Interview With Dr. Barry Lotz: Why the PGTAA Has Endured and Succeeded

By Terry Ross

What led you to establish the Professional Golf Teachers Association of America?

The PGTAA was founded because I believed there was a real need for an organization devoted primarily to one thing: developing better golf teachers. There were many good golfers who wanted to teach, but playing well and teaching well are very different skills. A golfer may have natural talent, but a teacher must understand people, communicate clearly, recognize what a student truly needs, and create improvement without overwhelming that student.

From the beginning, our purpose was straightforward: to prepare qualified people to teach golf effectively, responsibly, and professionally.

What gap did you see in golf education at that time?

Many people who want to teach golf are given general advice that doesn’t really help them. What they really need is straightforward, practical guidance on how to become a good golf teacher. They want to learn things like how to figure out what’s going wrong with someone’s swing, how to teach someone who’s never played before, how to help someone improve their short game, and how to talk to students who are nervous or struggling. They also need to know how to plan a lesson and build a successful teaching business.

The PGTAA was set up to meet specific needs, not to try to be all things to all people. Its main goal is to focus on the art and science of teaching golf– and that’s still what it’s all about today.

The core values and mission of the PGTAA have remained the same since 1997, focusing on providing high-quality education and training to golf teaching professionals.

The main idea has always been the same: get to know the person, then focus on their golf swing.

When it comes to teaching golf, you can’t just assume that every student is going to have the same swing or look the same on the course. The thing is, every golfer is unique – they’ve got their own body, their own athletic background, their own way of learning, and their own set of physical limitations. Some might have goals that are totally different from others, and their emotional connection to the game can vary widely too. So, as a teacher, your job isn’t to try to mold each student into some kind of perfect, cookie-cutter golfer. Instead, you need to focus on helping each individual improve their game in their own way – not trying to force them into a rigid model that just might not work for them.

We’ve always thought that good teaching should be tailored to each person, hands-on, and supportive, focusing on what really makes a difference in helping students improve their golf game.

Why is being a good golfer not the same as being a good teacher?

A good golfer knows how he or she plays. A good teacher must understand how someone else learns.

That requires patience, observation, communication, empathy, and the ability to simplify. A teacher must know when to work on mechanics and when not to. He or she must be able to identify the difference between a physical problem, a misunderstanding, poor practice habits, fear, frustration, lack of confidence, or simply an unrealistic expectation.

Good teachers don’t try to show off how much they know. Instead, they focus on helping their students understand what’s important and give them a clear idea of what to do next. They make sure their students have a good grasp of the material and can see a way forward. This approach helps students feel more confident and in control of their learning.

Why has the PGTAA concentrated on teaching rather than taking a broader golf-industry approach?

Because specialization matters. Golf teaching is a profession in its own right. It deserves focused education.

A person who wants to become a golf teacher needs practical tools that can be used immediately on the lesson tee, putting green, short-game area, driving range, and golf course. They need to understand people, ball flight, swing fundamentals, putting, mental performance, equipment basics, practice planning and how to earn a living as a teacher.

That’s what the PGTAA has been focusing on for almost thirty years now.

How did your own background influence the PGTAA curriculum?

My experience in golf, psychology, law, education, writing, and performance has given me a unique perspective on teaching. I’ve spent years working with golfers of all ages and skill levels, from those struggling with pressure and confidence to those dealing with putting issues, tournament nerves, frustration and the mental challenges of the game. This diverse background has helped me understand how to approach instruction in a way that’s both effective and engaging. Whether it’s helping golfers overcome obstacles or improve their overall performance, my goal is to provide guidance that’s tailored to each individual’s needs. By combining my knowledge of psychology, education, and performance, I aim to create a supportive and informative learning environment that helps golfers achieve their full potential.

Those experiences reinforced one essential truth: golfers do not improve because they receive more information. They improve when they receive the right information, at the right time, in a form they can understand and apply.

That is the philosophy behind our curriculum. We want teachers to become capable problem-solvers, not merely repeaters of golf terminology.

What have your real-world experiences taught you that a textbook cannot?

A textbook can provide knowledge, but it cannot fully teach a person how to read another human being.

A teacher needs to be able to tell when a student is struggling, even if they say they’re fine. Sometimes, a student might say “I get it,” but their actions and behavior can show that they’re actually really confused or feeling overwhelmed. That’s why it’s a good idea for teachers to ask students to show or explain what they think they’ve learned.  This way, the teacher can get a better sense of what’s really going on and help the student if they need it. By doing this, teachers can make sure their students really understanding the material and not just pretending to. It’s all about paying attention to the little things, like how a student is acting or performing, and using that information to help them learn better.

Teaching isn’t finished just because the teacher has explained something. It’s only complete when the student can really understand it, feel comfortable with it, practice it, and actually use it in real life, like on the golf course.

What do you consider your most important contribution to golf teaching?

I hope it has been helping teachers appreciate that golf instruction is about more than changing a swing. It is about helping a person become a more confident, capable and informed golfer.

A good teacher thinks about the whole student, not just one part. They consider things like how the student swings a club, their short game, putting, physical strength, mental toughness, how they navigate the course, how they practice and what they want to achieve. When teachers look at the big picture, they can help their students in a much better way.

The teacher’s responsibility is to identify the individual before prescribing the solution.

Golf can be really confusing with all its technical terms. But a good teacher knows how to balance using those terms and making things simple. Sometimes, a simple picture or demonstration is all you need to understand something. Or maybe just one clear idea can make all the difference. A good teacher doesn’t overcomplicate things, they just use what works best to help their students learn.

What are the most important qualities you look for in a prospective PGTAA teacher?

A prospective teacher should have a genuine interest in helping people, a sound respect for the game, patience, integrity, and a willingness to continue learning.

A teacher does not need to have or been a touring professional. But he or she must be capable, credible, committed and prepared to put the student’s progress ahead of the teacher’s ego.

The most successful teachers are often those who listen well, observe carefully, communicate simply, and care deeply about their students.

What evidence do you see of the PGTAA’s success?

The PGTAA’s success is reflected in its longevity, its graduates and the number of people who have used their certification to begin or advance teaching careers. Since 1997, the organization has served a broad membership of golf teachers in the United States and internationally.

It’s not just about the numbers, though. You also have to think about the teacher who gets a beginner excited about the game for the first time. Or the instructor who builds a successful lesson business. Then there’s the coach who helps a junior player feel more confident. And let’s not forget the teacher who helps an experienced golfer find their love for the game again after they’ve gotten frustrated or hurt. These are all ways that teachers can measure their success, and they’re just as important as any numbers or statistics.

What do you want the PGTAA’s legacy to be?

I would like the PGTAA to be remembered as an organization that helped elevate golf teaching by preparing instructors who were knowledgeable, practical, ethical, and genuinely concerned about their students.

For almost thirty years, we’ve been saying the same thing: good teaching makes golfers better, helps them have more fun, and keeps the game strong for years to come.

If our graduates keep sharing that message, then the PGTAA will have done what it set out to do and stay in the lead as The Authority on Golf Teaching.

For more information on the PGTAA go to: https://www.pgtaa.com/