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It might be better if we started brandishing


smoothness figures around as the


measure of success rather than the


stimpmeter reading


each ball down the stimpmeter. Then, you critically analyse its roll and give it a score in accordance with the STRI Smoothness Scale.


The stimpmeter gives a fairly standard delivery of the ball and it positions you nicely down behind the roll for a good vantage point. To be really accurate you may choose to get lower down on your hands or knees or even sniffing the turf in front of the roll (the path to perfection always requires full commitment!). Each of the three rolls is scored and then the test is repeated in the opposite direction. You then move onto to a different


part of the green and repeat the test in either direction. A total of twelve scores are generated and you take the average score, which is the smoothness rating of that green (e.g. 7.2 or 6.7 for instance).


A critical eye


When rating ball roll you are looking for four possible occurrences; ‘snaking’, ‘bobble’, ‘chatter’ and a ‘smooth roll’. Snaking - is the lateral deflection of the ball from its intended path (affecting the trueness). This is different to borrow and a distinct deviation rather than a consistent borrowing arc. Bobble - is a distinct vertical movement caused by a significant obstruction that causes the ball to leave the ground.


Chatter - is more subtle than bobble and is a discernable vertical vibration/oscillation but the ball does not leave the ground.


A smooth roll - exhibits no bobble or chatter. For each roll you view the reaction of the ball from the surface and score it according to the rating scale. To help with your scoring refer to the guide. You see that when the


roll is perfect and there is no bobble, chatter or snaking you give a 10. This is probably unattainable because we are dealing with a natural surface that is under constant damaging pressure from play and from the wider environment.


When the surface is predominantly


smooth and true, but there is occasional isolated single chatter events and some


30


The Trueness Meter in operation whilst ‘Monty’ putts


minor snaking, then give an 8. A score of 6 is dominated by chatter through the roll but there may also be an odd bobble with occasional snaking. A score of 4 exhibits regular bobble, chatter and some snaking. A score of 2 is where both bobble and snaking dominates the roll and the ball is literally jumping around. There is an illustrative video at


www.stri.co.uk to help you get your eye in. Descriptions are only given for scores 2, 4, 6, 8 and 10 to allow some more refined scoring. For instance, if the greens are generally smooth but you also see 2-3 chatter events through the roll then you score a 7 (better than a 6 not quite an 8). Or, if the greens are almost perfectly smooth and true but there is very minor chatter or snaking you give a 9 (nice one). As you start getting your eye in, you will also be able to differentiate further and start giving 7.5s for rolls that exhibit 2-3 ‘whispers’ of chatter within an otherwise smooth roll (better than a straight 7 but not an 8). Once you are at this level you really know how your greens are performing. It doesn’t take long to get your eye in.


The measured approach


The point with both these assessment methods is that you now have an accurate and objective way of measuring smoothness/trueness as well as the speed of the putting surfaces. In doing so you will have a much clearer understanding about the quality of your putting surfaces. This will allow you to make better-informed decisions about your existing maintenance plan and its future direction. You can set targets for the performance of the greens throughout the year that, if achieved, will create surfaces of the desired quality. You can demonstrate when you are succeeding and focus your work on repairing any identified shortcomings. You can move away from the rhetoric and rely on an objective and measured method of fashioning the perfect playing qualities.


What to do?


There are, of course, lots of ways in which we can work to improve the


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