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Collin A. Webster

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.

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Lee Phillip McGinnis, Brian Glibkowski, and Grace Lemmon

Using a grounded theory method of inquiry, this research developed a question-based framework that integrates the WH questions (what, why, when, where, who, and how) with knowledge types (structural, declarative, and procedural) and context (objective and subjective). From this integration, 3 different styles of communication (directional, analytical, and relational) and 6 associated modes of communication (procedure, action, concept, theory, metaphor, and story) emerged. These styles and modes of communication are organized around a circumplex structure, which is further dimensionalized by the WH questions. This framework is referred to as the Question Wheel of Communication, which reflects the circumplex, or circular, ordering of questions.

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Marco Catarino Espada Estêvão Correia and Rachael Bertram

, 69 , 254 – 266 .PubMed doi:10.1080/02701367.1998.10607692 9777662 10.1080/02701367.1998.10607692 Schempp , P. , Templeton , C. , & Clark , B. ( 1998 ). The knowledge acquisition of expert golf instructors . In M. Farrally & A.J. Cochran (Eds.), Science and golf III: Proceedings of

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Melinda A. Solmon

individuals who were skillful golfers, but who struggled with instruction in golf classes. Recently we had a golf instructor leave unexpectedly and found it necessary to identify another instructor for those classes. We called upon a pedagogy doctoral candidate with experience in teaching school physical

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Kyle Paquette and Pierre Trudel

fame and accomplishments as a player, he became a highly sought after golf instructor. As such, the PGA of Canada enlisted his services, and “he guided the creation of the program and travelled across the country to passionately pass along his ideas and to deliver his way of teaching [emphasis added

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Micheal J. Luera, Brittany Dowling, Tyler W.D. Muddle, and Nathaniel D.M. Jenkins

known as the “Serape Effect,” or the creation and release of stored elastic energy via the stretch of the core musculature and tension formation in the trunk and hip muscles by separation of these 2 segments. Trunk–pelvis separation is crucial to success in other sports as well. For example, golf

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Stephen R. Bested, Gerome A. Manson, and Luc Tremblay

When learning a new motor skill, there are many different approaches that an instructor may incorporate to help teach that motor skill. For example, a golf instructor may take hold of the club being used to physically guide an individual into the correct position to perform the novel skill (e

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Paul G. Schempp and Sophie Woorons

, P. ( 2006 ). How experts see what the rest of us miss . Development and Learning in Organizations, 20 ( 6 ), 16 – 17 . Schempp , P.G. , Templeton , C. , & Clark , B. ( 1998 , July ). The knowledge acquisition of expert golf instructors . Paper presented at the World Scientific

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Andrew M. Colombo-Dougovito and Jihyun Lee

author, who was licensed clinician with added cert. in yoga and dance therapy No fidelity check, but attendance was tracked G Hospital Schleien et al. ( 1990 ) Purposive AU None APE teacher and trained peer tutor Neither was mentioned Mixed School Shanok et al. ( 2019 ) Conv. ASD None Trained golf

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Kyle Paquette, Pierre Trudel, Tiago Duarte, and Glenn Cundari

support coaches’ interests and learning ICT Coach Educator Experienced golf instructor; learning is the automatic outcome of effective instruction Deliver the ‘right’ information; present all content (i.e., get through the module); maintain coaches’ attention and interest Mixed; recognized but did not