@article{45159,
  author       = {{Sherman, David A. and Baumeister, Jochen and Stock, Matt S. and Murray, Amanda M. and Bazett-Jones, David M. and Norte, Grant E.}},
  issn         = {{1388-2457}},
  journal      = {{Clinical Neurophysiology}},
  keywords     = {{Physiology (medical), Neurology (clinical), Neurology, Sensory Systems}},
  pages        = {{88--99}},
  publisher    = {{Elsevier BV}},
  title        = {{{Brain activation and single-limb balance following anterior cruciate ligament reconstruction}}},
  doi          = {{10.1016/j.clinph.2023.02.175}},
  volume       = {{149}},
  year         = {{2023}},
}

@article{32087,
  abstract     = {{<jats:p> Agility, a key component of team ball sports, describes an athlete´s ability to move fast in response to changing environments. While agility requires basic cognitive functions like processing speed, it also requires more complex cognitive processes like working memory and inhibition. Yet, most agility tests restrict an assessment of cognitive processes to simple reactive times that lack ecological validity. Our aim in this study was to assess agility performance by means of total time on two agility tests with matched motor demands but with both low and high cognitive demands. We tested 22 female team athletes on SpeedCourt, using a simple agility test (SAT) that measured only processing speed and a complex agility test (CAT) that required working memory and inhibition. We found excellent to good reliability for both our SAT (ICC = .79) and CAT (ICC =.70). Lower agility performance on the CAT was associated with increased agility total time and split times ( p &lt; .05). These results demonstrated that agility performance depends on the complexity of cognitive demands. There may be interference-effects between motor and cognitive performances, reducing speed when environmental information becomes more complex. Future studies should consider agility training models that implement complex cognitive stimuli to challenge athletes according to competitive demands. This will also allow scientists and practitioners to tailor tests to talent identification, performance development and injury rehabilitation. </jats:p>}},
  author       = {{Büchel, Daniel and Gokeler, Alli and Heuvelmans, Pieter and Baumeister, Jochen}},
  issn         = {{0031-5125}},
  journal      = {{Perceptual and Motor Skills}},
  keywords     = {{Sensory Systems, Experimental and Cognitive Psychology}},
  publisher    = {{SAGE Publications}},
  title        = {{{Increased Cognitive Demands Affect Agility Performance in Female Athletes - Implications for Testing and Training of Agility in Team Ball Sports}}},
  doi          = {{10.1177/00315125221108698}},
  year         = {{2022}},
}

@article{48710,
  abstract     = {{<jats:p> Switching between tasks during practice can affect motor learning. This study tested whether switching feedback content has any effects on learning to perform golf putts without full visibility. 60 participants (44 men, 16 women; M age = 26.3 yr., SD = 6.6) practiced golf putts without seeing the ball movement. 30 of the participants were golfers with moderate expertise, and 30 were novices. They received feedback regarding their putts, either on the angle or on the distance in one of three feedback schedules: blocked, serial-blocked, or serial. Independent of the expertise level, learning was not affected by the feedback schedule. The strong linkage between the two components—direction and distance—may have prevented a sufficient level of contextual interference. </jats:p>}},
  author       = {{Krause, Daniel and Brüne, Alexander and Fritz, Susanne and Kramer, Pascal and Meisterjahn, Peter and Schneider, Michael and Sperber, Alena}},
  issn         = {{0031-5125}},
  journal      = {{Perceptual and Motor Skills}},
  keywords     = {{Sensory Systems, Experimental and Cognitive Psychology}},
  number       = {{2}},
  pages        = {{384--399}},
  publisher    = {{SAGE Publications}},
  title        = {{{Learning of a Golf Putting Task with Varying Contextual Interference Levels Induced by Feedback Schedule in Novices and Experts}}},
  doi          = {{10.2466/23.30.pms.118k17w3}},
  volume       = {{118}},
  year         = {{2014}},
}