Construction and Validation of an Eight-Iron Approach Test

Abstract

The purpose of this study was to construct a golf test which would be usable for assessing the ability to perform an eight-iron approach shot at a distance of 12 yards from the pin. A good approach shot was defined as one which is high enough to avoid potential hazards between the point of contact and the pin and which comes to rest at or near the pin. Pilot studies were conducted to determine target size, number of trials and days of testing, hitting distance, objectivity, and reliability. The revised test was administered to 424 beginning golfers. Reliability estimates determined by analysis of variance procedures and by correlation techniques indicated that the test was reliable for the subjects involved. Logical validity was claimed and was further supported by comparing mean scores of a beginning and an experienced group. The test confidently differentiated the performance of the two groups.     

Liminality,disruption, and change: A prismatic look at pandemic education

PROSPECTS - Using prismatic inquiry, a team of researchers documented a variety of personal experiences that spanned elementary through higher education, with the goal of determining what helped...     

Personal perspectives on a school-university partnership

The process of collaborative biography was used to examine the effects of a school-university partnership on two elementary teachers. The partnership in question gave the teachers full responsibility for supervising and evaluating their own student teachers, with the support of a school-based team of Clinical Master Teachers. Although the experience gave both teachers opportunities to research their own beliefs and practices, differential effects emerged from apparent interactions with the teachers' personalities and career paths. We discuss these common and differential effects and reflect upon the effects of collaborating on this article. In sum, findings were consistent with the observations of other researchers that teachers' biographies are critical factors in determining how teachers define and experience new or expanded professional roles.