Effective coaching strategies for clubface control and full-swing skill development in golf: A qualitative study of PGA-accredited coaches

Golf performance is underpinned by shot distance, accuracy, and consistency, with evidence indicating that clubface angle at impact substantially determines initial ball direction. Despite its recognised importance, limited research has examined how coaches operationalise clubface control and related technical principles in practice. This study explored PGA-accredited golf coaches’ pedagogical strategies, with particular attention to clubface control, practice design, feedback processes, and training aid use. An interpretive qualitative design was adopted. Ten experienced, PGA-qualified golf coaches (9 male, 1 female; 6–30+ years’ experience) participated in semi-structured interviews examining coaching philosophy, technical priorities, instructional methods, and player development strategies. Data were analysed using reflexive thematic analysis. Analytical rigour was supported through reflexive journaling and ongoing peer debriefing within the research team. Thematic sufficiency was observed by the tenth interview. Nine themes were generated, highlighting that coaches consistently adopted a cause-and-effect instructional framework, prioritising grip and setup to stabilise clubface control. While universally viewed as central to shot accuracy, clubface control was perceived by coaches as under-emphasised in typical coaching contexts. Coaches favoured outcome-oriented, variable practice to develop adaptability, supported by simple, feedback-rich training aids used as transitional learning tools. Emphasis was also placed on athlete understanding, communication clarity, and managing expectations to promote long-term development. These findings provide applied insight into how PGA-accredited coaches translate key performance principles into pedagogical practice, addressing the gap between sports science knowledge and applied coaching methods, and informing future coach education and intervention research.