ABSTRACT
This chapter aims to provide instructors with a conceptual overview of the stages that players go through as they progress through the learning process. It presents a learner-centred model for instruction based on the idea that learning environments – in terms of practice design and instructional content – ought to be designed according to principles derived from current motor learning literature. The chapter reviews how the optimal Challenge Point Framework can help guide decision-making within the learning environment. It discusses that during the early stages of learning, golfers rely heavily on information-processing mechanisms and conscious problem–solving processes. In conclusion, the research reviewed clearly indicates that kinds of information or the types of practice drills that are helpful for a novice can be useless or even detrimental for the more skilled player and vice versa. The chapter presents the evidence-based instructional framework indicates that the stages of learning should be the foremost consideration when designing optimal learning environments.
