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PGA PGM Level 2 Test (Teaching & Coaching) ( 2026/2027 Update) Questions and Answers
PGA PGM Level 2 Test (Teaching &
Coaching) ( 2026/2027 Update)
Questions and Answers
Correct
Q: Augmented feedback given immediately after skill performance is considered positive
reinforcement if the teacher or coach perceives the feedback as rewarding. (T/F)
Answer:
False
Q: What function of feedback energizes and directs student behavior toward achieving a goal?
Answer:
Motivation
Q: What is the defining property of feedback that functions as reinforcement?
Answer:
Strengthens desired behavior
Q: What is an example of intrinsic feedback serving as negative reinforcement?
Answer:
Swing feels bad, feedback not desired, avoid that feel in the future
Q: What should teachers expect their students to learn from the feedback they provide for the
purpose of improving or maintaining performance?
Answer:
Explanation of the causes, how to change it and why
Q: What should students learn from instruction given to improve or maintain performance?
Answer:
How it felt, error detections and why
Q: A teacher watches a student leave a ten-foot putt short and then informs her that the putt
needed to be hit with more speed. What type of feedback is this an example of?
Answer:
Redundant Augmented
Q: The teacher's role is to help the student improve his own ability to do what?
Answer:
Detect Errors
Q: A teacher shows frustration when a student performs a skill incorrectly. To avoid this
response in the future, the student focuses on correcting the skill movement. What is this an
example of?
Answer:
Negative reinforcement
Q: Augmented feedback that functions as positive or negative reinforcement can have the same
result. (T/F)
Answer:
True
Q: When a training aid is used correctly, and skill performance suffers, the concurrent KP could
be directing the student's attention away from relevant feedback. (T/F)
Answer:
True
Q: Augmented feedback used as punishment is most effective when the desired change is
personal. (T/F)
Answer:
False
Q: Research suggests that when a student has less control over the learning process, the student
is more engaged. (T/F)
Answer:
False
Q: Knowledge of performance feedback can improve performance without learning taking
place. (T/F)
Answer:
True
Q: A good reason for delivering only non-error augmented feedback is so the student will
become more aware of cause and effect relationships within the swing. (T/F)
Answer:
False
Q: Generally speaking, advanced players need less descriptive knowledge of performance
feedback than beginning players. (T/F)
Answer:
False
Q: Beginners typically benefit more from video feedback than advanced players. (T/F)
Answer:
False
Q: When practicing, changing camera angles by only a few degrees between swings can be
more harmful than if the player had not used video feedback. (T/F)
Answer:
True
Q: What is the likely cause of a performance decline after a student has been using a training
aid?
Answer:
Unable to interpret feedback properly. Reliance on the training aid
Q: Seeing your swing in a mirror is an example of what type of augmented feedback?
Answer:
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