Sarah Binaghi, 19 years old
I have been supporting Sarah for the past nine months.
When she first came to me, she felt lost in her project. Her results were very inconsistent: she could play an excellent tournament one week and struggle completely the next. Yet Sarah is a very committed, hardworking and ambitious player. Despite already working with a technical coach, a fitness coach and a mental coach, she was no longer sure what her priorities should be in order to progress.
Since we started working together, we have spent a lot of time together during practice sessions, tournaments and a winter training camp. The objective was to build a clear action plan aligned with her ambitions and give her an effective method to work and perform.
We have worked extensively on the organization of her practice sessions, her priorities and the structure of her weeks, but also on everything that directly impacts performance on the course: course management, routines, visualization, the process for attacking pins, managing ball flights, wind, lies, and much more.
After nine months of working together, Sarah has improved her tournament scoring average by almost four shots. Her performances are now much more consistent, and scores under 80 have become the norm.
The journey is far from over, as Sarah is now preparing to join a U.S. university. We will continue working together remotely to build on this progress and help her achieve her goals.
Luka Lefebure, 12 years old
I have been supporting Luka since early March through a three-month mentoring program.
The objective was to establish a clear action plan to help him work toward an ambitious goal. We focused on structuring his practice in every area of the game, organizing his weekly training schedule around his availability, and implementing performance-based drills that reflect real on-course situations. We also worked extensively on his course management and tournament performance in order to optimize every aspect of his game.
Throughout these three months, the goal has been to give him a simple and effective method to practice better, perform better in competition and, above all, become more consistent in his overall performance.
This first phase of our work together is now coming to an end. We will continue with regular remote follow-ups to monitor his day-to-day performance, analyze his tournaments and adjust his areas of improvement over time.
This will complement the work he is already doing with his technical and mental coaches, with a strong focus on collaboration and complementarity.
The objective remains the same: help him save time, structure his performance and support him in his journey toward the highest level.
Gabin Migné, 19 years old
I have been supporting Gabin for several years now.
I initially started working with him as part of his U.S. college recruitment process.
Today, our work has evolved. I now support Gabin with his day-to-day performance, alongside his technical, mental and fitness coaches.
Together, we have built a clear action plan to help him move forward confidently with his ambitious project, with simple and actionable guidelines he can apply every day.
I also share with him the standards and demands of high-level golf: how to practice more effectively, perform better and optimize every detail both on and off the course in order to save time and maximize his potential.
The objective is clear: to give him all the tools he needs to go as far as possible in his journey.
Zoé Lay, 15 years old
I have been supporting Zoé, 15, for the past four months. She already trains at one of the leading golf academies in France, but felt the need to go further in certain areas related to performance.
We therefore started by building an action plan tailored to her project and individual needs, particularly around some of the challenges she experiences during practice and tournaments.
Throughout our work together, we are progressively addressing these different areas with one objective: to give her the tools she needs to better structure her day-to-day performance, understand what to work on and how to work on it, while complementing what she already does within her academy.
Ultimately, the goal is to help Zoé become increasingly independent in managing her performance, so that she can continue applying the methods and tools we have developed together on her own.
Théodore Dausse, 12 years old
I supported Théodore and his family in building his long-term project toward the United States, an objective that is already clearly defined for the years ahead.
Our discussions involved both Théodore and his parents, with the aim of giving them the knowledge and tools to make the right decisions at every stage: building the right team around him, choosing the right tournaments, structuring his practice and focusing on what truly matters for his development and performance.
A significant part of my support was also dedicated to his parents, helping them better understand the pathway toward high-level golf and the U.S. college golf system. The objective was to provide them with as much knowledge and guidance as possible so they can support Théodore effectively today, but more importantly, continue making the right decisions in the years ahead.
Loulou Fonteyne, 15 years old
I supported Loulou for several months in building an ambitious project: eventually joining a top U.S. university, with the objective of finding a program that matches both her golfing ambitions and, above all, her high academic expectations.
Together, we worked on the strategy required to progressively move toward this goal: determining the most suitable year for her to move to the United States based on her profile and golf level, building her tournament schedule, exploring opportunities related to her multiple nationalities and national team pathway, and identifying the key steps for the coming years.
The main objective was to turn this long-term project into concrete actions, with regular tasks and goals, so that Loulou knows exactly what to focus on each day to keep moving forward.
She has a particularly interesting international profile to work with, with a project in which golfing performance and academic ambition need to develop together.
Zachary Sylla, 15 years old
I have been supporting Zachary for the past five months. He currently trains at the Evian Performance Center and, with an ambitious project, significant time dedicated to practice and a genuine passion for golf, he felt the need to take the structure of his performance to the next level.
We started by building his action plan and identifying the factors that could currently be limiting his performance. This allowed us to highlight several areas, sometimes outside of his direct control, that were nevertheless essential to address.
We have worked extensively on implementing and understanding his statistics, his equipment and the people he needs around him, as well as his physical preparation and the overall organization of his training.
Zachary already had a great deal of motivation and commitment. My role is now to help him progressively build the performance environment he needs to make the most of all his hard work and potential.
Emma Huang, 13 years old
I have been supporting Emma for the past five months. Despite her young age, Emma shows great maturity and has a lot of potential, but she was still lacking overall direction in her project: her goals were not clearly defined, her environment needed more structure and her training required greater organization.
We have therefore worked progressively to clarify her project, bring more purpose and structure to her daily routine, and create an environment in which she can move forward with greater confidence and peace of mind.
Her maturity allows us to have very constructive discussions and do particularly productive work together. The objective is that, throughout our time working together, Emma gradually asks herself fewer questions, better understands what she is doing and why she is doing it, and becomes increasingly confident and independent both in practice and in competition.
Andrea Mary, 12 years old
I have supported Andrea twice in person: first during a practice day, and then at an important tournament where I traveled to observe and support her directly on the course.
These days allow me to bring an outside perspective and my experience to Andrea, while also giving me the opportunity to discuss with Olivier, her father, the different elements surrounding her development and her project.
Beyond observation and on-course work, we use this time together to have many discussions around performance, training, competition and, more broadly, everything that can contribute to her development.
The objective is to provide them with as much advice, perspective and experience as possible to help them make the right decisions and support Andrea in the best possible way as she pursues her ambitions toward the highest level.
Thomas Battie, 16 years old
I have been supporting Thomas for the past two years, with a deliberately flexible approach that adapts to his needs and those of his father as he continues to progress.
I remain available to discuss the different topics that arise throughout his journey: his day-to-day performance, tournament debriefs, statistical analysis, the evolution of his game and his U.S. college golf project.
The objective is to regularly step back and assess what he is putting in place, monitor his progress and provide an outside perspective whenever he faces a challenge or has questions.
Together with Thomas and his father, we therefore move forward according to their needs, finding solutions together and bringing new perspectives to help his project continue to develop.
Victor Morin, 13 years old
I have been supporting Victor intensively since May 2026, combining in-person practice sessions with regular remote follow-ups.
On the course and practice facilities, the objective is to teach him the foundations of effective training: how to better structure his sessions, implement performance-based drills, challenge himself and, most importantly, understand concretely how to practice in order to improve. We work through these exercises together so that he can progressively learn to reproduce them independently.
At the same time, we have built an action plan that gives clear direction to his work from one week to the next. This follow-up also helps guide his parents, so they understand how to support him and which priorities should be implemented in his daily routine.
The objective is for Victor to progressively develop a clear framework around his performance, know what to work on each week and become increasingly independent in his training.
Zao Michel, 22 years old
I have been supporting Zhao since June 2026 in building a particularly ambitious project, with the long-term objective of transitioning into professional golf.
Our work is primarily about bringing clarity and clear direction to his project. We progressively review every element surrounding his performance: his environment, coaching team, training facilities, tournament schedule, organization and the different steps he needs to take.
For a project this ambitious, every detail matters. The objective is therefore to make sure that his decisions, the people around him and his daily work are truly aligned with his ambitions.
We are moving forward step by step so that Zhao can build a strong performance environment and, above all, give himself every possible opportunity to eventually reach the professional level.
Hugo Genevet, 13 years old
I supported Hugo for two months with one very clear objective: to help him become a better performer and introduce him to new methods that would allow him to continue progressing in golf.
Passionate about the game, Hugo was not necessarily looking to build a specific long-term project, but above all wanted to better understand how to improve his scores and become more effective on a daily basis.
We worked on several aspects of his performance: how to structure his practice sessions, course strategy, target selection and pin attacks, visualization, managing his rounds and setting specific objectives during tournaments.
The objective was to give him new knowledge and practical tools that he could then integrate into his practice and competition routines, helping him better understand his own performance and continue progressing independently.
