Effects of speed and accuracy emphasis on performance and learning of a bowling task
The primary purpose of this study was to determine the effects of varied verbal emphasis of speed and/or accuracy instruction on the performance and learning of a bowling task. The bowling task involved rolling a bowling ball down a bowling alley lane. This task was chosen because of its dual requirement of both speed and accuracy. Thirty right-handed, female college students ranging in age from 18 to 40 years volunteered to participate in the study. Each participant was randomly assigned to one of three instructional emphasis groups (speed group, accuracy group, or speed-accuracy group). The results of the present study failed to indicate significant group differences for speed and accuracy or pin-count. It was concluded that there is little if any advantage in restricting speed or accuracy KR during the initial stages of learning for a task requiring both speed and accuracy such as bowling.