A comparison of two methods of teaching beginning golf : expository versus guided discovery

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Dianne Stanton Ward (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Pauline Loeffler

Abstract: The purpose of this study was to determine the effectiveness of two teaching methods, expository and guided discovery, in skill and knowledge learning of golf at the beginning level. The subjects were sixty college women attending Coker College, Hartsville, South Carolina, during the academic year 1969-1970. The subjects were enrolled in four classes of beginning golf. Two classes were designated as the expository group and two as the guided discovery group. The golf unit was constructed using the swing theory as stated by Hicks and Griffin. (11) The unit lasted fifteen weeks and classes met two days a week for fifty minutes a session. Three subjects were dropped from the study for reason of absences. At the end of the unit the subjects were evaluated by means of the Porter-Gaskin five iron full swing skill test (48), an eighteen hole course play, and a fifty item objective knowledge test constructed by the experimenter. However, due to a low internal reliability rating, the knowledge test was not included as a criterion measure of golf understanding.

Additional Information

Language: English
Date: 1970

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