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The PuttingZone's Exclusive Innovations for the Four Skills

Putting is nearly half of all strokes every round and the putter is used 2-3 times more often than the driver or the wedge. And putting has FOUR skills, not just the stroke as usually taught, and these four skills must be integrated with instinctive touch and stroke timing -- Read, Aim, Stroke, and Touch. Historically, however, golf instruction scarcely concerns itself with putting, and most of the skills for putting have not been understood in terms of how body perceptions and movements cause good or bad performance. A comprehensive survey of golf instruction from 1880 to today reveals only one obscure, privately printed book on how to read putts, and no significant effort to comprehend and teach how touch or aiming actually work in the human brain and body.

Golf instruction is still 95% full-swing only, and the 5% for putting is vague, inconsistent, repetitive, and almost entirely based in pseudo-science of alien expertise (e.g., "optometry" or "putter designers" or "technologists") ill-applied to putting skills by dilletante enthusiasts without teaching knowledge of the skills or imagined notions of what helps when science actually proves the claimed benefits are ill-founded and illusory. Numbers and computers and latinate terminology always impress golfers as scientific, but in golf these claims of science are usually devoid of real science or vastly overblown and in fact not soundly applied to the real skills of the human body in the act of performing putting skills.

Talent without understanding how the body performs the skill and what causes good or bad results is always subject to streakiness and slumps, but talent plus know-how is real skill that never leaves a player and always explains what caused error and what to do next putt to correct the error. And teaching stroke alone without knowing that practically all players lack skill at reading and aiming and touch makes little sense, as does teaching reading putts without knowing how touch works or how to teach it or knowing that 90% of all golfers cannot aim at a target even if they are given one out of a chart, and the same 90% who cannot aim accurately also never stroke balls where the putter face aims, so it makes no sense to give golfers a target to aim at even if they had skill for aiming unless the teacher can fix the stroking and the aiming by teaching those skills: the skills MUST be taught in an integrated whole, and folks in golf teaching ONLY stroke or ONLY reading and the like simply are not teaching putting at all.

Finding most of the problems of the skills of putting not addressed in golf history, the PuttingZone for the past 20 years has been researching, studying, and developing solutions -- problem-solving the problems left unsolved. In the PuttingZone, you will find the most comprehensive and lethally effective putting techniques in golf history -- combining the best from golf since the 1800s with advanced physics, anatomy, biomechanics, motor science, and especially the NEW neuroscience of perceptual and movement processes in the brain and body for instinctive reading, aiming, stroking and controlling distance and pace.

For the first time ever in golf, the PuttingZone alone teaches how touch works in the non-conscious processes of the brain-body, teaches how to perceive slope direction and tilt steepness and contour and green speed and distance and elevation change and how to process those perceptions in reading putts (without calculations and formulae and charts); teaches how to aim putter faces accurately and to perceive accurately where across the green any putter face aims when standing beside it at address; teaches the optimal stroke biomechanics and stroke movement that has been used without understanding by the great putters in history and NOT used by other golfers in pro golf with lesser skill; and teaches many other first-ever innovations for the four skills of putting. In comparison, others do not teach anything serious at all about touch, or aiming, and teach at most something odd and unduly complicated for reading putts without understanding the foundation of reading, which is touch. Instead, others all teach some special, idiosyncratic notion of what makes "the best stroke" (with odd notions not based in reality or science, such as how "snooker shots" work or how "true-roll" supposedly happens and matters in putting strokes and in putter designs), but in any event never connect the stroke to the requirements of the read and the aim.

The PuttingZone, then, is the first and only teaching in golf history that has solved and teaches how all four skills work and how they fit together in a manner so that golfers can learn how to use all four skills at the conscious AND non-conscious level. The brain science in the PuttingZone is 20 years ahead of conventional golf motor sports knowledge and what golf psychs use for understanding the human brain and mind. The modern neuroscience 1990-2012 is 300 times more than was known in all human history up to 1990, and pre-1990 brain concepts are not simply outdated and stale: they are simply incorrect and ignorant of real brain and brain-body processes, especially in terms of vision and conscious-nonconscious processes. Thanks to the PuttingZone's deep research and application of the sciences to the four skills, golfers now can learn the skills with simple and direct teaching methods and many innovative practical solutions for how the skills are used in golf. It's not complicated, but it's not taught anywhere else in golf.

Here is a partial list of the first-ever methods and techniques developed and taught ONLY in the PuttingZone:

  • The brain-body non-conscious process for distance control applying modern neuroscience and human anatomy and physiology in the context of the unalterable physics of the green and putters and balls and holes;
  • The basic operation of all animal brains to keep the animal movement first "safe" and then "successful" to avoid pain, injury or death during movement, and then insuring that the movement is successful -- and without both these attributes the aniumal will die and the species go extinct;
  • The tempo trained into all human bodies by the earth's gravity teaching the body exact physics for movement using tempo and rhythm to chose and control movement force so that the fact-based knowledge of the body is vastly superior to the imagined but incorrect notions in the "mind" about physics and the illusory belief that the body is merely a brute animal without any knowledge of physics;
  • The brain-body non-conscious processes that use the "wheelhouse" tempo to "size" the backstroke at the "limit" to 100% up to about 103% of the force that sufficies to move "successfully" all the way to the target space, and therefore provide the movement with sufficient but "safe" force that delivers the putted ball "successfully" all the way safely and not too far past the hole;
  • The operation of the non-conscious brain-body that limits the backstroke and movement force in relation to the perception of and intentionality for moving to the movement space to insure that movement is "safe" without pain or injury or death and how to use this limit in putting touch;
  • The techniques for defining the intended space at the end of the putt for safety and success with great clarity in order to increase the accuracy of the body's limiting the size of the backstroke;
  • The technique for avoiding going too far past the hole by never speeding up the tempo of the forward stroke over the tempo used in attaining the full size of the backstroke, used to insure two-putting;
  • The techniques for avoiding being short by failing to attain the body's intended full backstroke size or by decelerating the downstroke and instead sticking to the full tempo-rhythm pattern of the stroke in the context of knowing the brain-body prevents unsafe movement to the intended space;
  • The techniques for perceiving and executing strokes with different tempo-rhythm patterns;
  • The techniques for matching backstrokes to preferred tempo, and for matching gravity-tempo in the downstroke in the swing of the backstroke to its limited size;
  • The techniques for choosing a quicker tempo for shorter, more violent strokes without losing rhythm;
  • The methods for training knowledge and performance of touch skills;
  • The "core putt" for using one backstroke plus a steady tempo-rhythm to test and ascertain the speed of any green at any time in terms of facts that relate solely and personally to the golfer;
  • The "neck turn" at address that dials in distance with greater potency and accuracty than vision;
  • The proper use of the brain's visual pathways, using the "action" vision system discovered and researched only since the late 1980s and entirtely unknown among golf teachers and "motor sports vision experts" and optometrists teaching putting;
  • The proper conversion of uphill-downhill elevation changes to equivalent level putt distance, so that sudden elevation changes like tiers are easily understood and not underestimated;
  • The intuitive processes for "adding" separate segments of complex putts, such as the putt to the top edge of a tier plus the putt remaining to the hole after the ball rolls down the tier's face and rolls out on the next slope a certain distance under the energy of the tier's elevation drop;
  • The five overlapping and redundant methods for perceiving the direction of slope tilt (the "fall line" orientation in space thru the cup);
  • The invention of the "PuttingZone Fall Line Finder" for using the putter as an engineering instrument that reads the direction of any slope simply by swinging the putter between the feet;
  • The invention of the "tee peg and string" technology for finding and measuring the fall line and the slope of the surface at the hole;
  • The invention of the "shoe at 100" below the hole" method for ascertaining the slope percentage of the green;
  • The agronomic and physics reality that limits greens to a range of slope steepness and green speeds so that the frequent slope steepnesses are appreciated;
  • The different methods for accurately perceiving differences in green speed on different courses, different greens on the same course, and at different times of day and at different seasons of the year;
  • A stroke technique to simulate accurately the physics of the Stimpmeter in order to measure a green's speed in Stimpmeter terms simply with a stroke of the usual putter on any green;
  • The tricks for determining for any given "normal" green speed how much any slope steepness causes for break as a percetage of the distance of the putt (e.g., a 2% slope of the same flatness from ball to hole and "normal" green speed breaks 10% of the distance of the putt);
  • The methods for understanding how slope flatness, tilt direction, tilt steepness, green speed, distance, and ball speed all combine to cause unique breaking paths for every putt;
  • The physics of ball-hole interaction and different techniques to perceive ball speeds at the hole for purposes of receiving and processing feedback and for forming accurate and sound intentionality in breaking putts;
  • The definition of the only space between the ball and hole over which a successful putt could possibly travel in terms of the base line straight from ball to hole and the fall line straight uphill thru the hole forming a "corner" that simplifies and clarifies reading putts and executing breaking putts successfully;
  • The use of the fall line uphill above the hole as touch distance limit informing the body about the size of the backstroke for the usual tempo-rhythm that delivers the ball to the hole all the way with good delivery pace for a wide hole and that does not go far past the hole in case of a miss;
  • The three overlapping, complementary, and redundant methods for perceiving exactly the shape of the break for any putt as well as the required start line angling off the base line to the high side and identification of targets above the hole on the fall line, so that breaking putts are easily perceived and the golfer always ends up with clear performance requirements simply to putt wherever the putter face has been aimed with the usual tempo and rhythm to the fall line;
  • The "aim the face not the eyes" method for accurately perceiving the aim of any putter face from the address position beside the putter, which simultaneously explains and invalidates the old "eyeballs directly above the ball plus back of head parallel to the surface" technique current in the 1960s and 1970s but lost in the ignorance of modern players and teachers who mistakenly recall only part of the old lore while not knowing the purpose of the old lore and confusing eye positioning with stroke setup when it applied in the past only to judging the "line of the putt";
  • The five overlapping techniques to setup so that the aiming of the face and the face turn sends the line of sight straight sideways the same line the putter face aims and then uniquely and accurately identifies the spot sideways across the green where the putter face actually aims;
  • The physics of swinging the arms and hands for good stroke control versus swinging the putter, in order to better understand the human anatomy and biomechanical physics of a sound and simple stroke;
  • The numerous techniques or methods that swing the arms and putter straight thru the impact zone to roll the ball the same line that the putter face has been aimed along at address;
  • The biomechanical importance of the proper hanging of the hands and arms in gravity and the secure attachment of the hands to the putter so that the putter face is controlled by the body during the stroke without disruption of path or face angle by the unfortunate physics in the design of most putters;
  • The relationship of Newtonian physics in a putter that simply swings with the arms and hands straight across the feet and the body movement pattern this putter swing causes by its own momentum and the form of a straight-stroke motion by the golfer's powering the thru-stroke to match this Newtonian motion and body movement -- which has the putter's innate physics teaching the golfer how to move the body to ake a great stroke;
  • The biomechanics and neuroscience that affects which hand swings the putter without complication or impediment to straight strokes;
  • The neuroscience of gaze control in putting for effective spatial perception and targeting and movement execution;
  • Setup postures required for "ball below the feet" and "ball above the feet" putts to avoid losing the putt to the downhill / amateur side of the hole;
  • The actual physics governing so-called "true roll", to correct gross unscientific claims for how to generate so-called "true roll" and it's supposed "benefits" both in terms of odd stroke methods and ineffective putter designs that needlessly complicate performance in putting without real or significant benefit;
  • The agronomy of green design, grass crop science, and modern maintenance practices that limit and inform performance characteristics of greens in terms of contours, surface speeds, slope steepness, overall size, surface trueness, and other factors affecting green reading and executing breaking putts;
  • The relationship between touch timing and stroke control for line such that sound temopo management with rhythm results in BOTH good distance and straight line control, not simply distance control;
  • Tricks and techniques based in physics and green reading for successful handling of short-range putts simply;
  • The teaching that the non-conscious body is oriented by ever-present training and relation to the unaltering and impersonal physics of the earth ONLY to the external and objective requirements for movement, with the result that putting becomes a simple matter of either stroking the ball exactly where aimed with the usual tempo-rhythm the appropriate distance, by ANY METHOD regardless of HOW these requirements are complied with, or the putt cannot succeed except by dumb luck and happenstance, so that any conceivable role of the conscious mind is irrelevant to executing the putt once the putt is read and the putter face aimed into the start line of the read;
  • The teaching that WHETHER the ball starts online wherever the putter face has been aimed is the ONLY requirement for stroke, and HOW the stroke starts the ball on this line is irrelevant, so that no one stroke method is required for success, and mistakenly believing that perfect or near-perfect execution of the one preferred stroke technique ("HOW") is required for good putting hampers rather than helps success;
  • The discovery of the "doing nothing but standing still after starting the backstroke goes straight" stroke method for putting wherever the putter face has been aimed;
  • The teaching of an "optional optimal" stroke technique for the preferred HOW to roll the ball on the line required by the read and the aim of the putter face;
  • The critical judgments required to assess the efficacy of any training aid in terms of whether the aid promotes effective motor skills development by providing not only knowledge of results in relation to intended action (KR) but also knowledge of performnce of the body action that causes good or bad results (KP) without unduly diverting attention from the KP to the training aid itself and without training a "crutch" faux-skill that does not transfer onto the course in the absence of the training aid;
  • Principles of putter fitting based upon first-principles of sound biomechanics and human anatomy and neuroscience of perception and movement for weight, length, lie, grip form, putter head shape and appearance, soling properties of the underside of the putter head, putter head "center of gravity" location in relation to ball impact point on the face, and more;
  • Protocols for baselining, goal-setting, current performance assessment, identification of strengths and weaknesses, skill-development planning, and statistical recording for effective skills development;
  • The invention of dozens of training aids based upon sound motor sports science for feedback and skills development to train touch and reading and aiming and stroke control;
  • Many more of the same first-ever teachings!

Not convinced? Consider the results of PuttingZone teachings. The PuttingZone record of accomplishments includes the following, with player bio in parenthesis at time of first lesson:

  • Blake Adams (young mini-tour player age 28): 1 lesson, 1 course record, tournament record, tour record, personal best 62 the next day for $12,000 on the Developmental Tour followed by 3rd on the money list on the Nationwide Tour in a single season winning $400,000 without a victory (6th in putting) to advance straight thru to the PGA Tour, where he won over $1.1 million in his rookie season without a victory and ranked 21st of 186 players (top 11%) in putting.
  • Travis Lethco (assistant club pro age 20): 1 lesson, 1 course record, personal best 63 within 2 months, then played Division II golf and finished 8th in the National Championship in his freshman season.
  • Ben Parker (18 year-old English National Team player, son of a teaching pro who also spent 3 months yearly at Hank Haney Ranch for three years): 2 lessons, 1 63-67 start the next month in the Junior Orange Bowl Invitational to win in a runaway, followed the next month by an opening 62 in the Tasmanian Open to win in a walk.
  • Chis Hanson (English 22 year old EPD Tour player): 1 lesson, 1 64 next day and 3rd on money list in rookie season on EPD Tour.
  • Shaun Micheel (PGA Tour top-10 ball-striker winless in 6 years and 162nd in putting in 2002 winning $640,000): 1 lesson in May, won PGA Championship in July with putting 16th in the field to earn $1.83 million for the year; also 2nd in 2006 PGA Championship at Medinah and 2nd in 2006 HSBC World Match Play, improving pre-lesson putting stats from career average pre-2004 of 152nd of 190 players (bottom 20%) to post-2003 putting of 81st of 190 players (top 57%), more than doubling his putting performance, and tripling his earnings from 2002 to 2003.
  • Jin Jeong (18 year-old amateur ranked 135th in Amateur World Ranking): 1 lesson, advanced in 5 months to number 1 Amateur in the World Rank with win at 2010 British Amateur 5-and-4 against favored Scots amateur playing Muirfield followed the next month by T-14 in the British Open at St Andrews, eagling the 72nd hole on television from 40+ feet.
  • Nikki Garrett (22 year old Australian professional): 1 lesson by PZ Coach, back-to-back wins on LET Tour.
  • Amy Yang (18 year old Australian professional, winner of Australian Ladies Masters at age 16): 1 lesson by PZ Coach, 3 wins on LET Tour, including Sunday 62 (10 under) to win by 6 shots on field in Annika Sorenstam's last pro event in Stockholm; currently 12th on Money List on LPGA. And after a single lesson in Tournament week at the Kraft Nabisco Championship 2012, Amy fired an opening 6-under 66 with only 19 putts! She then finished the week 4th with only 102 putts (25.4 putts per round) against the field average 120 putts (30 putts per round).
  • Katja Damman (19 year old amateur): 4 lessons, won 5 of 11 events on male World Amateur Tour, and defeated 440 of 450 male raw scores in National Championship to earn NC Golfer of the Year award.
  • Chris Baker (24 year old mini-tour player): 1 lesson after 3 missed cuts on the eGolf Tour, 1 runner-up finish same week on eGolf Tour, securing entry in Morocco's Challenge Tour, where he won, and then won $100,000 for the season.
  • Steve Elkington (10-time PGA Tour winner including PGA Championship and 2-time winner of The Players' Championship): 3 lessons, nearly quadrupled Tour earnings from $240,000 in 2009 to $940,000 in 2010, increased cuts made from 11 of 23 (48%) in 2009 with only 3 top-25s to 14 of 19 (74%) in 2010 with 9 top-25s and 3 top-10s, including near win at 2010 PGA Championship; 2010 3rd on Tour for stroke average (69.82); Tour putting performance tripled from 2009's 122nd (63% below top) to 2010's 44th (23% from top) and 2nd of all Tour players inside 5 feet;
  • Olivia Lansing (Drake University Golf Team Senior): 1 lesson prior to 2010 Spring season, 5 wins and 1 runner-up finish in final 6 events, including medalist at the Missouri Valley Conference Championship, and MVC Golfer of the Year; following her post-graduation season with the unprecedented winning of the Minnesota Amateur Grand Slam in the summer of 2010: consecutive wins in the the State Publinx Match Play, the State Publinx Stroke Play, the Minnesota Women's Golf Association Match Play, and the Minnesota Women's State Amateur; she also won the 2010 MGA Mixed-Team Championship.
  • Urbana MD High School Team: 1 lesson, 1 season winning 15 of 15 events and winning Maryland State 4-A Championship 1st time in school history followed by two more years as State 4A Champs (2009-2011), defeating and replacing Churchill team that had dominated State 4A with 8 titles in 14 years 1995-2008.
  • Shawn Hodge (38 year-old former mini-tour pro): 1 lesson, 1 64 within one week.
  • USC Gamecocks coaches, one lesson in March, Women's team enters Regionals in May ranked 24th and seeded 8th and wins wire-to-wire over 23 teams and then finishes 5th in NCAA Championship, the best in school history.
  • Megan McChrystal (19 year-old Sophomore on LSU Golf team): 1 lesson, 1 win within 1 month, followed by 4 more career wins, lowest score in NCAA Championship history (64, 9 birdies, 1 bogey), lowest career scoring average in LSU history by 2 full strokes below next best, and Senior season with #1 ranking in NCAA golf and 7 top-5s in 10 events including 2 wins and 2 runner-ups.
  • All three NCAA Division I women's teams with coaches trained in PuttingZone methods finished in the top 5 in the 2010 Championship;
  • 2010 US Amateur: 3 of 4 finalists were PuttingZone Students, and only 4 PuttingZone students entered the US Amateur: finalists Peter Uihlein (2010 Champ), David Chung (2-time runner up US Amateur), and Byeong-Hun (Ben) An (2009 US Amateur Champ); missed finals, Jin Jeong, 2010 British Amateur Champ.

Just a gentle reminder that the PuttingZone REALLY is the best putting instruction in golf history.

Still not convinced? Then try these testimonials from teachers and players experiencing the PuttingZone first-hand: Testimonials

If you want to play to your highest potential, you really have no choice but to learn how putting works. Get into the PuttingZone and work on your SKILLS. You'll find a very warm welcome awaits and lots of improvement in playing and enjoying the great game of golf. You're either in the PuttingZone, or not. Get started here with the best putting instruction in the game:

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