A descriptive analysis of teacher augmented feedback given to university students in beginning golf classes

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Judith L. Cole (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Pearl Berlin

Abstract: Individualized teacher augmented feedback (TAF) given to students during the learning/performance of golf was described from three perspectives: (a) an expert observer/ (b) the teacher, and (c) the students. Whiting's information -processing model provided the theoretical framework for the development of the study's instruments, one, a low-inference measure, and the other, a high-inference measure. The Cole-DAS, a modification of Fishman's Augmented Feedback tool, consisted of five categories and a total of nineteen distinct TAF items. It was used for systematically observing TAF given by three teachers to 33 students in three different golf classes. The TAF Perceptual Questionnaires were designed to survey teacher and student responses to the feedback given or received. The first part of both the teacher and student forms complemented the Cole-DAS categories. The second part solicited responses about TAF preferences in the golf setting.

Additional Information

Language: English
Date: 1979
Golf $x Training
Feedback (Psychology)
College sports $z North Carolina $z Greensboro $x Psychological aspects

Email this document to