad on top of the grip in the lead hand.

10. Is the first crease in the lead hand on the side, under or on top of the grip? Note: When you begin teaching grip, that crease will be on the side of the grip.

11. Is their trail shoulder lower than their lead shoulder? An open hip line is always paired with a raised trail hip. The raised trail hip impacts secondary tilt, limits rotation and creates a steep angle of approach to the ball.

These are observations that will help you through your first and subsequent lessons. Having a couple of brief videos and images on your phone to review and save in your student's file is an invaluable way to evaluate and observe all of the above as well as changes during and between future lessons.

Note: Once again this is not a time to teach. Your student may ask: "Why do I hit that shot?" Simply ask them if that is their usual miss. Tell them you just want to observe their set up and swing. Tell them you will work on their miss in the lesson. That miss is important to them. Don't minimize the importance of their miss but don't start teaching to it. Their miss will begin to resolve with the lesson you are about to give. If their miss is direction, that is potentially due to a multitude of factors from Power Spots to sequence of motion to clubface aim.

Your student knows what their best and worst ball striking looks and feels like. You don't. You will have detailed records to compare their ball striking before and after a lesson. If they don't see improvement they will not see a need for home practice or another lesson.

Have your student warm-up hitting balls. Tell your student you want them to warm-up and let you know when they are ready to hit a mid iron. Note whether they go right to a mid iron or begin with a wedge. Your better players will warm up with a short iron before getting to the mid iron.

Again, plan to shoot a video down the line, face on and from behind as they warm up. Are their hips open (trail knee protrudes out further at address)? Or, from behind, is their trail hip higher than the lead hip? ANYTIME the hips are open, the trail hip will ALWAYS be higher impacting the ability to rotate their hips in the backswing. This open hip line / trail hip higher creates an over the top steep approach to the ball in the downswing. An open hip line will be present in 80 plus percent of your students.

When your student tells you they are warm and ready to begin, tell them you want them to hit 5 or 6 shots with the same mid iron and rate each shot on a 1 to 10 scale, 10 being the best they can hit and 1 the worst.

Here is a screen shot of a recording form for you to use. I have used a variation of this form since the late 1980s. If you have read my first book 1992 / 1996, Mind Under Par you will note a variation of this form in the Visualization Chapter.

Place face tape on their mid iron (6 or 7... whichever one they aren't using to warm up.) Face tape provides you and your student feedback on their proximity to center face impact and power by the end of your lesson. Even if you have a launch monitor that provides you this feedback, I would encourage the use of face tape. The feedback for change is as much for your student as it is for you. Face tape will provide a permanent record for your student and your review of their progress.

Record each shot in the order they hit. Change the face tape after 2 or 3 shots and place it on the recording form so you will have a reference at the end of the lesson. Below is a sample of how to use the facetape.

I have had Wright Balance professional tell me they don't need facetape as they have impact information from their launch monitor data. That may be important for you but it does not provide the feedback your student will need for immediate
feedback on their progress.

Next, you are ready to determine their Dominant Core Zone, test their Power Spots and Power.

2. Testing Power Spots to Determine the Dominant Core Zone

NOTE: Regardless in what Zone your student's power is located, please remember the following: Our medical staff recommends that players with joint replacements, neck and / or back injuries and seniors should be moved to the **Interior / Zone **MIDDLE CORE. The MIDDLE CORE motion sequencing where the Upper and Lower Core move back and through together creates the least "torque" on the joints and minimizes physical stress on the body. So, please discuss with your students moving them to the Middle Core from Upper or Lower Core. Why? Upper and Lower Core motion sequencing creates torque on the joints in both the backswing and downswing. Anytime there is separation of the upper and lower body, there will be torque on the joints.

Additionally, we no longer need to place tape on one finger or use the OK sign to determine the dominant Core Zone as long as the latest test does not create undue stress on the back, neck, shoulders and wrists. Be certain to ask your student about any physical issues that might preclude their participation in this testing.

Note: Testing Athletes in Other Sports; Rehabilitation; Juniors or Injured Players is covered at the end of this section

The first step in testing the Power Spots in golfers is to have your student swing to the top and stop. Observe the position of their lead knee. Make certain you see them stop at the top of their swing and say: "Hold that position. Show them how you are going to step under the downswing path, place your hand on the butt of the club and provide active resistance in their downswing.

Tell them to swing to the top of their backswing again and STOP. Be certain they STOP at the top of their swing again before you move under the downswing path. STEP UNDER THE BUTT OF THE CLUB as you demonstrated. Tell them to start their downswing only after you are under the path of the downswing and you feel the butt of the club in your palm. When you feel the pressure in your palm apply your maximum resistance on the downswing path as shown here.

If your student does not have the Power Spots of their Dominant Core Zone set on the underside of the grip in the middle finger of each hand, they will have no power and you will easily push them off balance.

To check the Power Spots of each hand, hold the club shaft in one hand and have them slowly open their lead hand palm first.

Note where the the middle fingers of the lead and trail hands cross on the underside of the grip.

Show your student how to set their Power Spots correctly in both hands. In the images below is a Middle Core Player setting their Power Spots first in the lead hand...

and then their trail hand.

Once your student has set the correct Power Spots, retest their Power again.

There is only one (1) of three (3) positions on the middle finger of both hands (the same on both hands) where the underside of the grip must cross. That one position is where you will find the greatest power when tested.

The Red line is on the first pad up from the palm. The Black line is on the first knuckle up from the palm. The Blue line is the second pad up from the palm.

The following short video was shot at Wright Balance training in Orlando, Florida in January, 2024. This video shows Wright Balance Professionals Jeff Butts (Anterior Zone / Upper Core) and George Puchinsky (Interior Zone / Middle Core) being tested by me.
Please know that the lighting is not great. The video is short. It is a good demonstration of how you should be testing your student's power.

Below is a summary image of the Wright Balance® Power Spots.

Have your students stand tall with a bar on their hips. If hip rotation is not apparent, have them add a little bit of knee flex and note their hip rotation.

Then have them grip a club and note that, if Power Spots are not set on the underside of the grip, they will have hip rotation.

When the Power Spots are set correctly, show your student how their hips squared in a standing tall position and with knee flex.

Carefully review the placement of the underside of the grip on their Dominant Core Zone Power Spots in both the lead and trail hands.

Ask if you can mark their Power Spot of the lead hand on their glove and trail hand Power Spot on their hand. I have never had a student refuse.

After their lead hand is set properly with the lead hand Power Spot on the underside of the grip, have them add their trail hand.

Question 14.

When properly set, how should a student’s hip position appear when tested during the power spot check?
A. Their hips remain open and rotated noticeably
B. The Power Spots do not affect hip rotation
C. There is an excessive over-rotation of the hips
D.Their hips square up in a tall stance and with slight knee flex

Answer:

D

When the Power Spots are correctly set in both hands, the student’s hips will be square.

Question 15:

For the greatest power when tested, where must the Power Spots be set on the club grip?

A. On any finger on the underside of the grip
B. Specifically in one single position on the middle finger of both the lead and trail hands and on the underside of the grip
C. Only on the lead hand’s middle finger on the underside of the grip
D. None of the above

Answer

B

The instructions clearly indicates that optimal power is achieved only when the Power Spots are set in the one position on the middle finger of both hands (lead and trail) on the underside of the grip.

Question 16:

What is the instructor’s action immediately after the student stops at the top of the swing during power spot testing?

A. Step under the downswing path and place their palm on the butt of the club to test resistance in the downswing path
B. Instruct the student to relax their grip
C. Ask the student to repeat the swing without stopping
D. Change the club used for the next test

Answer

**A **

The proper technique involves the instructor stepping under the downswing path, placing the palm of their hand on the butt of the club, and applying resistance. This is key to testing the power spots.

Question 17:

For players with joint replacements, neck/back injuries, or seniors, which Dominant Core Zone does the medical staff recommend?

A. The Anterior Zone / Upper Core
B. The Posterior Zone Lower Core
C. The Interior Zone /Middle Core
D. The Medical Staff made no recommendations

Answer

**C **

The recommendation of the Medical Staff is to move these players into the Interior Zone / Middle Core Zone. The sequencing of the Interior Zone / Middle Core Player minimizes torque and reduces joint stress.

Question 18:

What is the role of face tape as described in the ball striking observation process?

A. To measure club speed
B. To provide feedback on proximity to center face impact
C. To keep the club clean during swings
D. To adjust the swing path

Answer

**B **

Face tape is used as a visual tool for both the student and instructor, offering a permanent record of how closely the impact is centered

Question 19:

When observing a student's swing from behind, a higher trail hip at address indicates what?

A. A correct posture
B. That the hips are closed
C. An open hip line
D. An advanced player’s technique

Answer

C

The content makes it clear that if the trail hip is higher at address, it is a sign of an open hip line—a common trait affecting shoulder rotation, secondary tilt and angle of approach.

Question 20:

Which aspect of the swing is important to observe to determine swing sequencing using a face-on short video?

A. the position of the lead knee at the top of the swing
B. A flat or cupped wrist at the top of the swing
C. The straightening of the trail knee
D. The strength of the lead hand

Answer

A

Using a face-on video will identify based upon where the lead knee is positioned at the top of the swing. This position will tell you how the student started their golf swing. However, if the lead heel is off the ground, the student should be asked to hold the position at the top of the swing as they replace lead heel on the ground.

Question 21:

What is the primary purpose of observing ball striking at the beginning of a lesson?

A. To immediately correct the student’s swing flaws.
B. To record baseline performance and capture key swing details for later instruction.
C. To decide which club the student should use for the lesson.
D. To evaluate the player's pre-shot routine and mental focus.

Answer

**B **

This observation stage is about gathering information. For example, how does the student start their swing? How strong or weak is the lead hand grip? Do they have secondary tilt?

After the Power Spots are Set in Both Hands:

Tell them to swing to the top and STOP. I have had students misunderstand my instructions and swing down. To avoid any misunderstanding, have them STOP at the top and say, "Yes
that is what I want you to do." Then step under the downswing path and show them what you are going to do. Tell them you are going to have them start their downswing after you are set with your palm on the butt of the club, not before. Then tell them to swing to the top again and STOP. DO NOT step under to place your palm on the butt of the club until they have completely stopped at the top of their swing.

Remember, only after you set your palm firmly on the butt of the club, do you ask them to start their downswing.

You are applying resistance to their downswing.

You can see in this illustration that I am feeling the power in the downswing.

Note the facial expression change when they have power.

This is such an important exercise for your student to experience the change in power with a grip change. Only when their Dominant Core Zone Power Spots cross the middle finger of both hands will they experience power.

They will be surprised at their lack of power when the power spots are not set. Some will want to change stance width and have you test again saying: "I think I was too narrow. Try that again." And again you will easily push them off balance.

This is an "Ah Ha" moment for your students. Your student has never experienced an immediate change in power as you just demonstrated in the span of 30 seconds in any lesson before. Use that "Ah Ha" moment as you slowly continue your instruction.

Teaching is belief conversion. You are on the threshold of converting your students belief in you and what your are teaching. You now have their attention. By the way, retest their power as you have here in every lesson.

Again, when you apply resistance to the downswing path and easily move them off balance when the Power Spots in one or both hands are not set correctly, they will likely want to change their stance withs and ask you to try again while they have the same grip.

Let your student do whatever they wish to try to regain power. They are generally quite amazed at the change in power with a change in position of their middle fingers on the underside of the grip. They will experience power only when those power spots are set correctly.

Testing the Wright Balance® Power Spots

Test 1: Test each of the 3 Power Spots in the lead and trail hands PAIRED, even if you find the greatest power in the first PAIRED test. (Paired means that you are testing the same Power Spot on the middle finger of both hands)

You want your student to actively experience both power and loss of power when the Power Spots do not match their Dominant Core Zone.

CAUTION Be certain your student has stopped their backswing at the top before you step under to set your palm on the butt of the club. When they stop at the top be sure to say: "Hold that Position; Don't start your downswing." I have started to step under the downswing path more than once when the student does not stop. I have never been hit but I have had close calls. It sounds like a simple request to stop at the top. However, what your student hears may not register. You may do this all the time but they do not. BE SAFE. During our professional training we routinely use a trainer grip that has a 2 inch shaft. That insures that someone won't misunderstand or not hear the instructions and get hurt.

Test 2: Once you have demonstrated power when the correct Power Spots are set on the middle finger of both hands, have your student move the Power Spot of only one hand while keeping the other hand unchanged. Have your student swing to the top and hold that position. Step under the downswing path, set the palm of your hand on the butt of the club and note that you can easily move your student off balance as they start their downswing.

When you find the Power in one of these 3 grip positions, mark the middle finger of both hands with a piece of tape or Sharpie as a reminder for your student. Take a photo of the Power Spots with their hands next to each other so they don't forget. Text or email that photo to your students.

NOTE: Your student has to digest a good bit of information in their first lesson. Don't assume any learning occurred in Lesson 1.

NOTE: When your student returns for their next lesson, before doing any instruction, have them swing to the top again, tell them to stop, step under the downswing path and place your palm on the butt of the club. Test their power as you did in their first lesson. They will learn that both power spots MUST be set for maximum power.

Have them, once again, slowly open the palm of their lead hand and then the trail hand leaving their fingers on the grip as you hold the shaft. Note the position where the club crosses the Power Spots as you did in the first lesson.

Check this and their power at the top in each subsequent lesson. Take nothing for granted. Missed Power Spots will show up in the Downswing Path Test. This is the first Step following gripping the club.

The Wright Balance® Downswing Club Path Test (WBDCPT) will show an open or closed hip line at impact in spite of the change in power. Why? You are testing for their Dominant Core Zone and showing them how they will grip the club through the Power Spots of the middle finger of both hands, nothing else. The Wright Balance® Downswing Club Path Test begins with stance balance, stance width and Power Spots before any motion. If left to right and heel to toe balance does not match their Core Zone; if their grip is too weak or too strong relative to their carrying angle; If their posture does not match their Core Zone; If sequence of motion does not match their Core Zone; If the club gets behind them at the top of the swing, the Wright Balance® Downswing Club Path Test will show an open or closed hip line, almost always open.

Your student will be excited about their new found power and often conclude that is all they needed. The power test is just the beginning. Reel them in and advise them that this is just the beginning of several links in a chain for improved performance.

Remember

REMEMBER I have heard Wright Balance Professionals refer to this test as the "AH HA" moment for players. That has been my experience over the years. Your student will be in disbelief initially and ask you to test them again. They will change their stance width and any number of other positions and ask you to test them again. You have their attention. Teaching is belief conversion. You have opened their mind to further instruction and have the beginning of belief conversion.
Remember, if your player has a back, neck, wrist or shoulder pain / surgery history or injury, do not use the resistance on the butt grip to check power. You can use the "Grip Test" described below to demonstrate changes in their hip line when the Power Spots are incorrectly set on the underside of the grip. Or, use the tape or OK sign to test the player as we have done in the past.)

Remember Be certain to step under the butt of the club, not from the front or side, so the pressure you apply is in the path of the downswing plane. Your student will only have power when they have set the grip across the power spots of the middle finger of both hands that match their Core Zone. Otherwise you will be able to move them off balance and they will experience a loss of power.

Remember During the second lesson change the power spots in their right and left hand middle fingers then have them swing to the top. When they have power, that is their dominant Core Zone. Remember, they will experience a loss of power when tested even if only one power spot is off. Recall that as in Lesson 1, place tape or mark with a sharpie the correct placement of the grip on the middle finger of both hands emphasizing that those "spots" need to be on the underside of the grip. The power test will reinforce that observation for your student. If your student has practiced the links in the learning chain, their Power Spots will be in place.

I have been using the Power Spot test since 2015 or 2016. I can say hands down that the majority of players have returned to their comfortable grip by the next lesson. That is true of the majority of LPGA and PGA Tour players I have worked with. Why? The Power Spots, when placed correctly on the underside of the club, will weaken or strengthen the player's grip. That change in grip strength begins to approximate a grip that fits the player's Dominant Core Zone. However, it is foreign to the player. They will tend to return to the grip they arrived with at their lesson and lose the Power Spots position. Grip is one of the most, if not the most, difficult changes for a player to make. That is why a daily practice diary is important for your student to use as a reminder to practice grip power spots, stance width, balance using an alignment stick and sequence of motion.

Placing the correct Power Spots on the underside of the grip will change the strength and weakness of the grip. Players will return to a more comfortable strength or weakness and inadvertently change the Power Spots during and between lessons. I would use the downswing strength test and place your hand on the butt of the grip and apply resistance at the beginning of every lesson until you are certain the grip change is complete and intermittently after that.

WHY DOES THE POWER TEST WORK?

The matching Power Spots recreate the Power Angle (Carrying Angle) at the top of the swing. Using a digital protractor, measure the Carrying Angle as shown here...**

... then check it again at the top of the swing as shown here.

If the Power Spots match the player's Dominant Core Zone, the Carrying / Power Angle will be repeated at the top of the swing. The Carrying / Power Angle is the angle of range of motion, symmetry and power at address, at the top of the swing and repeats again through the swing to finish.

Question 22

After the Power Spots are set in both hands, what is the first instruction you give your student regarding their swing?
A. Swing down continuously without pausing.
B. Swing to the top and then immediately begin the downswing.
C. Swing to the top and STOP, confirming with a verbal cue.
D. Swing with a relaxed approach and ignore your instructions for a moment.

Answer

C

The instructor emphasizes that the student must swing to the top and stop, confirming by saying, "Yes, that is what I want you to do."

Question 23

What does the instructor do once the student is correctly positioned at the top of their swing?
A. Adjusts the student's stance width.
B. Steps under the downswing path to place their palm firmly on the club's butt.
C. Instructs the student to change their grip immediately.
D. Begins a verbal explanation of the next drill without further action.

Answer

**B **

The instructor steps directly under the downswing path and places their palm on the butt of the club and applies resistance as the player starts their downswing. If the player has their Power Spots set correctly, the instructor won't be able to move the player off balance. If one or both of the Power Spots of the middle fingers are not set correctly on the underside of the grip, the instructor will easily push the student off balance using the butt of the club in an upward motion

Question 24

What is the purpose of applying resistance to the student’s downswing path during the Power Spots test?
A. To slow down their swing for better video analysis.
B. To measure the clubhead speed.
C. For the student to experience the change in power relative to correct Power Spot placement.
D. To check the student’s balance in their follow-through.

Answer

**C **

By applying resistance, the instructor demonstrates the immediate change in power when the Power Spots are properly set versus when they are not.

Question 25

Why is it important for the student to experience both power and loss of power during the Power Spots test?
A. To calibrate the club’s weight distribution.
B. To learn how different grip positions impact their power.
C. To determine which club should be used for longer shots.
D. To check if their swing speed is consistently high.

Answer

B

Experiencing both power and loss of power helps the student understand that proper Power Spot placement directly impacts the power in their swing and reinforces the correct grip adjustment.

Question 26

Once the correct Power Spot position is identified, how should the instructor document or reinforce this setup?
A. By verbally instructing the student to remember it.
B. By marking the middle finger of both hands with tape or a Sharpie and taking a photo.
C. By asking the student to draw a diagram of their grip.
D. By writing it down in a training log without any physical evidence.

Answer

B

Marking the placement with tape or a Sharpie—and taking a photo—ensures the student has a clear, visual reminder of the correct grip configuration.

Question 27

What is the recommended method to reinforce the correct Power Spot placement after testing?
A. Repeat the entire lesson from scratch.
B. Have the student immediately switch to a new drill.
C. Text or email the photo of the Power Spots to the student for reference.
D. Rely on the student’s muscle memory alone.

Answer

C

Sending a photo of the correctly marked Power Spots (via text or email) helps the student remember and replicate the grip in future practice sessions.

Question 28

What common reaction do students experience when the Power Spots are not set correctly?
A. They achieve unexpected greater power.
B. They feel a distinct loss of power during the downswing test.
C. They immediately adjust their stance width perfectly.
D. They notice no change in their swing at all.

Answer

B

Students are often surprised by a marked loss of power when only one or both Power Spots are off, emphasizing the importance of their correct placement. A few students will want to adjust their stance width indicating that they are stronger from a wider base. However, as long as the Power Spots are not set correctly on the middle finger of both hands, they will be easily moved off balance when pressure is applied to the butt of the club.

Question 29

How do the correctly matched Power Spots relate to the Carrying/Power Angle?
A. They have no measurable effect on the Carrying/Power Angle.
B. They recreate the Carrying/Power Angle at the top of the swing, ensuring symmetry and consistent power delivery.
C. They only affect the finishing position of the swing.
D. They reduce the overall range of motion during the swing.

Answer

B

Correctly matched Power Spots create the optimal Carrying/Power Angle at the top of the swing, which is crucial for consistent symmetry and power throughout the entire swing.

END EDIT 5/20/26

A Repeating Power Angle in a PGA Tour Player

In 2010, Lee Westwood was ranked number 1 in the world. In a 2010 Golf Magazine issue I had an article on Wright Balance's Power of Angles...,

...we had a companion article showing Lee Westwood's swing sequence tracking his Carrying / Power Angle as it repeated through his swing. Here is that swing sequence. Notice that the 155 degree angle in the first image is measured at address down the trail arm and shaft. All of the other angles (blue lines) are measured 90 degrees to the ground.

This videos shows Laurie Rinker demonstrating the changes in Power Angles by Core Zone.

We know that the Carrying / Power Angle is the angle of range of motion in rotational sports. The Carrying / Power Angle impacts heel to toe balance. The greater the Power Angle, the "deeper" the posture, the more toward the center of the arches balance will be located in a static position and the greater the rotational force. As shown here, this angle shows up in the address position and repeats during the motion.

In 2009, the year before the Golf Magazine article with the Lee Westwood illustrations, the following video was made to demonstrate the repeating Carrying Angle. I am with Jai Edwards in this video as he measures my repeating Carrying / Power Angle. I am a Posterior Zone (Lower Core) player. Only 10 percent of the golfing population is measured as Lower Core.

In the fall of 2019, Mckenzie Tour player Albert Pistorius spent 3 days with me working on his game. The final day, Albert shot the following video with me demonstrating how the Carrying Angle repeats through the swing and how something as subtle as a grip change can create a loss of power, path and the loss of the repeating carrying angle.

The following video was shot during that same session. Albert helps me demonstrate how that same grip he arrived with vs the grip change impacts club face aim and path.

An Alternative to the Wright Balance® Power Test

This Grip test can be used when your student has a physical issue that precludes the Power Test or if you are testing a non golfer.

Before you place the bar on your student's hips, place the bar on your hips. Show your student how you placed the bar flat on your pelvis about 2 inches below your belt line.

Then place the bar on your student's hips and have a conversation about their goals. Ask your student what they would like to accomplish in their lesson. Ask them how they heard about you and / or Wright Balance®. Be certain to ask them about injuries, surgeries, neck, shoulder, wrists or back issues.

Look at the wear pattern on their irons as you talk to them. You will generally see wear on the heel, toe or center face unless they arrived with a new set of clubs. If they arrived with a new set, ask why they changed. Were they fit for the new set. What was used to fit them. Your goal is to gather information and get them relaxed.

Walk around your student as you talk. As them to stand tall, let their arms hang at their side. Note if one shoulder is lower than the other and one hip higher.

Testing Athletes in Other Sports; Rehabilitation; Juniors or Injured Players

If you are working with injured players and the Power Spot Test is not a viable test or if you are working in another sport with non-golfers, there is a simple strategy to test for Dominant Core Zone.

3. The Importance of a Square Hip Line

Does your student understand the importance of a square hip line? Advise and demonstrate that their hip line sets both the backswing and downswing paths.

Place a bar on your student's hips and show them rotation with and without knee flex. You will be using the bar on the hips throughout this lesson.

Remember, players will interpret the bar on their hips many different ways. Some will be relaxed and you will quickly see rotation. Many will be tense and purposely square their hips thinking their hips should be parallel to their stance. Have your student add knee flex as they stand tall looking straight ahead with the bar on their hips. You should start to see a bit of hip rotation when knee flex is added.

The majority of lessons create some level of performance anxiety. Anxiety creates tension and that tension creates a hip line that has minimal rotation. Anxiety also impacts the retention of content experienced and presented verbally. Getting your student relaxed impacts multiple factors from their kinetic chain to recall of information you are demonstrating and discussing.

Place the bar on their hips and have a conversation with your student. Ask about their health history, injuries, current performance indicators, their miss and their goals AFTER you place the bar on their hips. Discuss the Power Spot Test and the importance of understanding the origin of their strength. Again, have them stand tall, look straight ahead and add knee flex.

As they relax, become comfortable with you and the bar, you will have important information for your lesson and you will note greater rotation of their hips as they relax. They are beginning to get themselves in a more relaxed emotional state to learn as well.

**NOTE: If your student is an Anterior / Upper Core Player, they will have the least rotation of their hips. The Posterior / Lower Core Player will have the greatest rotation of their hips. **

The following is an image of Kevin Stadler in early 2000s. Note the rotation of his hips to the right. Kevin is an Anterior / Upper Core player. The amount of hip rotation in your Upper Core Player will be a maximum of what you see in this image of Kevin.

Show your student the following diagrams of balance and explain path as related to balance at ground level.

Tell them that their hip line is the path the club travels. Tell them this path is referred to as the Line of Force.

NOTE: To clarify the difference and impact of an open or closed hip line, have your student create greater flex in the trail knee than the lead knee. Show them the arm swing path this creates is an outside in path, a steep pull or blocked shot. Tell them to note that as their hips opened, their trail hip is higher than their lead hip adding to the steep angle of approach to the ball. Then, have them increase the flex in their lead knee over their trail knee. Demonstrate with their arm swing an inside out path and describe the thin "handsy" pushed shot or hook. Discuss how their hips stall in the downswing and the arms and hands continue causing that "handsy" feel.

Use this time to have your student ask questions and clarify their understanding of the hip line and path produced by changes in the hip line.

5. Your Student's Dominant CORE Subregion (Anterior, Interior or Posterior)

The Power Test has identified their Dominant Core Zone. Use the vinyl strip with the 15 colored stance widths to determine their Dominant Core subregion. Your students hips will be square in only one stance width of the 15 on the vinyl strip. Now that you know their Dominant Core Zone, you have narrowed their Dominant Subregion to 1 of the 5 stance widths (RED, BLACK or BLUE) in that Dominant Zone.

Your student's hips will be totally square in only one of the 5 Stance Widths in their Dominant Zone.

1. If their Power was demonstrated when their Power Spots were set on the first pad of their middle finger, they are a Anterior / Upper Core Player. Use the 5 RED stance widths to find their Dominant Subregion.

2. If their Power was demonstrated when their Power Spots were set on the crease of the first knuckle of their middle finger, they are a Interior / Middle Core Player. Use the 5 BLACK stance widths to find their Dominant Subregion.

3. If their Power was demonstrated when their Power Spots were set on the second pad of their middle finger, they are a Posterior / Lower Core Player. Use the 5 BLUE stance widths to find their Dominant Subregion.

The following short video demonstrates how the hips square in only one of the of the 5 Stance Widths of the Wright Balance® Dominant Subregion. Recall that my Posterior Zone / Lower Core is my Wright Balance® Dominant Zone. In this video, I am testing which of the 5 Wright Balance® Posterior Zone subregions is my Dominant Subregion.

Why Do You Need To Know The 1 Dominant Subregion of the 5 Wright Balance® Subregions?

As shown in the video you just viewed, you have only 1 of 5 dominant subregion Stance Widths where your hips square. The video showed that my Wright Balance® Dominant Subregion was BLUE 2. Note on the image of the Wright Balance® vinyl strip that Blue 2 is 18 inches. I have measured my Carrying / Power Angle and I know that it is 152 degrees at Blue 2 (18 inches). As described in the video, I cannot get the desired under delivery or a hip clearance of a Posterior Zone / Lower Core Player with a Carrying / Power Angle of 152 degrees. My balance configuration is over the center of my arches but not far enough "back" adequate hip clearance and an Under Delivery.

In order to move my balance further back but still in the region of the center of my arches and create that desired Under Delivery to the ball, I need a Carrying / Power Angle of 148 to 144 degrees. I can create an angle more conducive to those angles by doing the Wright Balance® Express at BLUE 3 or Blue 4 as shown on this illustration of the vinyl strip used by Wright Balance® professionals.

I know, based upon multiple measurements of my Carrying / Power Angle, that for each of the 5 Posterior Zone stance widths that I can change my Carrying / Power Angle by 3 degrees. For each wider or narrower stance width I can move my balance back or forward depending on which of the 5 stance widths I use to do the Wright Balance® Express.

If I do the Wright Balance® Express on Blue 1, I will move my weight forward, still over the center of my arches but forward. My Carrying/ Power Angle will move from 152 degrees to 155 degrees after doing the Wright Balance® Express on Blue 1.

At 155 degrees, my hips will not clear and my delivery to the ball will be closer to a "side on" delivery of the Interior Zone / Middle Core player rather than the desired under delivery for a Posterior Zone / Lower Core Player.

6. The Wright Balance® Downswing Path Test

The following video details the Wright Balance® Downswing Path Test and the impact an open hip line has in the downswing. The Wright Balance® Downswing Path Test shows what the club path will be at impact.

A square hip line result when doing the Wright Balance® Downswing Path Test equals a straight shot that will be either straight, a draw or a fade depending on the orientation of the clubface at impact. An open hip line when doing the Wright Balance® Downswing Path Test will result in a raised trail hip, an over the top downswing that is either pulled, hooked or sliced depending on the orientation of the clubface at impact. The majority of your students will err on the side of an open hip line. Students who show a closed hip line when doing the Wright Balance® Downswing Path Test will have a shallow approach to the ball, hit thin pushed shots, or a draw or hook and describe a "handsy" impact where they struggle to get to their finish position.

Note:In the past 18 months, I have tested the Wright Balance® Downswing Path on numerous students. To date I have found only 2 students who have a closed impact hip line, the rest are open. I have never found a student with a square impact position when tested with the Wright Balance® Downswing path
,
NOTE: 1. This video describes using the 15 Stance Widths to do the Wright Balance® Express. This video was shot in September, 2024 prior to the completion of the use of ONE Stance Width and the 8 isometric positions to balance the Core.

2. The discussion of backwards chaining in learning in the beginning of this video is an extremely important concept. This concept structures the learning process in an order that facilitates the most efficient learning and subsequent recall by your student.

Again, if you are not familiar with backwards chaining described at the beginning of this video, please view the first few minutes. If you are not familiar with the Wright Balance® Downswing Path, the raised trail hip with an open hip line and the resulting errant shots, this video is a must view.

In order to do the Wright Balance® Downswing Path Test, the hips must be square at address. I recommend you demonstrate to your student how to square the hips using a subtle rocking motion before setting posture as shown in the video above. I generally have my students make that subtle rocking motion with their feet like that used by PGA Tour Veteran Bob E Smith. That will quickly square the player's hips when they are relaxed.

Note: As stated above, I use the subtle rocking motion described in the above paragraph to square the students hips. If you would like to explore the various ways Tour Players from Sam Snead and Nick Faldo to Kevin Stadler squared their hips at address, this video demonstrates several of these strategies.

Test the lead hand Grip with the Wright Balance® Downswing Path Test

1. Once the player is comfortable with the Power Spots have them set up with a bar on their hips and grip an iron in their lead hand. Have them practice square their hips using one of the moves used by Tour veterans. Once they have their hips square and their lead hand grip set, have them stand tall, look straight ahead,ADD KNEE FLEX, then let their arms and hands relaxed at their side with the club in their lead hand.

Note the position of the bar. If their grip was on the correct Power Spot in their lead hand, their hips will remain square. If their grip Power Spot was NOT correct, show them that their hips are open or closed, most likely open. Explain to your student that their open or closed hip line means an errant shot. Describe that errant shot to your student using these graphics.

Tell them a balance configuration creating a square hip line will result in a straight shot with variations depending on clubface at impact.

Describe the following balance configuration as a steep, heavy shot (define "heavy" impact to your student) that is pulled or blocked.

Describe the following balance configuration as a thin shot (define thin to your student)that results in a "handsy" feel through impact, a push or hook being the miss.

Explain to your student that as they check their hip line following each practice rep with the Wright Balance® Downswing Path Test and stand tall and face their target line, the orientation of their hips is the path their club will track in the Downswing. Explain that it is important to practice each link in the setup chain until the hips are consistently square before moving to the next chain link. This is the first Downswing Path Test explanation.

2. Next have them add their trail hand and do the Wright Balance® Downswing path test again as described above while standing tall ADD KNEE FLEX with both hands on the club. Then stand tall and check their hip line.

Note: The Problem with using the Wright Balance® Downswing Path Test when you introduce the club with motion setup is the Grip. If the strength and weakness of the Grip doesn't match the Carrying Angle, any motion from setup will always result in an open or closed hip line in the Wright Balance® Downswing Path Test. When your student practices the downswing path in Posture and Sequencing of Motion, they should do so without a club in their hands.

We will cover when to grip the club again after Sequencing of Motion where the player assumes their lead and trail hand grip. The issue of griping the club prior to the the Wright Balance® Express is the strength and weakness of grip in the lead and trail hands. When the Wright Balance® Express is done, there is freedom of motion in all directions including Grip when the Wright Balance® Express is completed in 90 seconds in one Stance Width. However, a grip in either the left or right hands that does not match the carrying angle will still create an open or closed hip line in the Wright Balance® Downswing Path Test.

3. Next have them square their hips with a move used by Tour Veterans. Then, stand with one Power Spot in the wrong position; stand tall; look straight ahead; ADD KNEE FLEX and let their arms and hands relax at their side. Note their hips opening or closing.

Again, explain to your student that their hip line is the path the club would take in the downswing, their miss.

Note the orientation of their hips is matched at ground level in their feet when they stand tall. Discuss the over the top move of an open hip line that is steep and heavy resulting in a pull, slice or blocked shot. Discuss the closed hip line resulting in a shallow approach, a thin miss and a "handsy" push or push draw. Both balance configurations predispose the player to missed shots and, with repeated motion, injury in the kinetic chain.

Tell them that the goal is to match all setup and swing links so their hips remain square when tested as above.

Lastly, demonstrate the downswing path test at address. Standing tall, with the bar on their hips, have them rock back and forth on their feet until their hips square. Once their hips square, give them a grip to hold with the proper Power Spots. Then take the club from them. Have them stand tall looking straight ahead, ADD KNEE FLEX and note that their hips are square.

Next, have them raise one foot to disconnect the closed kinetic chain. Once again have them square their hips with a subtle rocking motion with their feet. Once the hips square, reset the grip with the Power Spot incorrectly in only one hand. Then, take the grip and have them stand tall adding knee flex. Note that their hips rotate open or closed when the Power Spots don't match their Dominant Core Zone.

Describe the Wright Balance® Downswing Path Test as the test they will use to check each link in their setup chain.

Kinetic Chain Review

The kinetic chain operates as a cohesive unit where each link (body part) influences the others. Placement of the grip across the Dominant Core Zone Power Spot is part of that kinetic chain. Efficient movement patterns depend on the coordination and strength of these links. Any dysfunction or weakness in one link can affect the entire kinetic chain, leading to compensatory movements and potential injury.

1. Upper Kinetic Chain
   • Shoulder Girdle: Includes the scapula (shoulder blade) and clavicle (collarbone). It allows for the wide range of motion in the shoulder.
   • Shoulder Joint: Connects the upper arm (humerus) to the shoulder girdle. It provides mobility and stability.
   • Elbow Joint: Links the upper arm to the forearm, enabling bending and straightening motions.
   • Wrist Joint: Connects the forearm to the hand, allowing for various hand movements.
   • Hand and Fingers: Provide dexterity and precise movements.
2. Lower Kinetic Chain
   • Pelvic Girdle: Comprises the pelvis and hips, serving as a stable base for lower limb movements.
   • Hip Joint: Connects the pelvis to the thigh bone (femur), allowing for a range of leg movements.
   • Knee Joint: Links the thigh bone to the shin bone (tibia), enabling bending and straightening of the leg.
   • Ankle Joint: Connects the shin bone to the foot, allowing for movements such as dorsiflexion and plantarflexion.
   • Foot and Toes: Provide balance, stability, and push-off power during walking, running, and jumping.
3. Core
   • Spine: The vertebral column supports and protects the spinal cord while allowing for flexibility and movement.
   • Abdominal Muscles: Include the rectus abdominis, obliques, and transverse abdominis. These muscles stabilize the torso and transfer forces between the upper and lower body.
   • Pelvic Floor Muscles: Provide support to the pelvic organs and contribute to core stability.

NOTE: A closed Kinetic Chain is considered a stationary stance (Lower Kinetic Chain from the waist down). However, Wright Balance® Professionals discovered that the Upper Kinetic Chain (from the waist up) must be set ONLY after the Lower Kinetic Chain is set. For example, the club is gripped only after the Lower Kinetic Chain has been set. Creating the condition of setting the Lower Kinetic Chain last may be as simple as removing one hand from the club at address and resetting it once the stance is assumed. We know from repeated testing that when the club is gripped prior to setting the Lower Kinetic Chain (stance) that the Wright Balance® Downswing Path Test results in an open or closed hip line. When the player sets up gripping the club (closing the Upper Kinetic Chain) before setting their stance but removes and replaces one hand at address, the hips remain square. This is a simple test I encourage you to test on your own and be sure to show your student in a discussion of "when to grip the club".

Coordination and Integration
• Neuromuscular System: The nervous system (brain and spinal cord) sends signals to the muscles to initiate and coordinate movement.
• Muscles and Tendons: Muscles contract to produce movement, and tendons attach muscles to bones, transmitting the force to the skeletal system.
• Joints and Ligaments: Joints allow for movement between bones, while ligaments provide stability by connecting bones to each other.

If the brief summary of the Kinetic Chain above is new for you, please be certain to familiarize yourself with the KINETIC CHAIN using these EBooks:

The Kinetic Chain, The Wright Balance® Express & Kinematics

https://instructions.wrightbalance.com/the-wright-balance-express-the-kinetic-chain/

Power Spots and the Propagation of Force Through the Kinetic Chain
https://instructions.wrightbalance.com/finger-power-spots-and-the-propagation-of-force/

5. Sequence of Motion Test & the Lead Knee at the Top of the Swing

Stance Width

The ability to create an accurate Sequence of Motion is dependent on a Stance Width that facilitates motion for the Dominant Core Zone as you will see in the following motion sequences. For example, a Stance Width that is too wide inhibits the motion of an Anterior / Upper Core motion. A Stance Width that is too narrow inhibits the Posterior / Lower Core motion. Setting your student's Stance Width to facilitate sequence of motion for their Dominant Core Zone is imperative to teach this link in the setup chain.

The following video demonstrates how Stance Width inhibits or supports the desired sequence of motion. This video was made in November, 2024 and prior to the 8 isometric positions in one of 15 Stance Widths when doing the Wright Balance® Express. View this video for a comprehensive understanding of how important setting the proper stance width facilitates sequence of motion.

The color and numbers I describe in this video are taken from this measurement strip. This strip fits all players.

This video content will appear again in your annual quiz for renewal as a Wright Balance® professional.

Testing Motion Sequencing

Stand and in front of your player and have them swing to the top and hold that position. The lead knee is the best indicator of how the player started their swing. Note their lead knee and center of mass. Have them repeat that swing to the top and hold a second time to be certain the lead knee is in the same position as the first swing. I wouldn't place to much emphasis on center of mass at this point as players may slide or lift the club from address changing center of mass. The lead knee is the best indicator of how your student started their swing, not their Dominant Core Zone.

When you test Sequence of Motion make sure your student makes a full shoulder turn in their backswing. Note in this image changes in the lead knee with a partial vs full backswing. I was set in Interior / Middle Core in this photo.

Note at the top of my swing you can clearly see my lead knee is pointed at the ball. When my shoulder turn stops in the first image, my lead knee is moving toward the ball but not completely.

UPPER CORE (RED)

When the lead knee moves behind the ball, your student started their swing with their trail hip as shown in these players.

Boo Weekly

Phil Mickelson

Payne Stewart

If Power at the top of the swing was demonstrated when the grip crossed the middle finger on the first pad up from the palm marked here in RED, their Dominant Core Zone is Anterior / Upper.

This Upper Core position of power matches a sequence of motion where the swing is started with the trail hip as shown in Mickleson, Weekly and Stewart.

NOTE: In order to sequence motion starting with the trail hip, the STANCE WIDTH MUST BE narrow. The Upper Core Player must have a narrow base from which to swing irons and driver.

MIDDLE CORE (BLACK)

When the lead knee points at the ball at the top of the swing, they have started their swing with their hips and shoulders TOGETHER. Stewart Maiden, Bobby Jones' teacher, described teaching his students to start "everything back together".

If Power at the top of the swing was demonstrated when the grip crossed the middle finger on the first knuckle up from the palm marked here in Black, the sequence of motion should be hips and shoulders begin together.

The following images show tour players whose lead knee points at the ball at the top of their swing. Note that their Center of Mass is right over their pelvis as well. I would use the Center of Mass to determine sequencing as many players work to get to the trail side regardless how they start their swing. The lead knee is the best indicator of how the player starts their swing.

Again, these Middle Core players start their sequence of motion with their hips and shoulders together.

Jon Rahm

Xander Schauffele

Byron Nelson

LOWER CORE (BLUE)

When the lead knee points in front of the ball at the top of the swing, they have started their swing with their shoulders. You will note that these players have a wide STANCE WIDTH. That wide base encourages a "natural restriction" of the hips in the backswing.

If Power at the top of the swing was demonstrated when the grip crossed the middle finger of both hands on the second pad up from the palm (marked here in Blue), the sequence of motion should be the shoulders start the swing followed by the hips from a wide stance width.

Note that the following Lower Core Player's lead knee points in front of the ball at the top of their swing and their Center of Mass is over their trail side. You will find this lead knee position in many amateurs as this is how they have been taught to start their swing.

Wyndham Clark

Billy Horschel

Tommy Fleetwood

Here is a link to an EBook showing sequence of motion in tour players by Core Zone.

https://instructions.wrightbalance.com/stance-width-ranges-by-core-region/

Does Your Student Raise the Heel of Their Lead Foot in the Backswing?

If your player raises the heel of their lead foot in the backswing, simply have them hold their position at the top and lower their lead heel to the ground before concluding where their lead knee points.

In our training at the Ritz Carlton January,2025 Interior / Middle Core LPGA Tour Player Laurie Rinker was a participant. She had a soft tissue back injury. When she swung to the top, her lead knee was behind the ball. I noticed that her left heel was off the ground. I asked her to hold her position at the top and bring her lead heel back to the ground. When she did, her lead knee was pointing at the ball. I have worked with Laurie for over 30 years and I had never seen her lead heel off the ground. She was simply taking any stress off her back by raising that heel. That does not mean that any player who raises their lead heel in the backswing is using Interior / Middle Core sequencing. Always retest to determine for certain.

You can see from these images of Anterior / Upper Core players like Nicklaus and Palmer that their lead heel is off the ground. They will still test as Anterior / Upper Core Players when using their grip and they have started their backswing with the trail hip. Note their Center of Mass at the top of their swing.

Arnold Palmer

Jack Nicklaus

Does Motion Sequencing Match Their Core Zone of Power?

Now is the time to demonstrate importance of matching sequence of motion to Dominant Core Zone. Your students will have limited power unless there is a match.

First, as noted above, place tape on the Power Spots or mark with a sharpie the middle finger of both hands.

Next, I would teach them a move at address that will square their hips. Here is a video on the Wright Balance® YouTube Channel that shows how great players squared their hips at address: Here is a link to that YouTube video:

Have your student practice the move (for example,rocking heel to toe) repeatedly demonstrating that they are squaring their hips. They will be using this move throughout the rest of their first lesson unless they arrived and requested the Wright Balance® Express exercise. (I have had students who have seen a video on the Wright Balance® Express and requested the exercise their first lesson. That is highly unusual but it will happen.) If your student does the Wright Balance® Express, you will still use the Power Test to Determine their Dominant Core Region and Dominant Subregion. then proceed with Power Spots and the sequence of the chain of learning.

6. Posture & the Wright Balance Downswing Path Test

As you teach each link in the chain you will need to have your student raise one foot & disconnect the closed kinetic chain. Then, have them square their hips with a small rocking motion with their feet as you .

Once their hips are square, have them set their Dominant Core Zone matching posture without a club. After they set their posture, have them stand tall and add knee flex. Note their square hip line. You have done the Wright Balance® Downswing Path Test from address to the top of their swing.

Why not do the Wright Balance® Downswing Path test back to impact?

If your student DOES NOT set secondary tilt (side bend) at address, their hips will be open or closed when using the Wright Balance® Downswing Path Test. Setting Secondary Tilt; Power Spots; Posture and Sequence of Motion may be too much for the first lesson.

NOTE: If secondary tilt is not set at address or at the start (hip bump) of the downswing, their hips will be open through impact creating a steep approach. I would suggest that you NOT TEACH SECONDARY TILT THE FIRST LESSON unless:

1. This is a single lesson and this student will not be returning.
2. You are working with an elite player and you observe that there is no "lead hip bump" as they start their downswing. We will get to secondary tilt in the next lesson. Your goal is to present content your student can digest and apply following the first lesson. It is easy to overload them with content. The lesson diary will provide practice guidance at home between lessons.
3. Please know, when Secondary Tilt is not set, the Wright Balance® Downswing Path Test will show an outside-in downswing path (over the top), a raised trail hip and steep approach through impact.

When Your students hips are square with the Wright Balance Downswing Path Test (with NO CLUB) when setting Posture and Sequence of Motion, they are ready to retest their Power Spots without motion. If the Power Spots are set correctly when doing the Wright Balance® Downswing Path Test, they are ready to hit balls.

Your student is not ready to hit balls until the grip is placed on the power spot and the sequence of motion matches their Dominant Zone. When and only when the downswing path tests shows a square hip line at the top are they ready to hit balls. Each of those setup and motion positions is easily checked when a bar is placed on the hips and the hips are squared at address. If the power spots are wrong, when the player stands tall, the hips will be open or closed, even after the Wright Balance® Express or with a move to square the hips. If the sequence of motion is started incorrectly, when they stand tall, their hips will be open or closed, most often open.

Below are links to videos demonstrating Posture and sequence of motion for each Core Zone. The first video is of Posture and Sequence of Motion of the Anterior / Upper Core Player. Note the demonstration of the grip Power Spots emulated with tape when they are correct and incorrect.

The pressure from the tape, when placed on the incorrect Power Spot creates an open hip line in the Downswing Path even when posture and sequence of Motion are done correctly for the player's Dominant Core Zone. What does this mean? When testing and you find an open or closed hip line in the downswing path, ALWAYS check the grip Power Spots first.

Again, the following videos were shot before the final research on the Wright Balance® Express. The Wright Balance® Express now needs only one Stance Width and 8 isometric positions to balance the Core in any one subregion. The discussion of doing the Wright Balance® Express in all 15 subregions is NO LONGER Necessary.

Upper Core Posture, Sequence of Motion & the Wright Balance® Downswing Path Test

How Important is Anterior / Upper Core Posture for Distance

How important is Posture for distance? This one minute video of Jeff Shaw at our Wright Balance® facility in Redmond, Washington demonstrates a 20 yard distance increase with a 9 iron simply by setting Posture correctly.

Middle Core Posture, Sequence of Motion & the Wright Balance® Downswing Path Test

Lower Core Posture, Sequence of Motion & the Wright Balance® Downswing Path Test

After your student passes each of these "tests" (their hips are square when they stand tall), they are ready to test the downswing to impact, then stand tall and test. You will note when they reach impact that their hips are open or closed, most likely open. This is a great teaching moment before they hit balls.

Remember, unless they set secondary tilt at address or as they start their downswing, their hips will always be open (or closed) when they return to impact and stand tall. What does secondary tilt look like? Here is an image from a magazine article of a Posterior Zone / Lower Core Set up with secondary tilt from 2009. The Posterior Zone / Lower Core Player has the MOST secondary tilt as you can see from this image. The Anterior Zone / Upper Core player has secondary tilt, but the least of the 3 Core Zones.

Notice the "strength" of my grip, wide stance and secondary tilt in this image. It is my belief that the shoulder tilt and hip "bump" set the hips and shoulders parallel at address when the hips are parallel to the stance line and balance is 50 - 50. I further believe that the angles of the secondary tilt are equal to the Power / Carrying Angle. As I recall, I was working on balance setting my shoulders, hips and eyes parallel at address. I learned in the original study at the Centinela Hospital Biomechanics lab that head position is enough to change balance at ground level. Balance is a straight line when the hips are square at address. When the hips are open at address, the trail hip is higher. When the player attempts to set secondary tilt at address with an open hip line, the trail hip will not lower. Thus, the only tilt achieved in this situation is the shoulders. Regardless, the Wright Balance® Downswing Path Test at impact will show a path that is outside-in, a steep approach and missed shot.

7. Grip Style: Butterfly or Complementary?

Test grip style by setting your student's hips square using the subtle "rocking motion". Once you have set their hips square, you will note that your student's hands hang exactly the same at their side. You can only test Grip Style when the hands hang exactly the same at their side.

Have your student raise their lead hand with a flat left wrist and shaft lean (lead arm will be angled across their body to their trail side). That hand position will be equal to their Carrying / Power Angle as shown here.

When the hips are square and the lead hand is set equal to the Carrying / Power Angle the player will always have full shoulder rotation in their backswing. The lead hand facilitates shoulder rotation in the backswing as shown here.

The trail hand angle impacts the through swing. The trail hand angle is also ALWAYS the same as the Carrying / Power Angle. However, the relationship of that angle to the lead hand on the grip changes within their Dominant Core Subregions.

Is the Grip Style Complementary or Butterfly?

Once the lead hand is set the same as their Carrying Angle demonstrated by a full rotation of their shoulders from square hip line, you are ready to test Grip Style.

A Complementary Grip is an opposing Palms Grip as shown in this illustration.

The Butterfly Grip is also the same as the Carrying Power Angle. However, when the hands are set in front, they are like the wings of a butterfly with angles equal to the Carrying / Power Angle as shown here.

Test the Grip Style in the through swing exactly the same way you did in the backswing. Again the player's hips must be square to test the through swing. Have your student "rock" their feet subtly back and forth to square their hips. Once again, you will note that as your student's hips square, their hands rotate and hang exactly the same at their sides.

If your student has a restriction of rotation in the through swing when tested as shown in the above illustration, they MUST use a Complementary Grip to have unrestricted rotation in their through swing.

NOTE: Prior to the Wright Balance® Express only one of these grip configurations (Butterfly or Complementary Grip) will work for each player. Following the Wright Balance® Express, your student can use whatever grip configuration they wish to use without impacting the through swing.

If you wish to drill down further on Grip Style, here is a link to an EBook on a Complementary or Butterfly Grip.

https://instructions.wrightbalance.com/october-28-2024-questions/

8. Grip Size

I observed changes in hip line with changes in grip size in 1992. In those days, large grips were referred to as "arthritis grips". My grandfather was a dairy farmer who milked cows by hand. In his later years he couldn't close his hands and make a fist. He loved golf. He used electrical tape and built his grip up so they fit his hands. I was always curious about what handle size would do to power. Within 10 years I was testing handle size in Dr. Frank Jobe's Biomechanics Lab. A story you have already read.

We know that if a player does the Wright Balance® Express with the tips of 1 finger on each hand or 1 toe on each foot and they leave the tape on during practice and play, they can play whatever grip size they wish.

However, during a recent Zoom call with Gary Cooke, a Wright Balance® Professional in the UK, we were discussing grip size. Gary had a bar on his hips, it was prior to the Wright Balance® Express and he had the grip sizing bat in his lead hand. As he slid his hand from the bottom of the bat toward the larger end, he noted his hips squared, he made the observation that his lead hand wrist began to flatten as he set the correct grip size. The illustration below is of Wright Balance Professional Gary Cooke during our Zoom call February 28, 2025 when he made the observation of the flattening of his lead wrists as the grip size approached accurate.

I tested Gary's observation after our call. I found it to be accurate. However, I was looking for it. That is potentially what is known as "experimenter bias". That is when you find what your looking for. Observe your students during the grip sizing and note their lead wrist when the grip size is found. Is it flat?

As a side note, you will learn something from every lesson. I always learn something. Gary made an observation that can potentially impact everyone's teaching and play. Please test this observation and give me your feedback. I will pass that feedback on to Gary as well.

As noted, I suggest you observe when measuring grip size. I believe we may be back to grip sizing as a major consideration in fitting our students, not just allowing them to play with a comfortable size after doing the Wright Balance® Express. If in fact we determine that the proper grip size impacts setting a flat lead wrist when the Power Spots are set, that will show up in the Wright Balance® Downswing Path Test and create a square hip line when tested.

As already noted, too small or too large a grip will create issues getting the Power Spot on the under side of the grip, putter through driver.

Putter Grip Size

The Putter grip size is larger than the irons and driver because of the placement of the grip in the palm of both hands.

Anterior / Upper Core Zone Putter Grip Size

Add 100 mils to the measured Irons & Woods grip size

Interior / Middle Core Zone Putter Grip Size

Add 150 mils to the measured Irons & Woods grip size

Posterior / Lower Core Zone Putter Grip Size

Add 200 mils to the measured Irons & Woods grip size

There are no standard putter grip sizes. For decades, there was one size for putter grips, very small. In fact, a standard putter grip is smaller than the standard, off the shelf grip for irons and woods. When fit properly, your putter grip will be larger than your irons and woods. In the past few years larger putter grips are the trend. For the first time, the 2012 Ryder Cup had several players with larger putter grips.

You can check the impact your putter grip size has on your hip line (core muscle tension) exactly the same way you checked your irons and woods.
For the past several years, we have used a variety of putter grip sizes and built them up with extra wraps of tape. It was a difficult and time consuming process.

Now, we can wrap over a conventional putter grip using materials that will look and feel like a putter grip. Since 2012, Wright Balance® Professionals have used a tennis wrap to build the proper putter grip size.

**

Summary

No matter which of the Core Zones (Anterior, Interior or Posterior) your student will use to play, I would encourage you to do the following.

When you complete the grip sizing, measure the handle size using digital calipers at the point of the middle finger on your measurement tool.

This measurement will give you an idea of the grip size your student should consider so that the Power Spot on the middle finger of each hand is placed on the bottom of the grip, Putter through driver. If the grip size is too small, there will be too much "play" at the top of the swing or through the putting stroke.

If the grip size is too big, the Power Spots on the middle fingers can't be placed on the underside of the grip causing an opening or closing of the hip line in the downswing path. You will read about the Power Spots and how important it is to be able to place those spots on the underside of the grip, putter through driver, for maximum power and a downswing path that is square in another Chapter.

This Ebook covers grip sizing in great detail from how to do it to a chart on how many wraps of tape to use to build the grip to the proper size.

Grip Sizing by Core Zone

://instructions.wrightbalance.com/august-12-2024-grip-sizing-by-core-zone/

9. Ball Striking

Reintroduce the Downswing Path Test before your student hits the first ball. They have learned Power Spots and Posture. Show them again how to use the Wright Balance® Downswing Path Test on the range to test Power Spots and Posture. Then, take their club and have them demonstrate how to use the Wright Balance® Downswing Path Test for their sequence of motion. Mark their Diary using the date of their lesson and check off their practice of Power Spots, Posture and Sequence of Motion using the Wright Balance® Downswing Path Test. You have helped them begin a diary and showed them how simple it is to mark their daily practice.

Lastly, when they have demonstrated success with Power Spots, Posture and Sequence of Motion WITHOUT a club (Hip line is square when tested with the Downswing Path Test), they are ready to swing to the top WITH A CLUB.

When your student swings to the top and STOPS, the Wright Balance® Downswing Path Test will ALWAYS show an open or closed hip line.

WHY? There are several reasons their hips will be open or closed when using the Wright Balance® Downswing Path Test when you reintroduce a club.

1. Grip: If your student's grip is too weak or strong, their shoulder rotation will be restricted in their backswing resulting in an open or closed hip line. That is corrected in Lesson 2 with the Wright Balance® Express.
2. Many players lift the club at the top of their swing. The most subtle lifting of the club in the backswing creates an open or closed hip line in the Wright Balance® Downswing Path Test. Practicing Posture and Sequence of Motion WITHOUT a club is the first step in changing the lift to a shoulder rotation only.
3. The club will get behind them. Students have inswing habits they arrived with that will create an open or closed hip line. You are not going to correct those inswing habits in Lesson 1. If your student does their home practice, that is the first step to reducing those habits as you approach Lessons 2, 3, etc.

Describe this process to your students as you explain why their home practice is so important.

Wright Balance® Downswing Path Test Review

The Wright Balance® Downswing Path Test is simple and one of the more important breakthroughs I have made in recent years. The Wright Balance® Downswing Path Test provides you and your student with immediate feedback on the accuracy of their practice, something your student has never had before.

Remember, when you see an open or closed hip line with the Wright Balance® Downswing Path Test, check your students setup in the following order relative to their Dominant Core Zone considering the order of presentation as a series of links in a total chain.

1. Note when they gripped the club. That is covered in Lesson 5.0 Part 2. However, as you have learned, if the student sets the Upper Core before the lower, their hips will always be open or closed.

2. Did they square their hips at address?

3. How did they set their posture?

4. How did they start their motion in the backswing?

5. Was their lead wrist cupped at address? If so, the Wright Balance Downswing Path Test will always show and open or closed hip line at address, at the top of the swing or in the downswing to impact

6. When all of the first 5 are done correctly, have them grip the club and swing to the top. This motion with a club will show an open or closed hip line in the Wright Balance® Downswing Path Test.

Use the Wright Balance® Downswing Path Test at each link in the setup chain before testing sequencing of motion to the top.

10. Lesson Diary & Practice Goals

I would encourage you to discuss practice goals with your student. The only way your student will continue to progress is practicing what they learned in their lesson at home or office. This Practice is without hitting balls. The Wright Balance® Downswing Path Test is the feedback they will use to reinforce their practice. Setting practice goals is important.

Use the Goal, Practice Diary and progress record sheets at the end of this EBook to set their goals and keep practice records. Why? Research on weight loss, cognitive therapy, a workout program or any behavior that is set as a goal for change is best accomplished with goals and a record of practice. Your student should experience a change with ball striking in their first lesson with better center face contact following setting their Power Spots, Posture and Sequence of Motion.

To continue to experience that change, they will need practice at home to reinforce and improve on their setup from grip on the correct Power Spots to Posture and Sequence of Motion that fits their Dominant Core Zone without a club. That practice primes them for their next lesson where grip is integrated.

NOTE: I would request that they get 2 clubs re-gripped to their grip size before their second lesson. Why? Please review # 8above (Grip Sizing). If you are using the bat as the grip sizing tool, you will notice that the lead wrist is flat when their grip size is accurate and tends to "cup" when the grip is too small.

Ask your student what time of day they feel would be best for their practice. If they are returning for a follow-up lesson, without a home practice diary you will likely be revisiting much of the first lesson.

Below is a list of the links in the chain of learning setup and motion sequence that matches their Dominant Core Zone

1. Ball Striking (rating 1 to 10 shot quality...See rating sheet with FACE TAPE)
2. Power Spots & the Dominant Core Zone
3. Square Hip Line
4. Downswing Path Test
5. Sequence of Motion (Lead Knee Observation)
6. Posture

>7. Grip Style Test (MOVE to 5.0 Part 2)

8. Ball Striking (rating 1 to 10 shot quality...See rating sheet with FACE TAPE)
9. Practice Goals
   10 Practice Diary

Teaching your student how to use the Wright Balance® Downswing Path Test to "test" each link of the setup and swing chain is immediate feedback in each chain link of your lesson. Once your student learns the Wright Balance® Downswing Path Test, they will be able to practice each link in the setup chain. As they practice be sure to prompt them to use the W right Balance® Downswing Path Test for immediate feedback on their practice. The success they experience when the chain links are correct will drive further practice.

The order of learning the links in the total chain will facilitate ease of practice for greater retention. Again, use the Wright Balance® Downswing Path Test for immediate feedback on each link of the chain. The Wright Balance® Downswing Path test reinforces correct practice and builds confidence for ball striking. Provide precise instructions in the Wright Balance® Downswing Path Test for each setup link in order for practice before, during and after ball striking on the range and / or during practice drills at home. The sequenced order of the chain links in their practice will build a consistent routine for practice and play.

HOWEVER, unless their grip is precisely set to the Carrying Angle in both the left and right hands:

1. They will experience a restriction of shoulder rotation in their backswing (lead hand) or downswing (trail hand).
   2.they will continue to find their hip line is open or closed at impact when doing the Wright Balance® Downswing Path Test.

What Does This Mean?

No more Wright Balance® Express? NO. It means that we no longer need to use tape or the OK sign to determine the dominant core zone. It means that we can give our students pretty immediate success in ball striking when the above is set. If you are giving a single lesson and this student won't be back to see you, they have lesson content to work on that will give them sustained success, as long as they use the Wright Balance® Downswing Path Test when they practice. And, if they are local, they will more likely return to see you. The above is more than enough to give them in a single lesson. They are ready to return to review their lesson and progress to the next phase of their lesson.

NOTE: If your student is not local, they can visit any Wright Balance® Professional and be able to review their first lesson as described here. If they have practiced and are proficient in each of the first 3 links in the chain (Power Spots, Posture & Sequence of Motion), they can go to any Certified Wright Balance® professional on the "Find a Professional" link at www.wrightbalance.com and pick up where they left off with you.
Advise them:

1. They will have greater power;
2. With continued practice in each link of the setup and motion chain, they will reach a point where they recruit more power with the correct placement of Power Spots on the grip and the correct Sequence of Motion for their Dominant Core Zone.
3. However they will reach a point where their miss is holding them back in full swing, wedges, putting and subsequently scoring.

Tell your student that when they return, you will show them how to reduce the frequency of their miss, reduce the dispersion of their miss, hit more consistent center face shots, play with the grip strength and weakness with which they are comfortable and putt lights out. Tell them that in order to do so, they must continue to practice, in order, the links in the setup chain using the Downswing Path Test.

Why

1. the strength and weakness of the left and right hands will continue to restrict shoulder rotation in the backswing and through swing.
2. Your student's trail hip will be high when their hips are open and secondary tilt is not possible due to the high trail hip.
3. A lead hand grip that limits rotation in the backswing will likely result in lifting or folding the lead arm to provide a false shoulder rotation in the backswing. "Lifting" the club in the backswing creates a Downswing Path of an open or closed hip line.
4. Your student will continue to have a lower shoulder and higher hip on one side.
5. They are still prone to injury due to their "disorganized / disrupted" kinetic chain.
6. Grip Size will continue to move your student either toward their toes or heels if their clubs and / or putter do not fit their hand size.
7. Foot flare will continue to impact the backswing and downswing paths
8. Your student will continue to be limited in separating their upper and lower core due to their "disorganized / disrupted" kinetic chain
9. Their Carrying Angle will continue to be different on both sides
10. Their arms position on their chest wall, unless set precisely, will continue to limit shoulder rotation back and through.
11. Depending on your student's Dominant Subregion, they will be limited to either a complimentary or butterfly grip.
12. Their continued chance of injury, pain and stiffness is elevated due to assymetry of their kinetic chain.
13. There are continued limitations in Range of Motion
14. Their Power and efficient use of the ground is limited
15. Only one grip style (complementary or butterfly) fits a players subregion.

Tell your student you are going to teach them a 90 second exercise in the next lesson that will assist in their practice and eliminate some of these setup and swing issues. All of the above will be immediately eliminated if your student does the Wright Balance® Express.

I will cover the Wright Balance® Express, Grip Sizing, testing the player's delivery to the ball and Alignment in Lesson 5.0 Part 2 Your student will always have an open or closed hip line at impact when using the Wright Balance® Downswing Path Test until they set secondary tilt at address or unless they already set secondary tilt as the first move of their downswing. That is highly unlikely.

Here is a preview of the chain links of Lesson 5.0 Part 2.

Lesson 5.0 PART 2

11. Review Practice Diary

12. Ball Striking with FACE TAPE

13. The Wright Balance® Express

14. Revisiting Grip Style Test (Complimentary or Butterfly?)

15. Revisiting Grip & Grip Sizing

16. When to Grip the Club

17. Dominant Core Subregion & Delivery to the Ball

18. Full Motion to Top of Swing with Grip (Tape vs No Tape)

19. Secondary Tilt

20. Clubface Aim with Posture and Secondary Tilt

21. Downswing Path Test With & Without Secondary Tilt

22. Which Hand to Hold the Club Behind the Ball

23. Routine and Alignment

24. Recommendations for Home Practice & continued practice Diary

25. Ball Striking with FACE TAPE

Lesson Practice Diary