Comparison of the Effectiveness of Expecting to Teach on Executive Function and Learning of Golf Putting Skill

The purpose of the present study was to compare the effect of two learning by expecting to teach versus traditional learning styles on executive functions and motor learning of golf putting skill.

The present study was a quasi-experimental and was performed in two experimental groups for three days. Participants consisted of 24 adults (All males; mean age 22.58 ± 1.81 years.) who were selected convenience and randomly assigned to two experimental groups. Participants performed six blocks of 10 trials each day with 5-minute rest intervals.

The results of mixed ANOVA, one-way ANOVA and MANCOVA showed that in the acquisition phase (p = 0.07) and the response inhibition index (p = 0.06), the group of expecting to teach had no superiority to the control group, in the retention (p = 0.03) and transfer tests (p = 0.01) and also working memory index (p = 0.02), the group of expecting to teach had superiority to the control group.

In summary, it can be concluded that learning by teaching to others will improve motor learning by improving working memory. Therefore, in educational settings, it is suggested which this new style of practice can be useful.