Reduced relative frequency of knowledge of results without visual feedback in learning a golf-putting task.

Full Abstract

This study examined the effects of reduced relative frequency of knowledge of results (KR) on learning to putt in golf. Participants (19 men and 15 women) putted a golf ball, stopping the ball on a line at a distance of 3.5 m from the starting position, which included an uphill portion. After a pretest, participants were assigned as they arrived in balanced order by sex to one of two groups (100% KR, 33% KR) and practiced 60 trials. Those in the 100% KR group performed the task in its natural context, while others assigned to the 33% KR were shown the location of the putted ball after every third trial. All participants then performed a posttest and two retention tests, done 10 min. and 24 hr. after the posttest. Analysis at posttest showed each group had a constant error and an absolute constant error (/CE/) less than those at pretest. Also, in the retention test conducted the following day, the constant error of the 33% KR group was less than that of the 100% KR group. Third, in the posttest and both retention tests, the /CE/ of the 100% KR group was larger than that of the 33% KR group. These results suggest that reduced relative frequency of knowledge of results is effective in learning the accuracy of the golf putt.

Author information

Author/s: Ishikura, Tadao (T);

Affiliation: Laboratory of Physical Education, Doshisha University, Kyoto, Japan. tishikur(-atsign-)mail.doshisha.ac.jp

Journal and publication information

Publication Type: Comparative Study; Journal Article

Journal: Perceptual and motor skills (Percept Mot Skills), published in United States. (Language: eng)

Reference: 2008-Feb; vol 106 (issue 1) : pp 225-33

Dates: Created 2008/05/07; Completed 2008/06/11;

PMID: 18459371, status: MEDLINE (last retrieval date: 2/18/2009, IMS Date: )

Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.

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