How Much Should Your Junior Golfer Train for Varsity, D3, or D1 Golf?
The goal is exciting. The work required to reach it deserves an honest conversation.
At BE Golf, we hear it all the time:
“My son wants to play varsity golf.”
“My daughter wants to play in college.”
“My junior wants to play Division I.”
We love hearing those goals. Golf can teach young people how to work, compete, solve problems, and handle adversity. But wanting to play at the next level and preparing to play at the next level are two different things.
A weekly lesson and an occasional bucket of balls may help a junior improve. For most players with serious varsity or college ambitions, though, it won’t be enough on its own.
They need a plan. They need time on the golf course. They need to compete, learn how to practice, and prepare their bodies. Most of all, they need to take ownership of the goal.
Here’s our honest look at what that can require.
First, understand what these training recommendations mean
The hours below are coaching guidelines, not guarantees or universal requirements. They’re intended for motivated high school-age golfers who are healthy and have built up to the workload over time.
A 10-year-old dreaming of college golf does not need a high school player’s schedule. Younger golfers benefit from playing multiple sports, developing movement skills, enjoying golf, and gradually learning to compete. USA Golf describes golf as a late-specialization sport and encourages late developers to stay involved.
For the schedules below:
Golf hours include focused practice, lessons, and time playing on the course.
Physical training is listed separately.
Tournament rounds replace some practice and playing time that week; they aren’t automatically added on top.
School, other sports, growth, injury, weather, and access to facilities all matter.
At least one or two days each week should be free from organized sports and sport-specific training so the athlete can recover physically and mentally.
With that in mind, let’s talk about the work.
Goal No. 1: Play high school varsity golf
Suggested commitment: 5–8 hours of golf per week, plus physical training
Making a varsity team can mean very different things depending on the school. At one school, a developing player may have an opportunity to compete for a spot. At another, the team may be filled with experienced tournament players.
The best starting point is to find out what the players at your junior’s school are actually shooting and what the coach expects. Don’t guess. Ask.
A varsity hopeful should be doing more than hitting balls when the weather is nice. They should be building a game that travels from the range to the course.
What a productive week could look like
Two focused practice sessions: About 60–90 minutes each.
One additional short-game or skills session: About 45–60 minutes.
One round of golf: Nine or 18 holes, depending on age, time, and experience.
Two physical training sessions: About 20–40 minutes each, on nonconsecutive days.
One or two recovery days from organized sports and sport-specific training.
During the school season, team practice and matches count toward the golf time. The goal is not to finish team practice and then automatically pile another two hours on top.
What varsity players should be working on
Keeping the ball in play. A player does not have to hit every fairway. But penalty strokes and repeated lost balls can destroy a scorecard.
Getting the ball on or near the green. Solid contact and a playable shot pattern matter more than having a picture-perfect swing.
Chipping and pitching. Missing greens is part of golf. Learning to recover is part of scoring.
Putting from short and medium range. Three-putt avoidance and confidence over the putts a player expects to make can quickly change a round.
Playing by the rules. Juniors need to understand how to take relief, count penalty strokes, keep score, and finish every hole honestly.
Managing themselves. Varsity golf requires players to compete without a parent or coach fixing every problem.
The honest truth
If your junior wants to make varsity, they need to know what the standard is at their school and work toward it throughout the year.
A player who only picks up a club a few weeks before tryouts may be competing against juniors who have played and practiced consistently for months or years.
That doesn’t mean they need to live at the golf course. It means their preparation should match their goal.
Goal No. 2: Play Division III college golf
Suggested commitment: 8–12 hours of golf per week, plus physical training
Division III golf gives many student-athletes the opportunity to compete in college while pursuing an excellent education. It can also be a very high level of golf.
Some D3 programs are nationally competitive. Others provide opportunities for developing players. There is no single score that guarantees a roster spot across the division.
The right question is not simply, “Can my junior play D3?”
It’s:
“At which D3 programs would my junior’s tournament scores, academics, and work ethic make them a good fit?”
What a productive week could look like
Three focused practice sessions: About 60–90 minutes each.
One additional short-game, putting, or scoring session: About 45–60 minutes.
One 18-hole round: Played with a purpose, score kept, and rules followed.
A second shorter on-course session or nine holes when time and recovery allow.
Two or three physical training sessions: About 30–45 minutes each.
One or two recovery days from organized sports and sport-specific training.
Tournament weeks will look different. An 18- or 36-hole event may replace a round and several practice sessions.
What a D3-bound player should be doing
Playing competitive golf. A casual 75 with friends and a 75 in a tournament are not necessarily the same performance. Tournament conditions bring nerves, unfamiliar courses, firm rules, and the responsibility of recording every stroke.
Tracking actual performance. Keep a record of tournament scores, course yardages, conditions, and trends. Look at the full body of work—not just the best round.
Practicing scoring shots. Players who want to compete in college need to spend meaningful time on putting, short game, wedges, and course management—not just hitting drivers.
Learning to train independently. A college coach isn’t going to stand next to a player for every shot. Juniors need to know what they are working on and why.
Researching schools early. Look at team rosters and tournament results. Compare your junior’s competitive scores with those of players at schools they’re interested in. Academic fit, cost, location, and team culture matter, too.
The honest truth
D3 golf is not simply “golf for kids who couldn’t play D1.” There are outstanding players and strong programs throughout Division III.
At the same time, there are many different levels within D3. A junior does not need to be the best player in the country to find a college golf opportunity—but they do need a realistic understanding of where their game fits and a willingness to do the work.
One important financial detail: Division III schools do not award athletic scholarships. They may offer academic or need-based financial aid, so families should explore the total cost at each school. ncaa.org
Goal No. 3: Play Division I college golf
Suggested commitment: 12–18 hours of golf per week, plus physical training
For a motivated, experienced high school golfer aiming at Division I, golf often becomes one of their most significant commitments outside school.
That does not mean every D1 prospect must train for exactly 18 hours a week. Nor does it mean more hours automatically produce better scores. It means that the competition for roster spots is serious, and the preparation usually needs to be serious, too.
There is a wide range of D1 programs. The scoring level required at a nationally ranked team may look very different from the level at another program. Families should research the specific teams, not rely on a generic “D1 score.”
What a productive week could look like
Four focused practice sessions: About 75–120 minutes each.
One or two on-course sessions: Nine or 18 holes with a specific purpose.
Competitive rounds or tournament play: Integrated into the schedule when available.
Two or three physical training sessions: About 30–45 minutes each.
Regular recovery days and lighter weeks, especially around tournaments, exams, and periods of heavy travel.
During a busy tournament week, the player may practice less and play more. During a Michigan winter, the schedule may shift toward simulator golf, technical work, putting, physical development, and structured skill tests.
What a D1-bound player should be doing
Building a competitive tournament record. College coaches want to see how a player performs when the score counts. One exceptional round is exciting; a pattern of strong results is more meaningful.
Competing at appropriate distances and against strong fields. A score needs context. Yardage, course setup, conditions, and strength of field all help explain it.
Developing a complete game. A long driver who can’t control wedges or putt is giving away opportunities. A great putter who loses multiple balls off the tee has a different problem. The plan must address the player’s biggest scoring limitations.
Learning to play uncomfortable golf. Difficult weather, bad lies, unfamiliar greens, slow starts, and pressure are all part of competition. Juniors need opportunities to solve those problems.
Taking responsibility for recruiting. Players should research programs, communicate professionally, keep their academic information organized, and understand the current recruiting rules. Rules and timelines can change, so check the NCAA’s current recruiting guidance. ncaa.org
Doing the work without constant reminders. Parents can provide support, transportation, and encouragement. Coaches can provide direction. But the player has to bring the effort.
The honest truth
Saying “I want to play D1 golf” is easy. Preparing to earn a roster spot is difficult.
It can mean practicing when friends are doing something else, competing after a disappointing round, and working on weaknesses that aren’t fun. It also means keeping up with school and learning to manage time.
Even with excellent preparation, a D1 roster spot is not guaranteed. Talent, development, available spots, recruiting fit, and timing all matter.
And here is something parents need to hear: D1 is not the only version of success. A junior who finds a program where they can play, grow, get a great education, and enjoy their college experience has accomplished something worth celebrating.
The part most juniors get wrong: They practice, but they don’t train
There is a difference between spending two hours at the range and completing two hours of productive training.
We’ve all seen the player who hits ball after ball at the same target, checks the result, reaches for another ball, and repeats.
That can have a purpose when a player is working on a specific movement. But if it’s the only way they practice, they may become very good at hitting the same shot repeatedly from a perfect lie—and still struggle to score.
Golf asks a different question on nearly every shot.
A better practice plan includes:
1. Technical work / Skill Development
Work on developing specific skills or movement patterns with a clear purpose. This is where coaching, feedback, and drills can be valuable.
2. Mental Training
Develop the ability to manage yourself in-between the shots, how to properly prepare behind the ball, how to stay present over the ball, and throughout the motion and be able to accept whatever happens with the result.
3. Variable practice
Change clubs, targets, lies, and shot shapes. Give your brain and body different problems to solve.
4. Scoring challenges
Create games that have a target and a consequence. Can you get up and down five times out of ten? Can you complete a putting challenge before practice ends?
5. On-course practice
Make a decision, execute the shot, accept the result, and play the next one. That is golf.
6. Competition
Play against someone. Keep score. Learn what happens when the result matters.
The range can help build a swing. The course teaches a player how to play golf.
What about physical training?
A junior golfer’s body is part of the equipment.
If a player wants to swing faster, maintain control, walk tournament rounds, and recover well enough to practice again, physical preparation matters.
But physical training for a junior is not about putting a child through an adult bodybuilding program. It should match the athlete’s age, maturity, experience, and ability.
Properly designed and supervised strength training can be safe and beneficial for children and adolescents. The American Academy of Pediatrics recommends qualified instruction, gradual progression, and sessions on nonconsecutive days; strength gains can be developed with two or three sessions per week.
For younger juniors: Build athletes first
For younger children, physical development should be fun and varied. Think:
Running, jumping, skipping, and changing direction.
Throwing and catching.
Balancing and crawling.
Climbing and playing other sports.
Learning basic bodyweight movements with good instruction.
The goal is to build coordination, confidence, and a love of movement. There is no need to rush a young child into a demanding golf-specific lifting program.
For high school golfers: Build strength and control
As juniors mature, a qualified coach can introduce a more structured program.
Two or three sessions a week can include:
Lower-body strength
Squats or goblet squats.
Lunges or split squats.
Hip hinges or appropriate deadlift variations.
Upper-body strength
Push-ups or controlled presses.
Rows or assisted pull-ups.
Carries with appropriate weights.
Core stability
Planks and side planks.
Dead bugs.
Controlled anti-rotation exercises with a band.
Movement and mobility
Hip and upper-back mobility.
Balance and single-leg control.
A dynamic warm-up before golf or training.
The priority is learning to move well, then adding resistance gradually. A qualified professional who understands youth training can tailor the program to the athlete.
Power and speed
Power matters in golf. When a junior has learned the basics and is ready for more, an appropriate program may include controlled jumps, medicine-ball throws, and supervised speed work.
The key is quality. Speed training should be planned and progressed, not treated as a contest to swing as hard as possible for hundreds of repetitions.
More swings are not always better. A tired athlete who loses control, develops pain, or cannot recover may need less volume and a better plan.
Walking and endurance
Golf tournaments can demand hours on your feet, sometimes over multiple days and in difficult weather.
If your junior wants to compete, they need to be prepared to walk the course, carry or push their bag if required, stay hydrated, and maintain focus late in the round.
Start with manageable walking and build gradually. Playing nine holes on foot is a good place for many juniors to begin.
Recovery matters
Training creates an opportunity to improve. Recovery is when the body adapts.
Juniors need enough sleep, regular meals, hydration, and time away from organized sport. If a player has persistent pain, unusual fatigue, declining performance, or a growing dread of practice, don’t simply tell them to push through. Reduce the load and involve an appropriate healthcare professional when needed.
The goal is to develop a golfer who can keep improving—not one who is exhausted before the season begins.
How should juniors divide their practice time?
There is no perfect formula for every player. The right plan depends on what is costing that player strokes.
As a starting point, a competitive junior might divide focused practice approximately like this:
Area | Starting share of practice time | What to work on |
Putting | 25% | Short putts, distance control, green reading, pressure games |
Short game and wedges | 25% | Chipping, pitching, bunkers, distance control, varied lies |
Full swing and ball striking | 30% | Contact, start direction, shot pattern, approach shots |
Driver and tee shots | 20% | Keeping the ball in play, appropriate speed, target selection |
These are starting points for focused practice, not rules. On-course play and tournament rounds are additional parts of the weekly golf plan, within the total hours suggested earlier.
If a player loses three balls off the tee every round, driver deserves more attention. If they regularly hit greens but take 38 putts, the practice plan should reflect that.
Let the scorecard or stat tracking software like Arccos help guide the work.
Parents: Support the dream, but make sure it’s their dream
This may be the most important part of the article.
A parent cannot want college golf more than the player does and expect the journey to go well.
You can provide opportunities. You can help build a schedule. You can drive to the course, invest in coaching, and encourage your child when golf gets hard.
But you cannot hit the shots, own the goal, or develop the work ethic for them.
That doesn’t mean every junior will wake up excited to practice every single day. Nobody feels motivated all the time. But over the long run, the desire to improve needs to come from the athlete.
Ask your junior:
What do you enjoy about golf?
What goal do you want to pursue?
What are you willing to do to work toward it?
What other activities and relationships matter to you?
How can we support you without taking over?
Then listen.
A junior can change their goal. They can pursue another sport. They can love golf without wanting to play in college. None of those choices makes their experience less valuable.
So, how much should your junior train?
The answer depends on their goal, age, experience, and readiness. But for a healthy high school-age golfer who has built up to the workload, these are reasonable places to start the conversation:
Goal | Suggested weekly golf time | Physical training |
High school varsity | 5–8 hours | 2 sessions |
Division III college golf | 8–12 hours | 2–3 sessions |
Division I college golf | 12–18 hours | 2–3 sessions |
Remember: those golf hours include practice, lessons, and playing. Tournament rounds replace other golf activity in a busy week. The numbers are a guide, and the right plan may look different for your junior.
The work needs to be purposeful. It needs to include playing and competing. And it needs to be sustainable enough that your junior still enjoys the game.
At BE Golf, we want to help juniors build more than a better swing. We want them to develop the skills, confidence, physical foundation, and independence to pursue their goals—whatever those goals may be.
If your junior has a goal but isn’t sure what it will take to get there, start with an honest assessment. Know where they are today, identify what’s holding them back, and build a plan for where they want to go.
Because big goals don’t require a perfect start.
They require a commitment to keep getting better.
