IPharadigm Entsha Yokufundiswa Kwegalofu

Bekuvamisile ukuthi ukubalula “ukucabangisisa” kanye “nokuqwashisa” maqondana nokuqeqeshwa kwezemidlalo bekuzobingelelwa ngamahlaya. Omunye angahle acaphune igalofu uTy Webb (Chevy Chase) efilimini uCaddyshack etshela abamelene naye ukuthi "yiba yibhola nje."

Igalofu linikeza icala eliphelele ngephuzu. Kusukela ngawo-1970, uTim Gallwey ( Umdlalo Wangaphakathi Wegalofu ) noMichael Murphy ( Igalofu eMbusweni ) wasebenzisa kokubili isayensi nesingathekiso ukukhuthaza umbono wokuthi ukusebenza okuphezulu nokulingana kwengqondo kungahle futhi kungavela ngokwemvelo uma abadlali begalufu benganciphisa ukukhathazeka, izinqumo ezingezinhle, kanye nezindaba zokuzigxeka abazidala ngabo namandla abo. Ngokususelwa ekucabangeni ukuthi ukuletha ukucabanga nokuqwashisa ngokujulile kwengqondo ekuguqulweni kwegalufu kunenani elikhulu, le paradigm evelayo ifundisa ukuthi ubuhlakani bomzimba bomuntu bungakhiqiza ukuguquguquka okungokwemvelo, okusebenzayo, nokusubatha uma lokho kuqonda kukhululiwe futhi kugxilwe kahle.

IShivas Irons yaba yiBagger Vance nokuqwashisa ngokucabangisisa ngathi sekungene ezweni elijwayelekile lobuchwepheshe lokufundisa igalofu.

Imiyalo ejwayelekile yegalufu ijwayele ukugxila emaphutheni nasekulungisweni. I-swing yegalufu ihlukaniswe yaba izingxenye zayo. Ngokuya ngomfundisi, kugcizelelwa enye noma enye ingxenye, igalelo layo kulo lonke elihlaziyiweyo, futhi kunconywa enye noma enye ye-drill ukuyithuthukisa. Isibonelo, abafundi abaningi bayakuqonda ukubaluleka kokukhulisa indlela yangaphakathi iye ngaphandle, ikakhulukazi ngoba igolfer evamile ifika “ngaphezulu.” Ngokuya ngomfundisi, leli “phutha” lapho-ke “lingalungiswa” ngokusebenzisa ama-drill ahlukahlukene. Omunye uthisha angahle enze umkhuba womfundi wokufaka iklabhu ku- "slot" ngokumpompa izandla phezulu nangaphansi phezulu kokubuyela emuva; omunye angase asikisele ukudonsa unyawo lwesokudla emuva ngamasentimitha ayi-10 kukheli; futhi abanye batusa ukuvala ukuma, ukuqinisa ukubambelela, noma mhlawumbe ukubeka ikhava yekhanda ngaphandle nje kwebhola njengesithiyo esibonakalayo sokuza ngaphezulu.

Ezinye zalezi zindawo zokuzivivinya ziyasebenza. Ubufakazi, nokho, ukuthi ukulungiswa akuhlali futhi, futhi, ngaphezu kwalokho, umfundi akakwazi “ukulungisa” ngokuthembekile ukungena kwakhe enkambweni. Isizathu ukuthi ukulungiswa komfundi akuhambisani nokwaziswa okujulile kokwehluka okuzwayo phakathi kwephutha nokulungiswa. Konke akufunayo ukulungisa lokho okuphukile, hhayi ukuhlala okwamanje bese uqaphela isipiliyoni sakhe se-sensorimotor. Futhi uma umfundi engakuzwa, akakwazi ukuqonda kahle lokhu kuhlukaniswa, akakwazi ukuba khona kulokho okwenzekayo emzimbeni wakhe naseklabhini ngesikhathi "sephutha" kanye "nokulungiswa," bese inani lokulungiswa lizofiphala.

Ngemuva kokuwina i-U.S. Open ngemivimbo engu-8 ngo-2011, uRory McIlroy wakhuluma ngokubaluleka "kokuhlala kwakhe umzuzwana" kulo mqhudelwano wonke. Akekho owabobotheka.

“Abaqeqeshi bengqondo,” kunjalo, manje sebejwayelekile kakhulu futhi basizile ukukhuthaza abagibeli begalufu nabafundisi ngokufanayo ngokubaluleka kokuxubana kwengqondo nomzimba ngokukhuthaza abafundi ukuba babe nesimo sengqondo esihle, babone impumelelo, basebenzise izindlela zokugxila, futhi bathambe ukungabekezelelani ndawonye (kwethu) ngokubambisana kanye nokungabekezeli ngamaphutha, ukwehluleka, nokukhungatheka ngaphakathi nangaphandle kwesifundo.

Noma kunjalo, ukubonwa ngamehlo nokuzijwayeza ukuqonda kwengqondo kanye nemibono emihle, yize kubalulekile, ngokushesha iba enye "ithiphu" noma "inqubo" yokulungisa, hhayi ukuthi izwe, okungalungile emdlalweni womuntu, futhi, ngenxa yalokho, kungakhuthaza inkohliso yokuthi ushintsho lwengqondo lungisa umdlalo womuntu.

Abaphenyi baseGreat Britain bathola ukuthi ukucabanga ngokweqile kwehlisa izinga lokudlala igalofu ngenxa yomphumela abawubiza ngokuthi “ukusibekela ngamazwi,” lapho okwenza ingqondo igxile kakhulu ezikhungweni zolimi kunasezinhlelweni zobuchopho ezisekela amakhono okukhulunywa ngawo.

Njengesazi sokusebenza kwengqondo, ngifunde ukuthi abantu bafunda futhi bashintshe kanjani. Njengo-golfer, ngifunde ukuthi ifundiswa futhi ifundiswa kanjani igalofu. Futhi ngenkathi ochwepheshe abaningi bokufundisa bevuma amandla engqondo nokubaluleka kokuqwashisa, bambalwa abaziyo ukuthi bangawufundisa kanjani, futhi bambalwa kakhulu abenza kugxile kubo ngokuyinhloko. Ukuzama ukumisa ukucabanga okungalungile, ngokwesibonelo, noma ukukufaka ngezithombe ezinhle, akugcini nje ngokusebenza, kepha kuvame ukubuyela emuva, kuqhubekise ukuthena amandla umfundi. Ukuxhuma ubukhona nokucabanga ngokuthuthuka kwangempela kubuciko begalufu kungenye into ngokuphelele. Ngemuva kwakho konke, umuntu angakufundisa kanjani ukucabanga ngegalofu elihlukunyezwa ngocezu lwayo?

Omunye uthisha ubonakala etholile indlela esebenzayo. Umsunguli weSikole Segalofu Engajwayelekile eCarmel Valley, eCalif., UFred Shoemaker wayengumfundi kaTim Gallway. UShoemaker ubhale izincwadi ezimbili, uqhuba amakhulukhulu ezikole zegalufu (ezikhangiswa ngomlomo kuphela) ezinamazinga angaphezu kuka-95% abakhona kusukela ngo-1990, futhi unikeze izifundo ezingama-40,000 kubathandi begalofu abangochwepheshe. Yena noJo Hardy basanda kukhipha ividiyo echaza indlela yakhe ngokuningiliziwe.

Yize abantu benza iphutha ngokugcizelela kukaShoemaker ekuqwashiseni ngokufundisa umdlalo wengqondo, okuphambene nakho kuyiqiniso. Inhloso kaShoemaker ukusiza abafundi ukuhlukanisa phakathi kokuba semakhanda abo nokuba khona ngokugcwele emizimbeni yabo. Uyabaqeqesha ukuthi bahlole izilinganiso ezinhlanu ezibalulekile zokushaywa kwegalufu ngokuhlangenwe nakho okuqondile ngokomzimba:

1. Ukuba khona koxhumana naye okuqinile okuphakathi nendawo (mhlawumbe okubaluleke kakhulu)
2. Indawo eqondile (evulekile ngokuvaliwe) yekhanda labo leklabhu kulo lonke ujingi
3. Indlela eqondile (ngaphakathi vs. ngaphandle) yeklabhu ngomthelela
4. ukuhleleka kwemizimba yabo neklabhu ekhelini nakulo lonke ujika
5. Okuhlangenwe nakho kwabo kwenkululeko nokuxhumeka kwabo kulitshe.

Ochwepheshe, ngokusho kukaShoemaker, bakhona kakhulu kulezi zilinganiso ze-swing kunabenzi be-amateurs. Eqinisweni, uthi umehluko omkhulu phakathi kwabachwepheshe nabafundela ubuthongo ekujuleni kokuqwashisa kwabo. Izindawo eziyimpumputhe zangaphambili zincane ngenkathi lezo zokugcina zingaba zinkulu. Ochwepheshe bangazizwa lapho ikhanda leklabhu likhona cishe kuwo wonke ama-swing. Abavamisile ukushaya ngemuva kwebhola ngoba ukuqwashisa kwabo ngokwengqondo, isikhungo sabo samandla adonsela phansi, njalo kungenza kube nzima. Zixhunywe kulitshe, kuyilapho izimfundamakhwela zixhunywe ebholeni.

Encoma uGallwey, umzimba, ngokusho kukaShoemaker, unobuhlakani bemvelo, uma nje singaphuma endleleni yawo. Uveza leli phuzu ngokumangazayo lapho eqopha abafundi bakhe bephonsa iklabhu yegalufu. Kunjalo — igalofu. Ucela umfundi ukuthi athathe isikhundla sakhe sekheli ejwayelekile bese umane aphonse iklabhu yegalufu ibanga elithile ukuphuma e-fairway ngendlela ekhululekile. Njengoba kungekho bhola, lokhu kujikijela iklabhu okuphonsa ngokwemvelo futhi kuvunyelaniswa ngokuzenzakalela nokuthile (okuyithagethi) “laphaya.” Umenzi wezicathulo ubiza lokhu ngokujikisa kwethu kwemvelo. Ngokumangazayo, ukushwiba komfundi ngamunye, kufaka phakathi okwenziwa ngabenzi bezandla abangama-25, kuvela kuvidiyo njengonamandla, kwezemidlalo, nokulinganisela, okune-lag ewumqansa nokubukeka kokuxhumana phakathi kwazo zonke izingxenye ezihambayo. Umzuzu lapho iningi labafundi libhekisa khona ibhola, noma kunjalo, ukujikijela kwabo “okujwayelekile” kungazelelwe kuvela — ngaphezulu, phezulu, okuncane okuvulekile, namandla amancane.

Iphuzu likaShoemaker ukuthi lapho inhloso yomuntu nokunaka kugxilwe ngqo, umzimba uyakwazi okufanele ukwenze. Uma kukhona ibhola, umzimba ucwebe ngokulinganayo; kodwa-ke, kulokhu ilitshe ngokungazi liba ibhola. Inhloso yangempela yamateur wukuthintana nebhola, bese kuthi onke “amaphutha” aqondaniswe kahle nokufeza lokhu nje.

Umzimba uyakwazi okwenzayo. Kepha ngokungabikho kokuqwashisa, kugcina ngokumane ubambelele ngempilo ethandekayo.

Okuhlangenwe nakho okuvame kakhulu kwe-golfer kokungabikho futhi, ngakho-ke, kokunqanyulwa ngokuphelele kunoma yikuphi ukuqwashisa ngenzwa, kuvame ukuvezwa ngokubeka okuluhlaza. Ukuba khona kwama- “yips” kuyisivumelwano senguqulo eyeqise kakhulu yalolu lwazi. Lapha, ukungezwani, ukuxoxa ngengqondo, kanye nokunqanyulwa kokungokoqobo okudala amabala angaboni emehlweni ngokugcwele kuthathe ngokuphelele. Ngakho-ke, ukubeka, kungaba yindawo enamandla yokufundisa abafundi ngokuqwashisa nangokuhlukanisa phakathi kokuba khona ngempela, nokuba senhlokweni yomuntu.

Ukukhombisa lesi simo, uShoemaker ucela umfundi ukuthi afake ibhola enkomishini esuka kude ngamasentimitha amabili, futhi aqaphele okwenzekile, okuphawulwa ukungabikho ngokuphelele komcabango. Ube esephinda lo msebenzi, kancane kancane ebeka ibhola kude nangaphezulu nomgodi, acele umfundi ukuthi abike ibanga lapho abanye bacabanga, bengamenyiwe, bangena ekhanda lakhe. Imvamisa, cishe kuyinyawo elilodwa kuya kwamabili, umfundi uqala ukubika imicabango enjengokuthi “Kungcono ngigxile lapha,” noma “ngiyethemba ukuthi angiyikuphuthelwa,” noma “thatha isikhathi sakho manje, bese uyishaya iqonde.” Le micabango ifika ingamenyiwe. Abasizi ukuthi abakwa-putt bangene. Imvamisa iba yimbi noma iyaxwayisa. Bethula ukuqala kokuqina kwemisipha. Ukuzama ukubanciphisa akusebenzi. Ukuyifaka ngemifanekiso emihle kumane kugcine omunye egxilile ekhanda lakhe. Umfundi manje usemqondweni wakhe futhi ukuxhumana kwakhe neklabhu, ibhola, umgodi, kanye nomuzwa wenkululeko otholwa ngamasentimitha amabili uqala ukuncipha.

UShoemaker umema abafundi ukuthi bamane bavumele le micabango ivele, bayiqaphele, futhi bamane babuyele kaninginingi eqinisweni kuphela elibalulekile — umzimba wabo, ibhola, ikilabhu kanye nalokho okuqondiwe. "Yiba khona kuyo yonke into," esho, "ngaphandle kokwahlulela." Imicabango ibonakala izizela yodwa, futhi kungenzeka inyamalale yodwa uma singayididanisi neqiniso.

UShoemaker uthola ukuthi abafundi balinge izivivinyo ezibakhipha emakhanda abo. Babheka imbobo kunokuba babheke ibhola, qaphela umsindo we-putter lapho wenza ukuxhumana okuphakathi nendawo uma kungenjalo. Bafaka amehlo abo evaliwe futhi kufanele "baqagele" ukuthi ibhola lifushane, lide, lakwesobunxele, noma kwesokudla, bese bevula amehlo abo bese bebona ukuhlangana phakathi kwalokho i-putt ezwa sengathi ikwenza kuqhathaniswa nalokho ekwenzayo ngempela. Ngokufanayo, angahle acele umfundi ukuthi agingqe ibhola asebenzise isandla sakhe ngaphesheya kohlaza emgodini, abone ngokuningiliziwe ukuthi liphuka kanjani nokuthi lishesha kangakanani. Ube esecela umfundi ukuthi abeke emgodini ofanayo, inhloso ukuthola ukungaboni ngaso linye nokugxila phakathi kwalezi zenzo zombili.

Yonke le “midlalo” inenhloso eyodwa: ukujulisa ukuqonda komfundi ngazo zonke izici zesenzo esilula sokubeka.

Isisekelo sendlela kaShoemaker asihlangene nakancane nokunika inqubekelaphambili inqubo ngomphumela. Kungenxa yokuthi ukuthuthukiswa kokuqwashisa nobukhona maqondana nenqubo ukuphela kwendlela eqinisekile yokwenza ngcono umphumela, okungukuthi, ukwehlisa izikolo zakho. Kukhona izindlela ezingama-57 zokuchaza umehluko phakathi kukaTiger Woods nami lapho sidlala igalofu. Kepha okunye okubaluleke kakhulu impela kusemehlukweni omkhulu ekuqapheliseni kwethu ngokuqondene nokuthi kwenzekani phakathi nomzuzwana owodwa okudinga ukuguqula iklabhu yegalufu. Futhi uma unikezwe lo mehluko, uTiger uyakwazi ukuziqeqesha lapho ujingi wakhe untengantenga, kuyilapho ngishintshela kwimodi yokusinda ejwayelekile yegolfer yama-amateur.

Esikhathini eside ngaphambi kokuba uFred Shoemaker athathe indawo yokudlala igalofu, owayengeyena umdlali wegalofu, u-Albert Einstein, wachaza ukubaluleka kokuthinta ulwazi lwethu olunzulu lapho ethi: Ingqondo enembile iyisipho esingcwele kanti ingqondo enengqondo iyinceku ethembekile. Sakhe umphakathi ohlonipha inceku futhi osikhohliwe isipho.