Different Strokes is based on epistemic styles, which is all about the process of knowing. This process is determined by how we acquire, transmit, share, apply and construct knowledge on a day to day basis. Different Strokes follows the same methodology as the Knowledge Accessing Modes Inventory (KAMI) learning styles assessment tool. KAMI has been validated by almost 100,000 users worldwide. Different Strokes has been tested on nearly 1,000 golfers in Canada, the United States and Sweden.

There have been several academic articles written on Different Strokes and KAMI but we’re sure that you’ll agree that the best form of validation is the try out this tool for yourself. Sign up for a free trial and see the difference that it will make with your instruction.

Bibliography of Published Research Using the Epistemic Styles Model

Golf Related Research Articles

Rancourt, R., & Searle, R., (1994). Teaching Methods and Epistemic Styles of Golf Instructors . in A.J. Cochran & M. R. Farally. Science and Golf II. Glasgow. E. &FN. Spon. p.117-122.

Rancourt, R., & Searle, R., (1990). Golfers do it with style: Epistemic Orientations of Golf Instructors and Students. in Science and Golf. A. Cochran & M.Farrally (ed) . London, E. & F.N. Spon.

Searle, R., & Rancourt, R. (1990). Lower Your Handicap: Ignore 2 out of 3 Golf Tips. Backspin. May.

Other Epistemic Styles Model Research Articles

Abdenur, A. (1999). The influence of Cultural Background on the Epistemic Orientation of University Students: An Exploratory Study. Ottawa University.

Bezzarga, M. (1990). Une étude exploratoire de l'orientation épistémique en éducation physique: cas de la Tunisie. thèse de maîtrise, Université d'Ottawa.

Forgues, O. (l987). Les styles psycho-épistémiques et les attitudes des enseignants à l'égard des ordinateurs. Thèse de doctorat. Université de Toronto.

Giroux, M., (1994). Choosing Effective Learning Strategies. Ensemble: Second Language Services Newletter. Spring Vol.3, No.2.

Gravelle, L. & Deschênes, L., (l99l). Enhancing the Coach/Athlete Relationship. Actes du Congrès de l'association internationale des écoles supérieures en éducation physique. Trois-Rivières, Canada.

Gravelle, L. & Deschênes, L. (l986). Learning Styles of High Level Competitive Sports Athletes and Coaches. Selected Research Proceeding of the International Association for Physical Education in Higher Education. Heidelberg, West Germany.

Herbert, M., (l992). Implicit Theories Held by Adults About Everyday Problem Solving. Master's thesis, University of Ottawa

Kern, B. & Searle, R. Q., (1995). Learning What Kind of Learner You Are. Score: Canada's Golf Magazine. Summer Lauzon, Y., & Rancourt, R., (1992). Students' Ways of Knowing and Their Use of Vocabulary. in K. Burkhart, (ed) Universal Knowledge Tools and Their Applications. Ryerson Polytechnical University Press. Toronto, Canada. Leino, J., (l987). On Knowledge Accessing Modes. University of Helsinki Press.

Levert, G., (1997). Le développement d’une matrice de prise de décision pour l’élaboration de didacticiels. Thèse de maîtrise. Université d’Ottawa.

Noble, K. & Rancourt, R. , (l988). What knowledge Acessing Modes Tell Administrators about Inter-Disciplinary Crises and Conflicts. Journal of Health Administration in Education, 5 (4), p. 595-605.

Rancourt. R., (1990). The Influence of Knowledge Accessing Modes in the Preparation of In-service Training for Teachers. University of Helsinki Press .(in Finnish).

Rancourt, R., (1988). The Consultant's Guide to Style Interpretation. Gloucester, Ontario. Impact Publishing.

Rancourt, R., (1987). An Empirical Investigation of the Preferred Knowledge Accessing Modes of Practioners of Various Disciplines. in K. Burhkardt (ed). Foundations and Applications of General Systems Theory with a Focus on Science Education. Toronto. Ryerson Polytechnical University Press.

Sarvimaki, A., (l988). Knowledge in Interactive Practice Disciplines: An Analysis of Knowledge in Education and Health Care. A published Ph.D. dissertation. University of Helsinki Press.