The aim of this study is to examine, using an ecological approach, whether implicit motor learning methods enable improved learning of the full swing and the half swing (chip) in golf for beginners of the sport compared to the traditional explicit motor learning methods. The subjects comprised 56 second-year high school students (M=13.6±1.05 years) with no previous golf experience. Three measurements were taken: a) prior to the didactic intervention, b) a pre-test of motor learning performance at the school and c) a post-test of the transfer (two weeks after the pre-test) carried out on a golf course. Based on the results, learning complex technical movements such as the full swing and the chip in golf can be viewed as a continuum between implicit and explicit learning for adolescents in the initiation phase and integrating the positive aspects of both methods.