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Homer Kelley
http://thegolfingmachine.com/?homerkelley

Many people may be surprised that Homer Kelley’s first love in sports was tennis, rather than golf.

Growing up in Minnesota with the Minnehaha Falls State Park in his backyard, Homer learned to play tennis. He hung out with the local tennis pros and over the years became very proficient with the game.

He left Minnesota in 1929 with a friend, driving across the United States in a Model T with the goal to reach Seattle and get a job on a ship heading to Australia or New Zealand. His arrival in Tacoma, Washington was on October 29, 1929 which coincided with the stock market crash. As a result, they decided not to leave the country.

To make ends meet, Homer got a job at a local billiards hall as a cook – a job which he hated but one that kept him employed during the Great Depression. The owner was an avid golfer and gave Homer a series of golf lessons. This was his first exposure to the game and he approached it with a great deal of curiosity. He was always asking questions that the local golf pros couldn’t answer, and this lack of definitive information set the stage for the development of The Golfing Machine.

During World War II Homer landed a job at Boeing, the country’s foremost manufacturer of aircraft. There, working in the engineering department, Homer found a home for his inventive spirit; there he created solutions to problems that seemed to elude others. He also became an instructor, teaching Boeing engineers how to apply the problem solving skills that came so naturally to him. From there, he worked for the Navy and continued to apply his ability to invent and problem solve until the naval base closed.

Homer and I met in 1953. I had just returned from a 12-year stint working in Hawaii and was working in downtown Seattle as a bookkeeper at the Frise Precious Metals Company. I met Homer at church one day. We were both Christian Scientists, “a religion that is a simple, scientific system of metaphysics used by practitioners throughout the world. The teaching of the system begins with an understanding of the basic tenets and rules set forth in the Christian Science textbook.”

With our Christian Science faith so strongly based on science, it isn’t any wonder that Homer – a man who was a scientist and inventor at heart – applied his faith into his written work as The Golfing Machine. Christian Science teaches us that “pure science is built upon self-evident truths. Exact science is knowledge, so arranged that prediction and verification by experiment are possible. Application Science is a knowledge of phenomena as explained, accounted for or produced by means of powers, causes or laws. Christian Science fulfils every demand of these definitions – it is a provable, definitive and demonstrable truth.” And, when the same approach was applied by Homer to the golf swing, the result was the same – a scientific system based on verifiable truths that are proven, definitive and demonstrable. Just as with The Golfing Machine, Christian Science Founder Mary Baker Eddy writes, “To mortal sense, Christian Science seems abstract but the process is simple and the results are sure if the Science is understood.”

When I met Homer he had been making notes, since 1940, on the concepts which would evolve into The Golfing Machine. Those first golf lessons, the unanswered questions and lack of definitive information from golf professionals were “percolating” in his mind. Because of his “faith,” he knew that an answer would eventually show itself and that science would prevail. Later, in the book, Homer would define this time as the “incubation” period which is taking an idea that you don’t understand and turning it over and over in your mind, until eventually it yields an answer.

I got Homer a job at the Frise Precious Metals Company where he again used his problem solving skills to invent a way to separate the mercury from the silver. We were married in 1954 and moved into our first home in the Wedgewood neighborhood in North Seattle shortly thereafter.

With his new job he had more time to spend playing golf, and with that he began to pull together the concepts that later formed the book. Homer felt so strongly that there should be no reason for the lack of knowledge about the golf swing that in 1960 he quit his job to work on the book full-time. We bought our second home, just blocks from our first home, and it was there that he set up a studio in the garage and started to write – “hunting and pecking” on the typewriter every day.

During that time we would often go together to a driving range across from the University of Washington. There he would hit balls and use me as a sounding board to critique him. He would often take the time just to observe people on the range hitting balls, making comments like “ten years from now that guy won’t be any better. All he needs is a little definitive information.” He was always analyzing people and working on his own swing as well. The pros at the range would point him out to people and say to their students, “See him? That’s how you should do it!” And he even worked on my swing which improved greatly under his instruction – another proof point that the ideas he was writing about were solid and applicable.

When the book was published in 1969, there were both skeptics and followers to Homer’s work. To the skeptics, Homer would always patiently approach criticisms with “That’s an interesting thought, but what if you looked at it this way?” He made sure that people understood that he did not make up the information in the book; that, in fact, The Golfing Machine is based on scientific principles covering physics and geometry. Homer – using the same problem solving techniques that he used with any job combined with the basis of his faith as a Christian Scientist – explained that he simply applied these age-old proven principles to the golf swing. And with that, The Golfing Machine was born.

But for some, they just weren’t ready for this approach to golf – for many, he was before his time. He knew that they were arguing scientific principles and didn’t take their criticisms personally. He hoped that eventually they would understand that he was only interpreting this information, and he was willing to share the knowledge knowing that it was proven.

His followers became a very devoted group. Even some of the famous names came to our house for instruction and took a break in the kitchen to enjoy my homemade chocolate chip cookies and milk. Homer found himself traveling more and more to teach and present the concepts in The Golfing Machine. During the 1970’s and early 1980’s, many articles were published about Homer and the book.

With that notoriety, golf instructors came to him for more information. He realized that the world could benefit from instructors trained with the definitive concepts of The Golfing Machine. So, he set forth to develop an authorization program that would allow instructors to easily explain these scientific concepts to their students. Ben Doyle, Tommy Tomesello, Alex Sloan, Don Shaw, and Larry Aspenson, were some of the first to follow Homer’s works, and many would follow until Homer’s death in 1983.

While Homer’s death was untimely – The Golfing Machine’s authorization program was just hitting its stride – I can certainly say today that Homer would be pleased to see that The Golfing Machine is moving forward in the direction that he had intended. He would tell those who are interested and perhaps even struggling with some of the concepts they are learning in the classes to “hang in there – you are on the right track.” The current program continues to reflect Homer’s vision, appreciation for knowledge and his application of scientific principles to all facets of The Golfing Machine.

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http://golfswing.com.au/upload/files...Ecompleted.pdf

Homer Kelley Author of The Golfing Machine
The Golfing Machine was first published in 1969 after 28
years of research by the late Homer Kelley 1907 - 1983, it
has been 42 years since its first publication and we are now
up to the 7th Edition which was published in 2006.
Homer’s first exposure to golf was back in 1929 when he
worked in a Billiard Hall during the Great Depression
years.
The owner was an avid golfer and gave Homer a series of
lessons. On his first game Homer shot a 115 and exactly six
months later he had a 77.
Well Homer thought he’s got it made, he’s finally perfected, mastered the golf
swing.
The only thing was, that when he went out again he couldn’t get anywhere near
that score. So he went back to his Golf Professional and explained what had
happened.
The Golf Professional said fine. Well you must have been a lot more relaxed.
Homer said that the night before he never slept as he was so nervous.
The golf pro asked Homer what he thought and homer said he felt he had a slower
and smoother swing so the professional said fine just continue doing that. That was
no answer for Homer.
Five different teachers later, five different sets of instructions later Homer was no
closer to achieving his goal.
Homer loved the game of golf. It really broke his heart to see so many people
having so much trouble playing this great game.
So this inspired Homer to gather all the possible information about the golf stroke,
he list and he categorized, he tested and he practiced and then he evaluated it all
and he wrote the book The Golfing Machine that equates a golfer with a machine
and sets down the Scientific Laws that govern the golf stroke.
Homer wasn’t a Golf Professional; he was an Engineer in the Navy and by his own
admission he never actually had an Engineering Degree. He worked for the Boeing
Aircraft Company and he was recognized as a problem solver even though there
was no actual position.
To Homer’s own way of thinking and talking others who had read many books on
golf, that all golf books were alike. At that time there were 115 recognized golf
books on the market.
So what was different, what was so special that Homer had to write yet another
volume when there were so many already? Homer thought that there should be
something better than “Feel”, or something behind “Feel” that needed to be
investigated.
He found that there were Relationships that had to be maintained and understood
and the best way to describe these Relationships was on a Geometrical Basis, as
nothing as complicated as golf could be handled with “Feel” without a “Feel
System”.
So from the Geometrical Relationships he began to take the “Feel” from
Relationships rather than just how
it felt and this gave him something
concrete to go by.
Homer thought that if players could
duplicate this motion on a
Geometrical Basis and decided for
themselves how it “Feels” to them,
then everyone would have their own
interpretation.
So it is not, Geometry as a Science,
as a study of Geometrical problems,
theorems and so forth but of Geometrical Figures such as Circles, Arcs, Points,
Lines, Rectangles, Triangles and so forth.
Law is the Cause, swing, stroke, procedures are the Means only and Ball Flight
whether intended or not intended is the Effect.
So use whatever Means to apply the Laws to get the desired ball Effect. These are
not just any made up golf laws but Newton’s Laws of Force and Motion.
In January of 1981 Homer conducted his first Authorized Instructors course and
the attendees were Mr. Alex Sloan, Mr. Tom Tomasello and Mr. Larry Aspenson.

Tips and Insight To Improve Your Teaching Results

The golf instruction industry is at an impasse. Every year, the industry claims to be
getting more technologically advanced from years past, but in the end the latest
teaching fad is based on someone’s opinion, or some “new take” on swing theory.
Golf instruction has been focused on discovering, creating and defending the best way
to swing. The fact is, none of today’s popular celebrity swing theorists out there have an
adequate explanation for successful golfers that do not fit their model. This leads to a
revolving group of personalities instead of an evolving progression of information.
Separating Fact From Fiction: Giving Professional Golf Instructors Proven
Information On The Golf Swing
Golfers today are being bombarded with information. How does the average golfer know
which swing theory applies to them? How do they know what information is based on
fact versus opinion or feel alone?
The challenge is making sure your students are getting information that is accurate,
concrete and based on fact. The proliferation of misinformation is endless making it
difficult for students to determine the right answers. And, when they come to you as a
Professional Golf Instructor, where do you go to find the most accurate and reliable
source of information to help your students improve their golf game?
This is where The Golfing Machine comes in. Imagine a world in which your way was
the model for your swing, instead of “the way.” The Golfing Machine is the only golf
instruction textbook that lays out a catalog of every possible golf swing. The Golfing
Machine system helps instructors define and enhance their students’ current golf swing.
How refreshing is this in comparison to the latest cookie cutter approach?
The Golfing Machine, LLC offers the premier advanced learning system and
authorization program for Professional Golf Instructors, providing unparalleled training
on the golf swing since 1969. Based on the book, The Golfing Machine, the most
comprehensive book ever written on the golf swing and the most widely used textbook
on golf instruction in the world, we offer the facts behind the golf swing and a system to
achieve results. The Golfing Machine, uses proven scientific principles that apply to
everyone’s golf swing. Through our education program – consisting of both classroom
and hands-on learning – we increase teaching credibility, confidence and skill, making
Professional Golf Instructors experts at their craft.
2 © Copyright The Golfing Machine, LLC October 2006
Teaching Tips and Q&A Helps You Get Started
Authorized Instructors of The Golfing Machine take the science of the golf stroke headon.
The system provided in The Golfing Machine is unparalleled in thoroughness and
accuracy.
The following are explanations of frequently encountered issues for golf instructors,
along with an explanation and tips on how The Golfing Machine system would address
the situation.
We hope you find them compelling and helpful to your own teaching. We also hope that
we can serve your continuing education needs by seeing you in an Authorized Instructor
class soon.
WHAT IS THE BEST TYPE OF SWING TO TEACH?
The challenge for teaching professionals is reconciling the concept of “fundamentals”
with the myriad of ways of arranging the movements of the human body in striking a golf
ball. There are certain undeniable fundamentals which must be observed in order to
physically strike the ball.
This is where the generalizations must stop, however, and where the challenge must
begin for golf instructors. There is no one best way to swing the club. Any swing
method which purports just one way of approaching an aspect of the swing is oversimplified
and incomplete. This is what makes The Golfing Machine system so
progressive and compelling. Every reasonable possible arrangement of the movements
to strike a golf ball is included in this system.
The most advantageous ways of arranging these variable components are supported by
the scientific principles included in the book. This is why The Golfing Machine is so
unique and still years ahead of it’s time. The best type of swing to teach is THEIR
swing, not THE swing.
IS THERE ONE GRIP THAT WORKS BEST FOR EVERYONE?
This is an age old question. If there is one best grip, how can Paul Azinger be a major
championship winner? Is it just talent, or is it that there are many ways of gripping the
club, each with advantages, limitations and performance characteristics. Of course, the
latter is true. Azinger’s grip has certain advantages (and limitations), and since he
developed an understanding of those and played within them, he developed an
outstanding game.
3 © Copyright The Golfing Machine, LLC October 2006
This one of the challenges of working with well established players. Many of them have
developed a familiarity with an “unorthodox” grip and therefore are reluctant to change
to fit a fundamental model. It is advisable to have beginners start with an “orthodox”
grip, but as instructors our job is also to know what the performance characteristics are
for these less orthodox grips, work with them, and build around their particular
advantages.
IS UPRIGHT BETTER THAN FLAT?
This is another question which is the subject of many a professional debate. The fact is,
if there were one best plane angle, either Davis Love or Justin Leonard would not be a
major championship winner. How about Jim Furyk versus Alan Doyle?
The fact is, there is a wide range between effective planes. The critical point to
understand is that each carries with it a series of advantages and disadvantages. All
other factors being equal, on the more upright planes there are fewer inconsistencies in
direction and more inconsistencies in trajectory. On the flatter planes there will be more
inconsistencies in directional control and fewer inconsistencies in trajectory control. This
is a critical element in understanding what to look for in your students. It is also
important to know that the direction of the plane is more critical than the angle of the
plane.
And, it is also important to know (all due respect to the “book of the week”) that shifting
planes during the swing is not advantageous if it is possible to stay on one plane. For
the sake of definition, “on plane” is correctly defined by these simple guidelines:
Whenever the club is parallel with the ground, it will be parallel to the base line of the
plane. Otherwise, the end of the club closest to the ground will be pointing at the base
line of the plane or an extension of it.
WHERE SHOULD I PUT THE CAMERA DURING A VIDEO LESSON?
The camera angle is important in order to view certain aspects of the swing. Two views
are most critical.
The front view is important for viewing things such as ball position, the grip type, and
many of the components of the pivot (i.e. knee action, hip action, and shoulder turn).
The next critical perspective is the target line view. From this view we can see the swing
plane throughout the swing, as well as see the posture or at setup and throughout the
total motion.
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It is important to see both of these views in order to get as much information as possible
before settling on diagnosis. Also, remember to watch the swing a few times in real-time
speed to get a feel for the timing and pace of the swing. Many times components are
thrown out-of-line by these factors, and the super-slow or still positions can be the effect
and not the cause. Developing an eye for the total motion in real time is sometimes a
forgotten art in the age of video analysis.
ALL MY STUDENTS HAVE THE SAME PROBLEMS BUT I CANT SEEM TO FIX
THEM ALL.
This is one of the central challenges in teaching, and is the difficulty that can arise in
trying to use a “method” of teaching rather than a system of teaching.
Method-based teaching requires that all of our students conform to a model that is
defended as “THE way to swing”. Problems arise when the students fail to conform to
the model, because if they “just can’t do it” there are few options left on the table.
In a perfect world, the model would conform to the student, the student would be their
own model, and the teacher would simply custom-tailor the approach to each individual.
This “perfect world” exists. In fact, all the homework has already been done for us.
In The Golfing Machine world, the golf swing is presented as a catalog of options, not a
list of mandatory positions. Because of this option-based approach, the instructor has
an endless supply of tools to communicate the message of improvement. Since all the
options are based on scientific principle and dictionary English, the instructor’s tools
won’t break, rust or be replaced by another “better” tool next week.
ALL OF THE FAMOUS INSTRUCTORS SEEM TO HAVE DIFFERENT APPROACHES,
HOW IS THAT? WHY IS THAT?
Let’s start by saying that they are all correct.
Each of the top instructors has a theory that is based on years of observation and
experience, and has an outstanding success rate in helping golfers improve. It also
deserves saying that these top instructors have developed the ability to communicate
their message in a way that is palatable and convincing. Many of these instructors have
a human model, an ideal player who demonstrates their theories in tournament play.
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The Golfing Machine offers this: Every possible theory in one system. The Golfing
Machine includes but is not limited to any theory of swinging the club, which is why
Authorized Instructors of The Golfing Machine have such success teaching average
golfers as well as major championship winners. This also explains why The Golfing
Machine, LLC includes more Top 100 instructors than any other teaching system.
In addition, Authorized Instructors of The Golfing Machine have successfully coached all
levels of competitors, from major championship winners to top amateurs to local club
championship flight winners, as well as beginners and avid amateurs of all skill levels..
MY STUDENTS GET INFORMATION FROM EVERYWHERE. HOW DO I SORT
THROUGH ALL OF THE MISINFORMATION?
First, there is a difference between misinformation and the wrong information. Yes there
is a great deal of misinformation out there, stuff that is just plain wrong. If we as
instructors can keep ourselves educated as to the scientific principles that apply to the
golf swing, misinformation sticks out like a sore thumb. If it isn’t based on sound
principles of geometry and physics, it’s only going to work if we’re lucky (and maybe not
even then).
The wrong information is another animal. Every sound piece of theory is right for
somebody, just not everybody. For example, a flatter plane worked beautifully for Ben
Hogan, but you wouldn’t want to preach that to Jack Nicklaus. This is why knowing our
trade is so critical. The better educated we are as professionals, the easier it is to sort
through what information will fit in with each individual’s swing and approach. We live in
an information age, so we need to be as accurately informed as possible. If information
is power, the Golfing Machine is a fully-loaded freight train.
A COUPLE OF MY STUDENTS HIT IT GREAT ON THE RANGE BUT PLAY BADLY
ON THE COURSE. WHAT CAN I DO?
A great old pro once was asked “how do I get my game from the practice tee to the first
tee?” he answered “take that path right there.” The fact is that there is little chance that
a student “just loses it for no reason” on the course.
It is important to know the difference between the practice tee routine and the playing
routine. On the practice tee, when working on technique, players tend to hit the same
club repeatedly at the same target, and so the rehearsal of the pre-shot routine
becomes sloppy. Emphasis on the full pre-shot routine is critical, and a great dressrehearsal
for playing, which can eliminate disruptive apprehension.
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As instructors, we must inform the student about the differences between practicing and
playing. Practice is the “researcher” approach and playing is the “performer” approach,
we must neglect neither. A great exercise for students is to analyze their mistakes and
divide them into two simple categories: was the mistake judgment or execution? If it is
judgment, the player needs to learn more from their experiences, and create a better
memory bank to pull from. If the mistake is execution, back to the practice range and
the guidance of an informed instructor.
MY STUDENTS JUMP FROM SUBJECT TO SUBJECT, HOW CAN I KEEP THEM
FOCUSED?
This is a sign of the times. We live in an instant gratification society and we as
instructors have to be aware of that fact. Understanding the general learning process is
critical. Understanding the process of translating mechanical concepts into bodily
movements and then reproducing them by feel is obviously multi-faceted.
Each of these parts must be included in any change we undertake. Keep your students
informed as they progress. Let them know that the process involves all three of these
steps (understanding, translating, reproducing). Create new activities such as drills to
address each of them. It can be difficult to focus on a single topic for a long time, so we
as instructors must keep our students engaged. By explaining when the next change
will take place, and exactly what the sequence of changes will be, the student will stay
involved and informed.
That way we can easily redirect them toward the topic at hand, and assure them that
any new or “off topic” ideas they ask about will be addressed in their “due time”. We
then can seed the student’s future progress and future lesson content while keeping
control of the lesson.
MY STUDENTS NOD OFF WHEN I GET TOO TECHNICAL, HOW CAN I
COMMUNICATE TOUGH CONCEPTS WITHOUT PUTTING THEM TO SLEEP?
As instructors, part of our job is to translate the technical knowledge we have into
layman’s terms. A doctor doesn’t use Latin when talking with a patient. This ability is
what defines many of the world’s best instructors.
The fact is, there is a great deal of technical information that must be communicated to
help students improve. How we do this is a tremendous opportunity. Finding interesting
(and even entertaining) ways of demonstrating swing concepts is an art. Many teachers
develop their own teaching aids or display materials and use them to illustrate their
point.
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The Golfing Machine is full of analogies that are very helpful in communicating ideas
that are technical and intricate. The more familiar and comfortable we are as instructors
with the material we teach, the easier and more comfortable communicating it will be.
I TEACH BY FEEL – HOW CAN THE GOLFING MACHINE HELP MY TEACHING?
Feel is a tremendously important concept in golf and The Golfing Machine as well. This
is really a “chicken-or-the-egg” situation. Do I learn mechanics from feel, or do I learn
feel from mechanics? Did I learn to drive a nail through someone telling me what it feels
like? Or did some one tell me how to hold the hammer, where on the nail to direct the
hammer, how hard to swing the hammer, how tight to hold the hammer, etc. etc. Did I
learn to type through a description of the feel of how to type, or through a series of
instructions on the position of my hands, the position of the keys, and drills like “the
quick brown fox jumps over the lazy dog”?
Eventually both my ability to type and drive a nail became a subconscious activity
guided by feel. This is what the Golfing Machine offers the “feel” based teachers and
students – the mechanics through which feel can be most accurately taught.
DO TRAINING AIDS HELP?
The best training aids are very helpful in the translation from mechanical ideas to a feelbased
equivalent. Many times we will have students in front of us that cannot grasp
what we say, but can understand the concept if we help them create a feeling that they
can use to cement the idea.
Because the learning process is best executed as a step-by-step program, the most
helpful training aids traditionally are ones which isolate individual concepts, movements
or ideas, rather than devices that offer simultaneous “cure-all” type training. Some aids
have multiple uses that are clear and specific, which is valuable from the consumer
standpoint. Durability is another issue to consider as well. We have seen many good
ideas that could not withstand the rigors of day to day use. Whether or not a device is
commercially produced or home-made, if it is based on sound principles, it will help your
students.
WHICH TRAINING AIDS ARE GOOD?
Some training aids are very long on flair and short on substance. As instructors this can
be very confusing. In general, the simpler a device is, the easier it will be to evaluate
whether or not it will be effective.
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The best training devices are often the most simple. Devices that focus on just one point
of technique rather than “multi-faceted” devices are much more realistic. There is no
substitute for knowledge and information when it comes to evaluating the quality of a
training aid. Does it actually do what it says it will do? Is what it does mechanically
valid? Does it force the student into one way of moving, or can it be used in combination
with several different ways of moving? (For example, a certain device may force the
student to roll their hands aggressively, which will not be compatible with the needs of
all golfers.) The instructor must then know which device to use with each type of
student, and use them with care and discretion..
HOW CAN I TEACH THE MENTAL GAME USING A TECHNICAL SYSTEM LIKE THE
GOLFING MACHINE?
The Golfing Machine stresses all the basic elements of sports psychology that apply to
playing golf. It presents the mental side of golf as a computer. The computer must be
programmed. The information used to create the program is compiled through
experience.
The pre-shot routine is critical. Execution is non-emotional. Visualization is a critical skill
to develop, not only of the shot at hand but of the technique required to achieve it. A
positive attitude is also critical. All these ideas work well with any approach to the
mental game, which is critical for all of us as instructors to offer as part of our total
program. Visualization is the cornerstone of The Golfing Machine. The foundational
concept of The Golfing Machine is based on visualizing the human body as a machine,
and arranging the components of the swing in a machine-like fashion.
I TEACH THE K.I.S.S. SYSTEM, IT SOUNDS LIKE THE GOLFING MACHINE IS WAY
OUT OF LINE WITH THIS.
The Golfing Machine addresses simplicity in a couple of ways. First, just wishing
something were simple doesn’t make it that way. Second, if something that is truly
complicated is simplified, some things have to be left out. Those things being said,
when something that is complicated is taken apart and fully understood, it becomes
simple again. A car to an auto mechanic is a simple thing, but to the average Joe it is a
mess of hoses, wire and metal.
There are some very simple ideas in The Golfing Machine that are very compelling and
serve as the foundation of the system. If you build something carefully (in this case the
golf stroke), it will hold up better than something that is thrown together quickly. There
are a few principles that are the foundation on which all other matters rely. If you
understand the principles, you will pretty much know how the stroke works. Great
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teachers know a lot about the golf swing but also know that in order to help students,
they must dispense information at a rate where the student can absorb and apply. The
information portion of that equation is where The Golfing Machine comes in.
I HAVE A STUDENT WITH A VERY WEIRD SWING, BUT THEY HIT IT PRETTY
GOOD. SHOULD I MESS WITH IT OR LEAVE IT ALONE?
Imagine if someone told Jim Furyk to change his swing, or Arnold Palmer, or Eamonn
Darcy, or Miller Barber. The art of golf instruction is knowing which areas of unorthodox
golf are workable or not. We now have good players playing cross-handed, what about
them?
This is precisely why The Golfing Machine uses the mechanical model versus the
human model. If the human model is all we have, then everything unorthodox is ruled
out because “it’s never been done before”, or “it’s outside the norm”. Whereas the
mechanical model allows us to say “why does this work, and what can we add to make
it work better?”
Obviously, norms are useful in helping golfers because they offer a case study in
something that has been proven effective. The most progressive aspect of The Golfing
Machine, however is that every reasonable possibility is available to the instructor, as
part of his toolbox. An Authorized Instructor of The Golfing Machine can tell you why
Jim Furyk is pure, Arnold Palmer is pure, and Eamonn Darcy and Miller Barber are all
pure in their own way.
ARE THERE ANY UNDENIABLE FUNDAMENTALS?
We can to boil the actions in a golf stroke down to its’ bottom-line fundamentals.
Effective golf carries only two central requirements: accuracy and power. The Golfing
Machine isolates the one mechanical imperative of the golf stroke as this: we must
achieve correct impact alignments.
We best achieve correct impact alignments through maintaining a flat left wrist (which
controls clubface alignment) on a straight plane line (normally also the stance and target
line). Anther fundamental is lag (the clubhead trailing the hands). Lag is applied through
the lag pressure point (the point on the club where we exert pressure or force) and is
“the secret of golf” supplying both power and accuracy.
These undeniable keys to success are called “The 3 Imperatives”. Another set of
fundamentals, called “The 3 Essentials” is familiar to all: Balance, Rhythm, and a
Steady Head. Balance is found through the pivot. Rhythm is found though the hand or
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“Hinge” action. And a steady head is that timeless “unarguable” fundamental that is
included in almost every instruction book ever written. The Golfing Machine system
satisfies all the requirements of effective golf in these simple ideas.

SUMMARY

We hope you have found these topics informative and compelling. The information
found here is merely a small representation of the vast amount of information resources
available in the groundbreaking instructor’s textbook The Golfing Machine.
The Golfing Machine, LLC includes a worldwide network of Authorized Instructors
whose accomplishments and accolades are second to none. We are expanding our
global network of Authorized Instructors, who provide their students on a daily basis
with the world’s most accurate and reliable source of information on the golf swing. We
invite take the first step in becoming an authorized instructor by attending our GSEB
classes. We would be honored to be a part of your continuing education and welcome
you to experience our comprehensive education experience.