Abstract
This study examined how personality influences the number of feedback requests and anxiety when learning to putt in golf. Twenty university students (10 males and 10 female) stood in front of a partition and putted a golf ball, with the goal of having the ball stop on a line 3.5 m from the starting position, along a path that included uphill and downhill portions. I used the Japanese version of the Big Five Personality Inventory (Big Five) to evaluate participants’ personalities and the Japanese version of the State-Trait Anxiety Inventory Form (STAI-JYZ) to evaluate participants’ anxiety. After a pretest, participants completed 60 practice trials in which they were allowed to ask how far the ball went if and when they wanted to. All participants then performed a posttest. Results showed that constant error, variable error, and total variability were lower at posttest than pretest. In addition, the results of a multiple regression analysis showed that higher Big Five agreeableness scale and STAI-JYZ anxiety-present scale scores were associated with fewer requests for feedback. These results suggest that the number of feedback requests was related to consideration and awareness, and these findings have implications for future research on cooperation.
Highlights
When acquiring motor skills, learners receive information about action errors and correct subsequent actions
Materials, and Design First, participants completed the Japanese version of the Big Five Personality Inventory (Big Five; Gakugei-Tosyo, Inc., Tokyo, Japan) which consist of 70 items to measure personality traits, and the Japanese version of the State-Trait Anxiety Inventory Form (STAI-JYZ; Jitsumukyoiku-shuppan, Inc., Tokyo, Japan) which consist of 40 items to measure anxiety
I predicted that Conscientiousness, Agreeableness, and Openness to experience of the Big Five scale, and higher anxiety would be associated with more requests for feedback
Summary
Learners receive information about action errors and correct subsequent actions. Learners become able to perform the action reliably and accurately. The resulting external feedback provides information about error detection and correction for future performance. Feedback is important for acquiring motor skills (Schmidt, 1991; Wulf, Shea, & Lewthwaite, 2010).
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