The Effect of Self-modeling, Skilled Model and Learning Model on Golf Putting Acquisition and Retention

The aim of the present study was to investigate the effect of self-modelling, skilled model, and learning model on the acquisition and retention of golf putting skill.
Forty-five students who volunteered to participate were selected and divided into three groups: self-modelling, skilled model, and learning model. After completing the pretest, participants engaged in six practice sessions, each consisting of six blocks of 10 trials. Prior to each training block, participants watched a video of their respective group's golf putting 10 times. The retention test was conducted 48 hours later.
A mixed ANOVA with repeated measures demonstrated that all three groups made significant progress in learning the desired skill from the pre-test to the acquisition test. This progress remained somewhat stable until the retention test. Additionally, both the acquisition and retention phases showed that the self-modeling group performed better than the other two groups. However, there was no significant difference between these groups.
Based on these results, the type of model used in learning skills such as golf putting has a highly significant effect. Therefore, learning golf putting can benefit from the similarities mentioned in Bandura's theory.