Differential Effects of Supportive and Prescriptive Feedback on Motor Learning and Performance in Novice Golfers

This study investigated the effects of supportive feedback (SF) and prescriptive feedback (PF) on motor learning and golf performance in novice golfers using a TrackMan-based training environment. Thirty-six male amateur golfers (handicap 25–30) were randomly assigned to either an SF group or a PF group. Participants completed a pre-test, followed by five days of practice (400 trials), and a post-test. During practice, the SF group received positive, reinforcement-based feedback emphasizing successful performance, whereas the PF group received corrective feedback targeting performance errors. Performance outcomes included ball speed (m/s), launch angle (°), and distance (yd), analyzed using a two-way repeated measures ANOVA. Results showed significant time and interaction effects for ball speed and distance, while launch angle demonstrated a significant interaction effect only. The SF group exhibited greater improvements in ball speed and distance compared to the PF group, and was the only group to show significant improvements in launch angle and distance. In contrast, the PF group showed limited or non-significant changes across most variables. These findings suggest that supportive feedback is more effective than prescriptive feedback in facilitating motor learning and improving performance in novice golfers. The results highlight the importance of feedback structure, indicating that reinforcing successful performance may enhance learning by reducing cognitive load and promoting more efficient movement patterns.