Golf putting in adolescents: random practice versus error free learning
DOI:
https://doi.org/10.24310/riccafd.12.3.2023.17895Keywords:
error reduction, variability, golf, physical education, adolescentsAbstract
Although learning golf putting has been the subject of numerous studies, in the adolescent age group there are very few references on how to design a learning process that has the appropriate challenge gradient and difficulty in physical education (PE) learning environments. The aim of this study was to investigate through an ecological approach, whether random practice (variability) facilitates learning golf putting in the initiation phase as well as error-free learning (repetition). A total of 46 students (M=13.8±.07 years) in the second year of compulsory secondary education (ESO) participated in the study. None of the participants had previous experience playing golf. The following assessments were undertaken: a) pretest, b) intervention, consisting of seven practice blocks of 10 repetitions, c) posttest and d) transfer test (two weeks after the posttest). The data indicate that both the random learning group (variability) and the error-free learning group achieved similar results in the posttest (M=1.36, SD=0.32 versus M=1.16 SD=0.30), and in the transfer test (M=2.56, SD=0.07 versus M=2.53, SD= 0.07). Learning complex technical movements such as golf putting is possible for adolescents in the initiation phase. Both random practice and error reduction provide a similar degree of learning in the short and long term.
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