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It is important to me that everything about the golf swing that I choose to teach makes logical sense. I stress this for two reasons. First, I don’t want the information I give to my students to be ‘hand me down’ information. That could result in following the person in front of me off of a cliff. Using ball flight laws to be the core of my model, explanations of preferred positions and the relativity of these positions to the ‘laws’ makes the instruction sensible to the learner. It is not just hear say being passed on. Secondly, it is my belief that the student will make the recommended changes to their swing once it makes sense to them. I feel that if the information given is not logical or described in a way in which the student understands the importance of the change, the effort will not be given to make the change.

Almost every book, video, and reputable teacher in the world has stressed the importance of ‘pre-swing fundamentals’ or a ‘foundation’. These fundamentals are sensible hence, it was simple to follow along and conform to the PGA Teaching Manual’s instruction for a sound fundamental grip, stance, and alignment. Most influential of the golf swing model I have developed were David Leadbetter, Jim McClean, Craig Shanklin, Roland Stafford, Hank Haney, Dean Reinmuth, Rick Smith, Mike McGetrick, and Dr. TJ Thomasi. . From these great teachers I found a common denominator for the single, most important area of the golf swing. This segment of the swing was from the hip high position of the back swing to the impact position, often-termed “ the moment of truth”.

Once the pre-swing fundamental foundation is constructed, consistent ball striking is then ready to be learned. My experience in teaching has shown that the shortest time frame to experience consistent ball striking will take place with a small swing instead of a long swing. To couple this philosophy with the earlier stated common denominator for the most important area of the golf swing (hip high position in the back swing to impact), it makes most sense to me for the student to learn this small swing first. Once this ‘small swing’, ‘pitch shot’, or ‘Level I’ as I label it, can be performed with consistent results, then the swing is ready to get longer. I regard Level one as a foundational swing in which the ¾ swing (Level II) and the full swing (Level III) can be built upon. It has often shown evident to me that finding the key to an errant full swing which produces a poor golf shot can be deduced when the student is asked to make a hip high to hip high swing (Level I).

The beauty in this model is that when the student puts their time and effort into the Level I foundational swing, they are learning an impact position that works for them with any length of arc and are also developing a feel for their short game at the same time.

Andre Panet-Raymond, PGA