How it works

Instructional Fit is a term used to describe how well the teaching process (method, strategy, communication mode, etc.) matches the knowledge acquisition preferences of the student. These preferences, often collectively referred to as learning styles, describe the way in which a particular individual receives and processes new information and skills. Research in education indicates that the matching of instruction to learning style is a prerequisite to effective teaching. Although a few elements of a student's learning style can be identified through teacher observation, a comprehensive assessment of learning style, up until now, could only be achieved through interviews conducted by educational specialists or by using a reliable learning style inventory.

Different Strokes uses an inventory called the Golf Style Indicator (©Bluedrop Performance Learning) to identify individual learning styles, and then provides the golf professional with an instructional prescription which is tailor-made for each student. Different Strokes will help the owner gain a better appreciation of the different ways individuals learn when they acquire knowledge and skills, and will prescribe teaching approaches that produce successful instruction for each style of learning. In other words, this software program will identify and describe the learning behaviours students will demonstrate and how to properly address them. This will allow you to tailor your instruction to your students' preferred learning style, making the process more enjoyable and effective for both you and your students. It also provides indicators of consumer characteristics which each student often manifest when considering the purchase of golf products or services. Different Strokes is the best scientifically validated and up-to-date instructional technology of its kind on the market today.

The Modes Explained in Detail

The following descriptions will help you interpret the results. Knowledge can be acquired in three ways: through the senses (by perceiving), through intuition (by insight), or through reason (by thinking).

When knowledge is acquired through the senses, that is, mainly via hands-on, data-based experiences or observations, the knowledge-accessing mode is called EMPIRICAL. Golfers who prefer to acquire knowledge through the Empirical mode are doers and thinkers. They tend to use phrases such as: "Based on common sense," "Let's stick to the facts," or "Research indicates." In learning situations, they prefer to move from the simple to the complex, and to analyze and practice the parts before attempting the whole skill. They also master one thing at a time and begin with hands-on action. Empirical Learners are doers. They shine when they are presented with the basic facts. They like learning in a step-by-step fashion.

When knowledge is acquired through intuition, that is, mainly via subjective and personal experience, the knowledge-accessing mode is called NOETIC. Golfers who prefer to acquire knowledge through the Noetic mode are feelers. They tend to use statements such as: "I just know, don't ask me how, it just feels right." "I've got this hunch." "My gut reaction is to go for it." In learning situations they prefer to experience the feel for the whole swing, share experiences with others, focus on personal interactions, and express their individuality and spontaneity.

When knowledge is acquired through reason, that is, mainly via conceptual or verbal experiences, the knowledge-accessing mode is called RATIONAL. Golfers who prefer to acquire knowledge through the Rational mode are thinkers and course managers. They tend to use phrases such as: "If you look at it logically...," "Listen, it stands to reason that...," and, "I don't compromise on fundamentals." In learning situations, they prefer to understand the principles before practicing the skill, engage their reasoning skills, listen and read in an environment that is devoid of distractions, and work in a logical manner. The Rational Learner does best when he or she understands all the principles involved before he takes action.

It must be noted that no one is purely Empirical, Noetic or Rational. Everyone blends the three modes, and is capable of functioning in any mode. However, by 20 years of age, most people have developed definite preferences among the modes.

The strength of the preference for any particular mode varies from one individual to another. Some develop a dominant mode and use the other two modes sparingly, while others develop the ability to shift between their dominant mode and their second preferred or associate mode. Although people seldom employ their least preferred or minor mode, they are occasionally required to use it and are capable of using it in limited circumstances.

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