Academic literature on the topic 'Wirral Ladies Golf Club'

The purpose of this study was to investigate the club characteristics and vertical force distribution of pitch and lob shots of 20 and 30 m in female golfers from the Korean Ladies Professional Golf Association (age: 21.3 ± 1.7 years; height: 161.5 ± 4.4 cm; body weight: 60.3 ± 5.6 kg; career: 7.5 ± 1.7 years). Ten infrared cameras and two force plates were used to record the swing of each golfer. The test golf swings included a pitch and lob shot to target distances of 20 and 30 m. The carry distance for the 20 and 30 m shots was affected by club shaft angle, loft angle, projected ball angle, and club head speed. Pitch and lob shots were distinguished by ball position, club shaft angle, loft angle, vertical force distribution, projected ball angle, and club head speed. For the lob shot, the ball was positioned about 6 cm toward the left foot from the center of the heel marker, compared to the ball position in the pitch shot for the 20 and 30 m shots. In addition, the loft angle was 10° wider and the vertical force of the right foot was 4% greater than for the pitch shot. The projection angle of the ball for the 30 m lob shot was 57°, while that for the pitch shot was about 47°. Taken together, the within-player between-task design and the realistic well-practiced goal-directed experimental tasks provided an opportunity to determine how individual players modify their control strategies to regulate shot distance and ball trajectory when using the same club. These findings have practical implications for coaches and for golfers aiming to improve their short game ability.

Ladies Professional Golf Association Teaching Professionals are scattered throughout the country, many of whom are self-employed. There was not a review session for Class A written test preparation prior to this study. The focus of this research, thus, was to assist first time test takers in their preparation of the LPGA Class A written evaluation through an online medium. The study was conducted between July and November, 2005, and was offered to LPGA T & CP Class B first-time test takers. Components of the online review session included self-evaluations, discussion postings involving test-related content, and practice quizzes. The study compared the pass rate percentage of the participants in the online review session with the pass rate percentage of those who did not participate in the online review session. A test of proportions determined there was not a significant increase in the pass percentage rate of the online review session participants when compared to the test takers who did not receive intervention. However, pass rates and average test scores were higher for online review session participants. Suggested uses of this study include the future development of online review sessions for LPGA Class B and Apprentice written evaluations, with the goal of improving academic performances. Future research should include replication of the present study, but with a larger sample size. Future research should also involve Class B and Apprentice test takers and not be limited to first time test takers.
Ed.D.
Department of Teaching and Learning Principles
Education
Curriculum and Instruction