자기통제 피드백의 제시 유형에 따른 골프퍼팅기술의 학습효과

초록

The purpose of this study was to examine differential learning effects of self-controlled knowledge of result and self-controlled knowledge of performance. Using task was 3m golf putting skill and the subjects were forty middle school male-students. There were four groups consisting of ten boys in each group. the four groups were self-controlled knowledge of result group(S-KR), yoked group(Y-KR), self-controlled knowledge of performance group(S-KP) and yoked group(Y-KP). Subjects performed total 75 trials in acquisition phase, 30 trials in retention test and 30 trials in transfer test. Independent variable was E error. The data of acquisition was analyzed in a 4(group)×5(block) ANOVA with repeated measures on the last block and Retention and transfer data was analyzed in 4(group)×2(block) ANOVA with repeated measures on the last block. The results of this study could be as follows. (a) S-KP group was more effective than Y-KP group in acquisition phase. (b) S-KR group was more effective than Y-KR group in retention test. (c) S-KP group was more effective than Y-KP and Y-KR group in retention test. (d) In transfer test, S-KP group was more effective than Y-KP, and Y-KR group. In conclusion, Self-controled KP was more effective than self-controlled KR on 4m golf putting learning.