Learning of a Golf Putting Task with Varying Contextual Interference Levels Induced by Feedback Schedule in Novices and Experts
D. Krause, A. Brüne, S. Fritz, P. Kramer, P. Meisterjahn, M. Schneider, A. Sperber, Perceptual and Motor Skills 118 (2014) 384–399.
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Journal Article
| Published
| English
Author
Krause, DanielLibreCat 
;
Brüne, Alexander;
Fritz, Susanne;
Kramer, Pascal;
Meisterjahn, Peter;
Schneider, Michael;
Sperber, Alena
;
Brüne, Alexander;
Fritz, Susanne;
Kramer, Pascal;
Meisterjahn, Peter;
Schneider, Michael;
Sperber, AlenaAbstract
<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>
Publishing Year
Journal Title
Perceptual and Motor Skills
Volume
118
Issue
2
Page
384-399
LibreCat-ID
Cite this
Krause D, Brüne A, Fritz S, et al. Learning of a Golf Putting Task with Varying Contextual Interference Levels Induced by Feedback Schedule in Novices and Experts. Perceptual and Motor Skills. 2014;118(2):384-399. doi:10.2466/23.30.pms.118k17w3
Krause, D., Brüne, A., Fritz, S., Kramer, P., Meisterjahn, P., Schneider, M., & Sperber, A. (2014). Learning of a Golf Putting Task with Varying Contextual Interference Levels Induced by Feedback Schedule in Novices and Experts. Perceptual and Motor Skills, 118(2), 384–399. https://doi.org/10.2466/23.30.pms.118k17w3
@article{Krause_Brüne_Fritz_Kramer_Meisterjahn_Schneider_Sperber_2014, title={Learning of a Golf Putting Task with Varying Contextual Interference Levels Induced by Feedback Schedule in Novices and Experts}, volume={118}, DOI={10.2466/23.30.pms.118k17w3}, number={2}, journal={Perceptual and Motor Skills}, publisher={SAGE Publications}, author={Krause, Daniel and Brüne, Alexander and Fritz, Susanne and Kramer, Pascal and Meisterjahn, Peter and Schneider, Michael and Sperber, Alena}, year={2014}, pages={384–399} }
Krause, Daniel, Alexander Brüne, Susanne Fritz, Pascal Kramer, Peter Meisterjahn, Michael Schneider, and Alena Sperber. “Learning of a Golf Putting Task with Varying Contextual Interference Levels Induced by Feedback Schedule in Novices and Experts.” Perceptual and Motor Skills 118, no. 2 (2014): 384–99. https://doi.org/10.2466/23.30.pms.118k17w3.
D. Krause et al., “Learning of a Golf Putting Task with Varying Contextual Interference Levels Induced by Feedback Schedule in Novices and Experts,” Perceptual and Motor Skills, vol. 118, no. 2, pp. 384–399, 2014, doi: 10.2466/23.30.pms.118k17w3.
Krause, Daniel, et al. “Learning of a Golf Putting Task with Varying Contextual Interference Levels Induced by Feedback Schedule in Novices and Experts.” Perceptual and Motor Skills, vol. 118, no. 2, SAGE Publications, 2014, pp. 384–99, doi:10.2466/23.30.pms.118k17w3.
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