ABSTRACT
The purpose of this study was to analyze the Ladies Professional Golf Association Teaching and Club Professional (LPGA T & CP) National Education Program (NEP) through a comparison with 8 of Goodlad’s (1990) tenets of effective teacher education. The findings verify that the program adheres to these presuppositions for good teacher education in general. Specifically, the findings indicate that the following are important for good golf teacher education (GTE): (a) GTE programs must be run by a faculty that are in consensus about what golf teachers should know and do, (b) the faculty have to model the behaviors they wish to see from their graduates, and (c) the practice of teaching under the watchful and knowledgeable eyes of the faculty is necessary. Without it, the GTE is rendered ineffective. These findings hold promise for the design of solid GTE programs. The paper concludes with a discussion of this promise and directions for future research on GTE programs.
