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Knowledge of Results

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Information about the shot outcome such as: Ball flight, ball launch angle, ball spin, shot accuracy (What happened)

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Knowledge of Performance

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Information about the swing such as backswing/downswing movements, club path, angle of approach, club speed (What you're doing)

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Verbal KP

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Vocal feedback, no visual aid is supplied

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Descriptive KP

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Describes the error

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Prescriptive KP

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Describes the error and how to correct it

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4 Stages of Learning to Use Video Feedback (VFB)

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1) Getting over focusing on irrelevant VFB (such as appearance) 2) Learning to recognize specific correct and incorrect aspects of the swing. 3) Learning to be more analytical regarding cause and effect (swing and ball flight) 4) Determining correction for each swing flaw.

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Kinematic KP

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Branch biomechanics that describes the motion of the body or golfer's swing.

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Effects of Giving Only Correction KR & KP

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-Less information to process w/out error KR & KP -Faster rate of performance improvement -Focus only on what to do (positive) -Avoid what was done wrong (negative)

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Effects of Giving Only Correction/Non-Error KR & KP

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-Leads to less extensive understanding of the error-correction (cause & effect) process -Limited ability of self correct in the future -Results in greater dependency in the teacher -Faster learning process.

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Effects of Giving Error & Correction KR & KP

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-More info to process -Focus on what was done wrong (negative) & what to do (positive) -More extensively engaged in learning the error-correction (cause/effect) process -Slower rate of performance improvement -Leads to more extensive understanding of the error-correction process -Ability to self-correct in future -Results in less dependence on the teacher

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Quantitative KR & KP

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Consists of numbers that measure performance

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Qualitative KR & KP

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-Consists of non-numerical information about performance -Reasons your body moves (no order)- reaction/reflex, what your mind tells you to do, anticipation.

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Concurrent Augmented Feedback

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-Information about the swing that is given during the swing. -The movements being made to produce the swing or the movement of the club, shaft, or club head during the swing.

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Terminal Augmented Feedback

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-Information about the swing or shot outcome that is given after the swing. -This is terminal KP of the information is about he performance of the swing and terminal KR if the information is about he shot outcome. -KR and KP should be delayed, but no later than 30 seconds after the shot.

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Relative Frequency Schedule Formula

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-(Number of KR/KP given/number of swings)*100

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Fading Frequency Schedule

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-Reduced relative frequencies of KR/KP can facilitate motor skill learning more than when KR/KP is given 100% of the time.

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Immediacy

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-Signals warmth and care toward students -Ask personal questions, get them active -Use their name

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Clarity

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-Increase students ability to interpret, comprehend, and remember the learning cues. -Physical positioning-make sure one can see student's face, and they are able to hear what one has to say. -Be clear with instructions/terminology.

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Teacher Communication Style

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-Confident -Relaxed -Attentive -Open -Flexible Be humorous! Relevance of Content

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Active Listening

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-Teachers encourage the student to talk

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Enthusiasm While Communicating

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-The way one signals the literal meaning of the message is through enthusiasm and care.

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Caring While Communicating

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-Respect -Empathy: See the world from the students perspective -Warmth: Be supportive, optimistic, encouraging, and positive of students efforts. -Genuineness: sincerity and honesty removes doubt

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Active Start

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-0-6 -Focus on movement skills, walking, running, hopping, skipping, jumping, kicking, throwing, catching, skating, skiing, discovery, and keeping active.

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FUNdamentals

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-6-9 -Speed window, athletic movements, general overall development, locomotion, stability, manipulation, awareness.

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Learning to Train

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-9-12 -Participation in multiple sports, movement skills, start introducing skills, learning primarily by discovery, 80% training, 20% competing. -5 S's: Stamina, Strength, Speed, Skill, and Suppleness.

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Training to Train

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-12-15 -Speed window, major fitness development tart to determine sport of choice, decide to be a recreational or competitive player, growth velocity still a concern, train as an athlete, progression of activities.

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Training to Compete

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-16-18 -Sport-Specific training, continued fitness development, increased number of competition.

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Training to Win

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-18+ -Focus on high performance, year-round training, plan for peaking.

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Speed Windows

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-Knowing when a student is going to have a growth spurt. -Occurs in the FUNdamental phase and the Training to Train phase, when growth has slowed and nerves and muscles are creating the framework for the student's future development.

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5 S's

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-Stamina, skill, and suppleness should be emphasized in developmental training while the child is growing rapidly. -Speed and strength should be emphasized when a leveling of growth occurs.

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Does learning really benefit more when feedback is given more frequently?

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-Research suggests that it is better to give KR or KP less frequently.

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Absolute Frequency Schedule

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-Simply reduces the number of times KR or KP is given. -Give KR or KP after every other swing or every third swing.

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Relative Frequency Schedule

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-Highest in early learning stages and gradually decreases as learning progresses. -The number of times KR or KP is given, divided by the total number of swings multiplied by 100.

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Bandwidth Schedule

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-KR or KP is given only when the size of the error is large enough to fall outside the arbitrary bandwidth or range of tolerance. -No KR or KP is given when the size of the error falls within the bandwidth.

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Self-Regulated Schedule

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-KR or KP is given only when the student asks for it. -Gives the student more control over the learning process.

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When is the best time to make the next swing?

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-After the feedback has been processed.

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Individual Lessons

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-Most common instructional format in golf. -Allows instructor to go one-on-one with a student and to adhere to their specific needs more.

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Group lessons

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-Allow students to use one another as a resource for learning. -Creates a community of learning among group members that a single instructor cannot create.

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Golf Schools

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-Structured, progressive set of comprehensive learning experiences. Can offer complete instruction of the game.

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Five Questions to get Prepared

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1) Who am I teaching? 2) Where am I teaching? 3) What do I have to teach with? 4) How much time do I have? 5) What am I trying to accomplish?

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Long Term Player Development Programs

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-Provides a thumbnail of a student's development, making their development visible.

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Immediate Goals

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-To be accomplished in a month or less

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Intermediate Goals

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-To be accomplished in six months or less

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Long-Term Goals

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-To be accomplished in twelve months or less.

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Drills

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-Mental or physical exercises that are practiced to improve the student's skills

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Drills Influencing Face w/out aids

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-Toe-In Drill -Heel-In Drill -Two Piece Backswing -Hold the finish

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Drills Influencing Face w/Trainig aids

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-Hit the impact bag -Curve the ball -Swingyde Drill

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Drills Influencing Path w/out aids

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-Right foot back drill -Feet together drill -Pump drill

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Drills influencing path w/Training aid

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-Miss the object -Swing over shaft -Starting direction drill

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Drills Influencing Centeredness W/out aid

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-Gradual length drill -Divot Drill -Toe Up to Toe Up drill

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Drills Influencing Centeredness w/Training aid

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-Outside/Inside tee drill -Face Tape drill

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Teaching Aids

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-Help you with a concept or fact, don't hit a ball. -Ex. Metal tool that sticks on clubface of an iron to show clubface aim or uneven lies

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Training Aids

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-Used by either student or teacher to enhance the quality of a position, feel, or movement in golf skill. -Ex. Medicus

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5 Conditions must be present for increases in amount of practice to have positive leaning and performance effects

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-Practice w/a purpose -Practice the right amount -Practice w/motivation -Practice the right way -Practice with the right drills or right things

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Distributed Practice

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-Amount of time off between shots is equal to or greater than the amount of time engaging in each session (practice session). -Amount of time resting between shots is equal to or greater than the amount of time used to prepare for and to execute the shot (Practice of a golf skill)

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Massed Practice

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-Less time taken between shots, ex) beating balls on the driving range.

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Internal Cues

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-Focus attention on the movements of mechanics that produce the golf swing.

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External Cues

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-Focus attention on the effects the movements have on the environment such as the club head. -Ex. Imagine the top half of the putter face contacting the ball before the bottom half.

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Do external or internal cues produce a faster rate of learning?

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-External cues will produce a faster rate of learning.

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Plateau

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-Leveling off in performance in practice, which is generally preceded and sometimes followed by accelerated performance improvement. -This does not always mean that the student isn't learning.

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Whole Method

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-Preferred for students who can effectively learn a complex skill such as the full swing with the driver as a single unit. -Ex. entire game of golf.

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Part Method

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-To divide the skill (full swing) into one or more components, practice them separately, then perform together. -Ex. putting, short game, full swing, etc.

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Whole-Part-Whole Method

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-This is the most common. -Experience the whole before practicing a specific part, then understanding who the part relates to the whole.

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Teaching Methodology

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-Set of tools/methods/theories that a teacher uses to deliver lessons and create a learning experience that helps students make the most of their abilities and achieve goals. -Foundation of teacher's instructional approach

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PGA Principles in Order of Importance

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1) Impact 2) Grip 3) Set-Up 4) Aim/Swing Plane 5) Swing Center/Dynamic Balance 6) Lever Sys. 7) Width of Arc/Length of Arc, positioning, timing, release, and connection.

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Three I's

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-ISOLATE the muscle group -INCORPORATE the muscle group into a movement pattern. -INCREASE speed over time.

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