This study was designed to examine the efficacy of video instruction relative to that of verbal and self-guided instruction. Before training, 30 golfers were assigned at random to one of three groups: video, verbal or self-guided instruction. Video instruction was defined as a practice session in which the teacher was aided by the use of video. Verbal instruction was defined as practising with the teacher providing verbal feedback. Self-guided practice was defined as practising without the aid of a teacher. The participants had a pre-test, four 90 min practice sessions, an immediate post-test and a 2 week delayed post-test. During the pre-test 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. The results showed that all groups were equal on the pre-test. On the first post-test, the two instruction groups performed worse than the self-guided group. However, on the second post-test, the two instruction groups performed better than the self-guided group, with the video group performing best. We interpret these results to mean that video analysis is an effective means of practice, but that the positive effects may take some time to develop.
Akira Romero-Berube attended NC State University for her Bachelor's degree in Biological Engineering. She has held a position for five years working as a student with The Engineering Place, a preK-College Engineering education outreach program. Her experience at NC State has left her with a love for the theoretical, technical, and educational facets of engineering and she hopes to pursue a master's or PhD in engineering education so she can pass on that enthusiasm to others. Miss Rachel Lee Tilly, North Carolina State University Rachel will be receiving my B.S. in Chemical Engineering from NC State come May 2019. She is heavily involved with the Goodnight Scholars program as well as the engineering education outreach efforts by the Engineering Place and its partners. She believes it is important to get future generations excited about STEM in any way, shape or form. Developing a passion for something at a young age can be a powerful tool for success in the future. Teaching kids helps remind Rachel why she fell in love with engineering in the first place.
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