Free Essay Sample on Golf Learning Styles and Their Impact in Chinese Universities

Introduction

Golf is a sport, and it is also a form of recreation, and it involves building skills in the game, and the process provides an excellent form of exercise. Apart from physical exercise, it is vital for balance and cardiovascular fitness. Golf might seem like a simple game, but a player can get injured, and it is crucial to maintain swing mechanics by training with balance, flexibility, and strength (Ko & Pan, 2015). When an individual learns, they want to acquire skills, and they need to apply technique and mechanics principles to improve their strike on the ball and their body posture. An example is when a golfer wants to improve their drive distance, they need to produce more of ground reaction force (Murray et al., 2019).

Is your time best spent reading someone else’s essay? Get a 100% original essay FROM A CERTIFIED WRITER!

Order now

Golf teaching styles depends on an individual's golf learning style. Everybody has unique ways of absorbing information; therefore, instructors have to know an individual's learning style. Using a fixed teaching style affects a learner's performance, and they are most likely to get injuries (McGinnis et al., 2016). A learner needs space to process information, depending on how they understand things. Instructors can use sensory matching to understand an individual's learning style as it is crucial to develop golf skills and to reach the highest level (Murray et al., 2019). Learning styles depend on an individual's senses, and they vary between people. One uses their most dominant sense to learn and communicate, and in golf, one has to be in their best mode to perform (Paquette & Trudel, 2018). Golf learning styles that determine teaching styles are visual, auditory, and kinesthetic.

Research Questions

1. What are the triggers to understanding an individual's golf learning style?
2. What is the golf learning styles that determine the game's teaching styles?
3. How does the golf teaching style in Chinese universities affect skills and physical exercise?

Research Objectives

1. The research aims to show the triggers to understanding an individual's golf learning style.
2. The study projects to reveal the golf learning styles that determine teaching styles in the golf game.
3. The research aims to show how the golf teaching style in Chinese universities affect the physical exercise initiative and skills in the game.

Statement of Problem

There is no fixed golf teaching style as it is determined by how an individual learns. Chinese universities apply the same principle to improve an individual's skills in the game. In the process, an individual is involved in physical exercise as the game involves various muscles around the body. The research is, therefore, necessary to reveal the golf teaching styles in Chinese and its impact on the skills in the game and the physical exercise initiative.

Literature Review

Golf learning style triggers include visual, feel, sound, and verbal. They determine the learning styles as visual, auditory, and kinesthetic. The learning styles then shape how an instructor teaches golf, and they affect the rate one learns the skills and the intensity of physical exercise in the process.

Triggers

An instructor uses visual, feel, sound, and verbal triggers to determine an individual's golf learning style, which in turn will be necessary for their teaching style (Stenner et al., 2016). Visual trigger depends on how an individual sees the ball before and after they hit the ball. If they can picture the visual aspect, then that is their dominant sense. Other individuals can only think about the target and not the flight the ball takes (Sato & Laughlin, 2017). Feel trigger is when an individual can connect with the moment, they hit the ball for a shot. If one feels it, then it is their dominant sense.

When an individual feels the rhythm of the swing before, and after they hit the ball, then their dominant sense is auditory. Individuals like this may even need music to make them connect more with the game. If an individual talks to themselves more before and during a swing, then they have a verbal trigger (Kim & Kim, 2018). It makes them connect with the game as they create their feeling of positivity that makes them perform.

Golf Learning Styles Determining the Teaching Styles

Visual Learning Style

As in the trigger part above, individuals with visual learning styles have visual triggers. They tend to picture the whole process as they prepare their body and shape to take a swing at the ball (Sato & Laughlin, 2017). Such an individual is organized and talks less or fast, and they prefer an instructor to show them how to do it and not talk to them about the skills (Han et al., 2019). They want to make their game as aesthetic as possible; therefore, an instructor can use grid lines or props to improve these individual's skills.

Auditory Learning Style

An individual with an auditory learning style is active, and they prefer to experience their mode of learning. It shows that they are slower, but they are top listeners. They like to hear how to do things, and they are often taking deep breaths before taking a swing at the ball (Fisher, 2019). They like to balance themselves as they prefer long swings to short ones.

Kinesthetic Learning Style

An individual with a kinesthetic learning style likes experimenting and evaluating themselves in the process. They are not analytical of their action, and they are quite slow to learn as they want to feel the process first (El Khouri et al., 2020). They prefer breathing into their stomachs rather than their chest and like to move around slowly and carefully.

How Golf Teaching Style in Chinese Universities Affect the Physical Exercise Initiative and Skills in The Game

Individuals with visual learning styles develop skills faster than all as they are focused on the target. They become efficient in what they are doing as they like to learn continuously. They develop their skills more as they like presentations, and tend to do more work on the pitch. It shows that they get more physical exercise, which is positive towards the physical exercise campaign in Chinese universities (Wang & Chen, 2020).

A learner with auditory style prefers to hear instructions, and they are likely to learn slowly. An instructor has to adjust their teaching style to engage them throughout the process by talking to them for guidance (Boyle et al., 2018). They develop skills slowly, and as they like listening more, they are more likely to do less physical exercise (Aiken & Genter, 2018). Individuals with Kinesthetic learning styles thrive with experiments. It means that they put in more work, even though at a slower rate. They develop skills gradually, and they do more physical exercise in the process, further contributing to the physical exercise campaign in Chinese universities.

Significance of the Study

The study provides an insight into golf teaching styles that are hugely influenced by learning styles. It shows the various triggers that an instructor can use to tell the learning style so that they can adjust their teaching style. Teaching styles have varying impacts on how an individual develops skills and the intensity of physical exercise in the process, which is essential for the physical exercise campaign in Chinese universities.

Research Methodology

The research methodology is a meta-analysis, which is a branch of qualitative analysis. It involves an analysis of peer-reviewed journals to establish patterns and new information for the research. Journals are easily accessible in libraries, and they are stable sources of information.

References

Aiken, C. A., & Genter, A. M. (2018). The effects of blocked and random practice on the learning of three variations of the golf chip shot. International Journal of Performance Analysis in Sport, 18(2), 339-349. https://doi.org/10.1080/24748668.2018.1475199

Boyle, C. J., Gonyeau, M., Flowers, S. K., Hritcko, P., Taheri, R., & Prabhu, S. (2018). Adapting leadership styles to reflect generational differences in the Academy. American Journal of Pharmaceutical Education, 82(6), 6886. https://doi.org/10.5688/ajpe6886

El Khouri, F. B., Meira Junior, C. D., Rodrigues, G. M., & Miranda, M. L. (2020). Effects of command and guided discovery teaching styles on acquisition and retention of the handstand. Revista Brasileira de Educação Física e Esporte, 34(1), 11-18. https://doi.org/10.11606/issn.1981-4690.v34i1p11-18

Fisher, K. M. (2019). An assessment of student learning and instructional methods in a golf skills physical education course at a public University. The Physical Educator, 76(2), 410-426. https://doi.org/10.18666/tpe-2019-v76-i2-8715

Han, K. H., Como, C., Kim, J., Hung, C., Hasan, M., & Kwon, Y. (2019). Effects of pelvis-shoulders torsional separation style on the kinematic sequence in golf driving. Sports Biomechanics, 18(6), 663-685. https://doi.org/10.1080/14763141.2019.1629617

Kim, I., & Kim, J. (2018). The structural relationship between transformational leadership, leader-member exchange (LMX), and individual creativity of Korean golf leader. Indian Journal of Public Health Research & Development, 9(9), 1259. https://doi.org/10.5958/0976-5506.2018.01167.1

Ko, K., & Pan, S. B. (2015). Golf swing motion data acquisition based on the human body model for the golf self-coaching system. The Journal of Korean Institute of Information Technology, 13(8), 117. https://doi.org/10.14801/jkiit.2015.13.8.117

McGinnis, L. P., Glibkowski, B., & Lemmon, G. (2016). Introducing the question wheel, a Circumplex model of communication developed from expert golf instructors. International Journal of Sport Communication, 9(2), 167-190. https://doi.org/10.1123/ijsc.2016-0014

Murray, A. D., Hawkes, R. A., Kelly, P., Grant, L., & Mutrie, N. (2019). Do golf fans walk the talk? Follow-up of spectators' beliefs and self-reported physical activity three months after they attended a professional golf tournament in the UK. BMJ Open Sport & Exercise Medicine, 5(1), e000503. https://doi.org/10.1136/bmjsem-2018-000503

Murray, A., Kelly, P., Morton, S., Glover, D., Duncan, J., Hawkes, R., Grant, L., & Mutrie, N. (2019). Maximizing and evaluating the uptake, use, and impact of golf and health studies. British Journal of Sports Medicine, by sports-2019-100994. https://doi.org/10.1136/bjsports-2019-100994

Paquette, K., & Trudel, P. (2018). The evolution and learner-centered status of a coach education program. International Sport Coaching Journal, 5(1), 24-36. https://doi.org/10.1123/iscj.2017-0038

Sato, T., & Laughlin, D. D. (2017). Integrating Kolb's experiential learning theory into a sport psychology classroom using a golf-putting activity. Journal of Sport Psychology in Action, 9(1), 51-62. https://doi.org/10.1080/21520704.2017.1325807

Sato, T., & Laughlin, D. D. (2017). Integrating Kolb's experiential learning theory into a sport psychology classroom using a golf-putting activity. Journal of Sport Psychology in Action, 9(1), 51-62. https://doi.org/10.1080/21520704.2017.1325807

Stenner, B. J., Mosewich, A. D., & Buckley, J. D. (2016). An exploratory investigation into the reasons why older people play golf. Qualitative Research in Sport, Exercise and Health, 8(3), 257-272. https://doi.org/10.1080/2159676x.2016.1148773

Wang, Y., & Chen, A. (2020). Effects of a concept-based physical education on middle school students' knowledge, motivation, and out-of-school physical activity. Journal of Teaching in Physical Education, 39(3), 407-414. https://doi.org/10.1123/jtpe.2019-0067