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Preference-Performance Dissociation in Golf Putting.

Gal Ziv1, Ronnie Lidor1, Liav Elbaz1

  • 1Motor Behavior Laboratory, The Academic College at Wingate, Wingate Institute, Netanya, Israel.

Frontiers in Psychology
|March 3, 2020
PubMed
Summary
This summary is machine-generated.

Providing autonomy in golf putting can improve motor learning, but learners may not always choose the most effective visual aid. This preference-performance dissociation highlights a gap between subjective assessment and actual skill improvement.

Keywords:
autonomygolf puttingmotor learningpreference-performance dissociationskill acquisition

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Area of Science:

  • Motor Learning
  • Sports Psychology
  • Skill Acquisition

Background:

  • Learner autonomy is increasingly recognized as a factor influencing motor skill development.
  • Understanding the relationship between preference and performance is crucial for optimizing training strategies.

Purpose of the Study:

  • To investigate the impact of learner autonomy on golf putting performance.
  • To examine the phenomenon of preference-performance dissociation using a visual aid in a closed, self-paced motor task.

Main Methods:

  • Seventy-six participants were allocated to groups with visual aids placed behind, in front, around the hole, or according to preference.
  • Performance was assessed through pre-trials, training putts, and retention/transfer tasks 48 hours later.
  • Subjective assessments of the visual aid's helpfulness were also collected.

Main Results:

  • The group preferring to place the visual aid in front of the hole showed lower putting consistency but higher subjective helpfulness ratings.
  • Learners in the preference group who chose the 'in-front' placement improved their performance compared to those in the fixed 'in-front' group.
  • A dissociation was observed between subjective preference and objective putting performance.

Conclusions:

  • Providing autonomy can enhance motor learning in golf putting.
  • A preference-performance dissociation exists, where subjective assessment of a visual aid's helpfulness does not always align with its actual effectiveness.
  • Coaches should be aware that learners may not select the most beneficial practice aids when given autonomy.