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Purpose: To study whether novices can use sonification to enhance golf putting performance and swing movements. Method: Forty participants first performed a series of 2 m and 4 m putts, where swing velocities associated with successful trials were used to calculate their mean velocity profile (MVP). Participants were then divided into four groups with different auditory conditions: static pink noise unrelated to movement, auditory guidance based on personalized MVP, and two sonification strategies that mapped the real-time error between observed and MVP swings to modulate either the stereo display or roughness of the auditory guidance signal. Participants then performed a series of 2 m and 4 m putts with the auditory condition designated to their group. Results: In general our results showed significant correlations between swing movement variability and putting performance for all sonification groups. More specifically, in comparison to the group exposed to static pink noise, participants who were presented auditory guidance significantly reduced the deviation from their average swing movement. In addition, participants exposed to error-based sonification with stereo display modulation significantly lowered their variability in timing swing movements. These results provide further evidence of the benefits of sonification for novices performing complex motor skill tasks. Conclusions: More importantly, our findings suggest participants were able to better use online error-based sonification rather than auditory guidance to reduce variability in the execution and timing of their movements. [ABSTRACT FROM AUTHOR]

Purpose: Golf coaches may recommend "blind" putting drills in which golfers close their eyes to improve their feel. Research on specificity of learning suggests, however, that adding or removing a source of sensory information after practicing under differing circumstances can cause performance decrements. Specificity of learning is also dependent upon specific task requirements. The purpose of this study was to examine whether golf putting, requiring body positioning and aiming an implement, would benefit from blind training. Method: Novice golfers (n = 24) in Vision Training (VT) & No-Vision Training (NVT) groups completed 108 trials of a 10-ft putt. After a 24-hr delay, both groups completed sighted- and blind-putting tests. Results: Acquisition results revealed Group × Block interactions in RE (p = .025) and y-VE (p = .032). Post hoc procedures revealed significant differences between the groups on Block 2 (p = .017), with the NVT group producing longer mean RE. During testing, RE and x-VE results revealed Group × Test interactions (p = .027 & .041), such that performance of the VT group suffered when transferred to blind putting, while performance of the NVT group did not differ when transferred. Conclusion: NVT did not confer any advantage for subsequent performance with vision. Moreover, results were not consistent with the specificity of learning hypothesis and suggest that putting does not rely on complete sensory integration to support subsequent performance. Presumably, task requirements related to body positioning provided adequate sensory cues for successful performance. [ABSTRACT FROM AUTHOR]

Purpose: A large pool of evidence supports the beneficial effect of an external focus of attention on motor skill performance in adults. In children, this effect has been studied less and results are inconclusive. Importantly, individual differences are often not taken into account. We investigated the role of working memory, conscious motor control, and task-specific focus preferences on performance with an internal and external focus of attention in children.Methods: Twenty-five children practiced a golf putting task in both an internal focus condition and external focus condition. Performance was defined as the average distance toward the hole in 3 blocks of 10 trials. Task-specific focus preference was determined by asking how much effort it took to apply the instruction in each condition. In addition, working memory capacity and conscious motor control were assessed.Results: Children improved performance in both the internal focus condition and external focus condition (ŋp2 = .47), with no difference between conditions (ŋp2 = .01). Task-specific focus preference was the only factor moderately related to the difference between performance with an internal focus and performance with an external focus (r = .56), indicating better performance for the preferred instruction in Block 3.Conclusion: Children can benefit from instruction with both an internal and external focus of attention to improve short-term motor performance. Individual, task-specific focus preference influenced the effect of the instructions, with children performing better with their preferred focus. The results highlight that individual differences are a key factor in the effectiveness in children's motor performance. The precise mechanisms underpinning this effect warrant further research. [ABSTRACT FROM AUTHOR]

Purpose: The aim of this study was to compare the electromyographic patterns of the lower limb muscles during a golf swing performed by low- and high-handicap golfers.Method: Ten golfers (5 low- and 5 high-handicap) performed 8 swings using a 7-iron. Surface electromyography (EMG) was recorded for the following lower limb muscles on both sides: biceps femoris, semitendinosus, gluteus maximus, vastus medialis and lateralis, rectus femoris, tibialis anterior, peroneus longus, and gastrocnemius medialis and lateralis. The golf-swing phases were determined by 3-dimensional high-speed video analysis.Results: Compared with the high-handicap golfers, the low-handicap golfers performed the forward swing with a shorter duration of the swing phases, with the exception of the late follow-through, where they exhibited longer duration. Considering the EMG patterns, the low-handicap golfers showed a tendency for the studied muscles to reach an activation peak earlier and presented statistically significant higher muscle activity in some of the lower limb muscles, mainly from the left side.Conclusion: Differences between low- and high-handicap golfers were found in the average duration of swing phases and in the activation level of the lower limbs, with more evidence on muscles from the left side. [ABSTRACT FROM AUTHOR]

Purpose: This manuscript represents the 3rd in a series of articles documenting our longitudinal evaluation of The First Tee, a physical activity-based youth development program that uses golf as a vehicle for teaching life skills and enhancing developmental outcomes. Previous phases of our project: (a) established initial data-based evidence of effectiveness through cross-sectional and qualitative methods (Weiss, Stuntz, Bhalla, Bolter, & Price, 2013), and (b) provided validity and reliability for a measure of life skills transfer in 3 studies using mixed methods (Weiss, Bolter, & Kipp, 2014). The purpose of the present phase was to: (a) compare youth in The First Tee to youth in other activities on life skills transfer and developmental outcomes, and (b) examine change and stability across 3 years in life skills transfer among youth in The First Tee.Method: In Study 1, youth participating in The First Tee (N = 405) and a comparison group (N = 159) completed measures of key constructs. In Study 2, a longitudinal sample of 192 youth participating in The First Tee completed the life skills transfer measure for 3 consecutive years.Results: Study 1 revealed that youth in The First Tee compared favorably to youth in other activities on 5 of 8 life skills and 6 of 8 developmental outcomes, and Study 2 showed that scores improved or remained stable for life skills transfer over time.Conclusion: Results from both studies show that The First Tee is effective in teaching for transfer of life skills and promoting developmental outcomes. [ABSTRACT FROM AUTHOR]

The article presents a study which examines whether the feedback receive by learners about their performance affects their intrinsic motivation. The study was designed in determining whether feedback which highlights good as opposed to poor trials without the learner's knowledge can have a positive influence on learner's knowledge. It notes that the participants in the study practiced golf-putting where different groups receive feedback after best and poorest trials.

The article presents a study on the variability of swing movements in golf. It discusses the theoretical, methodological, and practical issues concerning future research in golf science. The study serves as additional resources to other conventional empirical research conducted on golf swings and the ubiquitous aspects of golf performance. It considers the application of concepts and tools from dynamical system theory that analyses human movement, its variability, and its relation to noise.

The article presents two studies which explore the benefits of adopting an external focus of attention in enhancing golf shot accuracy for beginners and experts. Both studies had revealed that learners directing attention to the movement effect can enhance learning complex and real-life skills. Adoption of internal focus instruction provide no advantage while the benefits of adopting an external focus generalize to high skill levels. These studies had suggested that actions should always be controlled at the highest possible level so that performers can take advantage of the available motor programs, which control the action effectively and efficiently.

Presents the findings of a study which was conducted to determine the effectiveness of the feedback provided by the AccuSwing at improving swing mechanics and selected performance measures of golf skills. What practice procedures included; Benefits of the AccuSwing device.