Golf coaches’ perceptions of the role and use of player errors in motor learning: an exploratory survey

Background: As coaching science has improved, there is increasing recognition that all aspects of a learner’s experience can be utilized beneficially when coaches make effective decisions about what should and should not be addressed. In this regard, learners’ mistakes are potentially confusing for applied sport practitioners, given their seemingly beneficial role in long-term learning, however, at the expense of short-term performance. Recent research has promoted a nuanced Professional Judgement and Decision Making (PJDM) approach towards addressing learners’ mistakes by employing a more applied perspective within practice environments. Specifically, research has encouraged coaches to consider the aims of practice design to meet different players’ needs based on skill status and contextual factors (e.g., developing or maintaining skills). Moving forward, these recommendations may be better operationalized with an understanding of current applied perspectives towards learners’ mistakes.Purpose: This study aimed to develop applied knowledge and make practically meaningful recommendations for coaches and coach educators on this topic by, a) exploring golf coaches’ perceptions of the role and use of player errors in learning, b) testing coaches’ perceptions when applied to two distinct player populations based on skill level, and c) assessing the perceived relevance and utility of the PJDM approach for coaching practice when applied to errors.Methods: Taking golf as an exemplar sport where coaches’ decision-making skills are applied across a range of player needs, an online survey was used to explore the beliefs, behaviors and interest in the role and use of player errors amongst 78 international professional golf coaches (Mage 44.4 years, SD = 13.1, Mexperience = 17.6 years, SD = 12.8). Data were analyzed using descriptive and inferential (chi-squared, t-tests and MANOVA) statistics.Findings: Findings indicated that coaches recognized the potential benefits and limitations of errors, shown by a significant (p < .01) difference in chi-squared distribution for statements related to errors supporting long-term learning and short-term performance. Coaches were more likely to encourage errors when coaching experienced players than when coaching beginner players, indicated by the MANOVA result when comparing responses pertaining to the skill level of golfer (F = 24.21, p < .001). Coaches overall somewhat agreed that the PJDM approach was relevant and potentially valuable to their coaching, as shown by a significantly different chi-square distribution across all statements (p < .001). However, neither agreed nor disagreed that they would consider using errors differently in their coaching by using the PJDM approach. Notably, statistics revealed no significant difference in responses for any of the findings based on coaches’ level of experience.Discussion: This study revealed an interesting narrative regarding coaches’ understanding of errors within player development that carry both theoretical and applied implications. Specifically, while coaches were aware of the potentially beneficial and detrimental implications of errors on players long-term learning and did adjust their use depending on players’ skill level, there remains scope for a more structured and strategic implementation of errors as a pedagogic coaching tool. Accordingly, recommendations are made for coaches, coach educators and future research in this regard.