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Title: The effects of model familiarity on golf drive performance and mastery expectations
Author: Jones, Bryan
ISNI:       0000 0004 2716 9615
Awarding Body: Manchester Metropolitan University
Current Institution: Manchester Metropolitan University
Date of Award: 2007
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The present investigation examined the effects of model familiarity on golf drive performance and mastery expectations. Bandura (1997) suggested that self modelling enhanced performance through the mediational effect of self efficacy. This theoretical prediction has been supported in contemporary research (Clarke & Ste-Marie, 2007; Ram & McCullagh, 2003) Therefore, in the present investigation, a best attempt self model group observing self-adaptive behaviour (BASM) was compared to an expert model group (EM) and a no model group. Based on Bandura's prediction, the BASM group would demonstrate elevated mastery expectations compared to the other groups, and subsequently demonstrate superior performance, as measured by horizontal distance and ratings of form (examined using the golf drive observation list (GDOL)). Using intermediate standard golfers, and following five treatment sessions and a retention test ten days following the end of the treatment the data revealed a significant group main effect for mastery expectations. Pairwise comparisons revealed differences between the BASM and control group throughout the whole treatment (p<0.05) and the BASM and the EM group in the [mal treatment session (p<0.05) whereby the BASM group had higher measures of mastery expectations. However, there were no significant differences observed for horizontal distance. There were significant differences for ratings of form whereby the BASM and EM groups reported higher form scores than the controL This provides limited support for Bandura's prediction as the enhanced mastery expectations did not lead to a similar concomitant change in golf drive performance. This is explained using Scully and Newell's (1985) visual perceptual perspective; in particular its theoretical prediction that only learners in the co-ordination phase of learning would benefit from observational learning.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available