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Investigating the Effects of Differential Learning on Golfers’ Pitching Performance as a Function of Handicap

Author

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  • Miguel Valença

    (University of Maia, UMAIA, 4475-690 Maia, Portugal)

  • Diogo Coutinho

    (University of Maia, UMAIA, 4475-690 Maia, Portugal
    Department of Sports Sciences, Exercise and Health, University of Trás-os-Montes and Alto Douro, 5000-801 Vila Real, Portugal
    Research Center in Sports Sciences, Health Sciences and Human Development, CIDESD, CreativeLab Research Community, 5000-801 Vila Real, Portugal)

  • Wolfgang Schöllhorn

    (Department of Training and Movement Science, Institute of Sport Science, Johannes Gutenberg-University Mainz, 55099 Mainz, Germany)

  • Nélson Ribeiro

    (Faculdade de Motricidade Humana, Universidade de Lisboa, 1495-751 Lisboa, Portugal)

  • Sara Santos

    (University of Maia, UMAIA, 4475-690 Maia, Portugal
    Department of Sports Sciences, Exercise and Health, University of Trás-os-Montes and Alto Douro, 5000-801 Vila Real, Portugal
    Research Center in Sports Sciences, Health Sciences and Human Development, CIDESD, CreativeLab Research Community, 5000-801 Vila Real, Portugal)

Abstract

Traditionally, golf instruction has been oriented toward imitation of role models, guided by errors that surround a channel of supposedly correct repetition. Recent motor learning approaches relying on the dynamics of living systems suggest the inclusion of additional noise during practice for supporting players’ movement exploration and improving adaptability that in consequence will lead to increased performance. While the effectiveness of this approach has now been demonstrated in many sports, research exploring the effects of differential learning (DL) in golf is scarce, especially when considering different shot distances and players with various handicap levels. Therefore, the purpose of this study was to compare the effects of an enriched learning and information intervention as opposed to a more constrained approach, on the pitching performance of golfers with different handicaps from different distances. A total of 29 adolescent golfers with an average experience of 7.8 years were divided into a DL ( n = 15) and a repetitive-oriented (RB, n = 14) group. Both groups were further compared dependent on their handicap level (DL, low handicap n = 7, high handicap n = 8; RB, low handicap n = 5, high handicap n = 9). The TrackMan 4 was used to measure the shot performance for 20 m, 35 m, and 50 m distances (10 shots from each distance) based on a pre- and post-test design. Each group performed the same number of trials ( n = 270, 9 executions per distance per session) across 10 sessions. Analysis of covariance (ANCOVA) was used for the statistical analysis, using the pre-test as covariate and the post-test as dependent variable. The DL group revealed advantageous adaptations in the attack and face angle ( p ≤ 0.05), while also in the dynamic loft ( p ≤ 0.05), mostly for the 35 m and 50 m. In addition, this intervention led to improvements in the score, club head speed, and carry distance for the 50 m when compared to the RB ( p ≤ 0.05; small effects). The low handicap players from the DL group also revealed adaptation in the angles’ variables ( p ≤ 0.05) when compared with high handicap players, who improved the score ( p ≤ 0.05) in all distances after intervention. The low handicap players from the RB group improved the score ( p ≤ 0.05) and club speed ( p ≤ 0.05) for the 20 and 35 m, while the high handicap golfers revealed higher improvements for these variables only in the 50 m distance condition. Overall, coaches may incorporate approaches into their skill training that increase the number of opportunities to improve the performance of both experienced and non-experienced players by promoting the adaptability of movement patterns.

Suggested Citation

  • Miguel Valença & Diogo Coutinho & Wolfgang Schöllhorn & Nélson Ribeiro & Sara Santos, 2022. "Investigating the Effects of Differential Learning on Golfers’ Pitching Performance as a Function of Handicap," IJERPH, MDPI, vol. 19(19), pages 1-18, October.
  • Handle: RePEc:gam:jijerp:v:19:y:2022:i:19:p:12550-:d:931444
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    References listed on IDEAS

    as
    1. Sogand Poureghbali & Jorge Arede & Kathrin Rehfeld & Wolfgang Schöllhorn & Nuno Leite, 2020. "Want to Impact Physical, Technical, and Tactical Performance during Basketball Small-Sided Games in Youth Athletes? Try Differential Learning Beforehand," IJERPH, MDPI, vol. 17(24), pages 1-12, December.
    2. Wolfgang I. Schöllhorn & Nikolas Rizzi & Agnė Slapšinskaitė-Dackevičienė & Nuno Leite, 2022. "Always Pay Attention to Which Model of Motor Learning You Are Using," IJERPH, MDPI, vol. 19(2), pages 1-36, January.
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