The efficacy of video feedback for learning the golf swing

Guadagnoli, Mark A.; Holcomb, William R.; Davis, Miles

doi:10.1080/026404102320183176

Cited by 133 publications

(110 citation statements)

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“…Bertram et al (1969) also reported that video feedback did not significantly improve clubhead velocity, rather that novices significantly improved with verbal feedback whereas skilled golfers improved via self-guided practice. In contrast, two studies involving novice and mid-handicap golfers, respectively demonstrated that video or video and verbal feedback significantly improved driving distance more so than verbal or self-guided practice (Guadagnoli, et al, 2002;Guadagnoli, et al, 2001). …”

Section: Video Feedbackmentioning

confidence: 99%

“…Although Guadagnoli et al (2002) found that mid-handicappers who were given video or video and verbal feedback significantly increased their driving distance two weeks post acquisition, they suffered small decrements in performance at retention 1 (two days post-acquisition). While these results are somewhat mixed, they do suggest that unskilled to moderately skilled golfers can increase driving distance from video feedback, but such improvements may take a number of weeks to occur and may initially involve a small deterioration in performance.…”

Section: Video Feedbackmentioning

confidence: 99%

“…the relative motion of the hips and shoulders) (Magill, 2011). Within the golf motor learning literature, some have compared the effect of video, verbal, video and/or verbal feedback to self-guided learning (Guadagnoli, Holcomb, & Davis, 2002;Guadagnoli, McDaniels, Bullard, Tandy, & Holcomb, 2001;Thompson, 1969), with others examining the effect of altering the frequency of such feedback (Ishikura, 2008b;Masters, Maxwell, & Eves, 2009;Smith, Taylor, & Withers, 1997).…”

Section: Insert Table 3 About Herementioning

confidence: 99%

“…Total distance: Increase for Video (+31%) and Video+Verbal (+37%) was significantly greater than for Verbal (+6%). Guadagnoli et al (2002) 30 golfers, 29-50 yrs, hcp 7-16. No gender given.…”

Section: List Of Figuresmentioning

confidence: 99%

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Evidence for biomechanics and motor learning research improving golf performance

Keogh

Hume

2012

Sports Biomechanics

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This review sought to determine the evidence for how biomechanics and motor control/learning may improve golf performance. To be eligible, the biomechanics and motor learning studies had to use direct (ball displacement, shot accuracy) or indirect (clubhead velocity, clubface angle) golf performance outcome measures. Biomechanical studies suggested that reducing the radius path of the hands during the downswing, increasing wrist torque and/or range of motion, delaying wrist motion to late in the downswing, increasing downswing amplitude, improving sequential acceleration of body parts, improving weight transfer and utilising X-factor stretch and physical conditioning programmes can improve clubhead velocity. Motor learning studies suggested golf performance improved more when golfers focused on swing outcome or clubhead movement rather than specific body movements. A distributed practice approach involving multiple sessions per week of blocked, errorless practice may be best for improving putting accuracy of novice golfers, although variable practice may be better for skilled golfers. Video, verbal, or a combination of video and verbal feedback can increase mid-short iron distance in novice to mid-handicap (hcp) golfers. Coaches should continue to critique swing technique but also consider how the focus, structure and types of feedback for practice may alter learning for different groups of golfers.

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Section: Video Feedbackmentioning

confidence: 99%

Section: Video Feedbackmentioning

confidence: 99%

Section: Insert Table 3 About Herementioning

confidence: 99%

Section: List Of Figuresmentioning

confidence: 99%

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Evidence for biomechanics and motor learning research improving golf performance

Keogh

Hume

2012

Sports Biomechanics

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“…In contrast, Taylor's study (Taylor, 2006) about the foot fakes in football with 8th-grade students did not find a significant difference between the group which received the visual feedback through video and the group that received the verbal feedback. Furthermore, the study performed on golfers by (Guadagnoli, Holcomb, & Davis, 2002). revealed that the groups to which verbal and visual feedbacks were provided were less successful than the control group.…”

Section: Introductionmentioning

confidence: 99%

Untitled

2017

JPES

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Background: The purpose of the present study is to examine the effects of visual, verbal and verbal-visual feedback on the success of serve and bump skills training in volleyball. Methods: The total participants of the study were 42 university students. All the participants attended the PE lectures during the 2012-2013 academic years in a form of 3 different classes which consisted of 14 students per each. Each class was assigned as an experimental group and received different feedback styles for bump and serve skills in volleyball. The feedback was as follows: verbal feedback (mean age= 12.28 ± 0.46; sport age=1.85 ± 0.62), visual feedback (12.14 ± 0.37; 1.66 ± 0.44) and verbal-visual feedback (12.21 ± 0.42; 1.91 ± 0.38). Considering the pre-test/ post-test design, the data collected from students' test scores in cognitive domain and video records were assessed and scored by experts related to the achievements in the psychomotor area. Descriptive statistics and T-Test analysis was used to investigate if there were any significant differences between pre-test and post-test scores of each experimental group. Also, an ANOVA Test was conducted to assess the significant differences between groups. Results: Results showed that there were meaningful differences between the levels of success in verbal, visual and verbal-visual feedback of pre-test and post-test scores of each group in terms of cognitive domain [F(39,2)=26.87;p=0.001] and [F(39,2)=7.807;p=0.001]. For each type of evaluation, all feedback styles increased the success levels of bumps and serve skills of the participants. Conclusions: Consequently, the findings of the present work suggested that the use of verbal-visual feedback styles that were given by teachers' instructions and video records can positively affect the learning process of bump and serve skills in volleyball.

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A review of behavioral interventions to enhance sports performance

Schenk

Miltenberger

2019

Behavioral Interventions

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these studies use a multicomponent intervention, they often assess novel component combinations or apply an intervention to a scarcely studied or unstudied sport or target behavior.A recent poll found that three quarters of adults in the United States played sports when they were younger, and one quarter of adults continue to play sports throughout their lives, with more than 50 different sports included (Sports and Health in America, 2015). Additionally, participating in sports has numerous physical and social benefits to the athlete. Furthermore, it is reported that 63% of people in the United States describe themselves as sports fans (Carroll, 2005). This demonstrates the significance of sports within society and indicates the importance of a continued focus on the research of sports-related behavior.Perhaps as a result of the prevalence of professional sports and the widespread participation in sports across countries, there has been a proliferation of sports research in the field of applied behavior analysis (ABA) over the past several decades. Recent publications (e.g., Luiselli & Reed, 2015;Martin, 2015) describe how behavior analytic techniques have been utilized to address a wide range of behaviors across multiple sports and populations.This research is based on principles and procedures of behavioral science established over the past 80 or more years with single-subject designs. Thus, there is not a current review comparing and contrasting the various behavioral procedures that have been used to enhance sports performance and the different sports targeted with a behavioral intervention. The purpose of this paper is to review the research applying behavior analytic procedures to performance enhancement across sports. | METHOD | Inclusion and exclusion criteriaTwo inclusion criteria were used to identify studies for review. First, a behavioral intervention had to be implemented in each study. A behavior intervention includes using any form of an intervention that might alter an observable behavior. Second, the target behavior was sport performance consisting of the measurement of an athlete's observable behavior. Regarding performance enhancement, a sports intervention can target the behavior of the individual playing the sport, or it can target the behavior of the individual coaching the players. Studies were excluded if the focus was solely on physical activity (i.e., exercise promotion) rather than sports performance. Although increasing physical activity can be part of sport performance enhancement, the purpose of such research is generally on health outcomes as opposed to performance enhancement. Additional sports-related studies were excluded if the focus was therapeutic instead of performance based (e.g., using a sports activity to decrease anxiety), the focus was not on performance of a skill related to an organized sport (e.g., throwing a ball), and if the study was not written in English. SCHENK AND MILTENBERGER 249

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The efficacy of video feedback for learning the golf swing

Cited by 133 publications

References 5 publications

Evidence for biomechanics and motor learning research improving golf performance

Evidence for biomechanics and motor learning research improving golf performance

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A review of behavioral interventions to enhance sports performance

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