BODITRAK and Blackburn: Example Applications – Draw Pattern
In this webinar, PGA Tour coach and BODITRAK Director of Performance Mark Blackburn goes through an example lesson with one of his students. The goal of this presentation is to provide a window into Mark’s approach for making force and pressure immediately applicable in golf instruction.
Below are a few key concepts and highlights of the webinar:
THE VALUE OF BIOFEEDBACK TO COMMUNICATE A FEELING (3:20)
“Proprioception and communication expedites the learning curve. There are lot of words you don’t need to use.”
“From a coaching standpoint, I’m all about the least invasive way that I can help my client get the outcome they desire. For me, the use of ground mechanics is a great tool to expedite that learning curve.”
THE BLACKBURN TAXONOMY: COACHING CODIFICATION (4:30)
Like many great coaches, Mark Blackburn relies on a System rather than a specific program or swing theory. Every golfer is unique, therefore, they won’t always respond to the same program. Blackburn’s system is agnostic, meaning it doesn’t favor a specific style, but relies on individual assessment/evaluation.
GROUND INTERACTION CHARACTERISTICS OF DRAW AND FADES (8:45)
Center of Pressure patterns that produce a fade are often typified by pressure moving from the trail toe to the lead heel in the downswing. When pressure is in the lead heel, it provides an opportunity for the golfer to clear their hips, facilitating a club path that will produce a fade
Draws patterns generally see center of pressure in the mid-foot or even forefoot, helping to produce a more positive club path.
DIFFERENT STYLES TO ACHIEVE THE SAME RESULTS (32:40)
“If we want to change the delivery of the club, we can do it from the club end or the handle or we can do it from the foot end. Because people are so aware of where their feet are – in addition to the biofeedback provided by Dash – it’s very easy for us to change traces that produce different ball flights or trajectories.”
“Pressure traces can help expedite improvement, but they also help the golfer be an athlete.”
FOCUSING ON WHAT THEY LEARN, NOT WHAT YOU SAY (36:30)
“I’m always trying to lead them, but I want it to be in their own words… As much as possible, I’m trying to give them the least amount of information possible, but lead them to develop a feeling which they can take on the road when I’m not there.”