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QESIGN OF GOLF SKHJ. TEST

Thesis for 9h» Dogma of M‘ A.
MECHEQAN SYATE UNWERSETY
Wifliam Kaye, Jr.
1964

 

 

 

LIBRARY

Michigan State
University

 

 

 

DESIGN OF GOLF SKILL TESTS
By

William Kaye Jr,

A THESIS

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

MASTER OF ARTS
Department of Health, Physical

Educatien and Recreaticn

19614

ACKNOWLEDGMENTS

In acknowledgment of the guidance and assistance so
generously given me in this research project by Dr. Roy
Niemeyer and Dr. William Heusner, I wish to eXpress my
indebtedness and appreciation. I am also deeply grateful for

the cooperation and support given by my beloved wife, Becky.

ii

TABLE OF CONTENTS

7 CHAPTER
I. INTRODUCTION
Need for Study
Limitations
Definitions of Terms Used.
Source of Material
Summary.
II. REVIEW OF LITERATURE

III. METHOD OF PROCEDURE.
General Knowledgments
Driving Test with One-Wood
Five—Iron Test
Chipping Test.
Putting Test
Five-Iron Test with Whiffle Ball
Actual Golf Scores

Golf Knowledge Test.
IV. RESULTS, INTERPRETATION AND ANALYSIS OF DATA

V. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS.
Summary.
Conclusions
Recommendations
BIBLIOGRAPHY.

APPENDIX

PAGE

OJN—I:

l—J\O

22
25
25
28
28
30
3O
32
35
35
36
36
37
39

LIST OF TABLES

TABLE PAGE

I. Correlations . . . . . . . . . . . 33

II. Factorial Analysis . . . . . . . . . 33

FIGURES

J:-

CDNIQUW

LIST OF FIGURES

Clevett's Driving Target
Clevett's Approach Target.
Autrey's Driving Target .
Autrey's Approach Targets.
Driving Field Layout
Five-Iron Field Layout.
Chipping Target . . .
Putting Test

Five-Iron Whiffle Ball Test

PAGE
ll
13
15
16
2A
26
27
29
31

CHAPTER I
INTRODUCTION

Whether golf.is a sport, game, or an entaglement of
many swings, itis an activity that provides enjoyment and
recreation for almost all that drive the small white ball
from hole to hole.

Many think that golf is for the wealthier class, but
this has been proven a misconception by the increasing
number of participants Who Spend their leisure time playing
Igolf. Also, many think that it's difficult to obtain a
high degree of skill in this fascinating past-time. ItYS
perhaps true to state that participants who play golf
make it seem much more difficult than it actually is.
Practice and the understanding of what makes the ball
react in various ways will definitely lead to lower scores.

Most.participants of golf are constantly attempting
to improve their game. It is an endless proposition to
perfection because of so many variables that can affect a
.golf shot.

There are many writers of books, articles, and pamph—.
lets on how to play golf, but few authors who have attempted
to find the methods of testing for the skills of the sport.

In this study the investigator will try to develop a skill

test that will give the educator or golf coach a way to

evaluate how much skill a student has in golf by correlating

simple skill tests to actual golf scores.

I. NEED FOR THE STUDY

Golfi as a unit of instruction in Physical Education,

is rapidly gaining stature and popularity throughout the

United States. This is only natural in View of the game's

tremendous following, coupled with the fact that one of
”Physical Educations" most important objectives is the
teaching and developing of sport Skills that have a carry-
over value. Every sport now being played, has tests
developed for its use in conjunction with instructions, but
most golf skill tests are time consuming, expensive and

not practical to administer. Probably no other Sport

claiming so many participants is so completely ignored by

researchers. This attitude is best summed up by the common

Statement that "golf makes its own tests." Evidently

accepting this theory, few people are investigating any

further. Under this asumption, it is felt that the develop—

ment of a skill test that correlates with actual golf

scores would enhance the teaching and learning of the game

of golf.

The purpose of the Study. The major purposes of

this study are three in number. They are (1) To design a

skill test that correlates with actual scores. (2) To predict

golfing skill by the use of the skill tests designed. (3)
To evaluate the HPR 105 Golf Skill Test that is in use at
Michigan State University.

The skill tests designed for this study are:

l. A Driving Test for Accuracy and Distance.

2. A Putting Skill Test.

3. A Chipping Skill Test.

A. A Five—Iron Test for Accuracy and Distance

Also, a Knowledge Test and the HPR 105 Golfing Skill
Test used at Michigan State University are included. The
Knowledge Test was included for the purpose of finding if a
knowledge of the game had a correlation with subjects
scores. "The HPR 105 Golfing Skill Test was included to
find if the test had a correlation with a test using an

actual golf ball. In the HPR 105 Golfing Test, a plastic

ball was used for distance. The prediction of golfing

skill is based on 205 subjects using the tests designed.

The norms of these subjects are included in Chapter IV

of this study. The factors that the investigator feels

important, if this prediction can be accomplished are:
1. A Driving Test for Accuracy and Distance.

2. Putting Skill Test.
3. Distance of Five—Iron with Whiffle Ball.

Chipping Skill Test.

Five-Iron Tast for Accuracy and Distance.

U1

A Knowledge Test.

0\

This does not mean that the score on all Six tests
correlate with actual scores, but one of the study's

objectives is to discover the most efficient number of
factors correlating with a subject's score.

Limitations.

1. The golfing area where the tests were given
was not as smooth as a Country club's faorways

2. The green used for the chipping and putting
tests was rough Since the study was held in the

Spring of the year.

3. The limited number of subjects was a limiting
factor.

II. DEFINITIONS OF TERMS USED

The golf terminology that requires explanation in

this study is listed below.
1# Wood or Driver. A wooden ended club which is

used to get distance from the golf ball. It is the longest

Va: {—4
J.

and most delicately constructed club in a golfer's batr an

0

is the evolution of generations of eXperiments. Many

golfers carry two drivers, one with a stiff shaft, and the

face squarely up and down to be used when one wants to

(‘1‘

U2

0

keep the ball low, and another with a spoon face ky :3:

ball when playing the wind. The average golfer hits his

drive between 180 and 230 yards.

Five—Iron or Mashie. A club that has an iron face
so that a ball may be hit for distance and accuracy. The

angle of a Five-Iron's face is thirty—two degrees. The

average Shot with this club carries between 150 and 170

yards.

Seven-Iron. In this study the Seven—Iron will be

 

used only for chipping. It has an iron face and is
considered to be a short Iron. It has a face angle of
thirty-nine degrees. The average distance achieved with
this club is approximately 135 yards.

Putter. A club that is used to stroke the ball so
that it will roll across a relatively smooth surface.
This club is usually used on the green. The clubs face
is square. Putters have varying head shapes.

Slicing. Slicing is bringing the club head across
the line of flight with the forward swing so that a clock—
wise spin is given to the ball. This is done either by
pulling in the arms with the concussion or by facing so
far around that the club head naturally swings across the
line of flight. A slicing ball will tra¢ii Lu 4 lei, to
right arc.

Hooking. A ball that curves to LAG left when hit

‘1

(D
Kl.

by a right-handed golfer. Hooking is c us by swinging
the club from an inside to an outside arc, thus cutting
across the ball imparting a counter-clockwise spin. Most
professional golfers agree a slight hook assists in
achieving greater distance.

Putting. Although approach shots are perhaps the

most difficult ones to make, in nine out of ten games

putting is what wins or loses the hole. The six factors

that need to be taken into consideration when putting are:

l.

The distance of the ball from the hole and the
force needed to propel it over that distance if
the green is flat, of average pace, and there

are no complications.

The state of the green, regarding wetness and
softness, or dryness and hardness, the length

and texture of the grass, and subsequently its
relative speed.

The extent and the character of the various inclines
and undulations upon the green in the immediate
neighborhood of what, at a rough estimate, seems
t0\be the line of the putt. These factors affect
the run of the ball, and act and react upon each
other, and therefore affect the true line of the
putt. (The speed of the green, as already
determined, will need to be taken into consideration
in making this calculation. The faster the green
the greater the course of the ball is affected

by slopes.)

The exact nature of the surface of the green along
the line of the putt as already determined, and
how the character of the surface, and therefore
its Speed, varies along the whole length of that

line, particularly in the neighborhood of the hole

where the ball, with its motion almost gone, will
be more susceptible to such variations than
earlier in its journey.

5. The direction in which the wind is blowing, and
the extent of its influence upon the ball.

6. The question as to whether the green has just
recently been cut or not, and if it has been,
the direction in which the mower passed over it
relative to the line of the putt.

Chipping. A ball that lies within fifteen years of
green requires some type of a shot to get it on the green.
This shot is called a "Chip." A chip shot may be executed

with any club. In this study a Seven-Iron will be used
for chipping. With a Seven-Iron the ball will fly one-
third of the distance to the hole and roll two-thirds of
the distance.

Stance. The position a player takes when addressing
the ball. This position may change with the use of
different Clubs or different shots.

Whiffle Ball. A plastic golf ball that is used in
the Five-Iron Whiffle Ball Test. The plastic ball used in

this study will fly up to approximately 100 feet.

III. SOURCE OF MATERIAL

Since the investigator could find no work in regard

to establishing golf skill tests that predict golf scores,

this phase of this paper is original. A few related

studies have been used for comparison only. The two tests
not developed entirely were "The Knowledge Test" constructed
by Mary Murphy,1 and the "Five—Iron Test" used by Michigan
State's Physical Education Department. Murphy's test has
the Pearson product moment of .92 correlation. Therefore,
after examination, the investigator felt that this test

would suffice for the need of this study.
IV. SUMMARY

Following a review of related studies, the procedures
used to design each test will be found in the following
chapters. In a direct manner, an evaluation of the
golfing test given in the HPR 105 class at Michigan State
University will be obtained by correlating the Whiffle

Ball Test and an Actual Ball Test using the same iron.

 

lMary Murphy, ”Criteria for Judging and Golf Knowledge
Test," Research Quarterly, III (September, 1933), p. 81.

CHAPTER II
REVIEW OF THE LITERATURE

As is so often the case when one is investigating or
experimenting with a problem, the available material
previously written is negligible. Although several people
have done some work with golf tests, few have written of
their results. Many professional golfers have written
articles on how to practice golf shots. The investigator
examined the golf Library located in Chicago, Illinois and
found that there was no information indicating that this
study had previously been done. The approach and design of
this study is considered to be cmiginal and is the first to
try to predict a golf score from a test of golf Skills.

In 1931, Griffith found that blindfolded golf pupils
surpassed a sighted group of golf pupils after their
blindfolds were removed.2 He proved that keeping the eye
on the ball was for balancing purposes and not for receiving
helpful visual cues. 3

Also, in 1931, Clevett wrote of tests he had set up

to aid him in comparing different methods of presenting

2Coleman Griffith, "An Experiment on Learning to
Drive a Golf Ball," Athletic Journal, II (1931), pp. 11-13.

10

golf instruction.3 However, as he pointed out, these were
for practicing purposes. He developed three for use
indoors, they were as follows:

1. Brassie. Mid—Iron Test. This test was given in
a golfing net. The target was ten foot square,
marked off into twenty—five areas each of which
was twenty-four inches square. Pupils were tested
on ten shots each with a Brassie (Two-Wood) and
Mid-Iron (Two-Iron) from twenty-one feet away
directly in front of the net. Point values of
the areas are as shown in Figure #1. Balls striking
to the left side of the target were scored higher
than those striking the right Side, since Clevett
maintained that a ball which struck the right
side was slicing. No practice shots were allowed
in the tests.

2. Mashie. The mashie test (Five—Iron Test) was
designed for indoor use to determine an individual's
ability to make a short approach shot from the
nearest edge of the target. The target was
constructed of gymnasium mats marked off into

twenty—four areas. The overall size of the target

 

3Melvin Clevett, "An Experiment in Teaching Methods
of Golf," Research Quarterly, I (December, 1931), 10.

ll

 

 

 

 

 

 

 

 

 

 

 

 

1+ 91's, 6 Pts. 6 91's 6 PTS. 2. P75,
4 91's. 8 PTS, IO PTS. 8 PTS, 1PTS.

H» 91's, q P‘rs. Io PTS. 9 91's, 2. P75.

3P'rs, 7 915 so PTS 7 91's. I PT.

<——- z——) T
N
3 91's. 5 PTS. SPTS, 5' PT 3, \ p T. l
men RE“!

CLIVE??? DRIVING NE? FOR BRASSIE AND HtDIRON
TESTS

12

was twenty—two feet square. Point values for the
various areas were permitted and they were scored
according to where they landed rather than where
they stOpped rolling. No trial Shots were

permitted. (See Figure #2).

3. Putting Test. The putting test was performed on

 

a smooth carpet which was twenty—seven inches
wide and stood fifteen feet from the hole. The
hole was located in the farthest third of the
target. No practice shots were permitted.

In 1933, Isabel Woods set up tests to measure the
ability of a player to control the Brassie and Mid-Iron.
She also tested the value of a driving cage. As a result
she found that an expert player tended to send his shots
to a concentrated area on the target, and that this
concentration was higher up on the target-for the Mid—Iron
than it was for the Brassie. Miss Woods did not find a
sound method of measuring putting, nor did she attempt to
establish the validity or reliability of her tests.“

Elizabeth Autrey made use of Miss Woods tests and

some of her own to measure the ability of a group of college

women golfers.5 Miss Autrey set up the following tests:

 

“Isabell Woods, "A Study for the Purpose of Setting Up
The Specifications of a Golf Driving Cage Target and Test
for the Mid—Iron and Brassie Clubs” (unpublished Thesis,
University of Wisconsin, Madison, 1933), p. 6.

5Elizabeth Autrey, ”A Battery of Tests for Measuring
Playing Ability in Golf," (unpublished Masters Thesis,
University of Wisconsin, 1937), p. 10.

 

l3

 

 

 

 

 

 

 

 

 

 

F—‘l-4'—’l

 

 

 

I PT. ‘1- PTS, 5 PT; ‘4» P15 \ P1:
' PT 7 PT? 7 PB 7915. I Pr.
3 P15 9 P13, Io PT; 9 Pt; 3 mg
3W; 8 PT; 8mg 8 P15 3 3 91's
9-7'
2P1; 6P1$ 6P“, 6PTS, 1P7;
#— 12.’ ’4
F I GU R 8‘2.
maven": APPROACH TARGET
FOR when: 9403? APPROACH SHOT

 

14

l. The Brassie. The target was four concentric
circles, the center of which was five feet above
the floor. The center circle had a radius of
two feet, and each of the others were one foot
larger. Players stood twenty feet from the
target and hit thirty balls into scoring areas
as shown in Figure #3. Norms were established,
as was a reliability score of plus .68 for forty—
three cases.

2. Approach. Five concentric circles of eighteen
feet to fifty feet radius composed the target.
Students hit thirty balls from fifty yards away
after four practice shots. Balls were scored
where they stOpped, and were given points as
shown in Figure #4. Reliability score for this
test was .AA — .08 for forty—three cases.

Golf Instructor's Tests. Along with her group
instruction drills, Helen Schleman mentioned a few tests
that might be used.6 The first of these was a pitching
test, the second, putting on a rug, the third, for long and

short approaches, and the fourth was a driving test. Her

tests were as follows:

 

6Helen Schleman, Group Golf Instruction (New York:
A. S. Barnes and Company, 1934), p. A9.

 

 

 

 

, Hanna‘s
AUTRUS DRMNG TARGET FOR BRASSIE

15

TEE

LP‘I’.

 

FIGURETI‘I-

Auraev's APPROACH TARGET
'ROH 50 YD:.

I PT.

16

 

l7

1. Short Pitch Test. A bushel basket was tilted
to a forty-five degree angle. Shots were taken
from varying distances in an attempt to land in
the basket. No scoring system was offered.

2. Longer Approach. Shots were taken from a distance

 

twenty—five to one—hundred yards at a flag planted
in the center of five concentric circles. The
inner circle had a radius of ten feet, and each

of the others was ten feet larger. Points scored
were five, four, three, two, and one, from the
center out. This was identical to Autrey's target
except for the distance from tee to target.

3. Putting. Very little was said about this test
except that the putting was done on a rug covered
with sand. Balls were hit toward a spot in the
center which represented the hole.

A. The Drive. An area 300 yards long and sixty

 

yards wide was laid out with lines corssing at the
100 and 200 yard marks. Players hit the ball to
see how far and accurately they could drive.
Three Shots were taken and the total yardage of
all three represented the score.
None of the above tests were established with a definite
purpose in mind, but rather as some games that ”could be used

along with golf instruction."7

7Autrey, 0p. cit., p. 12.

18

An anonymous writer constructed a test of pitch
shots toward a hole cut in a slanted canvas.8 Those balls
which did not go through the hole rolled back down the
canvas and returned to the player. This test might have
been fairly successful, had a scoring system been worked out.

Mechanical Tests. Two mechanical methods of measuring

 

golf ability were developed and placed on the market. The
first of these was the Golf Register.9 An aluminum trough
was fitted with a length of heavy rubber to which a golf
ball was attached. The amount of rubber that was pulled out
when the ball was hit indicated the distance the ball would
have gone, marked in yards. The ball was also centered on

a Spindle which indicated the direction the ball spun, if
any, when hit. The entire apparatus, anchored at the end
where the ball was placed, swung with the direction of the
drive, right or left. Thus, the direction of spin, distance
and deviation from a straight line were all measured. Through
a very popular and interesting mechanism, Glassow and Broer

did not feel that it was a valid and reliable test.lo

 

8G. J. Rehling, "A High School Golf Program,"
Scholastic Coach, XI and XII (November, 1941), p. 31.

9Golf Register 00., 10 East 42nd Street, New York.

10Glassow and Broer, Measuring Achievement in Physical
Education_(Philadelphia, 1931), p. 189.

 

19

The second commercial golf mechanism was the Bobbie
Meter, which measured the distance of the drive only.11
A fake ball was attached to the end of an arm. When the ball
was hit the arm revolved around and indicated the distance
that might have been made had the ball been a real one.

Miss Autrey experimented with this test and found that it

had a reliability score of .62 for forty-three cases.l2

Knowledge Tests. Several peOple have written golf

 

knowledge tests that were very valuable, but not as an aid
to measure the skills of the game. Two of these best known

13

for their knowledge tests were Mary Murphy and Catherine

Snell.lu
Research in Other Aspects of Golf. At least two
authors have delved into the game of golf from a research
standpoint, with no attempt to seek a method of measurement
In 1937, Adams wrote of his investigation to determine what
relation there was between the distance to the hole and the

number of strokes required to play that hole.l3 Schudel

approached the game from still another aspect by studying

llGoergell Company, P.0. Box 1275. New Britain: Lv~fl~

12Autrey, op. cit., p. 12.

13Murphy, op. cit.

l”Catherine Snell, "Golf, Riding, Tennis, Baseball,
Knowledge Tests," Research Quarterly, VI (May, 1936), p. 77.

15Henry Adams, "A Statistical Analysis of Golf,”
Journal of Applied Psychology, XXI (August, 1937), p. 384.

he drove and

U’

respiration processes of a golfer a

16

putted. Neither study contributed anything to testing

the skills of the sport.

 

 

Recently, a method was devised to compare the resu‘
of approach tests which used a regular golf ball and a
cotton ball. It was found that the cotton ball could be
used for practice with good results in gradioti g pQSSib
range.l7
16' ”W i HA L. ‘.. “Lu rib: -. ,
Helen Scnudel, A tudy of the deplrdoluh cf
Golfers During the Drive and Putt,” Researco Quartergg I
(May, 193A), p. 62.
17 n H m ,L~ ‘ on: a:
Mary Ellen McKee, A lest for the Full Sminging
Shot in Golf,” Research Quarterly, XXI (March, 1950), p.

 

.L

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Ox

CHAPTER III

METHOD OF PROCEDURE

The designing of a golf skill test was the purpose

of this investigation. The investigator's main concern was

to isolate the factors that contributed most in golf scoring.

In this manner, a prediction of golf scores was attempted.

Tests that were developed for use in this study were:

“s
.L— I

2.

3.
A.

5.

Driving Test for distance and accuracy.
Five—Iron Test for distance with Whiffle ball
Five-Iron Test for distance and accuracy.
Chipping Skill Test.

Knowledge Test.

General Knowledgments.

 

l.

205 college Freshmen were tested. They were chosen
at random.

The weather was approximately the same in collecting
the data throughout this study.

Clubs, balls and tees were provided, while players
could use their own clubs if they so desired.

In all tests, golf balls were used except for the
one Five—Iron Test which required whiffle balls.

In the Drivers, Five-Iron and Chipping Tests,
various colored. balls were used to Speed up
procedures of testing.

The balls used in the tests were similar to the balls
that the subjects used when playing for their golf
scores.

22
7. Golf scores were collected at the approximate
time of the tests.

8. Every subject attempted each test only once to
limit improvement by practice as much as possible.

Driving Test with One-Wood. In attempting to construct

 

a suitable test to measure distance and accuracy, many
driving teSts were examined, but these tests did not test
accurately enough to meet the need of the study. Most
driving tests measured separately either distance or accuracy.
The investigator wanted to construct a test that would
measure both, because a 300 yard drive hit off to forty—five
degrees, is the same as 212.2 yards drive on a straight line
to the target. In a like manner, a ball that is hit in a
straight line, but only travels fifty feet, is not a fair
way of evaluating a shot. Three ways of measuring both
distance, and accuracy were developed. The first method
devised was the use of a driving net that was squared off
and marked so that accuracy could be measured. The second
method was to set up a sound recorder to measure the sound
(in decibels) of the hits from the ball meeting the club,
and equating the degree of sound to distance. This proved
to be highly impracticable because of time, expense, and
equipment required. Also, accuracy in this test can't be
measured exactly. The second test the investigator gave
consideration to was the construction of chalk cords between
goal posts to be used as a Scoring device. The cores would

be strung in such a manner that two foot squares were formed;

23

then by noting the square through which the ball passed, and
measuring the distance of the particular drive, accuracy

and distance were determined. This test led to the conviction
that the best possible way to test an individual's drive

was to measure the angle of flight and also the distance

by use of grid squares on a driving area. Since these tests
were to simulate actual game conditions, the investigator

used his third test in this study.

The procedure used in this test was to line off a
driving area eighty yards wide by 300 yards long in squares
measuring fifty yards in length and twenty yards in width
as shown in Figure #5. Five subjects were tested at a time.
Various colored balls were used to speed up procedure. In
this way, twenty subjects could be measured before charting
the scores, Since it was assumed that learning takes place
with practice, trial shots weren't permitted. The test
required a large amount of space but since the correlation
of the test with the golf score was high it is assumed that
the large space required was justified. A driving net would
suffice if space was limited, but the disadvantage of this
is that a ball starting to the right might hook into the
middle. It was thought to be important to score the ball
where it came to rest, not how it arrived.

The scoring formula adopted for the Driving Test, as
shown in Figure #5, awards six points to a drive that is
lying over 250 yards off the tee, and within twenty yards of

the center line of the grid. Figure #5, is constructed in

 

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101

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buwmo new LAYOUT Foa*lwooo

 

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5 TEES
Hanna‘s

a self-explanatory nature. Note that a zero is scored for
a Shot lying outside of grid lines, since this area would
probably be out of bounds. The 205 subjects that were
tested hit ten drives each with a limit of ten practice
swings. It was possible for each subject to score sixty
points on this test item.

Five—Iron Test. On this test item, accuracy and
distance were measured. A grid system on a driving area was
used. The scoring area, Figure #6, was constructed in such
a manner that one was penalized for hitting at an angle
which is what happens when playing the actual game. Each
subject was scored on ten shots for a possible total of one-
hundred points. Five subjects were tested at a time. Ten
practice swings were allowed before beginning the test.
Colored balls were used to speed up procedures.

Chipping_Test. A Chipping Test for accuracy was
constructed in such a manner that extremes could be measured.
Most previous chipping tests constructed measured factors
such as where the ball hits, how much the ball rolls, or
where the ball comes to rest. The only important factor
involved in hitting gny golf shot is where the ball comes
to rest.

The Chipping Test was constructed using concentric
circles as in Figure #7. Five points were awarded to a
ball lying within the seven foot circle, and one point to

a shot within the twelve foot circle. The investigator felt

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ioovos.
7 :o \o
n 5 was
4 3 FL:6
\‘SOYDS
f 3 6 6
‘15 yo; to was
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embemo TARGET on THE GREEN

 

 

FIGURE“?

27

that an accomplished ”Chipper" should be able to hit the
ball most of the time within three feet from the pin from a
distance of forty feet. An actual green was used in this
test. Only two subjects were tested at a time to prevent
balls from hitting one another and being displaced. Each
subject hit twenty balls for a possible total of one-hundred
points. A Seven—Iron was used for chipping on this test.

Puttinngest. The putting test was conducted on an

 

actual green. The putting line was twenty foot from the

hole. Thirty-six scoring areas, each nine inches square,

were marked off on the green as Shown in Figure #8.

Balls that stepped slightly short of the hole were considered
to be lower in point value than balls that traveled slightly
beyond the hole, as a hard putt often rolls into the hole.
The putt was scored from the point where the ball stopped.
Twenty trials were permitted. A possible 200 points could be
accumulated. Figure #8 shows the layout that was used in the
test.

Five—Iron Test With Whiffle Ball. The Five-Iron Test

 

now being used by the HPR 105 Foundations Course at Michigan
State University was used in this study. The only change
was the lengthening of the scoring areas to measure the
ability of the better performer. The length was originally
sixty feet, but the investigator changed this to sixty—eight
feet. In the appendix the original test is Shown. Each

player was permitted five trials for a possible total of

PUTTING Tlt‘r

 

 

 

 

 

 

 

 

10 FT.

 

 

 

 

z 2
H- 3
7 5
8 5
a 7
I3 7
4, 5'
e, 4
4 3
2. 7.

 

 

 

 

 

 

 

 

FIGURE&8

29

v".
JV

fifty points. Ten practice swings were permitted. The ball
was first scored where it touched the ground. All "misses"
were scored as zeros. Figure #9, shows this layout.

Actual Golf Scores. All golf scores were received
after all six tests were taken. The scores were taken from
the long tees at Michigan State University's Course which
measures 6980 yards. The course is wide open in nature with
at least two sand traps around each green. The greens are
large and putt very true. Most of the greens are Slightly
slanted in the favor of the golfer hitting into the green.

Gulf Knowledge Test. Murphy's Knowledge Test was
selected from 200 items in six of the leading texts on

golf and twelve articles.18

The test itself consists of
fifty true—false statements on General Technique Information,
thirteen Completion Statements under the heading of ”Recall

of General Technique," and thirty statements requiring

matching of terms on General Information. The r

(I)

liability
coefficient was computed by Spearman's formula for chance
havles (r+ .92). This test was scored in percentile since

there were one—hundred points possible.

 

18Murphy, op. cit., p. 81.

31

 

 

 

 

 

 

 

 

 

IOPTS.
6' 8 PTs.
6' 7 P15.
6 6 9T5.
8!
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Io’ 2 p15.
32.’
0 PTS
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5‘ IRON VHIFFLE BALL 1:51

CHAPTER IV

RESULTS, INTERPRETATIONS AND
ANALYSIS OF DATA
The purpose of this study was to develop a skill test
that could be used for predicting a student's score. Four
Skill test items were designed and administered by the
investigator to 205 subjects. Also, a Knowledge Test and a
Five—Iron Whiffle Ball Test was given, These test items

.‘

nit designed by the investigator. The Whiffle Ball

(1’

Y}
A

(1)

Test was included to check it's correlation with an actual
Five—Iron Test and a subject's score.

The data was analyzed to determine: (1) What single
factor would best be used to predict a subject's score;

(2) What combination of factors could be used to predict

J

t betwe n the

(I)

(I

a subject's score: (3) Does a correlation exi
Five—Iron Tests; (A) Does the Whiffle Ball Test correlate

With a subject's score. Multiple correlation and factoral

analysis were the statistics used for determining th

(#
(I)

r'sul

(I)
(D

.1.
(3
(f)

v

V
1
.J.

,.
I.“
A

(j:

51)

k

of this study. Since the investigator used these st

both the reliability and validity were exploited. The results

Of this study are presented in tabular form on the following

page.
Summary of Findings.

1. The putting skill test designed in this Study could
be used to predict a subject's scores.

LU
Lu

[\J

A combination of putting and chipping could be
used for predicting subject's score.

3. A very low correlation exists between the scores
of the Whiffle Ball Test and the Five—Iron Test.

A. No correlation exists between the Whiffle Ball
Test and an actual score.

 

 

 

 

 

._l. mini

 

 

 

 

 

 

TABLE I
CORRELATIONS

Test Score
1 K.- ledge Test with Score = --l77
Whiffle Ball Test with Score = -.OA6
Five—Iron Test with Score = —.208
Driving Test with Score = -.319
Chipping Test with Score = +.36A
Putting Test with Score = +.7§2
Whiffle Ball Test with Five—iron Test = +.;CC

TABLE II

FACTORIAL ANALYSIS

Test Score
All factors with score = + 003
vs
Chipping and putting with score = +.8(q
+.8€5

Whiffle ball, chipping and putting with score =

to
r;

This study indicated that it would be possible to
predict golf scores best by using the Putting and Chipping
Tests that were designed for this study. Since only 205
subjects were used, true prediction of golf scores from the
Chipping and Putting Tests was not attempted. More subjects

were needed to establish norms for these tests.

CHAPTER V
SUMMARY, CONCLUSIONS AND RECOMMENDATION

Summary. The purpose of this study was to design a
golf skill test that would help in predicting a student's
score. A secondary purpose was to evaluate the Five—Iron
Whiffle Ball Test used at Michigan State University. The
subjects were chosen by stratified random sampling from
Michigan State University. The place of Residence of the
subjects was limited to the United States and Japan. Only
four subjects were from the latter country.

The total number of subjects included in the study
was 224. Two—hundred and five subjects filed complete
data that was used in the statistical findings.

Only two tables were required for the necessary
information. These tables were analyzed for the obtained
results.

There have been no other studies of this kind attempted
that the investigator could find; therefore, he felt this
was an original study.

This study should certainly help the physical educator
or golf instructor in predicting golf scores. It should
also generate more interest in evaluation of golf playing

ability.

Conclusions. The following conclusions seem justi—

 

fiable in view of the limitations of this study:

1.

A subject's score can be predicted from the Single
factor of putting. A + .792 correlation was very
high in view of the many factors that make up a
golf score. This certainly is significant.

The combination of the Chipping and Putting Tests
proved the best tests for predicting golf scores.

The Whiffle Ball Test did not correlate with either
the golf score or a Five—Iron Test.

Recommendations. Recommendations for the improvement

 

of this and future studies of this nature are:

‘

.i. .

Similar types of studies Should be made in all
sports.

The Driving Test might be redesigned in order to
be used where space is a limiting factor, but
this test had a minus correlation with an actual

score.

The weather was ideal for this study, but future
studies would be taking less of a chance if they
were held in the summer.

The putting and chipping tests designed were
excellent for the needs of this study. These
were easy to administer and are the best tests
designed by the investigator to predict a golf
score. Other lengths of putts need to be

investigated.

A better indoor test than the Five—Iron Whiffle
Ball Test needs to be developed.

BIBLIOGRAPHY

BIBLIOGRAPHY

Adams, Henry, "A Statistical Analysis of Golf," Journal of
Applied Ppychology, XXI, 38A, August, 1937.

Autrey, Elizabeth. "A Battery of Tests for Measuring Playing
Ability in Golf?"(unpublished masters Thesis, University

of Wisconsin; 1937), P. 10.

Broer, G. "Measuring Achievement in Physical Education,"
Philadelphia: W. B. Saunders, 1939, p. 189.

Clevett, Melvin. "An Experiment in Teaching Methods of Golf, ”
Research Quarterly, I, December, 1931, p. 10A.

Georgell Company, P.O. Box 1275, New Britain, Conn.
Golf Registar Co., 10 East A2nd Street, New York, N.Y.

Griffith, Coleman. "An Experiment on Learning to Drive a
Golf Ball,"'Ath1etic Journal, II, 1931, pp. 11-13.

McKee, Mary Ellen. "A Test for the Full Swinging Shot in
Golf," Research Quarterly, III, September, 1933, p. 81.

Murphy, Mary. "Criteria for Judging A Golf Knowledge Test,”
Research Quarterly, III, September, 1933, p. 81.

Rehling, C. J. "A High School Golf Program," Scholastic
Coach, XI, and XII, November, l9Al, p. 31.

Schleman, Helen Group Golf Instruction, New York: A. D.
Barnes and Company, 193A, p. A9.

Schudel, Helen. "A Study of the Respiration of Golfers
During The Drive and Putt," Research Quarterly, IV,

May, 193A, p. 62.

Snell, Catherine. "Golf, Riding, Tennis, and Baseball Know—
ledge Tests," Research Quarterly, VI, May, 1936, p. 77.

Woods, Isabel. "A Study for the Purpose of Setting Up the
Specifications of a Golf Driving Cage Target and Test
for the Mid—Iron and Brassie Clubs! (unpublished
Masters Thesis, University of Wisconsin, 1937), p. 10.

38

APPENDIX

GOLF KNOWLEDGE TEST

Name

 

Date

 

DIRECTIONS: About one—half of the following statements are
true, and about one-half are false. Mark each true state—
ment with a i Sign on the ditted line at the left-of the
statement. Mark each statement that is partly or wholly

false with a p on the dotted line at the left of the state—
ment.

50 True—False on General Information on Technique.

A wide stance is preferable to a narrow stance.

2. One must ”get his body" into a tee shot to gain distance.
The radius of one's swing extends from the jant of the
left Shoulder to the clubhead.

A. On the downswing, the left arm should be bent.

5.. The left hand and arm Should be a "passenger" on the
downswing.

A narrow stance enables one to turn freely at the hips.
In order to get weight into tee shots a free body turn
or pivot is necessary.

8... A worth-while tip is, at the top of your swing, to have
the heels of your hand seemingly pushed forward.

9.... A rigid left arm is necessary in driving.

10.... At the tOp of a swing the right arm is straight and the
left elbow is close to the left side and pointing down
to the ground.

11.... One should depend upon roll and not upon carry for
distance.

12.... The clubhead should meet the ball at the lowest point
of the Swing—through.

13.... The loft of the face of the driver, and striking the
ball at the lowest point of the swing—through causes
the ball to fly upward.

1A.... The right knee bent slightly toward the ball and slightly
inward toward the left causes the right Side to tighten
during the Swing.

15.... The main idea of the swing is to hit the ball.

16....

Golf, especially driving, is done with the right arm
in control, a straight right arm, too.

17....

18...

19....

20....

21....

22....

23....
2A....

25....

26.

27....

28....

29....
30....
31....
32....
33....
3A....
35.

36...

_ At the top of a sWing for a drive the right elbow sh'

A1

A stiff right knee tends to brace the right side and

to make for correct right hip action during the backe
swing.

The weight should shift to the ball of the sole of
the right foot on the backswing.

Golfers who average exceptional

distances from the
tee, use little wrist action in

the swing.

Players who use plenty of wrist action drag the club
back, the hands leading because the left wrist is
bent so that the hand points toward the ball.

In driving the clubhead should be taken back from

the ball (along the line of flight extended back of
it) for as great a distance as possible.

Swaying is caused by good pivoting.
A narrow stance tends to make one sway.

The left arm in control on the backswing tends to

push the head of the club out from one beyond the
line of flight.

A player with a wide stance places the ball to the
right of a point off the left heel.

A player with a narrow stance plays his ball off the
left instep.

AI‘JJ_.. ll

be out from the body and point backward.

The grip of the right hand should be tight on the first
part of the downswing.

Pressing concerns itself with hitting too late.
Most golf faults come from trying too hard.

The loft on all wooden and iron clubs, graduating in
scale from the 80 per cent of a driver to the 50 per
cent slope of a niblick, supplies the angle of carry.

The left wrist Should be bent a bit at address and
that hand permitted to take back the club.

Pressing is hitting too hard.

Every ounce of power may be applied through prOper
timing.

At the end of a pitch shot, the right hand is over
the end of the club.

In heavy rough, the mashie should be taken back low
and close to the ground with the left hand.

37....
38....

39....

AO....
Al....

A2....

A3....

AA....

A5....

A6....

A7....

A8....

A9....

50....

A2

On a pitch shot speed is the dominating feature.

One point all crack "pro's" have in common is a hip
slide.

A hip slide, is the gliding forward of the hips on a
line parallel to the line from the ball to the pin.

Most players on a pitch shot hit the ball too soon.

In mastering the run—up shot the head must be kept
down and stroke on through after contact in such

manner that the clubhead will follow on line after
the ball.

The loft on the chip shot should be sufficient to

make the ball bounce over the last third of its
Journey.

The chip shot should be played from a point midway
between the feet.

To prevent the arms getting away from you on the
run—up Shot place the left forearm on the left leg.

On a pitch shot the club Should be taken back with
the right hand with only a wrist movement.

To pitch over a bunker a right hand control with a

bent left wrist raises the clubhead more quickly from
the turf.

In putting, the players are advised to use a tight
grip.

A short putt missed does not count as much as a long
drive.

The head of the putter should be kept low along turf

in going backznulhigher in hitting through after the
ball.

Players who stand with feet well apart in putting
usually place most of the weight on the left foot.

13 Points on Recall of
General Technique

When your hands or body or both get ahead of the club—
head, it is called

 

Hurry your backswing, and not only overswing, but pull
yourself off

 

On the backswing control is lost when the
get too far back.

 

A3

A. The follow—through is a result of swinging the

through the ball from inside the line
of flight with the following low and
close to the ground before and after contact.

5. After contact with the mashie, the knuckles of the

hand and palm of the

 

 

 

 

hand are up.

6. For thick rough, grip mashie with the two
fingers and thumb of each hand and wrists

 

 

7. To lift a mashie quickly in thick rough, lift it with

 

the hand.

8. The left thumb placed down the back of the leather will
stop the on little chips and pitches.

9. On a chip shot one should guide the with

 

necessary exactness.

10. Do not take __ on the chip or run-up shot.

30 Points of Matching Terms on
General Information

Write on the dotted line to the left of letters of the alphabet
the proper numberal that associates the truest meaning.

Shots
1. Pitch .... a. Distances up to
twenty yards.
2. Lofted shot .... b. Bunker
3. "EXplosion" shot .... c. Deep bunker
A. Ordinary swing with mashies .... d. Accuracy dominating
feature, with all
”stOp" possible.
5. Chip .... e. Shallow bunker
Drives

1. Keep right knee Slightly

bent throughout backswing .... a. With the distance
to be traversed.

2. Swaying .... b. Shoot to the right
3. Length of swing varies .... c. Lowest point of

the arc.

NI—J

OXU'I JZ'UJ

\OCDN

10.

Iron Shot, Elbow bent when
contact made.

Clubhead gains maximum velocity

Clubs

A compromise between a niblick
and Mid-Iron. .
To be used when the ball lies
in bad places, as ruts, weeds.
A club with a convex face

An iron-headed club of con-
siderable driving.

A wooden-head club

fashioned so as to lift

the ball.

Terms

One under par for a hold

A reverse spin imparted to
the ball which prevents roll.
Competition by hole
Competition by stroke

Ball to be played first

The part of the club which
strikes the ball.

To drive widely to the left.
To evate the ball.

Number of holes or strikes

a player (or match) is behind
Opponent

AS many holes ahead as there
remain to play.

9)

(00400

3'09“)

P-

AA

To prevent the
right hip from
swaying.

Leaning the
body out to

the right and
gather the arms
there for a hit.

Niblick
Spoon
Mashie

Cleek

Bulger

Down

Draw, hook, or pull
Away

Face

Dormie

Medal play
Birdie

Cut

Match play

Loft

Miscellaneous

 

Putting
To keep the ball low
Closed stance

Tendency to look up before
actually hitting the ball

Maximum Velocity

A5

Left foot
advanced
Lack of body
motion
Lowest point
of arc

Short game is
being played
Play it more
off the right
foot, with the
weight on the
left.

 

 

 

 

 

 

 

 

 

 

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1.
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so FT. 2,915,
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