fbpx
  • Schedule Now 210.563.8595
  • bjn@brandijonewman.com

Category ArchiveGolf Lessons

2020/2021 Fall/Winter Package Program

New pricing on packages for experienced CURRENT and PAST students. 

After a few years of tutelage you might just need to have a set number of lessons for tune ups and short game help. 

The following is our pricing for individual private lesson packages:

10 Private Lessons – $85 each  $850

25 Private Lessons – $70 each  $1,750

50 Private Lessons – $55 each  $2,750

Private 1on1 PLAYING LESSONS are $100 plus green fees any time of day. You may trade 2 private lessons for a playing lesson.

Packages DO NOT INCLUDE LESSON FEES / DO NOT INCLUDE GYM FEES / DO NOT INCLUDE GREENS FEES

Expiration of packages is 1 year from first lesson scheduled with a few exceptions… like the plague. Extensions will be determined by circumstances beyond our control based on availability of facilities.

Limited amount of packages will be sold to avoid over scheduling.

For ANNUAL PACKAGES with unlimited lessons and unlimited playing lessons, please contact Brandi Jo for specific details on your performance assessment.

If you are a current ANNUAL STUDENT, your current annual renewal rate will be honored. 

To purchase a package please send Venmo https://venmo.com/BrandiJoGolf  or  CASH – no checks or credit cards. You will receive a private link to schedule your lessons and playing lessons (if you do not have one already).

Please refer to San Antonio Golf Performance Terms and Conditions for more information – https://sagolfperformance.com/terms-and-conditions/ 

Annual Performance Program

ANNUAL PERFORMANCE PROGRAM

UNLIMITED PRIVATE LESSONS AND PLAYING LESSONS (plus green fees and lesson fees)

Titleist Performance Institute Fitness Program – In-depth functional movement assessment with Claudia – 18 Video Workouts. Reassessment every 12 weeks for program development. $1,000 Value

1 Year:  Unlimited private sessions and 9 hole playing lessons scheduled at player convenience. 

With a longer time commitment we have the flexibility to focus on the major issues holding back your iron play. We would start with short irons for the first 10 weeks focusing on impact – square clubface. Minimizing wrist and forearm action. Increase ground force along with the 4 tilts. Moving on to longer irons with a precise movement sequence that would focus on tempo and speed drills that would help the player “let go”.

Wedge and scoring drills would be incorporated throughout the program. 

As we move through building your swing’s foundation we would want to become more passive with our technique during shot selection with an emphasis on visualization to create the appropriate movement sequence.

Commitment to ONE 18 hole play day per month to simulate tournament scoring conditions. These scores will be used to measure our progress.

As an active member of San Antonio Golf Performance, you would be invited to play with other students in scheduled playdays at courses around the Hill Country. Some of the courses, we’ve been able to enjoy for a reduced guest fee are Summit Rock, Escodida, Barton Creek, Lake Cliff, Lost Pines, TPC San Antonio…

Cost: $4,000 over time with some flexibility in scheduling along the way with travel expectations from both player and instructor. Possible extension to the time commitment if player and instructor have circumstances beyond their control (like the plague).

ALL PROGRAMS GIVE THE PLAYER ACCESS TO DYNAMIC PROGRESS GOLF PERFORMANCE ONLINE COURSE – Specific Drills for Specific Shots and Playability.

In conclusion, improvement depends on two distinct elements:  PATIENCE AND TIME. You can control one and the other you can’t. I can’t give you more time but I can motivate you to focus on what specific movement sequences will get you to where you want to be – 12 shots lower. With a focus on slow, smooth movements improvement can be accelerated beyond the desired outcome IF there is significant mindset development taken at the same time. My belief is that if you want something to change for the better, you must change for the better. This idea is why I suggest meditation. Meditation is a wonder drug for everything you don’t like about yourself. Spend time with yourself and own your shit. If you own your shit, you can control your shit.

This program is designed to be flexible and to be evaluated on a monthly basis with straightforward feedback from the player and instructor – no bullshit or smoke blown up asses.

These programs are designed to give you a PhD in your own golf swing and your method for playing golf – to own your game.

Any questions or comments are always welcome.

I’m always available at my regular hourly rate of $100 as my schedule allows. Also you have access to me 24/7 on your CoachNow training space for any specific swing questions and analysis.

Virtual Zoom Golf Lesson

Our Online Lesson Program helps beginners, novice and players understand their default mistakes (bad habits) and prescribe the right drill, process and practice regimen to CREATE A CONSISTENT GOLFER. 

SA Golf Performance is not a band-aid. We get to the cause of your golf woes and fix them!

HOW ONLINE LESSONS WORK

Send us 2 videos (Down the line and Front view angles):

We will setup your CoachNow video training space and THEN schedule an online meeting where we share our analysis and talk about your goals for your game.

After our initial consultation we will send you a full AUDIO, VIDEO, and WRITTEN breakdown of your program that includes a series of drills for you to “master” to develop NEW habits that will give a more consistent swing, game and happiness on the golf course!

We pride ourselves on NOT teaching a “template”, we help you develop your own style and give you insight on how to swing your swing!

We believe your initial consultation will give you enough insight to work on your game for AT LEAST 6 MONTHS. In our experience it takes that much time to establish a new base of sequencing and neural pathways. You are basically hiring a top rated golf performance team for true accountability and coaching.

If you have any questions please don’t hesitate to contact us bjn@brandijonewman.com.

This consultation “package” includes unlimited videos for mastering your drills and your process.

ALSO included in SA GOLF PERFORMANCE’S online video training library that includes insight and instruction on every aspect of golf, mindset, strategy, fitness and nutrition.

Golf Teaching 101

If you are reading this and have not had the pleasure of seeing me teach at Polo Field in San Antonio or have yet to register for your FREE Golf Training Space, then you might be researching what a good golf teacher can do for you.

If so, here are some finer points in what you can expect from me as your golf teacher:

#1. Good golf teachers teach. Good golf teachers give lessons from where a student currently is in their golf game. Some prospective students are hesitant to take lessons because in the past they’ve experienced setbacks and even worse, developed new problems with their game. The issue I see with today’s instruction is some teachers are very rigid in their curriculum and miss the entire teaching aspects of golf. Some instructors don’t want their students to play during the changes they are implementing and that’s just not fun. We want to make the game enjoyable from lesson #1 and give our students a new found competence in their own golf swing. There’s no doubt we tell our students what to do but we help them understand why and what for.

#2. Good golf teachers maximize your potential by patiently encouraging your strengths, giving you positive and negative feedback to improve your weaknesses and allowing you to learn and “squirm” to get better faster.

#3. Good golf teachers individualize the support process, such as fitness or corrective exercises, we do this by understanding who you are, your goals, your life, and never give you a “one size fits all” approach to golf or life. You may practice your swing as part of improving your scores, but how you train and how your body reacts to the movement sequence in your golf swing is unique. Golf golf teachers will make sure you have a practice plan that will get you closer to accomplishing your desired outcome as efficiently and quickly as possible. Playing better golf isn’t just a better golf swing, it’s about better fitness, mental acuity and personal development.

#4. Good golf teachers motivate, but they don’t parent. If you expect me or one of my assistants to call you at home to make sure you are practicing and doing the drills perfectly, you have a problem I can’t fix BUT I can give you tools to adopt some success habits.

#5. Good golf teachers teach you how to set goals and project your potential into the future. If you work with me, where will you be 90 days from now, 6 months or a year? Every lesson on the practice tee and playing lesson should be part of a long-term plan with an expected outcome. If your teacher can’t, or won’t do this, get a different teacher.

#6. The golf teacher for you should have a lot of experience solving the type of problems you bring to the relationship. A middle-aged woman needs a young buck assistant pro for a golf teacher like a ferret needs a trampoline – Thomas Plummer. The golf teacher has to fit you, not the other way around. It’s a relationship. Your golf teacher will be part of your life and that is how it should be.

#7. A good golf teacher should help you get out of your own way by pointing out the behaviors that aren’t working for you. It is good to be challenged and it is good to get an outside dose of reality. You want a golf teacher that will be honest and your best friend.

#8. A good golf teacher should challenge you to your limits, but never destroy you. Grinding on the range to failure is so last century and not productive.

#9. A good golf teacher should have the depth to keep you challenged as you progress. In other words, as you get better, he or she has more left to help you progress. Any good golf teacher, or mentor, should have enough knowledge to keep you moving over time. This is rare.

#10. Good golf teachers understand your goals are your goals and should never impose their personal financial goals onto you. Once a week is better than sitting on the couch, twice is perfect for most people who want to compete at higher level. Anything beyond that is a gift of time you should enjoy.

Good golf teachers are worth every penny you might pay, and more if they can get you to change your life for the better. No matter who you are, and what kind of golfer you think you are, there is a teacher out there who can inspire and lead you to a better you over time… and students like that are what also motivates a good golf teacher to get up every day and get it done FOR YOU.

This last point is more about how I charge for my time to teach you and hopefully change your life for the better. I charge for an assessment and if we can agree on our findings from your perspective, we move forward with a financial arrangement that is based on your time commitment. From that point forward it is no longer about a number of lessons, it is about getting your game from where it is to where you want it to be.

If you would like to schedule an assessment you have two choices. You can choose a 90 minute assessment on the practice tee along with a 9 hole playing lesson OR 3 private lessons with a 9 hole playing lesson. Click here for more information on scheduling your assessment of your choice.

I wish the best for you and your life. My ultimate goal is to help 1000 people every single day achieve their ultimate outcome in life.

Golf Chipping Lessons

Golf Performance Series: When To Chip

This is the perfect play for those pesky chips just off the fringe that are quite the perfect lie for the putter. Intro package for the holidays: 3 Lessons and a playing lesson for $250… BOOK NOW: https://sagolfperformance.com/intro-package If you want me to take a look at your chipping style sign up for online coaching – https://calendly.com/vantagesuccess/online-golf-instruction – and I’ll setup a video training space for you to upload your swings.

Online Video Golf Training Tools

You will receive an email from CoachNow in the next few hours… Set your login details and download the app to your phone or tablet. I will receive a confirmation when you have joined your training space.

First thing after you have your login set for CoachNow is to record your video with a tripod or Golf Selfie System.

Please line up the middle of the frame parallel to your body line. Use an alignment rod to “square” up the frame of your recording device. Here is an example:

You will upload 4 swing videos:

#1 – Driver: Face on

#2 – Driver: Down the line

#3 – 7 iron: Face on

#4 – 7 iron: Down the line

Once you have uploaded these swings I will send you a preliminary analysis. After you have acknowledged the analysis we will discuss your goals and set a practice plan in place for you to succeed.

Any questions just send me a text 210.563.8595

Brandi Jo

 

Drill: Mirror Work – Setting The Hands and Club on Takeaway

Buy SuperSpeed Here

10 Points San Antonio Golf Performance Belief System

  • Your potential is nearly limitless. How much do you want?
  • You can acquire new skills in any area at any time. How hard are you willing to work?
  • Your maximum potential requires focus and disciplined practice to acquire new skills. Our focused, individualized unique way Boone training programs will get you there.
  • It doesn’t matter who we are today. It only matters who we want to become and how hard we are willing to work to become that person.
  • Mistakes are a great teacher to those who are willing to admit they’ve made one.
  • Those of us who want to be the best we can be don’t make excuses. Ever.
  • Any obstacle can be overcome – physicality and financially.
  • Have very clear, specific, measurable extremely high goals.
  • Do not do anything that could interrupt your path to success.
  • Take the red pill.

Inspired by Tom Bilyeu, Impact Theory Community

Five Tenets For Improved Golf Performance

#1 – While learning and improving one must give up their belief in common sense. Everything in golf is exactly the opposite of what we believe to be commonsensical.

#2 – Better ball striking comes from understanding the principle of leverage and efficient (simple and free) movement. The less something pivots and rotates on a given joint in the body the less likely the club is to swing out of the intended path.

#3 – Leverage is created from the ground up. Our lower body is our foundation for creating speed and power. Our larger muscles are located mostly in the lower body – glutes, hamstrings and quads. Our feet are pivots points between the ground and the club that hold the key to our ability to rotate and create speed and power.

#4 – Talent can be grown. Plain and simple. Following slow deliberate moves with positive, negative and neutral feedback gives your brain the energy currents to develop physical knowledge. This is why God gave us myelin.

#5 – The use of technology is paramount. Mirrors, lasers, robots, 3D tracking, radars are a necessity in the modern learning of golf.

BONUS Tenet: Playing the game… on a golf course… is not the same as swinging and working during a lesson. One must give up control of anything that has to do with their swing during a round of golf. The only control you have during a round of golf is over your attitude and effort. So HIT IT, FIND IT, HIT IT AGAIN and HAVE A GREAT TIME!

 

Members Only Mindset: Chapter One

Mindset by Carol Dweck

Download PDF

Chapter 1

THE MINDSETS

As a young researcher, just starting out, something happened that changed my life. I was
obsessed with understanding how people cope with failures, and I decided to study it by
watching how students grapple with hard problems. So I brought children one at a time to a
room in their school, made them comfortable, and then gave them a series of puzzles to solve.
The first ones were fairly easy, but the next ones were hard. As the students grunted,
perspired, and toiled, I watched their strategies and probed what they were thinking and
feeling. I expected differences among children in how they coped with the difficulty, but I saw
something I never expected.

Confronted with the hard puzzles, one ten-year-old boy pulled up his chair, rubbed his hands
together, smacked his lips, and cried out, “I love a challenge!” Another, sweating away on
these puzzles, looked up with a pleased expression and said with authority, “You know, I was
hoping this would be informative!”

What’s wrong with them? I wondered. I always thought you coped with failure or you didn’t
cope with failure. I never thought anyone loved failure. Were these alien children or were they
on to something?

Everyone has a role model, someone who pointed the way at a critical moment in their lives.
These children were my role models. They obviously knew something I didn’t and I was
determined to figure it out—to understand the kind of mindset that could turn a failure into a
gift.

What did they know? They knew that human qualities, such as intellectual skills, could be
cultivated through effort. And that’s what they were doing—getting smarter. Not only weren’t
they discouraged by failure, they didn’t even think they were failing. They thought they were
learning.

I, on the other hand, thought human qualities were carved in stone. You were smart or you
weren’t, and failure meant you weren’t. It was that simple. If you could arrange successes and
avoid failures (at all costs), you could stay smart. Struggles, mistakes, perseverance were just
not part of this picture.

Whether human qualities are things that can be cultivated or things that are carved in stone is
an old issue. What these beliefs mean for you is a new one: What are the consequences of
thinking that your intelligence or personality is something you can develop, as opposed to
something that is a fixed, deep-seated trait? Let’s first look in on the age-old, fiercely waged
debate about human nature and then return to the question of what these beliefs mean for you.

WHY DO PEOPLE DIFFER?

Since the dawn of time, people have thought differently, acted differently, and fared differently
from each other. It was guaranteed that someone would ask the question of why people
differed—why some people are smarter or more moral—and whether there was something that
made them permanently different. Experts lined up on both sides. Some claimed that there
was a strong physical basis for these differences, making them unavoidable and unalterable.
Through the ages, these alleged physical differences have included bumps on the skull
(phrenology), the size and shape of the skull (craniology), and, today, genes.

Others pointed to the strong differences in people’s backgrounds, experiences, training, or
ways of learning. It may surprise you to know that a big champion of this view was Alfred Binet,
the inventor of the IQ test. Wasn’t the IQ test meant to summarize children’s unchangeable
intelligence? In fact, no. Binet, a Frenchman working in Paris in the early twentieth century,
designed this test to identify children who were not profiting from the Paris public schools, so
that new educational programs could be designed to get them back on track. Without denying
individual differences in children’s intellects, he believed that education and practice could
bring about fundamental changes in intelligence. Here is a quote from one of his major books,
Modern Ideas About Children, in which he summarizes his work with hundreds of children with
learning difficulties:

A few modern philosophers . . . assert that an individual’s intelligence is a fixed quantity, a
quantity which cannot be increased. We must protest and react against this brutal pessimism. .
. . With practice, training, and above all, method, we manage to increase our attention, our
memory, our judgment and literally to become more intelligent than we were before.

Who’s right? Today most experts agree that it’s not either–or. It’s not nature or nurture, genes
or environment. From conception on, there’s a constant give and take between the two. In fact,
as Gilbert Gottlieb, an eminent neuroscientist, put it, not only do genes and environment
cooperate as we develop, but genes require input from the environment to work properly.

At the same time, scientists are learning that people have more capacity for lifelong learning
and brain development than they ever thought. Of course, each person has a unique genetic
endowment. People may start with different temperaments and different aptitudes, but it is
clear that experience, training, and personal effort take them the rest of the way. Robert
Sternberg, the present-day guru of intelligence, writes that the major factor in whether people
achieve expertise “is not some fixed prior ability, but purposeful engagement.” Or, as his
forerunner Binet recognized, it’s not always the people who start out the smartest who end up
the smartest.

WHAT DOES ALL THIS MEAN FOR YOU? THE TWO MINDSETS

It’s one thing to have pundits spouting their opinions about scientific issues. It’s another thing
to understand how these views apply to you. For twenty years, my research has shown that
the view you adopt for yourself profoundly affects the way you lead your life. It can determine
whether you become the person you want to be and whether you accomplish the things you
value. How does this happen? How can a simple belief have the power to transform your
psychology and, as a result, your life?

Believing that your qualities are carved in stone—the fixed mindset—creates an urgency to
prove yourself over and over. If you have only a certain amount of intelligence, a certain
personality, and a certain moral character—well, then you’d better prove that you have a
healthy dose of them. It simply wouldn’t do to look or feel deficient in these most basic
characteristics.

Some of us are trained in this mindset from an early age. Even as a child, I was focused on
being smart, but the fixed mindset was really stamped in by Mrs. Wilson, my sixth-grade
teacher. Unlike Alfred Binet, she believed that people’s IQ scores told the whole story of who
they were. We were seated around the room in IQ order, and only the highest-IQ students
could be trusted to carry the flag, clap the erasers, or take a note to the principal. Aside from
the daily stomachaches she provoked with her judgmental stance, she was creating a mindset
in which everyone in the class had one consuming goal—look smart, don’t look dumb. Who
cared about or enjoyed learning when our whole being was at stake every time she gave us a
test or called on us in class?

I’ve seen so many people with this one consuming goal of proving themselves—in the
classroom, in their careers, and in their relationships. Every situation calls for a confirmation of
their intelligence, personality, or character. Every situation is evaluated: Will I succeed or fail?
Will I look smart or dumb? Will I be accepted or rejected? Will I feel like a winner or a loser?
But doesn’t our society value intelligence, personality, and character? Isn’t it normal to want
these traits? Yes, but . . .

There’s another mindset in which these traits are not simply a hand you’re dealt and have to
live with, always trying to convince yourself and others that you have a royal flush when you’re
secretly worried it’s a pair of tens. In this mindset, the hand you’re dealt is just the starting point
for development. This growth mindset is based on the belief that your basic qualities are things
you can cultivate through your efforts. Although people may differ in every which way—in their
initial talents and aptitudes, interests, or temperaments—everyone can change and grow
through application and experience.

Do people with this mindset believe that anyone can be anything, that anyone with proper
motivation or education can become Einstein or Beethoven? No, but they believe that a
person’s true potential is unknown (and unknowable); that it’s impossible to foresee what can
be accomplished with years of passion, toil, and training.

Did you know that Darwin and Tolstoy were considered ordinary children? That Ben Hogan,
one of the greatest golfers of all time, was completely uncoordinated and graceless as a child?
That the photographer Cindy Sherman, who has been on virtually every list of the most
important artists of the twentieth century, failed her first photography course? That Geraldine
Page, one of our greatest actresses, was advised to give it up for lack of talent?

You can see how the belief that cherished qualities can be developed creates a passion for
learning. Why waste time proving over and over how great you are, when you could be getting
better? Why hide deficiencies instead of overcoming them? Why look for friends or partners
who will just shore up your self-esteem instead of ones who will also challenge you to grow?
And why seek out the tried and true, instead of experiences that will stretch you? The passion
for stretching yourself and sticking to it, even (or especially) when it’s not going well, is the
hallmark of the growth mindset. This is the mindset that allows people to thrive during some of
the most challenging times in their lives.

A VIEW FROM THE TWO MINDSETS

To give you a better sense of how the two mindsets work, imagine—as vividly as you
can—that you are a young adult having a really bad day:

One day, you go to a class that is really important to you and that you like a lot. The professor
returns the midterm papers to the class. You got a C+. You’re very disappointed. That evening
on the way back to your home, you find that you’ve gotten a parking ticket. Being really
frustrated, you call your best friend to share your experience but are sort of brushed off.
What would you think? What would you feel? What would you do?

When I asked people with the fixed mindset, this is what they said: “I’d feel like a reject.” “I’m a
total failure.” “I’m an idiot.” “I’m a loser.” “I’d feel worthless and dumb—everyone’s better than
me.” “I’m slime.” In other words, they’d see what happened as a direct measure of their
competence and worth.

This is what they’d think about their lives: “My life is pitiful.” “I have no life.” “Somebody upstairs
doesn’t like me.” “The world is out to get me.” “Someone is out to destroy me.” “Nobody loves
me, everybody hates me.” “Life is unfair and all efforts are useless.” “Life stinks. I’m stupid.
Nothing good ever happens to me.” “I’m the most unlucky person on this earth.”

Excuse me, was there death and destruction, or just a grade, a ticket, and a bad phone call?
Are these just people with low self-esteem? Or card-carrying pessimists? No. When they aren’t
coping with failure, they feel just as worthy and optimistic—and bright and attractive—as
people with the growth mindset.

So how would they cope? “I wouldn’t bother to put so much time and effort into doing well in
anything.” (In other words, don’t let anyone measure you again.) “Do nothing.” “Stay in bed.”
“Get drunk.” “Eat.” “Yell at someone if I get a chance to.” “Eat chocolate.” “Listen to music and
pout.” “Go into my closet and sit there.” “Pick a fight with somebody.” “Cry.” “Break something.”
“What is there to do?”

What is there to do! You know, when I wrote the vignette, I intentionally made the grade a C+,
not an F. It was a midterm rather than a final. It was a parking ticket, not a car wreck. They
were “sort of brushed off,” not rejected outright. Nothing catastrophic or irreversible happened.
Yet from this raw material the fixed mindset created the feeling of utter failure and paralysis.
When I gave people with the growth mindset the same vignette, here’s what they said. They’d
think:

“I need to try harder in class, be more careful when parking the car, and wonder if my friend
had a bad day.”

“The C+ would tell me that I’d have to work a lot harder in the class, but I have the rest of the
semester to pull up my grade.”

There were many, many more like this, but I think you get the idea. Now, how would they
cope? Directly.

“I’d start thinking about studying harder (or studying in a different way) for my next test in that
class, I’d pay the ticket, and I’d work things out with my best friend the next time we speak.”
“I’d look at what was wrong on my exam, resolve to do better, pay my parking ticket, and call
my friend to tell her I was upset the day before.”

“Work hard on my next paper, speak to the teacher, be more careful where I park or contest
the ticket, and find out what’s wrong with my friend.”

You don’t have to have one mindset or the other to be upset. Who wouldn’t be? Things like a
poor grade or a rebuff from a friend or loved one—these are not fun events. No one was
smacking their lips with relish. Yet those people with the growth mindset were not labeling
themselves and throwing up their hands. Even though they felt distressed, they were ready to
take the risks, confront the challenges, and keep working at them.

SO, WHAT’S NEW?

Is this such a novel idea? We have lots of sayings that stress the importance of risk and the
power of persistence, such as “Nothing ventured, nothing gained” and “If at first you don’t
succeed, try, try again” or “Rome wasn’t built in a day.” (By the way, I was delighted to learn
that the Italians have the same expression.) What is truly amazing is that people with the fixed
mindset would not agree. For them, it’s “Nothing ventured, nothing lost.” “If at first you don’t
succeed, you probably don’t have the ability.” “If Rome wasn’t built in a day, maybe it wasn’t
meant to be.” In other words, risk and effort are two things that might reveal your inadequacies
and show that you were not up to the task. In fact, it’s startling to see the degree to which
people with the fixed mindset do not believe in effort.