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Does that headline create some curiosity in you? Are you wondering what the heck this is going to be about. As I came up for the idea to write about this, I wasn’t quite sure myself. But then I thought, let’s just go first to a book called “Quantum Golf” by Kjell Enhager.

I first read this book a couple years ago, before I was trained in Neuro-linguistic Programming (I’m now a Master Practitioner). And to be honest, I didn’t understand it at all. I even discussed it with my local pro and between the two of us, decided that it was a book that was better left to the psychology wizards.

Lately, I’ve been extremely fascinated with learning about what is called “Quantum Physics” (What does this have to do with golf? Don’t worry, I’ll get there). It seems that scientists have been studying about things that are smaller than atoms since the turn of the 20th century and that’s what they call this science. Remember in high school or maybe before that, we were all taught that the building blocks of all matter are atoms? Well, it turns out it’s not true.

The big “Aha” about Quantum Physics is that we create our reality through our observations and thoughts. And it’s now been proven by physicists. These scientists were so baffled by this idea that some of them ended up turning to mystic religions and others went bonkers over it.

Fast forward to Quantum Golf. It’s a fictional story about a man named Smith. He’s from New York and a typical golfer who has taken numerous lessons and done everything under the sun in an attempt to improve his game (sound like anyone you know?). In desperation, he is told of this golf pro, St. Claire, who lives in the middle of nowhere in the farmlands of middle America.

Smith flies out to take lessons from him and at the end of the story, of course, he “gets it” and starts to play beyond what he thought was possible. He is taught about creating a “superfluid” swing. He learns to have “Q vision.” St. Claire tells him about the difference between “classical golf” and “Quantum golf.” Classical golf is about the conscious swing and has gotten him nowhere so far. He tells him that those who have mastered Quantum golf hit the ball perfectly straight!

St. Claire teaches him such ideas as: “The mind has its attention only on the surface level, and then what you’re failing to take into consideration as your priority is the unchanging, reliable inner being of the individual who is swinging the club.”

Starting to sound a little far out now? Ok, that’s what I thought too the first time I read this book. But now, it all makes perfect sense to me. You see, classical physics teaches us about how everything is mechanical. About how you can trace back every cause to it’s effect in a way that can be described or codified by mathematics and known laws of our planet such as gravity. This is so much like folks who think that the gateway to playing great golf is to consciously work on their golf swing until they somehow come to the idea in their own mind that it is now perfect…and THAT never happens!

Quantum golf and Quantum physics itself allows for the dynamic of the human mind to actually change reality. Yes, that’s what I wrote…CHANGE REALITY. Now, I’m not going to get into a discussion about what is reality because I sometimes get dizzy thinking about that myself. However, too many great philosophers have said things like: “If you think you can do a thing or think you can’t do a thing, you’re right.” Henry Ford.

or:

“Nothing is good or bad, except what thinking makes it so.” William Shakespeare

In the past, I would have read this kind of great quote and thought to myself something like: “Oh that’s nice” and went on my merry way of doing what I’ve always done and not getting what I wanted to get.

Today, when I hear or read such quotes I not only believe it in the deepest part of my golfing body and mind, but I can teach it with the backing of science behind me.

Once you really believe in the Quantum nature of your own mind, all sorts of good things happen to your golf game. Can you think of a time when you played with pure joy and exhilaration? Have you ever had a time when you stood over a putt…AND YOU KNEW you were going to make it !? Have you ever played with another golfer and just felt his or her attitude rub off on you? And then you played better because of it? I want you to have more of these experiences.

Copyright 2006 Craig Sigl

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What’s the latest craze that your students are talking about at recess – and in class when they think you’re not looking or listening? The chances are that it’s going to be something that they learned about via TV or via the movies. This craze – whatever the latest one happens to be – affects the way they think, their language and their behaviour. Which is a classic demonstration of just how much impact that videos can have. And if an entertainment video can have this effect, how much effect can school videos have when used effectively?

Now, the obvious things that spring to mind when school videos are mentioned are the old-fashioned documentary type films about, for example, migrating wildebeests in the Serengeti. Or else, at a higher grade level, Shakespeare productions to help a literature class. But these aren’t the only things that have their uses in the classroom. There’s no reason why school videos can’t be… fun.

The makers of documentaries and the like seem to have learned this. Look at the more modern types of nature film. The makers of, for example, Big Cat Diaries and Crocodile Hunter don’t just present facts and footage; they engage the emotions and the imagination… and (crikey!) they do it with a sense of humour. Other documentaries also work on the emotions and generate excitement in the topic they’re discussing, making the water cycle look riveting. You can tell when school videos have been effective when you overhear some of your students (at least at elementary level) playing at being crocodile hunters, or when you hear them using ideas they’ve learned from the video in their creative writing.

But school videos don’t have to be limited to documentaries. If you’ve got a bit of imagination, you can make use of the latest offerings from Hollywood or what’s on the TV. Many programs and movies contain segments that can be used to illustrate a concept or to start a discussion. Just remember that you don’t have to show the whole filmto be able to use it in your classroom. Short clips will do fine.

Here’s how this could work:

· For a history class, use a clip from a well-researched film set in the past either as a topic starter or to illustrate a key concept. For example, the battle scene at the start of Gladiator could be used in a class on the Roman army and how they operated.

· For a creative writing class, just play a very short scene, and use this as a topic starter for writing. Short video clips have a range of uses in a creative writing class. For example, you could play a segment with the sound off and let your students create the dialogue. Or just play the soundtrack and let the students describe the scene.

· In a science class, you can analyse how plausible a certain scene is. Analysing a movie segment closely for accuracy and plausibility is also a good way to encourage critical thinking skills in your students, making them less likely to accept what’s shown to them blindly.

· For a music class, either show a segment without the sound and have your class create a piece of music for the segment. Or else play a short clip of the soundtrack and have your students identify the instruments used – or to pick appropriate musical terms that could be used to describe that track (e.g. adagio, con fuoco).

But don’t just plug and play. To work at their most effective, school videos must be used correctly. Mistakes you don’t even know you’re making can be impacting your lesson. Watch this free video for some important information on why you should be using school videos and download the expert guide for easy solutions.

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