ABSTRACT
This chapter reveals the beneficial learning effects of modelling technique when key factors such as the most appropriate purpose, focus of attention, instructional guidance, amount and precision of information presented, and the frequency, angle, and speed of model presentations are effectively operating. However, most of the evidence emanates from research on motor tasks and sports skills other than golf. The chapter focuses on what the evidence says about how these key factors influence the effectiveness of modelling technique and discusses how that information can be applied to facilitate the learning of golf technique. It has been common practice in golf to use criterion models of an 'ideal' swing that students were expected to learn to imitate. One concern with this practice is that learning to imitate a criterion model's swing ignores the differences in structural and functional constraints within and between individual students, which produce differences in the swing variability.
