ABSTRACT
The study was designed to test the efficacy of video instruction relative to verbal and self-guided instruction. Prior to training, 30 golfers were assigned to one of three groups: video, verbal, or self-guided instruction. Video instruction was defined as a practice session where the teacher was aided by the use of video for instruction. Verbal instruction was defined as practicing with the teacher providing verbal feedback. Self-guided practice was defined as practicing without the aid of a teacher. Subjects participated in a pretest, four 90-minute practice sessions, an immediate post-test and a two week delayed post-test. During the pretest and post-tests, all participants were required to strike 15 golf balls, with a 7-iron, from an artificial turf mat for distance and accuracy. Data revealed that all groups were equal on the pretest. On the first post-test, the two instruction groups performed inferior to the self-guided group. However, on the second post-test, the two instruction groups performed superior to the self-guided group, with the video group performing best. These data are interpreted to suggest that video analysis is an effective means of practice but the positive effects may take some time to develop.
