Golf Flow

and protein shakes?
    McDougal’s simple and direct conclusion accurately elucidates the reason that Matt Kuchar has been able to rise quietly to the top of the golfing world. “The real secret of the Tarahumara: They’d never forgotten what it felt like to love running” (p. 92).
    The point that McDougall makes is consistent with research in psychology. His argument that the introduction of rewards into running undermined the sport and delayed progress of American runners is nothing new. Recall our discussion of the difference between intrinsic and extrinsic motivation and the effect that motivation has on a golfer’s experience and ability to get into flow (chapter 6).
    Psychological researchers have shown that differences in motivation have a profound effect on performance. For example, students who read because they enjoy reading (i.e., those who have intrinsic motivation) tend to remember more of what they read, read more often, and do better on reading tests than students who read because they will receive rewards. Kids who read because they “have to” may be able to pass an exam, but research shows that when reading is no longer required they choose to do something other than reading. On the other hand, kids who are encouraged to love reading do as well or better on standardized tests of achievement and are more likely to pick up books spontaneously of their own free will. Like the Tarahumara and intrinsically motivated golfers, these kids will continue to hone their skills throughout the trajectory of their lives because they enjoy doing so.
    Similarly, research on students in the United States reveals a sharp decline in students’ interest in their schoolwork and their enjoyment of learning after third grade. In other words, U.S. students generally like learning and attending school up until the third grade. At that point, their motivation and enjoyment begin to decline. Researchers note that this shift in motivation occurs as grades are introduced into the curriculum. Initially, the focus is on learning for the sake of learning, socialization, and cooperation. Later, the focus shifts to earning grades, impressing teachers, and competing against peers.
    Perhaps the most confounding thing to researchers is that curiosity, the desire to learn, is an inborn, intrinsic trait. Many theorists argue that schools, with all their programs and extrinsic rewards, interrupt that natural curiosity and undermine the very learning that they are charged with promoting.
    The message from all this research for golfers is that in addition to being self-reinforcing, good golf brings rewards that can be distracting and disruptive. Whether those rewards take the form of attention, money, status with the in social group, or just personal best scores, extrinsic rewards exist at all levels of golf. Golfers who allow those rewards to interfere with their mind-sets are also inviting static and clutter into their minds—the type of static that penetrates their ability to focus and keep quiet. Golfers can certainly enjoy these rewards, so long as they are careful not to let the rewards supplant their intrinsic interest in, and passion for, the game of golf. Enjoying the rewards that come with the game and simultaneously enjoying the game on its own terms is entirely possible; the key is to maintain perspective with regard to motivation.
    Ultimately, the lesson to learn from the Tarahumara, the psychological studies, and Matt Kuchar is to keep falling in love with golf. You will continue to grow, develop, and change as a person, and as you do, your golf will evolve. By enjoying each stage of development for what it is, you’ll see the solutions to your game more quickly and effectively, keep better perspective, manage stress better, and maybe, just maybe, win the Byron Nelson Award someday! In Matt’s case, his love for golf allowed him to view that disappointing Sunday as a learning experience rather than a negative experience. He channeled his energy into answering a simple question that all fearless golfers ask: “What can I learn from this experience?” From that question came Matt’s realization that he tended to play too conservatively on Sundays if he was near the lead. He learned his lesson, refined his process, and took a more aggressive mind-set into his very next Sunday. The result was a final round 69 at Turning Stone, and a win.

Chapter 11
Justin Rose
    Understanding Your Motivation
    Mike