Optimizing golf skill learning

Wulf, Gabriele; Orr, Steven; Chauvel, Guillaume

doi:10.4324/9781315641782-10

Routledge International Handbook of Golf Science 2017

DOI: 10.4324/9781315641782-10

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Optimizing golf skill learning

Gabriele Wulf¹,

Steven Orr²,

Guillaume Chauvel³

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2019

2024

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Cited by 3 publications

(2 citation statements)

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“…Despite the advantages of golf for studying the principles of motor learning in a real-world setting, to the best of our knowledge, only a few narrative reviews and book chapters but no systematic review have been published so far (4)(5)(6)(7)(8)(9). One publication mainly looked at biomechanics in golf, with one section of the paper dealing with motor learning (6).…”

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confidence: 99%

“…The practice forms within these groups are referred to as methods. Noticeable, focus of attention and augmented feedback have been discussed extensively (5)(6)(7)9) and consequently we have used them as two distinct learning strategies within the present review. Another strategy that was characterized in detail was structure of practice (6) or practice scheduling (7).…”

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Motor learning in golf—a systematic review

Barzyk,

Gruber

2024

Front. Sports Act. Living

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Golf is a sport that consists of complex movement skills that need to be executed with utmost precision. Consequently, motor skill learning plays a crucial role in golf, and large numbers of studies address various methods of motor learning. In the present review, we give a systematic overview of randomized controlled trials (RCTs) on motor learning of golf-specific motor skills. Three electronic databases were searched for RCTs looking at the effect of at least one learning method on performance in a golf-specific motor task. We grouped the studies depending on the learning strategies “cognitive training”, “practice scheduling”, “augmented feedback”, “implicit and explicit learning” and “focus of attention”. Fifty-two RCTs met the eligibility criteria and were included in the systematic review. Superior methods within their respective strategies were an external focus of attention and increasing contextual interference, as well as errorless learning. For “cognitive training” and “augmented feedback”, no single method can be considered the most favorable. The overall biggest limitations were the lack of statistical power for more than half of the RCTs, and the fact that most studies of the present review investigated simple putting tasks in novices only. Although we have shown superiority of specific learning methods, transferability of the recommendations that can be derived from simple golf tasks in novices to sport-specific tasks in advanced players still has to be demonstrated and require study designs with the intention to provide practical recommendations for coaches and athletes in the sport of golf.

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confidence: 99%

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confidence: 99%

Motor learning in golf—a systematic review

Barzyk,

Gruber

2024

Front. Sports Act. Living

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Subtletee: Augmenting Posture Awareness for Beginner Golfers

Woźniak

Dominiak

Pieprzowski

et al. 2020

Proc. ACM Hum.-Comput. Interact.

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Mikołaj P. Woźniak et al. and auditory in an experiment with 20 beginner golfers. We found that providing proprioception feedback increased the users' performance on the driving range, with tactile feedback providing the most benefits. Our work provides insights on delivering feedback during physical activity that requires high precision movements. CCS Concepts: • Human-centered computing → Human computer interaction (HCI).

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Možnosti využití teorie OPTIMAL ve školní tělesné výchově a výuce sportovních her

Peřinová¹

2019

StS

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The objectives of the prepared article are to give the readers a brief account of the main ideas and foundations stones of a relatively new theory of motor learning, OPTIMAL, formulated by Gabriele Wulf and Rebecca Lewthwait, and also to point out the possibility of its application in school physical education lessons, particularly in teaching sports games. The authors critically assess “traditional” teaching of new locomotor skills stressing the frequent neglect of the internal motivation of pupils and support for their autonomy. According to them, in traditional teaching practice, internal focus of attention is imposed on the pupils, i.e. concentration on the movements of the body or its parts. They claim that the result of such an approach is learning that is not sufficiently effective. On the contrary, they recommend that the teachers should consciously raise the pupils’ expectations, support the need for autonomy by their more active involvement in the teaching process and focus their attention externally, towards the goals of the task. It seems that the practical application of the OPTIMAL theory in school physical education lessons is feasible. It is, above, all the support for autonomy that follows the current trends. However, we expect high demands set on the organization of the teaching process and on the teachers themselves. Future testing in the school practice is necessary. The TGFU (Teaching Games for Understanding) didactic paradigm has been successfully used in teaching sports games for a number of years. Due to the similarity of some principles of the OPTIMAL theory and this paradigm, it is apparent that the new theory of motor learning could be successful, too, particularly in teaching the fundamentals of game skills in sports games. This assumption, however, should also become a subject of testing in the future.

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Optimizing golf skill learning

Cited by 3 publications

References 1 publication

Motor learning in golf—a systematic review

Motor learning in golf—a systematic review

Subtletee: Augmenting Posture Awareness for Beginner Golfers

Možnosti využití teorie OPTIMAL ve školní tělesné výchově a výuce sportovních her

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