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741.
In this study, we examined the influence of internal and external attention instructions on the performance of a pitch shot by golfers who were either highly skilled (mean handicap = 4) or low skilled (mean handicap = 26). Ten golfers in each skill group used a 9-iron to pitch a ball as close as possible to an orange pylon, which was located at distances of 10, 15, 20 or 25 m from the golfer. Focus of attention was manipulated within participants (counterbalanced across golfers). Under internal focus of attention instructions, the participants were told to concentrate on the form of the golf swing and to adjust the force of their swing depending on the distance of the shot. For the external focus of attention conditions, the participants were told to concentrate on hitting the ball as close to the target pylon as possible. The most intriguing finding was an interaction of skill with focus of attention instructions for variability in performance. Similar to the findings of Wulf and colleagues, the highly skilled golfers performed better with external attention instructions than with internal focus instructions. In contrast, the low-skill golfers performed better with the internal than with the external focus of attention instructions. These findings are discussed relative to theoretical issues in motor learning and practical issues for golf instruction. 相似文献
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This study addresses students’ and instructors’ perceptions of screencast assessment and compares this feedback method to traditional paper or digital text-based comments. Screencast assessment allows for asynchronous audio and visual commenting on student papers using screencast software. A pilot study using surveys of 39 students enrolled in lower-level composition classes and surveys of five composition instructors have indicated that screencast assessment promotes detailed and effective feedback on student writing. This feedback method reveals instructor's thought process while grading, and this transparency fosters student–teacher communication about writing. Screencast assessment changes the detail and types of comments, fostering an increased use of macro-level comments over micro-level concerns. The method does not necessarily save time grading but allows for feedback in the same amount of time. Because of the suggestion that students and instructors value screencast assessment, this study warrants a larger scale project in order to investigate the student preference for this feedback and whether the method leads to improvement in student performance. 相似文献
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