The impact of golf putting skill instructional methods on self-efficacy: The mediating role of conscious reprocessing

Document Type : Original Article

Authors

1 Department of Motor Behavior, Faculty of Physical Education and Sciences, Kharazmi University, Tehran, Iran

2 Department of Motor Behavior, Faculty of Physical Education, Kharazmi University

3 Department of Motor Behavior, Faculty of Physical Education, Bu-Ali Sina University

10.22034/mmbj.2026.67280.1187

Abstract

Objective: This study aimed to compare the effects of explicit and analogical learning methods on motor performance and self-efficacy, considering the mediating role of conscious reprocessing capacity.
Method: The statistical population consisted of all female students aged 13 to 15, with a sample of 90 participants selected and divided into high and low groups based on their scores on the Conscious Reprocessing Tendency Questionnaire. They were then randomly assigned to six groups (explicit with high/low reprocessing, analogy with high/low reprocessing, and control). Research tools included the Conscious Reprocessing Tendency Questionnaire, a golf putting performance test (measured by ball-to-target distance), and Bandura’s Self-Efficacy Questionnaire. The procedure was conducted over six sessions (pre-test, training, post-test) using explicit and analogical instructions.
Results: Repeated measures ANOVA revealed that both instructional methods improved performance and self-efficacy, but the analogy group outperformed the explicit group (p < 0.05). Additionally, both explicit and analogy groups showed higher self-efficacy compared to the control group (p < 0.05), though no significant difference was found between the two methods in enhancing self-efficacy. Contrary to expectations, conscious reprocessing capacity did not significantly mediate the effect of instructional methods on self-efficacy (p > 0.05).
Conclusion: The analogical method enhances motor performance by reducing cognitive load, while both explicit and analogical methods are equally effective in improving self-efficacy. However, the lack of influence from conscious reprocessing capacity suggests that other factors, such as task nature or learner skill level, may play a key role in the outcomes.

Keywords

Main Subjects

Mind, Movement, and Behavior
Volume 5, Issue 1
April 2026
Pages 176-193

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History

  • Receive Date: 19 May 2025
  • Revise Date: 30 June 2025
  • Accept Date: 11 February 2026

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