"Education, Faculty of"@en . "Curriculum and Pedagogy (EDCP), Department of"@en . "DSpace"@en . "UBCV"@en . "Alderman, Richard Brian"@en . "2012-01-06T06:27:53Z"@en . "1960"@en . "Master of Human Kinetics - MHK"@en . "University of British Columbia"@en . "The purpose of this study was to investigate which of two grips, the Vardon overlapping grip or the Spread grip, produces the best results in range, accuracy, velocity and the angle of impact when teaching the golf swing to the beginning golfer. Also investigated were the results produced when the beginner was taught a second grip after six weeks of instruction. The McKee test, representing the elements of the golf swing, was selected to examine the hypotheses.\r\nThirty-three University of British Columbia first and second year students enrolled in the service program of the School of Physical Education and Recreation were randomly selected and divided into two groups. Following the initial tests, the first experimental group, called the Vardon Group, underwent an eight week period of golf instruction, learning the Vardon grip in the first six weeks and the Spread grip in the last two weeks. The second experimental group, called the Spread Group, underwent an identical type of instructional program, except the Spread grip was taught for the first six weeks and the Vardon grip was taught over the last two weeks. Both groups were retested at the end of six weeks and at the end of eight weeks in the same manner.\r\nBoth groups averaged gains in performance that were statistically significant over the first six week period in the elements of range and the angle of impact. Over the last two weeks of instruction, only the Spread Group exhibited a gain in performance that was statistically significant and this was in the element of accuracy. Over the total eight week period of instruction, the Vardon Group averaged gains that were statistically significant in the elements of range angle of impact and accuracy, whereas, the Spread Group exhibited Improved gains in performance that were statistically significant in the elements of range, angle of impact and velocity.\r\nA statistically significant difference between the groups over both the six week period and eight week period was exhibited in the element of accuracy only. The Spread Group, using the Spread grip in the first six week period, and the Vardon grip in the last two week period, improved it performance whereas, the Vardon Group decreased in performance over both periods of instruction.\r\nIt was concluded that only in the element of accuracy can the Spread grip be construed as superior to the Vardon grip when teaching the golf swing to a group of beginners over an eight week period of twice-weekly instruction."@en . "https://circle.library.ubc.ca/rest/handle/2429/39922?expand=metadata"@en . "A COMPARATIVE STUDY ON THE EFFECTIVENESS OF TWO GRIPS FOR TEACHING BEGINNING GOLF *y RICHARD BRIAN ALDERMAN B.P.E. University of B r i t i s h Columbia, 1956. A THESIS SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF PHYSICAL EDUCATION i n the School of PHYSICAL EDUCATION and RECREATION We accept t h i s thesis as conforming to the required standard THE UNIVERSITY OF BRITISH COLUMBIA A p r i l , 1960. In presenting t h i s t h e s i s i n p a r t i a l f u l f i l m e n t of the requirements f o r an advanced degree at the U n i v e r s i t y of B r i t i s h Columbia, I agree that the L i b r a r y s h a l l make i t f r e e l y a v a i l a b l e f o r reference and study. I f u r t h e r agree that permission f o r extensive copying of t h i s t h e s i s f o r s c h o l a r l y purposes may be granted by the Head of my Department or by h i s r e p r e s e n t a t i v e s . I t i s understood that copying or p u b l i c a t i o n of t h i s t h e s i s f o r f i n a n c i a l g a i n s h a l l not be allowed without my w r i t t e n permission. Department The U n i v e r s i t y of B r i t i s h Columbia, Vancouver $, Canada. ABSTRACT The purpose of t h i s study was to investigate which of two grips, the Vardon overlapping grip or the Spread g r i p , produces the best result s i n range, accuracy, v e l o c i t y and the angle of impact when teaching the golf swing to the beginning g o l f e r . Also investigated were the result s produced when the beginner was taught a second grip a f t e r s i x weeks of i n s t r u c t i o n . The McKee t e s t , representing the elements of the golf swing, was selected to examine the hypotheses. Thirty-three University of B r i t i s h Columbia f i r s t and second year students enrolled i n the service program of the School of Physical Education and Recreation were randomly selected and divided into two groups. Following the i n i t i a l t e s t s , the f i r s t experimental group, c a l l e d the Vardon Group, underwent an eight week period of golf i n s t r u c t i o n , learning the Vardon grip i n the f i r s t s i x weeks and the Spread grip i n the l a s t two weeks. The second experimental group, c a l l e d the Spread Group, underwent an i d e n t i c a l type of i n s t r u c t i o n a l program, except the Spread grip was taught for the f i r s t s i x weeks and the Vardon grip was taught over the l a s t two weeks. Both groups were retested at the end of s i x weeks and at the end of eight weeks i n the same manner. Both groups averaged gains i n performance that were s t a t i s t i c a l l y s i g n i f i c a n t over the f i r s t s i x week period i n the elements of range and the angle of impact\u00E2\u0080\u00A2 Over the l a s t two weeks of i n s t r u c t i o n , only the Spread Group exhibited a gain i n performance that was s t a t i s t i c a l l y s i g n i f i c a n t and t h i s was i n the element of accuracy. Over the t o t a l eight week period of i n s t r u c t i o n , the Vardon Group averaged gains that were s t a t i s t i c a l l y s i g n i f i c a n t i n the elements of range angle of impact and accuracy, whereas, the Spread Group \u00E2\u0080\u00A2 exhibited Improved gains i n performance that were s t a t i s t i c a l l y s i g n i f i c a n t i n the elements of range, angle of impact and v e l o c i t y . A s t a t i s t i c a l l y s i g n i f i c a n t difference between the groups over both the s i x week period and eight week period was exhibited i n the element of accuracy only. The Spread Group, using the Spread grip i n the f i r s t s i x week period, and the Vardon grip i n the l a s t two week period, improved i t performance whereas, the Vardon Group decreased i n performance over both periods^ of i n s t r u c t i o n . I t was concluded that only i n the element of accuracy can the Spread grip be construed as superior to the Vardon grip when teaching the golf swing to a group of beginners over an eight week period of twice-weekly i n s t r u c t i o n . TABLE OP CONTENTS CHAPTER PAGE I STATEMENT OF THE PROBLEM 1 I I JUSTIFICATION OF THE PROBLEM 3 I I I REVIEW OF THE LITERATURE 4 IV METHODS AND PROCEDURE 13 V ANALYSIS OF THE RESULTS 24 VI DISCUSSION 40 BIBLIOGRAPHY 50 APPENDICES A. STATISTICAL TREATMENT .54 B. EXAMPLE OF CALCULATIONS IN TREATMENT OF RAW SCORES..59 C. INDIVIDUAL SCORE SHEET 62 D. GROUP SCORE SHEET 63 E. AVERAGE RAW SCORES FOR VARDON GROUP 64 F. AVERAGE RAW SCORES FOR SPREAD GROUP 65 G. EQUATED RESULTS OF RAW SCORE TREATMENT ,.66 H. PLAN OF GOLF LESSONS 67 LIST OF TABLES I Comparison of Results Between I n i t i a l and Second Test Means i n the Element of Velocity 25 I I Comparison of Results Between Second and Third Test Means i n the Element of Velocity..... 26 I I I Comparison of Results Between I n i t i a l and Third Test Means i n the Element of ' Velocity ,27 IV Degree of Improvement Between the Means of the Vardon Group and Spread Group i n Velocity 28 V Comparison of Results Between I n i t i a l and Second Test Means i n the Angle of Deviation .29 VI Comparison of Results Between Second and Third Test Means i n the Angle of Deviation 30 VII Comparison of Results Between I n i t i a l and Third Test Means i n the Angle of Deviation 30 VIII Degree of Improvement Between Means of.the Vardon Group and the Spread Group i n Angle of f'\"Deviation, \u00E2\u0080\u00A2\u00C2\u00AB.32 IX Comparison of Results Between I n i t i a l and Second Test Means i n the Angle of Impact #33 X Comparison of Results Between Second and Third Test Means i n the Angle of Impact 34 XI Comparison of Results Between I n i t i a l and Third Test Means i n the Angle of Impact .34 XII Degree of Improvement Between the Means of the Vardon Group and the Spread Group i n the Angle of Impact 36 XIII Comparison of Results Between I n i t i a l and Second Test Means i n the Element of Range \u00C2\u00BB36 XIV Comparison of Results Between Second and Third Test Means i n the Element of Range 37 XV Comparison of Results Between I n i t i a l and Third Test Means i n the Element of Range ......38 XVL Degree of Improvement Between the Means of the Vardon Group and the Spread Group i n the Element of Range 39 LIST OP FIGURES I Test Area 20 ACKNOWLEDGMENT The writer wishes to express his sincere appreciation to Dr e Max Howell and Mr, Robert Morford f o r t h e i r guidance and assistance throughout t h i s study* CHAPTER I STATEMENT OF THE PROBLEM The purpose of t h i s study i s to investigate which of two grips, the \"Vardon\" grip or the \"Spread\" g r i p , produces the best result s i n range, accuracy, v e l o c i t y and the angle of impact when teaching the golf swing to the beginning gol f e r . Also investigated are the results produced when the beginner i s taught a second grip a f t e r s i x weeks of instruction:. The Vardon g r i p , or overlapping g r i p , as i t i s commonly c a l l e d , i s the method \"by which the right-handed golfer holds the club i n both hands with the right hand grasping the club immediately below the l e f t hand. The l i t t l e finger of the right hand overlaps, and rests upon, the index finger of the l e f t hand. The fingers hold the club f i r m l y . The hands are on the club i n such a p o s i t i o n that the \"V\" formed by the index finger and thumb of each hand points approximately to the golfer's r i g h t shoulder. The Spread grip, which i s 6ften mistakenly c a l l e d the \"baseball\" g r i p , i s applied to the handle of the golf club i n the same manner as the Vardon grip except for one major difference, the l i t t l e finger of the right hand rests against the index finger of the l e f t hand and i s on the club i t s e l f . In both grips the l e f t thumb rests along the shaft of the club inside and beneath the palm of the right hand. This i s d i s t i n c t l y d i f f e r e n t from the \"baseball\" grip where the l e f t thumb i s wrapped around the shaft outside the right hand. In the Spread grip there are eight fingers i n contact with the club, whereas, i n the Vardon g r i p , there are seven fingers grasping the club. The exponents of the Spread grip state that eight fingers tend to give more leverage to the golf swing, while those golfers who use the Vardon grip claim that seven fingers lend more \"compactness\" to the grip. This difference i n opinion has resulted i n a controversy as to which method i s the better. For the purposes of t h i s study, i t i s , therefore, hypothesized that: 1. there i s no s i g n i f i c a n t difference between the gains r e s u l t i n g from the use of the Vardon grip or the Spread grip i n any of four selected c r i t e r i a used i n the t e s t i n g of beginning golfers following s i x weeks of i n s t r u c t i o n , and 2. there i s no s i g n i f i c a n t difference between the o r i g i n a l groups i n any of four selected c r i t e r i a following an additional two weeks of t r a i n i n g i n which the grips for both groups are interchanged. CHAPTER I I JUSTIFICATION OF THE PROBLEM Moat go l f i n g authorities agree that the method by which the golf club i s held i s one of the most important components of the golf swing. Though there i s considerable l i t e r a t u r e concerning the use of the Vardon gr i p , there are l i t t l e or no objective data i n the l i t e r a t u r e to support the argument that i t i s superior to the Spread grip. The Vardon grip i s taught to beginners mainly because i t i s the grip the teacher uses himself, because i t i s the grip advocated by the leading performers i n the golf world or because i t i s the grip the teacher learned himself when he f i r s t started to play. There has been no attempt made to discover i f the Spread grip would be more suitable f o r the teaching of beginners. I f t h i s experiment indicates that one grip i s s i g n i f i c a n t l y more effective than the other, or that practice of both grips i s s i g n i f i c a n t l y more e f f e c t i v e , i t may be of some value to golf teachers. I f no conclusive r e s u l t s are produced, i t w i l l have, at l e a s t , supplied some objective data. CHAPTER I I I REVIEW OP THE LITERATURE \u00E2\u0080\u00A2 \u00E2\u0080\u00A2 \u00E2\u0080\u00A2 \u00E2\u0080\u00A2 i t took me a year of constant experimentation to s a t i s f y myself as to the superiority of t h i s grip over a l l others. It seems to create just the right amount of fusion between the hands and i n v o l u n t a r i l y induces each to do i t s proper work. (1) I t was with t h i s statement that Harry Vardon changed the grip which golfers had been using for 350 years. The fact that Vardon, the best known golf professional of his day, was holding the golf club i n a c e r t a i n manner was enough for his grip to become the most u n i v e r s a l l y accepted component i n the golf swing. Since the inception of t h i s grip i n 1905 the majority of successful g o l f e r s , professional and amateur, have used t h i s grip. Many professionals proclaim t h e i r p a r t i c u l a r method of doing various things i n the golf swing w i l l insure success, but i t i s almost without exception that they advocate the overlapping Vardon g r i p . The best description of the overlapping Vardon grip comes from Vardon himself. He states (2): The club i s held i n the l a s t three fingers of the l e f t hand, the shaft pressing into the top j o i n t of the fore-f i n g e r . As the wrist should be turned so as to show the knuckles, the l e f t thumb w i l l be urged past the shaft. We now have the l e f t thumb f i r m l y on the club, and the top j o i n t of the l e f t forefinger exercising a determined hold. I f i s with these two members that we want to grip t i g h t e s t ; that i s why we are 5 making use of the strongest part of the l e f t f orefinger. In an ordinary way i t i s the finger with which we f i n d we apply least pressure when we take hold of anything. It seems to be a law of nature that the l i t t l e fingers s h a l l be able to grip more securely* Consequently, l e t the second, t h i r d and l i t t l e fingers f a l l into natural p o s i t i o n a f t e r a f i r m grip has been taken with the l e f t thumb. That rounded prot(i*uberance of admirable proportions, the b a l l of the r i g h t thumb, i s placed over the l e f t thumb, the top of which alone remains exposed to view. The f i r s t three fingers of the right hand clasp the shaft, and the l i t t l e finger overlaps and presses f i r m l y on the fore-finger of the l e f t hand. Then the union i s complete. Tommy Armour, the leading golf teacher of t h i s era, i n discussing the g r i p , says (3) that one of the f i r s t things which determines how w e l l one i s going to be able to play i s the way i n which the club i s held, and that both hands must be f i t t e d compactly together to coordinate the essential factors of left-hand control and right-hand power. He admits that there are several grip variations which a few of the experts use, but they can get away with these deviations because they have the opportunity for considerable practice and play. Armour advocates the overlapping grip because I t contributes to excellent hand action, a necessary factor i n h i t t i n g a golf b a l l w e l l . Novak (4) adds to t h i s by saying that the overlapping grip i s responsible f o r positioning the club c o r r e c t l y , for maintaining that p o s i t i o n at a l l points i n the swing, and f o r transmitting to the club, through leverage, the force created by the body turn. He thinks the overlapping grip i s the only way to set the hands so that i t i s almost impossible f o r them not to counterbalance properly. It appears most of the professional golfers consider t h i s counterbalancing of the hands important. Nelson (5), Turnesa (6), Burke (7) and Mangrum (8) a l l mention i n one way or another that the hands must act i n opposition to each other, and that the overlapping grip i s the grip that best promotes t h i s opposing action. Guldahl (9) stresses the importance of making sure the rig h t hand supplies the power and the l e f t hand supplies the control. He thinks the main idea of the overlapping grip i s to remove some of the right-hand control from the swing. He t e l l s us to remember that the power to be gained from wrist action i n the swing depends e n t i r e l y upon the correct placement of both hands on the club. However, even the professionals tend to disagree on some of the f i n e r points concerning the proper g r i p . Ben Hogan (10) for example, emphasizes that the hands act as one u n i t ; that both hands supply an equal share of power and control. Hogan i s as certain that the overlapping grip does t h i s as the others are c e r t a i n that i t does not. Hogan, who has probably done more experimentation on his grip than any of the other professionals, feels that unless you have a co-operative union of the hands, the right hand w i l l achieve dominance and ru i n the swing. Both Hogan (11) and Mangrum (12) agree, however, that 7 the reason the club has less chance of s l i p p i n g either at the top of the swing or at impact with the b a l l i s due to the fact that the hands are locked together and form a single unit caused by the overlapping of the l i t t l e f inger of the right hand. Seri (13), i n h i s analysis of the golf swing, states that the proper hand grip i s essential since the hands w i l l determine the d i r e c t i o n and path the head of the club takes to make contact with the b a l l . He thinks the overlapping grip provides the compactness to make t h i s possible. Rehling (14), i n h i s analysis of techniques of the golf d r i v e , discovered from studying films of twelve well-known professionals and one amateur that eleven out of the th i r t e e n golfers used the overlapping g r i p . Rehling (15) also fe e l s that there i s a d e f i n i t e d i v i d i n g l i n e between knowledge and s k i l l i n connection with the g r i p , and i t is- with t h i s problem i n mind that he feels the overlapping grip i s the best grip to use In teaching beginning g o l f e r s . It can be seen, therefore, that the majority of opinion indicates that the Vardon overlapping grip i s the best method by which to hold a golf club. There are, however, a few dissenters. Whitlach (16), i n 1910, said that various reasons have been given to explain why the overlapping grip i s superior to . \u00E2\u0080\u009E, .8 any others, hut the one heard most frequently was that men with large hands were compelled to adopt the Vardon grip. He f a i l e d to see the l o g i c i n the inference that i t would not he as b e n e f i c i a l to a man with small hands. Seymour Down (17) i s of the opinion that a golfer should experiment with the various hand grips. He postulates that the exact s e t t i n g of the hands varies with individuals because of the v a r i a t i o n i n muscle development, and that each player should experiment with various hand settings u n t i l the correct one i s found. The fact that beginners tend to use a \"natural\" or Spread grip at the beginning emerges from an a r t i c l e by Dr. D. V e l l e r . One of the most common mistakes, claims V e l l e r (18), i s that most beginners grasp the club i n one of two ways; they either grasp i t l i k e a baseball bat or place t h e i r right thumb d i r e c t l y behind the shaft. John W. Bunn, i n his book on the s c i e n t i f i c p r i n c i p l e s of coaching, states \u00C2\u00A319): It has always disturbed me t h i s tendency i n others to accept b l i n d l y the methods employed by the star athlete and to assume these methods are correct merely because the man i s a top performer. The overlapping grip which i n some form or other i s u n i v e r s a l l y used has certain mechanical disadvantages. The stroking movement so f a r as the hands are concerned i s such that the top hand i s pushing back while the bottom hand i s pushing forward with a fulcrum midway between the center of the hands. Thus, the further the hands are spread, within p r a c t i c a l l i m i t s of course, the greater the power of the stroke. The eff e c t i v e force i s increased i n proportion to the 9 length of the force arm. Dana (20) measured the r e l a t i v e power produced In the golf swing when u t i l i z i n g each of the three types of grips; the Vardon gr i p , the Spread grip and the baseball grip. He used eighteen subjects who ranged from beginners to members of the v a r s i t y golf team. He found there was no s t a t i s t i c a l l y s i g n i f i c a n t difference to prove one grip superior to either of the others. The largest median v e l o c i t y came from the Vardon grip and the largest single v e l o c i t y came from a person using the Spread gr i p . ; The success of the Spread grip i n tournament golf was well demonstrated i n 1959 by two of the better known pro-*. - r f e s s i o n a l s , Art Wall* J r . , who won the United States Master's Tournament, and Bob Rosburg, who won the Professional Golfer's Association Tournament. Both these players used the Spjread grip. Wall (21) especially recommends the Spread grip f o r women and men with small hands because i t i s more natural, less tense and requires less wrist action. Golf Tests; Tests applicable for the f u l l swinging shot i n golf which are found i n the l i t e r a t u r e are generally l i m i t e d to measuring either accuracy or distance. Clevett (22), Wood (23) and Alway (24) designed target tests to measure the accuracy of a golf shot. The highest r e l i a b i l i t y obtained was 0.79 i n the Wood t e s t . The tests 10 measuring distance are l i m i t e d to a measurement of t o t a l yardage or a measurement of t o t a l force against a machine sp e c i a l l y designed f or t h i s purpose. Orlando (25) and Autrey (26) designed tests to measure the distance of a golf shot outside and Dana (27) designed a machine to measure the force of a golf shot from which he calculated i t s distance. These tests had r e l i a b i l i t i e s ranging from 0.72 for the ten t r i a l s i n the Autrey test to 0.79 f o r ten t r i a l s i n the target test of Wood. The test chosen for t h i s study was the Mary E l l e n McKee Test f or the Full-Swinging Shot i n Golf (28). This test measures not only accuracy and distance but v e l o c i t y as w e l l . The c r i t e r i a f o r the selection of t h i s p a r t i c u l a r test were based upon the established s t a t i s t i c a l standards for i t s r e l i a b i l i t y . The r e l i a b i l i t i e s calculated from the average of the ten odd- and ten even-numbered t r i a l s i n the experiment were 0.92 and 0.95 i n the element of range, 0.86 and 0.89 i n the element of v e l o c i t y , 0.81 and 0.89 i n the angle of impact and 0.82 and 0.60 i n the angle of deviation. A complete explanation of the test may be found i n the next chapter on pages 17-19. 11 REFERENCES 1 Vardon, H., How To Play Golf, Toronto, B e l l and Cockburn, 1912, p.86. 2 I b i d . , p.84 3 Armour, T., How To Play Your Best Golf A l l the Time, New York, Simon and Shuster, 1953, pp.48-57. 4 Novak, J . , Par Golf In 8 Steps, New York, Prentice H a l l , 1953, p.28. \u00C2\u00A3 \" 5 Nelson, B.,. Winning Golf, New York, A.S. Barnes, 1946, p.20. 6 Turnesa, J . , 12 Lessons to Better Golf, New York, Prentiee H a l l , 19B3, p.28. 7 Burke, J . , The Natural Way to Better Golf, London, Constable, 1955, p.43. 8 Mangrum, L., Golf, A New Approach, New York, McGraw-Hill, 1949, p.8. 9 Guldahl, R., Groove Your Golf, Indianapolis, Bookwalter-Ball-Greathouse, 1939, p.25, 10 Hogan, B., Five Lessons The Modern Fundamentals of Golf, New York, A.S. Barnes, iy&7, p.20. 11 I b i d . , p.23. 12 Mangrum, L., op. c i t . , p.10. 13 S e r i , J . , \"Analysis of the Golf Swing\", AthleSie Journal, v o l . 39, (March 1959), pp.40-44. 14 Rehling, C , \"Analysis of Techniques of the Golf Drive\", Research Quarterly, v o l . 26, (March.1955), pp.80r82. 15 Rehling, C , \"Beginning Golf Test\", A t h l e t i c Journal, v o l . 33, (March 1953), p.18. 16 Whitlach, M., Golf For Beginners and Others, New York, Cutting, 1910, p.14. : 17 Down, S., Standardized Golf Instruction, New York, Pub. by Seymour Down, 1934, p.22. 18 V e l l e r , D., \"Common Golfing Mistakes\", Scholastic Coach, v o l . 28, (March 1959), p.38. 12 19 Bunn, J.W., S c i e n t i f i c P r i n c i p l e s of Ccaching, New York, Prentice H a l l , 1955, pp.229-230. 20 Dana, G., \"An Analysis of Hand-Grip as a Factor Influencing Power of the Golf Swing\", Unpublished Master'w Thesis, University of Iowa, 1947, pp.1-35. 21 Wall, J r . , A., Sports I l l u s t r a t e d , v o l . 10, ( A p r i l 1959), 22 Clevett, M.A., \"An Experiment i n Teaching Methods of Golf\", Research Quarterly, v o l . 1, (December 1931), p.104, 23 Wood, J . I . , \"A Study For the Purpose of Setting Up Sp e c i f i c a t i o n of a Golf Driving Cage Target and Test for Mid-Iron and Brassie Clubs\", Unpublished Master's Thesis, University of Wisconsin, 1933. 24 Alway, B., \"Indoor Golf Instruction\", Journal of the American Association f o r Health\"7 Physical Education and Recreation, v o l . 9, (September 1958), p.58. 25 Orlando, A., \"Grading For Golf\", Journal of the American Association for Health, Physical Education and Recreation, v o l . 57, (May 1957), p.28. 26 Autrey, E.B., \"A Study of a Battery of Tests for Measuring Playing A b i l i t y i n Golf\", Unpublished Master's Thesis, University of Wisconsin, 1957. 27 Dana, G., op. c l t . , p.50. 28 McKee, M.E., \"A Test For the F u l l Swinging Shot i n Golf\", Research Quarterly, v o l . 21, (March 1950), pp.40-46. CHAPTER IV METHODS AND PROCEDURE Two groups of f i r s t and second year students registered i n the required program of physical education at the University of B r i t i s h Columbia were selected randomly for the purposes of t h i s study. The study was carried out f o r a semester of eleven weeks' duration. The two groups were divided into a Vardon experimental group and a Spread experimental group. The Vardon or Overlapping Group; This was a required golf a c t i v i t y class of seventeen students. These students had not played golf previous to t h i s study. The subjects were tested with the Mary E l l e n McKee Test for the P u l l Swinging Shot i n Golf (1) p r i o r to the beginning of i n s t r u c t i o n and were allowed to use any grip which they knew. After s i x weeks of i n s t r u c t i o n they were given the same test again, and then, af t e r two more weeks of i n s t r u c t i o n a t h i r d and f i n a l t e s t . The class was subjected to a supervised and planned programme of golf i n s t r u c t i o n . The plan of the golf lessons i s found i n Appendix H. Each subject i n thi3 group was instructed i n the use of the Vardon or overlapping grip: the grip i n which the l i t t l e finger of the r i g h t hand overlaps the index finger of the l e f t hand and the l e f t thumb f i t s down along the shaft underneath 14 the right hand. Each subject i n t h i s group was ordered to use only t h i s grip during the classes of i n s t r u c t i o n . It was impressed upon each subject i n the group that, under no circumstances, was he to play any outside golf during the duration of the experiment. At the end of s i x weeks t h i s group was again given the McKee Golf t e s t . Immediately following the second t e s t , two more weeks of i n s t r u c t i o n ensued and the subjects, at the beginning of t h i s two week period, were taught the Spread gr i p , commonly known as the baseball grip. This grip i s exactly the same as the Vardon grip except for one major difference; the l i t t l e finger of the right hand does not overlap the index finger of the l e f t hand but f i t s snugly on to the shaft and against the index finger of the l e f t hand. This grip serves to put one more finger on the club than the Vardon gr i p . The subjects were ordered to use only t h i s grip during t h i s two week period of i n s t r u c t i o n . The group was then given the McKee Golf Test fo r the t h i r d time and instructed to use the Spread grip during the t e s t . The group' as a whole met twice weekly for periods of t h i r t y minutes each. Due to the fact that t h i s group began t h e i r Instruction with the Vardon g r i p , they w i l l be referred t o , hereafter, as the Vardon group. The Spread Group: This was a required golf a c t i v i t y class of sixteen students. These students had not played .15 golf previous to t h i s study. The subjects were tested with the Mary E l l e n McKee Test for the P u l l Swinging Shot' i n Golf p r i o r to i n s t r u c t i o n and were allowed to use any grip which they knew. After s i x weeks of i n s t r u c t i o n the group was again given the same t e s t . Immediately following t h i s test the group was given two more weeks of i n s t r u c t i o n and given a t h i r d t e s t . The class was subjected to a supervised and planned programme of golf i n s t r u c t i o n . The plan of the golf lessons i s found i n Appendix H. Each subject i n t h i s group was instructed i n the use of the Spread grip. This grip e n t a i l s laying the thumb of the l e f t hand down along the shaft inside the right hand, and not wrapping i t around the shaft outside the r i g h t hand as i t i s done i n the baseball grip. This grip also e n t a i l s f i t t i n g the l i t t l e finger of the r i g h t hand against the index finger of the l e f t hand and r e s t i n g i t on the club. This i s di f f e r e n t from the Vardon grip i n which the l i t t l e finger of the right hand overlaps the index finger of the l e f t hand. Each subject i n t h i s group was ordered to use only t h i s grip during the classes of i n s t r u c t i o n . I t was impressed on each subject i n the group that, under no circumstances, was he to play any outside golf during the dntire period of the experiment. At the end of s i x weeks t h i s group was again given the McKee Golf Test. They were compelled to use the Spread grip 16 during the t e s t . Immediately following t h i s second t e s t , two more weeks of i n s t r u c t i o n ensued and the subjects, at the beginning of t h i s two week period, were taught the Vardon grip. The subjects were ordered to use only t h i s grip during t h i s two week period of i n s t r u c t i o n . The group was then given the McKee Golf Test for the t h i r d time and instructed to use the Vardon grip during the t e s t . The group as a whole met twice weekly for periods of t h i r t y minutes each. Due to the fact that t h i s group began t h e i r i n s t r u c t i o n with the Spread grip f i r s t , they w i l l be referred to, hereafter, as the Spread Group. Testing Personnel; A team of three testers administered the t e s t i n g programme to each group. The members of the te s t i n g team were two u n i v e r s i t y students and the i n s t r u c t o r . The same ins t r u c t o r taught both groups. Practice i n the administration of the test and the handling of the d i f f e r e n t sets of stakes was provided for a l l members of the t e s t i n g team, and a l l were f a m i l i a r with the t e s t i n g routine before actu a l l y t e s t i n g the f i r s t group. The duties of the two students who were on the t e s t i n g team consisted of planting the appropriate stakes where the b a l l s f i r s t touched the ground. Administration of Tests: The three tests were administered to the two groups of subjects on the f o o t b a l l f i e l d of the University of B r i t i s h Columbia. 17 The i n i t i a l test was administered i n l a t e September, the second test s i x weeks l a t e r i n the l a s t week of November and the t h i r d test two weeks l a t e r i n the second week of December. The two groups met for t h e i r respective a c t i v i t i e s and i n s t r u c t i o n on di f f e r e n t days and at two di f f e r e n t times i n the afternoon. A l l t e s t i n g f o r the two groups was carried out on the same day but at diffe r e n t times during the day. The weather was the same for a l l three tests with the temperature being a l i t t l e lower for the second and t h i r d t e s t s . The same test instructions were read to both groups, and each group completed the tests i n an i d e n t i c a l manner. The following statement was read to each group p r i o r to the commencement of each t e s t : You are being submitted to a series of ten t r i a l s designed to measure your a b i l i t y i n h i t t i n g a golf b a l l . The accurate result s of these tests are dependent on your giving f o r t h of your best performance i n each t r i a l . For t h i s purpose your co-operation i s requested. The three tests were standardized for both groups. Specific d e t a i l s of the Mary E l l e n McKee Test administered to each group are outlined below: 1. Equipment; a. A rope 210 yards long. This rope was marked at 25 yard in t e r v a l s with ribbons of di f f e r e n t colours; each f i v e yards between the coloured ribbons was marked with white ribbons. This rope was on the ground throughout the - . 18 testa and designated the l i n e of f l i g h t . The rope was l a i d diagonally from the northwest corner of the f o o t b a l l f i e l d to the southeast corner of the f o o t b a l l f i e l d . b. Several sets of stakes numbered from one to ten. Each set of stakes was designated by a c a p i t a l l e t t e r (e.g. A l , B2, C3, D8, E10, e t c . ) . c. One stop watch. d. A rope 60 yards long. This rope was marked at ten yard internals with red ribbons; each yard between the red ribbons was marked with white ribbons. e. One hundred golf b a l l s . f. Thirty-three i n d i v i d u a l score sheets and four group score sheets. g. Pour number one woods; two right-handed and two left-handed. h. One rubber mat. 2. Procedure: Each test consisted of ten t r i a l s f o r each subject. A h i t which was i n the a i r less than 0.6 of a second was not counted as a t r i a l . Topped shots and whiffs were recorded. A specified set of ten stakes was assigned for the ten t r i a l s of each subject. As the test was taken, the stake whose number corresponded to the number of the t r i a l , and whose c a p i t a l l e t t e r corresponded to the subject, was placed i n the ground at the point where the b a l l f i r s t struck. The time of f l i g h t of a t r i a l was marasured by a stop watch calibrated to one-tenth of a second. Each subject, p r i o r to h i s ten t r i a l s , was allowed ten warm-up swings. 19 5. Measurements; Measurements of the straightaway distance, and the deviation right or l e f t of the designated l i n e of f l i g h t were made afte r f i v e sets of ten t r i a l s had' been taken. The measurements for each stake were recorded on the appropriate group sheet (cf. Appendix D, p.62) designated by the l e t t e r of the stake and the space indicated by the number on the stake. These measurements were l a t e r transferred to the i n d i v i d u a l score sheets (cf.Appendix G, p.61). a. Range. The range was not measured d i r e c t l y . The distance recorded was the straightaway distance determined to the nearest f i v e yards by the rope marked with the coloured and white ribbons and which was serving as the designated l i n e of f l i g h t . This distance was determined by right angle alignment with the stake. b. Deviation. Deviation to the right or l e f t was measured by the 60 yard rope perpendicular to the straightaway rope. The amount of deviation was the distance between the straightaway rope and the stake. The 60 yard rope was moved to measure the deviation of each stake, and each deviation was measured to the nearest yard. c. Time of P l i g h t . The time of f l i g h t was measured from the moment of impact u n t i l the b a l l f i r s t touched the ground. This was recorded immediately after each t r i a l . --20 Figure 1 Test Area Bu 8 ) \u00C2\u00BB l o o l t T . A C . | Z | _ g \u00C2\u00A3 . . M . 7 APPENDIX C INDIVIDUAL SCORE SHEET F i r s t Test Second Test Third Test T r i a l Dist Dev Time T r i a l Dist Dev Time T r i a l Dist Dev Time 1 2 3 .4 5 6 7 8 9'.. 10 -Total Averag e Tops Whiffs T r i a l 1 2 3 4 5 6 7 8 9 10 Total Av. Tops Whiffs Test Number Name Name Name Name Name Name Dist Dev Time Dist Dev Time Dist Dev Time Dist Dev Time Dist Dev Time Dist Dev Time o a \u00E2\u0080\u00A2D CO O o w H CO t) APPENDIX E AVERAGE RAW SCORES FOR THE VARDON GROUP I n i t i a l Test Second Test Third Test Subject Distance Deviation Time Distance Deviation Time Distance Deviation Time 1 78.2 14.7 1.9 121.5 24.5 3.2 122.5 28 3.2 2 37 6.4 .9 114.5 26 5 117.5 24 4.2 3 55 15.6 1.4 90 27.5 3.5 55 13.5 1.6 4 59.6 14.2 1.8 74 31 3.3 92 10 2.2 5 118.3 13.2 3.6 93 36 3.4 105.5 26.5 3.4 6 87.5 26.1 2.4 116.5 14 3 134.5 26 3.6 7 65 22.3 2.2 94.5 31 2.6 103.5 43.5 4 8 60 14.2 1.7 75 36.5 2.8 94 28.5 2.7 9 27 5.8 .7 53 22 1.9 64.5 27.5 2.4 10 93 24.5 3.1 86 37 2.9 115.5 43.5 3.3 11 46 7.8 1.5 103 20.5 3.4 92.5 24.5 2.8 12 37.5 6.-7 1.3 58 9 1.5 58 18.5 1.4 13 39 15.3 1.1 88 27 2.6 65 38 2.1 14 19.5 7 .8 37 17 .8 70.5 27.5 1.6 15 53.5 4.6 1.5 96 24.5 3.2 79 17.5 2.8 16 84 39.5 2.3 85 45 2.8 93 41.5 2.6 17 58 14.2 1.8 161 24 5.2 90 28 2.8 APPENDIX P AVERAGE RAW SCORES FOR THE ; SPREAD GROUP I n i t i a l Test Second Test Third Test Subject Distance Deviation Time Distance Deviation Time Distance Deviation Time 1 78.8 14.9 2.4 87.5 13.5 2.5 116 24.5 3.7 2 18.8 6.4 .8 48 5 1.1 45 5 .9 5 26 11 .9 79 19 2.6 108 18 3.3 4 62 17.5 1.5 104 28 3.2 104 13.5 2.5 5 23.5 3 .7 75 27.5 1.8 91 17 2.4 6 36 10.3 .8 74 23 2.6 79 28.5 1.9 7 46.5 12.4 1.4 53.5 9 1.2 67 15.5 1.6 8 97.8 15 2.7 98 14 3.2 93.5 12.5 2.3 9 23.5 10 .9 43 7 l.H 72.5 26.5 2.2 10 79.5 18.8 2.4 103.5 26.5 3.2 118.5 38.5 3.6 11 29 4.4 .7 86 14 2.4 126.5 20 3.4 12 20.5 7.6 .7 98 20 2.9 78 16 2.2 13 147 16.4 4.0 181 19 5.0 193.5 26.5 5.2 14 78.5 19.6 2.2 97 23 2.7 125 24.5 3.5 15 55 10.9 1.6 85 21 2.9 99 26.5 3.1 16 53 11 1.4 90 18.8 2.6 169 21 2.8 Velocity Angle of Deviation Range Angl< 9 of Imp act Subj . Test 1 Test 2 Test 3 Test 1 Test 2 Test 3 Test 1 Test 2 Test 3 Test 1 Test 2 Test 3 . . Vardon Group \u00E2\u0080\u00A2 1 2 3 4 5 6 7 8 9 LO 190 95 101 104 108 111 113 117 119 125 122 162 124 126 90 101 115 104 97 118 134 150 106 110 131 118 112 111 96 123 1374 602 711 788 833 891 063 1137 1288 1269 529 1352 1557 508 1397 1020 1090 1023 846 1061 1385 1012 1035 1243 827 1367 1818 72 83 113 140 162 171 238 289 123 171 354 315 297 282^ 373 282 228 213 360 288 243 irzi 378 369 324 401 552 641 808 861 1037 1141 1195 1076 2909 1248 2125 672 1587 1429 1360 1156 1435 2246 1045 828 567 1264 1201 1611 2223 Means 108,45 115.79 119.29 843 1082.78 1177.11 158.5 274.63 281.25 773.33 1506.89 1380 ljSpread Group 1A 2A 3A 4A 5A 6A 7A 8A 9A LOA 89 97 102 105 108 110 115 117 118 128 121 103 114 135 113 102 120 105 114 113 112 113 113 134 113 110 124 128 188 133 433 620 703 788 842 888 961 1127 1221 1208 526 708 1165 800 573 1036 357 692 635 716 425 1080 665 781 1190 380 695 76 85 112 145 162 168 240 296 132 243 234 165 276 264 267 297 234 330 252 207 510 309 357 285 345 351 509 657 752 793 1060 1232 1256 1529 1440 1420 1284 509 1639 1251 1268 1541 838 1110 1653 823 647 1623 1599 1925 1736 Means 108.94 113.96 126.96 842.56 785 729.67 160.5 234.75 310.5 772.78 1320.1 1328.22 APPENDIX H PLAN OF GOLF LESSONS Lea3on One The Grip Main Points: 1. Club diagonally across l e f t hand. 2. Heel of club beneath muscle pad i n the l e f t hand and down across the middle j o i n t s of the fingers and out the middle j o i n t of the forefinger. 3. V formed by thumb and index finger of l e f t hand points to right eye. 4. In the right hand the club l i e s r i g h t across the f i r s t j o i n t s of a l l f i n g e r s . 5. Left thumb f i t s into and underneath the depression i n the right palm. 6. V formed by thumb and index finger on r i g h t hand points toward right of the centre of the forehead. 7. Vardon grip: l i t t l e finger of the ri g h t hand overlaps and f i t s into the depression between the l e f t index finger and second finger. N.B. Third finger of l e f t hand must touch the l i t t l e finger of right hand, and t h i r d finger of right hand must be firmly on the shaft of the club. 8. Spread grip: l i t t l e finger rests snugly against index finger of right side of the club and against the index finger of the l e f t hand. 9. Left thumbs i n both grips rest-down along the opposite side of the shaft underneath the right palm. Lesson Two The Stance Main Points: 1. B a l l off l e f t heel. 2. Right foot pointed straight ahead. 3. Left foot s l i g h t l y turned to l e f t . 4. Feet s l i g h t l y wide'r than shoulder width. 5. Knees flexed s l i g h t l y . 6. Left arm s t r a i g h t . 7. Right shoulder lower than l e f t shoulder. 8. Chin back of b a l l . 9. Line of hips pointing s l i g h t l y back. 10. Slight bend forward at hips. 11. Clubhead s l i g h t l y ahead of hands. 12. Weight s l i g h t l y more on right foot. {60%) 68 Lesson Three The Baokswing Main Points: 1. Hands and shoulders start hack together. 2. Hips start to rotate immediately a f t e r . 5. Head i s steady. 4. Shoulders rotate ahead of hips. 5. Left hand grip i s f i r m . 6. Left hand guides club hack. 7. Right elbow i s close to r i g h t side (hip). 8. Left arm i s s t i l l s t r a i g h t . 9. Left foot r o l l s inward s l i g h t l y . 10. Left knee comes to point to just behind b a l l . 11. Both knees s l i g h t l y flexed. 12. Hips pivot f o r transfer of weight to rig h t foot (90$). 13 Shoulders l i f t s l i g h t l y and are on same plane. 14. Club i s dragged straight back from b a l l . Lesson Four The Top of Backswlng Main Points: i 1. Chin i s i n same po s i t i o n as at s t a r t . 2. Most..of... weight i s on r i g h t foot. . ~-3. - Left - arm i s s t r a i g h t . 4. Club face has opened. 5. Left shoulder i s d i r e c t l y below chin. 6. Shoulders at rig h t angles to l i n e of f l i g h t . 7. Line of hips at 45 degree angle. 8. Wrists are cocked. Grip must stay t i g h t . 9. Club shaft i s horizontal to ground. 10. There must be a d e f i n i t e pause here. Lesson Five The Downswing Main points: 1. Hips i n i t i a t e downswing. 2. Shoulders follow,then arms,then hands. 3. Weight s h i f t s with hip movement. 4. Head i s steady. 5. Left arm i s s t i f f . 6. Right elbow i s i n close to side. 7. Right knee comes i n and points toward b a l l . 8. Left side s t a r t s to s t i f f e n up. 9. Right shoulder starts to come down. 69 Lesson Six The H i t t i n g Area Main Points: 1. Right hand i s responsible for whipping action. 2. Brace r i g h t foot against the mat. 3. Left hand helps right hand to whip clubhead. 4. Right knee points toward the b a l l . 5. Left ;arm s t i l l s t r a i g h t . 6. Head s t i l l steady. 7. Body does not sway. Remains f i x e d . 8. Left side s t i f f . 9. Right elbow against side. 10. Peel action of whipping clubhead into b a l l . Lesson Seven The Moment of Impact Main Points: 1. Head i s steady and exact same po s i t i o n as at address. 2. Left side i s s t i f f and s t r a i g h t . 3. Wrists have uncocked and pronated. 4. Left foot has weight of body re s t i n g on i t . 5. Head i s s l i g h t l y behind the b a l l . 6. Right heel i s off the ground. 7. Hips turned s l i g h t l y to the l e f t . 8. Right elbow i s close to side. 9. Right shoulder i s a l i t t l e lower than l e f t . Lesson Eight The Follow Through Main Points: 1. Head i s not l i f t e d at impact but i s allowed to come up on i t s own v o l i t i o n . 2. Clubhead travels straight through towards target. 3. Arms are kept straight u n t i l shoulder height and then bent. 4. Right heel follows swing along the mat. 5. Hips turned towards the target. 6. Elbows must be on same plane at end of swing. Lesson Nine Main Point Breakdown 1. Arms must hang loosely away from body. 2. Feet on straight l i n e . 3. As club s t a r t s back, l e f t knee turns i n toward the b a l l and behind i t . 4. Left arm i s straight throughout the swing. 5. Right elbow i s kept close to r i g h t side. 70 6. Head i s steady throughout swing. 7. Weight i s 60% on right foot to st a r t with. 8. Club i s horizontal at top of backswing. 9. Club i s dragged back to begin backswing. Lesson Ten Main Point Breakdown 1. Sequence i n backswing i s hands, arms, shoulders and hips. 2. Sequence i n downswing i s opposite. 3. Grip must be fi r m at a l l times. 4. Left hand i n i t i a t e s the right hand into whipping the clubhead through. 5. Right hand main factor i n h i t t i n g area. 6. Right knee points toward b a l l i n downswing. 7. Left side s t i f f e n s up at impact. 8. Follow through i s straight toward target. 9. Clubface opens on way up and closes on way down. Lesson Eleven Practice With Individual Coaching Lesson Twelve Practice and Review of Lesson One on Grips Lessen Thirteen Same as Lesson One but Grip Instruction Switched Lesson Fourteen Same as Lessons on Backswing-Stance-Top of Backswing Lesson F i f t e e n Same as Lessons on Downswing-Hitting Area-Moment of Impact and Follow Through Lesson Sixteen Practice With Review of Grip Lesson and Coaching "@en . "Thesis/Dissertation"@en . "10.14288/1.0077201"@en . "eng"@en . "Physical Education"@en . "Vancouver : University of British Columbia Library"@en . "University of British Columbia"@en . "For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use."@en . "Graduate"@en . "A comparative study on the effectiveness of two grips for teaching beginning golf"@en . "Text"@en . "http://hdl.handle.net/2429/39922"@en .