ABSTRACT

A Study on the Effects of Self?controled Feedback and
Transformed Self?controled Feedback for Golf Putting Performance

Yoon-cheol, Lee
Department of Physical Education
Graduate School
Gangneung-Wonju National University

This study provided self?controled feedback, yoked feedback, transformed self?controled feedback, or transformed yoked feedback to 40 female university students who were golf beginners, and compared the effects. For this study, the 40 female university students were divided into four groups at random, and a different type of feedback was presented to each group in the golf putting acquisition phase and in the retention phase. In the acquisition phase, a section (15 times of putting at intervals no longer than 20 seconds) was followed by a minute’s break and another section, and six sections (a total of 90 times of putting) were executed, and the researcher provided feedback suitable for each group. In the retention phase, tests were conducted after 24 hours. The retention test was done through two sections (a total of 30 times of putting) and feedback was not provided.
According to the results of this study, when the direction of golf putting was analyzed in the self?controled feedback, yoked feedback, transformed self?control, and transformed yoked groups, there was no consistent difference in constant error. This suggests that there is not a significant difference in golf putting direction according to the type of feedback among female university students who are golf beginners.
Second, in the analysis for testing consistency in golf putting according to the quantity and time of feedback, no statistically significant difference was observed in variable error among the groups, but transformed self?controled feedback was found to be more effective than the other types of feedback. In the retention phase as well, transformed self?controled feedback was more effective. That is, in female university students who are golf beginners, consistency in golf putting is improved more effectively when the quantity of feedback is determined by the coach even if feedback time is determined by the learner than when the quantity and time of feedback are determined autonomously by the learner.
Third, when total error was analyzed for grasping the direction and consistency of golf putting, there was no statistically significant difference in total error, but the error decreased in all of the four groups and this suggests that athletic performance can be improved by any type of feedback. Though not statistically significant, moreover, the group of transformed self?controled feedback showed higher improvement in golf putting performance than the other groups.
Summing up these findings, for female university students who are golf beginners, basic golf skill training was found more effective than the quantity and time of feedback. This means that it is more effective for the coach to decide and present the quantity and contents of feedback fit for the learner’s level even if feedback time may be determined by the learner.