The aim of the present study was to evaluate which of two strategies, method of amplification of error (MAE) or direct instruction (DI), would benefit error correction more during a full swing with a driver. Thirty-four golfers were randomly assigned to one of three training conditions (MAE, DI and Control). Participants were tested in two sessions: a practice session in which each golfer performed 7 pre-training trials (T0), 6 training-intervention trials, and 7 post-training trials (T1); a retention test session (T2) after one week. A 3x3 experimental design was used: training condition - MAE, DI, Control; and Time - T0, T1, T2. Results showed that MAE is more effective in correcting the technical errors than the DI and that the benefits derived from its application are still present in the retention test. These findings revealed that MAE is an effective method for rapidly improving motor performance in a complex skill.

Correction of a Technical Error in the Golf Swing: Error Amplification Versus Direct Instruction

AGOSTINI, TIZIANO
2016

Abstract

The aim of the present study was to evaluate which of two strategies, method of amplification of error (MAE) or direct instruction (DI), would benefit error correction more during a full swing with a driver. Thirty-four golfers were randomly assigned to one of three training conditions (MAE, DI and Control). Participants were tested in two sessions: a practice session in which each golfer performed 7 pre-training trials (T0), 6 training-intervention trials, and 7 post-training trials (T1); a retention test session (T2) after one week. A 3x3 experimental design was used: training condition - MAE, DI, Control; and Time - T0, T1, T2. Results showed that MAE is more effective in correcting the technical errors than the DI and that the benefits derived from its application are still present in the retention test. These findings revealed that MAE is an effective method for rapidly improving motor performance in a complex skill.
http://www.tandfonline.com/doi/full/10.1080/00222895.2015.1102699
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11368/2881185
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