Prescribing practice and video

Set goals, send practice games, and build a video library that does the explaining for you.

Diagnosis is only half of it. This is the half that changes what a student actually does between lessons.

Setting a goal for a student

You can set goals on a student’s account. They appear alongside their own, marked as coming from you.

The ones that work are specific and measurable from their rounds — “greens in regulation to 45%” rather than “hit it better”. A goal they can see moving is a goal they keep working at.

Prescribing a practice game

Send a student a scored practice game and it appears in their Practice list. When they play it, you see the result.

This is the loop that makes the whole thing worth paying for:

The read says their up-and-down rate is what’s costing them.
You prescribe a chipping game.
They play it, and the score is there.
Their on-course up-and-down rate moves — or doesn’t, which is also information.

You can write your own games, so what you prescribe is your coaching rather than someone else’s.

Your video library

Add your own videos — your drills, your explanations, your voice. Tag each with the area it addresses.

Once they’re in, they attach to the diagnosis that calls for them: when a student’s read points at putting, your putting video is what gets recommended. You’re explaining the drill once and having it delivered every time it’s relevant, to whoever needs it.

This is where the leverage is. A coach with a good library is present between lessons at effectively no ongoing cost.

Practical suggestions

Short beats polished. A phone-shot ninety seconds of you explaining a drill is worth more than something produced. It sounds like you, which is the point.
One idea per video. They get recommended individually, so a video covering four things is only ever a quarter relevant.
Cover the common ones first. Speed control from distance, chipping contact, the tee shot that finds trouble. Most of your roster has the same handful of problems.