Author(s)

Tadao Ishikura

Faculty of Sports Science and Health, Doshisha University, Kyoto, Japan.

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.

Feedback, Personality, Anxiety, Self-Controlled Practice

Ishikura, T. (2016) Effect of Personality on the Number of Feedback Requests When Learning a Golf-Putting Task. Advances in Physical Education, 6, 389-395. doi: 10.4236/ape.2016.64039.