{"id":{"repo_id":"byu","oai_identifier":"oai:scholarsarchive.byu.edu:etd-1222"},"canonical_url":"https://search.dev.ndltd.org/etd/byu/oai:scholarsarchive.byu.edu:etd-1222","repository":{"repo_id":"byu","name":"Brigham Young University","base_url":"https://scholarsarchive.byu.edu/do/oai/"},"display":{"title":"Effects of Video Modeling on Skill Acquisition in Learning the Golf Swing","abstract":"&lt;p&gt;The purpose of this study was to determine the effects of video modeling on skill acquisition in learning the golf swing. One-hundred-eight college students participated in this study. All participants were pre-tested via videotaping to determine initial skill level. The pre-test videotaping was analyzed using DartTrainer software. Each participant was randomly assigned to one of three groups (1) control (2) single-view or (3) multi-view. Participants in the control group viewed a compact disc (CD) with a putting demonstration repeated 40 times. The participants in the single-view group viewed a CD with a front view only demonstration repeated 40 times of the golf swing with a driver. Participants in the multi-view group viewed a CD with a multi-view (front, back, left, and right) demonstration of the golf swing using a driver. The demonstration was performed by a golf professional and each view was repeated 10 times for a total of 40 repetitions. After five weeks of CD viewing, practice, and class instruction, participants were video-taped to determine the level of improvement.&lt;p&gt; &lt;p&gt;Factorial ANOVA (3 groups x 2 trials) indicated significant within group pretest to posttest differences (F (1, 105) = 295.93, p&lt;0.001). Between group differences were also noted (F, (2,105) = 18.33, p&lt;0.001). Post hoc analysis indicated significantly fewer posttest deviations in the MV group than in the control group (p&lt;0.001). The single-view group also had fewer posttest deviations than did the control group (p&lt;0.001). There were no significant differences between the multi-view and single-view groups. The current study suggests that video modeling provided on a CD, which a learner can access on their own, may significantly increase skill acquisition rate and performance in learning the golf swing.&lt;p&gt;","abstract_html":"&amp;lt;p&amp;gt;The purpose of this study was to determine the effects of video modeling on skill acquisition in learning the golf swing. One-hundred-eight college students participated in this study. All participants were pre-tested via videotaping to determine initial skill level. The pre-test videotaping was analyzed using DartTrainer software. Each participant was randomly assigned to one of three groups (1) control (2) single-view or (3) multi-view. Participants in the control group viewed a compact disc (CD) with a putting demonstration repeated 40 times. The participants in the single-view group viewed a CD with a front view only demonstration repeated 40 times of the golf swing with a driver. Participants in the multi-view group viewed a CD with a multi-view (front, back, left, and right) demonstration of the golf swing using a driver. The demonstration was performed by a golf professional and each view was repeated 10 times for a total of 40 repetitions. After five weeks of CD viewing, practice, and class instruction, participants were video-taped to determine the level of improvement.&amp;lt;p&amp;gt; &amp;lt;p&amp;gt;Factorial ANOVA (3 groups x 2 trials) indicated significant within group pretest to posttest differences (F (1, 105) = 295.93, p&amp;lt;0.001). Between group differences were also noted (F, (2,105) = 18.33, p&amp;lt;0.001). Post hoc analysis indicated significantly fewer posttest deviations in the MV group than in the control group (p&amp;lt;0.001). The single-view group also had fewer posttest deviations than did the control group (p&amp;lt;0.001). There were no significant differences between the multi-view and single-view groups. The current study suggests that video modeling provided on a CD, which a learner can access on their own, may significantly increase skill acquisition rate and performance in learning the golf swing.&amp;lt;p&amp;gt;","abstract_has_math":false,"creators":["Smith, Joshua L."],"institution":"Brigham Young University - Provo","degree_name":"MS","degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":null,"date_issued":"","date_published":null,"updated_at":"2026-07-24T01:27:25Z","subjects":["Observational Learning","Visual Demonstration","Cognitive Reference","Video","Exercise Science"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarsarchive.byu.edu/etd/223","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Smith, Joshua L."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2004-12-02T08:00:00Z"]},{"key":"dc:publisher","label":"Institution","values":["Brigham Young University - Provo"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["MS"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Observational Learning","Visual Demonstration","Cognitive Reference","Video","Exercise Science"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarsarchive.byu.edu/etd/223","https://scholarsarchive.byu.edu/context/etd/article/1222/viewcontent/ETD_CISOPTR_242.pdf"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Life Sciences; Exercise Sciences","Health and Human Performances;Exercise Sciences"]},{"key":"dc:description.abstract","label":"Abstract","values":["&lt;p&gt;The purpose of this study was to determine the effects of video modeling on skill acquisition in learning the golf swing. One-hundred-eight college students participated in this study. All participants were pre-tested via videotaping to determine initial skill level. The pre-test videotaping was analyzed using DartTrainer software. Each participant was randomly assigned to one of three groups (1) control (2) single-view or (3) multi-view. Participants in the control group viewed a compact disc (CD) with a putting demonstration repeated 40 times. The participants in the single-view group viewed a CD with a front view only demonstration repeated 40 times of the golf swing with a driver. Participants in the multi-view group viewed a CD with a multi-view (front, back, left, and right) demonstration of the golf swing using a driver. The demonstration was performed by a golf professional and each view was repeated 10 times for a total of 40 repetitions. After five weeks of CD viewing, practice, and class instruction, participants were video-taped to determine the level of improvement.&lt;p&gt; &lt;p&gt;Factorial ANOVA (3 groups x 2 trials) indicated significant within group pretest to posttest differences (F (1, 105) = 295.93, p&lt;0.001). Between group differences were also noted (F, (2,105) = 18.33, p&lt;0.001). Post hoc analysis indicated significantly fewer posttest deviations in the MV group than in the control group (p&lt;0.001). The single-view group also had fewer posttest deviations than did the control group (p&lt;0.001). There were no significant differences between the multi-view and single-view groups. The current study suggests that video modeling provided on a CD, which a learner can access on their own, may significantly increase skill acquisition rate and performance in learning the golf swing.&lt;p&gt;"]},{"key":"dc:format","label":"Dc Format","values":["application:pdf"]},{"key":"dc:source","label":"Dc Source","values":["Brigham Young University - Provo"]},{"key":"dc:title","label":"Title","values":["Effects of Video Modeling on Skill Acquisition in Learning the Golf Swing"]}]}],"canonical_facts":{"dc:creator":["Smith, Joshua L."],"dc:date":["2004-12-02T08:00:00Z"],"dc:description":["Life Sciences; Exercise Sciences","Health and Human Performances;Exercise Sciences"],"dc:description.abstract":["&lt;p&gt;The purpose of this study was to determine the effects of video modeling on skill acquisition in learning the golf swing. One-hundred-eight college students participated in this study. All participants were pre-tested via videotaping to determine initial skill level. The pre-test videotaping was analyzed using DartTrainer software. Each participant was randomly assigned to one of three groups (1) control (2) single-view or (3) multi-view. Participants in the control group viewed a compact disc (CD) with a putting demonstration repeated 40 times. The participants in the single-view group viewed a CD with a front view only demonstration repeated 40 times of the golf swing with a driver. Participants in the multi-view group viewed a CD with a multi-view (front, back, left, and right) demonstration of the golf swing using a driver. The demonstration was performed by a golf professional and each view was repeated 10 times for a total of 40 repetitions. After five weeks of CD viewing, practice, and class instruction, participants were video-taped to determine the level of improvement.&lt;p&gt; &lt;p&gt;Factorial ANOVA (3 groups x 2 trials) indicated significant within group pretest to posttest differences (F (1, 105) = 295.93, p&lt;0.001). Between group differences were also noted (F, (2,105) = 18.33, p&lt;0.001). Post hoc analysis indicated significantly fewer posttest deviations in the MV group than in the control group (p&lt;0.001). The single-view group also had fewer posttest deviations than did the control group (p&lt;0.001). There were no significant differences between the multi-view and single-view groups. The current study suggests that video modeling provided on a CD, which a learner can access on their own, may significantly increase skill acquisition rate and performance in learning the golf swing.&lt;p&gt;"],"dc:format":["application:pdf"],"dc:identifier":["https://scholarsarchive.byu.edu/etd/223","https://scholarsarchive.byu.edu/context/etd/article/1222/viewcontent/ETD_CISOPTR_242.pdf"],"dc:language":["English"],"dc:publisher":["Brigham Young University - Provo"],"dc:source":["Brigham Young University - Provo"],"dc:subject":["Observational Learning","Visual Demonstration","Cognitive Reference","Video","Exercise Science"],"dc:title":["Effects of Video Modeling on Skill Acquisition in Learning the Golf Swing"],"dc:type":["Thesis"],"thesis:degree_name":["MS"]},"updated_at":"2026-07-24T01:27:25Z"}