Expert Golf Instructors' Student-Teacher Interaction Patterns

Abstract

The purpose of this study was to identify the dominant instructional interaction patterns of expert golf instructors. Instructors (N = 22) were selected by the Ladies Professional Golf Association (LPGA) Teaching based on the following criteria: (a) 10 or more years of golf teaching experience, (b) LPGA certification, (c) awards received for the quality of their instruction, and (d) peer and student recognition for outstanding teaching. The instructors were videotaped teaching a 60-min lesson to a novice college-age woman with no previous golf experience. The tapes were then analyzed using both the Cheffers Adaptation of Flanders' Interaction Analysis System (CAFIAS) and a qualitative analysis. Based on the findings from descriptive statistics and correlation analyses of the CAFIAS data and qualitative data analysis, several trends were identified. First, the dominant instructional behavior of these teachers was providing information to the students using both explanations and demonstrations. Second, the prevailing instructional interaction pattern of the expert teachers included extensive explanations and demonstrations followed by directions. The student followed the directions by practicing skills and received praise for their achievements. Third, high rates of directions and praise from teachers prompted student practice. Fourth, engaging students in subject-related discussion was positively correlated with teachers' questions but negatively correlated with teachers' criticisms. Finally, teacher acceptance was positively correlated with student analytic behavior, while teachers' talk negatively correlated with students initiating discussions.

Relating student recall to expert and novice teachers’ instructional communication: an investigation using receiver selectivity theory

“…In terms of its contribution to the knowledge base on teaching and learning, this study adds to existing research on expert golf instruction (Baker et al 1998;Schempp et al 2004;Webster, Connolly, and Schempp 2009). This study also lends a novel perspective to the already well-established idea that expert teachers are more opportunistic and flexible in Physical Education and Sport Pedagogy their teaching than novice teachers (Berliner 2004).…”

Relationship Between Rank and Instructor Teaching Technique in an Adult Martial Arts Setting

“…Instructors in the High rank group elicited less predictable student verbal and non-verbal responses and stimulated more student analytical nonverbal response than instructors in the Low or Mid rank groups. This suggests that the classes of High rank instructors had better communication, encouraging students to participate in creative ways, which is similar to expert golf instructors [Schempp 2004]. Coaches of more satisfied basketball teams similarly created environments where creative student responses were more likely than with coaches of less satisfied teams [Fisher 1982].…”

Pedagogy Research Through the Years inRQES

“…Byra and Sherman (1993) examined preactive and interactive decision making of more and less experienced preservice teachers, while Housner and Griffey (1985) and Griffey and Housner (1991) contrasted inexperienced and experienced teachers. In a recent study, Schempp, et al (2004) analyzed the student-teacher interaction patterns of expert golf instructors. These studies demonstrated that more experienced teachers develop sophisticated knowledge structures that enable them to manage students effectively, focus on student learning, and make adaptations during lessons to meet student needs.…”