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An Assessment of Student Learning and Instructional Methods in a Golf Skills Physical Education Course at a Public University

Kevin M. Fisher

Abstract


Inquiries have shown that students enroll in sport skills courses in college to learn a new activity, have fun, improve skills, and increase physical activity. However, physical education course requirements at 4-year universities have hit an all-time low. This study assessed learning in and student perceptions of a university golf physical education course. Student goals, instructor feedback, and course structure were examined. Twenty-one students enrolled in a university beginner golf class were surveyed about their knowledge and experience in the course. Participants were given a survey related to basic golf knowledge that featured questions that were derived from material in the course textbook and created in collaboration with the course instructor. Participants also completed a survey related to instructional methods. It was developed in collaboration with motor learning experts and assessed perceptions of instruction. Primary student goals included improving swing technique and ball flight. To improve the class, participants suggested a smaller class with more individual instruction, an increased focus on driving, and an allocation of time for playing rather than solely practicing. This assessment provided evidence that a golf skills class significantly increased basic golf knowledge, along with self-ratings of knowledge and interest in the sport. These findings provide evidence for benefits of participating in golf skills courses, suggest that such activity courses can be effective at increasing a person’s disposition toward participation, and elucidate areas for improvement.

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Keywords


Sport Skills; Physical Education; Motor Learning; Sport Pedagogy; Golf; Coaching

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DOI: https://doi.org/10.18666/TPE-2019-V76-I2-8715

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