.jpg)
Director, The Golfing Machine Division of Biomechanics and Sports Science
Information goals for this series:
- Defining: Incongruity, Congruity, Learning, Wisdom, Feedback, Habit, Pattern, Skill, Motor Learning, Sensory and Motor Function, and TGM-BIA™ Fusion.
- Understanding the brain-body relationship.
- Understanding how a habit is formed.
- Applications to the Authorized Instructor and Golfer.
- In Part 2 we will discuss the meaning of the terms skill, motor-learning, and introduce the BIA™ definition of performance as it relates to G.O.L.F.
In Part 2 of this article our goal will be to help increase the understanding of the BIA™ methodology by taking a closer look at the process by which a skill is “acquired” and validated via congruent performance expression complying with the laws of G.O.L.F. “Skill” broadly is defined as the acquiring of a specified proficiency relative to the parameters associated with a defined task or activity.
For the golfer to “build skill” there must be the capacity for each human machine to comply with and be in “alignment” or harmony with these laws of G.O.L.F. (human biomechanical expressed performance patterns must comply with Golfing Machine technique pathways). The massive “wealth of information” contained with-in Mr. Kelley’s Golfing Machine material of component and component variations assures that the uniqueness and functional capacity of each “human machine” can be provided with a “customized prescription” of lawful skills to “build” upon. In the BIA™ System the acquisition and assimilation of TGM concepts (knowledge and information) relative to performance patterning means that the skill or defined task is:
- Disclosed – Message Delivery.
- Distinguished - Separated and Filtered.
- Comprehended – Recognized and Relevant.
- Expressed – Executed and Displayed.
- Refined – Feedback and Modification.
- Replicated – Action Accuracy and Efficiency.
- Automated – Pattern Lock™.
The aspects and unique features as well as relevance of the goal skill must be disclosed or identified by the instructor to the student (message delivery). The need, relevance, and benefits are included in the disclosure as well. The skill’s unique features and specific characteristics must also be highlighted so that the intention and focus of the student can be heightened whereby the distinguishing constructs of the skill are established (separated and filtered). When the student can respond to or participate in an interactive dialogue of information that overtly communicates to the instructor that there is absorption and understanding of key elements involved in the skill as well as the reasons or needs for the skill-building the evolution of comprehension occurs (recognized and relevant).
When the student commences or elicits a sequence of poses (performance patterning) that is intended as a representation of the goal skill blueprint map then expression of current proficiency occurs (executed and displayed). The incorporation of feedback and the process of refinement serve to offer the student an appraisal of the current displayed skill proficiency with the goal of further customized clarification so that future displayed pose sequences (performance patterns) can evolve into the necessary and desired “skill” proficiency needed for appropriate G.O.L.F. participation. This is attained through additional engagements of pose sequences (feedback and modification).
Skill-building (evolving accuracy of performance pattern conforming to technique pathway) is solidified when the student’s degree of application replicates as the range of execution errors narrows such as seen in the image of a funnel tapering from wide end to the bottom or smaller end (action accuracy and efficiency). Finally, the student enters a stage of automation as successive demonstrations of pose sequences or patterns consistently matches or conforms to the technique skill pathway (pattern lock™).
It is that combination of “lessons” and specified customized practice protocols that entrains the expressed choreography into a stream of fluidity that is not only accurate but also permits (through specified rehearsal and repetition) a precise display of the desired “language of motion” lawful for golf stroke participation.
For significant and meaningful “building” of proficiency to occur leading to skill acquisition the “human biomechanical machine” must develop a brain-body pattern utilizing motor-learning. Motor-learning involves the capacity to physically express voluntary motions or movements with accuracy, fluidity, efficiency, and dexterity that are derived from a designed blueprint with-in the brain of the user.
The BIA™ System was developed to support the G.O.L.F. Star System’s catalog of technique skills and science. Thus, Mr. Kelley provides the concept blueprints and technique skills while BIA™ provides the elements of the “human machine” relating to creating performance patterning via motor-learning conforming to G.O.L.F. technique pathways.
In Part 3 we will further clarify and discuss the elements associated with BIA™ performance. More detailed information about this information can be found in the BIA™ Level I text and the BIA™ Level II text (The Science of Exercise, Nutrition, and Performance).
For more information about this subject or any other information presented by biagolf.com, please address inquires to This e-mail address is being protected from spambots. You need JavaScript enabled to view it . Thank you.