Expert golf instructors self-monitor their instruction and communication more than any other aspects of their teaching (Schempp, McCullick, Busch, Webster, & Sannen-Mason, 2006). Despite its apparent importance, however, the communication of expert golf instructors has received little investigative attention. The purpose of this study was to examine the instructional communication behaviors of 4 of the most highly accomplished golf instructors in the United States. Ladies Professional Golf Association instructors who met criteria for expert teaching (Berliner, 1994) and 4 students participated in the study. Videotaping, stimulated recall, and semistructured interviews were used to collect data on the teachers’ immediacy, communication style, and content relevance behaviors. Data were analyzed using modified analytic induction (Bogdan & Biklen, 1992). Findings indicated that the experts adapted their communication behaviors in ways that fit students’ learning preferences, personal experiences, and lesson goals. The findings resonate with previous research on expert teaching in terms of experts’ instructional flexibility.
Collin A. Webster
Matthew D. Curtner-Smith, Deborah. S. Baxter, and Leah K. May
exclusively, worked within the interpretive paradigm. They have studied relatively small samples of participants intensely and collected data with a number of qualitative techniques, the most prominent of which have been observations, formal interviews of teachers and students, stimulated recall and informal
K. Andrew R. Richards, Colin G. Pennington, and Oleg A. Sinelnikov
.87%) 3 15 13 13 Document analysis 26 (9.59%) 0 12 8 6 Questionnaires/surveys 48 (17.71%) 6 12 16 14 Interviews informal interviews 32 (25.81%) b 1 15 9 7 stimulated recall 7 (5.65%) b 0 2 5 0 formal interviews 28 (22.58%) b 1 15 8 4 semistructured interviews 33 (26.61%) b 1 7 14 11 group