Thesis (M.S.)--University of Wisconsin--Madison, 1974. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

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Low, moderate, and high handicap golfers, while wearing glasses with a blinder on the side, attempted 9 putts differing in length from 5 to 21 ft under timed (less than 3.5s from grounding of club to initiation of back swing) and untimed conditions in a counterbalanced design. Confidence ratings were taken prior to and following each putt. The results revealed a significant condition by handicap group interaction (p=.021). The lower handicap group had a more consistent and lower initiation interval duration than did the moderate and high handicap players. Post interviews determined that 33 of the 35 golfers felt more comfortable in the untimed condition. However, golfers' confidence levels were not significantly different in the untimed condition as compared to the timed condition.

This study investigated the effects of relaxation training administered under various conditions on putting a golf ball. It was hypothesized that relaxation training would produce significant differences in putting performance among all groups according to the various conditions under which it was administered. The four conditions tested were Competition Set, Non-Competition Set, Mental Practice Set, and practice with an Enhanced Target Set. Thirty-eight subjects were divided by sex, then randomly assigned to one of the four groups, so that each sex was evenly distributed for all groups. The subjects' putting skill was assessed during a pre-test. This consisted of putting a golf ball five times under one of the previously mentioned conditions. After a period of relaxation training was implemented, a comparable post-test was administered. Results indicated relaxation training had an effect in a non-competitive setting from pre-test to post-test. Subjects in the remaining three conditions failed to display a significant level of improvement. A questionnaire administered at the end of the study revealed that a significantly greater than chance number of subjects believed relaxation training to be helpful in putting a golf ball, in addition to being useful in other areas of everyday life.

The purpose of this study was to determine if the use of a consistent pre-shot routine coupled with rehearsal imagery can increase putting performance of golfers. Two (2) volunteers participated in this study. The participants performed two putting tasks over the course of two weeks to establish baseline putting performance. Participants then met with the researcher and constructed new pre-shot routines that included positive outcome imagery. The new pre-shot routines were also presented to the participants in the form of an audio imagery CD that each participant was instructed to listen to five times a week through the remainder of the study. During the next three weeks the participants practiced their pre-shot routine and performed a putting task five times and their performance from each task was measured. With the use of visual inspection the results indicated a moderate increase in putting performance for both participants. Participants made more putts and had a smaller distance of missed putts during the treatment when compared to baseline performance. Participants did increase their pre-shot routine completion times (s). However, pre-shot routine completion times did not become more consistent from baseline to treatment. / School of Physical Education, Sport, and Exercise Science

Impaired performance while executing a motor task is attributed to a disruption of normal automatic processes when an internal focus of attention is used (Wulf, McNevin, & Shea, 2001). When an external focus of attention is adopted, automaticity is not constrained and improved performance is noted. What remains unclear is whether the specificity of internally focused task instructions may impact task performance. In the present study, behavioural, kinematic and neurophysiological outcome measures assessed the implications of changing attentional focus for novice and skilled performers in a golf putting task. Findings provided evidence that when novice participants used an internal focus of attention related to task execution, accuracy, kinematics of the putter, and variability of EMG activity in the upper extremity were all adversely affected as task difficulty increased. Instructions which were internal but anatomically distal to the primary movement during the task appeared to have an effect similar to an external focus of attention and did not adversely affect outcomes.

This thesis examined the conscious processing hypothesis as a potential explanation for the way in which anxiety affects motor performance. The thesis is written as a series of research papers (studies). The five papers are preceded by a general introduction and followed by a general discussion. The first study replicated and extended previous research in the area of conscious processing. Participants acquired the skill of golf putting explicitly and implicitly across 400 trials. During a high anxiety transfer test, the performance of participants who learned explicitly was less robust than that of participants who learned implicitly, supporting the conscious processing hypothesis. Study 2 tested the conscious processing hypothesis using a performance rather than learning paradigm to control for possible desensitisation effects identified as a possible alternative explanation for the results of study 1. Results supported the conscious processing hypothesis, but an alternative attentional explanation was identified. Study 3 examined the conscious processing hypothesis while controlling for both desensitisation and attentional effects. Kinematic measures were also adopted to examine the golf putting task in vivo. Performance results partially supported the conscious processing hypothesis. Study 4 replicated and extended the design adopted in study 3. Study 4 also examined processing efficiency theory as a plausible alternative to the conscious processing hypothesis. Kinematic and cardiovascular measures were incorporated into the design. Performance scores suggested a processing efficiency interpretation. However, conscious processing effects could not be totally discounted. The fifth study examined the suggestion that the use of process goals by skilled but anxious performers might actively encourage lapses into conscious processing. Increases in state anxiety did not produce performance decrements. A lack of training in the use of goals was identified as an explanation for the absence of performance impairment. Implications for future research and applied practice are derived from the five studies.

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Title: Kinematic analysis of a putt stroke in healthy and disabled golfer Objectives: The aim of this study is to objectify the movements during a putt stroke using 3D kinematic analysis and monitoring the pressure of the lower limbs to the ground for a healthy and disabled golfer of comparable performance and identify differences in stability of technique and performance between players. Methods: On a sample of 1 healthy and 1 handicapped golfer with similar performance was determined process of a putt stroke using 3D kinematic analysis of the CODA Motion system and pressure plate BodiTrak. Specifically, the difference between the putt stroke of the players in selected parametres, stability of performance and access were evaluated. The obtained data were processed in Microsoft Excel. The Wilcox test for independent samples and Cohen's d was to determine statistical and factual significance. Results: We found the statistical and large factual significance of the difference in the performance of the putting stroke between the disabled and healthy players (p < 0,01, d > 0,8) for most parameters. The most fundamental difference was found in the pressure of the lower limbs, when the disabled golfer had a greater pressure on the back limb. High stability of execution was found in 80 % of parametres in...

<p>My essay is about how teachers work with pupils who already are able to read and write when they start first grade. I have focused on the different ways teachers use, and if there are any differences in their teaching concerning those pupils who already know how to read and write. I discuss current research about which methods and different ways the teachers use. I have interviewed teachers in different schools about how their methods and their way of working are different when it comes to handling those pupils. My conclusion is that there is a big difference in the way teachers work when it comes to putting letters together for those who are able to read and write. Although, all teachers agreed on the necessity of letting all pupils, even those who know how to read and write, practice on writing letters.</p> / <p>Min uppsats behandlar hur lärarna arbetar med de barn som redan kan läsa och skriva när de kommer till första klass. Det jag har fokuserat på är vilka sätt som lärarna använder sig av vid undervisningen för de elever som redan kan läsa och skriva. Jag lyfter fram aktuell forskning om vilka metoder och arbetssätt lärare arbetar på. Jag har intervjuat lärare på olika skolor för att se om deras arbetssätt och metoder skiljer sig. I mitt resultat kom jag fram till att det är väldigt stor skillnad på lärarnas arbetssätt vid sammanljudningen då de lär de elever som redan kan läsa. Alla lärare anser dock samtidigt att elever ska träna på att skriva bokstäver även om de kan skriva.</p>