Teaching Philosophy


My Approach

The goal for my students is to teach them to play better, not just swing better.  Shooting a lower score should be the main priority. The positions of the swing/stroke and sequence of motion are very important, but they are only part of the improvement process. Read on to learn more about my instructing style and teaching philosophy.

Measurable Results

My approach is results-driven. All the facilities I instruct at are fully equipped with the industry’s best video motion and radar analysis technologies, so you’ll benefit from a data-driven approach.

What Kind of Golfer Do You Want to Be?

I strive to provide a complete arsenal of learning tools so you can become the player you want to be. I create a comprehensive, individualized game plan for each and every one of my students. I’ll adapt to your learning style, working with you to provide insights and techniques and a step-by-step plan to improve your performance. You’ll see the improvement in your performance right away! Together, we’ll build lasting results.

The process starts by evaluating the your body, mind, technique, equipment and on/off course strategy. Changes are made to improve consistency, efficiency, or to compensate for a physical limitation.

I begin by addressing 5 questions:

1. Where is the student now?
2. Where do they want/need to go?
3. Are they able?
4. Are they willing?
5. How do we get them there?

A specific plan for improvement is then developed based on the your goals, ability and commitment level. The plan will include priorities for the player (What areas are we going to address?), process/procedure for improvement (How we are going to make the changes?), a strategy for off-course and on-course (When and in what sequence should changes be made?), and production (Tracking the results of the plan).

The Three Phases of Improvement

1. Teaching

In this phase the student learns the mechanical aspect of the process. What is causing the problem and the changes necessary for improvement. They should develop an understanding of what they need to do, then develop the motion and feel of how to repeat it.

2. Training

In this phase the student expands the motion into skill and learns the variations needed to execute them on the course. How to make the adjustments for conditions, situations, and the mental challenges the player faces when playing.

3. Transfer

This is the phase where the student is tested to see if they can apply the skill to on course situation. Simulate on course situations with quantifiable results the student must achieve to pass the test. The goal is to make make practice tougher than playing.

With the proper plan, information, time allocation, and commitment level the student improves and are able to reach their established goals.

— Joe Ingoglia

255 Lakeville Road, Lake Success, NY 11020 • 1-631-662-9974