Glenn Miller

EFFECTS OF VISUAL AIDS ON ACQUISITION OF SELECTED TENNIS SKILLS

The study compared the effects of supplemental visual aids on the acquisition of selected tennis skills. The forehand and backhand drive placement tests of the Hewitt Tennis Achievement Test were used to pretest, midtest, and posttest 55 subjects who were assigned to one of three treatments: control (instructors verbal feedback only), videotaped replay viewing (with instructors feedback), and loop-film viewing (modeling, with instructors feedback). Each received 1200 min of instruction. There were no statistically significant differences among groups, however, empirical evidence suggested that the use of videotaped replay and loop-film technique has merit and might be given consideration for use in instructional settings.

Dismissals and perceptions of pressure in coaching in Texas high schools.

Abstract Similarities and differences with previous studies show the contemporary face of coaching pressure.

Golf Instruction: Learning from the Flight of the Golf Ball

Abstract The flight pattern of the ball offers a storehouse of information which can greatly enhance the golf swing. Ball flight is a graphic portrayal of how the ball was struck. Becoming familiar with the factors that shape ball flight patterns should facilitate ones golfing prowess.

An Innovative PE Activity Program at Texas & University

Abstract Diversity of course offerings, expertise of faculty, and support from students, faculty, and administration have made this physical education activity program one worth emulating.

Effect of Patch-Light Demonstration on Observational Learning of Golf Swing

Video display of a model has been widely used as an observational learning tool; yet, the use of patch-light techniques that can highlight key features of motion has been seldom used. The purpose of this study was to determine the effectiveness of patch-light display for use in observational learning of the golf swing. Twenty-two novice golf participants were randomly assigned to three groups: video, patchlight, and control. Each participant performed 100 golf pitch shots, and 20 shots 24 hours later (retention). After each 10 shots, participants observed a recorded model perform 10 shots either in traditional video or patch-light format, or waited for a brief time period (control). Participants did not observe the model during retention. The patch-light group was neither more accurate nor more consistent than the video group or control. We believe that the familiarity of the task may have overridden any observational learning effect.