Dr. Alison Curdt

Please indicate past awards won/recognitions:
PGA Section Teacher of the Year, GRAA Growth of the Game Teaching Professional, Golf Magazine Top 100, Golf Digest Top 50, Golf Digest Best in State, LPGA Awards

Other awards won (if provided):

Total number of individual lessons given per year:
Male: 900
Female: 300
Junior: 300

Total number of individual clinics given per year:
12

Please indicate any Growth of the Game initiatives your facility/academy has launched over the past year (please give specifics on such programs):
Over the past year, my Growth of the Game efforts have focused on one central goal: helping golfers improve enough that they want to keep playing. I have found that retention is often directly connected to a golfer’s ability to understand what is holding them back, see progress, and enjoy the process of getting better. My programming has continued to evolve around creating those opportunities both at my facility and beyond it.
This year, I expanded my Performance Golf programming through monthly two day Performance Golf School Intensives. These schools are designed primarily for higher handicap golfers who are frustrated with inconsistency and want to make meaningful changes to their games. Rather than giving players numerous swing corrections, I work to identify the root flaw in their movement that is contributing to multiple symptoms. Golfers then spend two days understanding that pattern, developing a clear solution, learning how to practice it deliberately, and applying their skills on the golf course. This past year, 96 golfers participated in my two day performance experiences and left with an individualized plan for continued improvement.
I also expanded my Golf Performance Bootcamps, which take a broader look at player development. These two day experiences bring together specialists in biomechanics, fitness, putting, short game, and mental performance. Players participate in TPI assessments, receive customized fitness recommendations, use Swing Catalyst to better understand movement and power generation, learn specialty short game shots, experience neurofeedback training, and receive on course coaching. Rather than assuming every golfer needs another swing lesson, we evaluate the complete player and identify the areas that can have the greatest influence on performance. Each golfer leaves with a comprehensive plan outlining where to focus their time and effort.
The Alison Curdt Golf Performance Portal continues to expand the learning experience beyond in person coaching. I created the Portal because improvement should not stop when a lesson ends. Golfers can access mental performance education and practical strategies on their own schedule, giving them resources to work on confidence, anxiety, emotional regulation, focus, expectations, routines, and responding to adversity. The Portal allows students to continue developing the psychological side of their games between lessons and also makes this information accessible to golfers who may not be able to work with me regularly in person.
On course coaching remains an important part of my Growth of the Game programming. I believe golfers become golfers by playing golf, not simply by becoming better at hitting balls on a range. Course management, decision making, rules, etiquette, routines, emotional management, and adapting to different lies and situations are intentionally incorporated into my programs. Getting students onto the golf course also helps remove some of the intimidation that can prevent newer or less confident players from fully participating in the game.
These initiatives complement a teaching practice that delivered more than 1,700 hours of individual instruction during the past year and experienced a 20% increase in lesson revenue. My Growth of the Game philosophy is not simply about bringing someone to the lesson tee for the first time. It is about giving that golfer enough understanding, confidence, skill, and enjoyment that they choose to come back.
Whether I am helping a frustrated golfer finally understand the root cause of their inconsistency, giving a player resources through the Performance Portal, or helping someone become more comfortable taking their game from the range to the golf course, the objective is the same: make improvement understandable, make golf more enjoyable, and give people reasons to stay connected to the game.

Please share any programming you have made to keep your customers & students engaged:
Over the past year, I have focused on a question that I think every coach should ask: what happens to the student during all the hours when I am not standing beside them? A lesson may provide direction, but improvement happens through what the golfer does afterward. My engagement strategy has therefore focused on creating more structure, accountability, and connection between lessons.
One of the biggest developments has been the continued growth of my online Performance Portal. While the Portal provides education and resources for the mental game, I have worked to make it a community rather than simply a library of content. Members receive a daily question designed to make them reflect on their mental and emotional performance. Questions may challenge them to consider how they responded to a mistake, where their attention went during a round, what created confidence that day, or what they learned about themselves while competing.
These daily interactions keep mental performance in the golfer’s awareness even when they are not taking a lesson. They also create conversation within the community. Golfers can recognize that many of the frustrations, fears, expectations, and challenges they experience are shared by other players. I believe that sense of connection helps golfers remain engaged with both their development and the game.
I have also incorporated AI into my coaching to solve one of the most common problems I see after a lesson: golfers leave knowing what they need to improve, but they do not always know how to organize their practice. I use AI to help create individualized practice plans based on the student’s goals, available practice time, and current priorities. Rather than simply telling someone to “work on their short game” or “practice this drill,” I can provide greater structure around what to practice and how to spend their available time.
Students are then encouraged to report their results and upload practice videos through OnForm. This creates accountability without requiring another formal lesson. I can see what they are working on, monitor progress, and provide feedback when appropriate. It also gives students a reason to practice with intention because they know we will continue the conversation at their next lesson.
Sportsbox AI has added another layer of measurable accountability. I can establish specific biomechanical goals for a student and use the platform to monitor whether they are completing assigned practices and how their movement is progressing toward the goal. This helps turn something that can feel subjective, such as “improve your turn” or “change your movement pattern,” into a process the golfer can see and track. Students can recognize incremental progress even before that change is fully reflected in their scores.
Technology is most valuable to me when it strengthens the coaching relationship rather than replaces it. AI helps me provide more individualized practice structure. OnForm keeps communication open between lessons. Sportsbox AI provides objective feedback and measurable goals. The Performance Portal creates a community where golfers continue developing the mental side of their games every day.
Together, these tools have allowed me to create a coaching environment that extends well beyond the time a student spends with me on the lesson tee. The golfer remains connected to a plan, can see evidence of progress, and knows there is accountability for the work we agreed upon. Ultimately, I want my students to feel that they are not simply taking lessons. They are actively participating in their own development, with a coach and a community supporting them along the way.