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dc.contributor.authorMilne, Adrienne
dc.date.accessioned2013-10-10T13:09:25Z
dc.date.available2013-10-10T13:09:25Z
dc.date.issued2013-10-10
dc.identifier.urihttp://hdl.handle.net/10464/5051
dc.description.abstractConverging evidence has demonstrated learning advantages when an individual is instructed to focus their attention externally. However, many of the motor tasks utilized in past research had clear external objectives (i.e., putting accuracy), creating a compatible relationship between an external focus of attention (i.e., outcome) and an external task objective (i.e., putting accuracy). The present study examined whether or not the consistency of instructions and task objective would differentially impact the acquisition of a golf putting task. Participants performed a putting task in a control condition or in one of four experimental conditions resulting from the factorial interaction of task instructions (internal or external) and task objective (internal or external). The retention and transfer data revealed that participants who received an external task objective demonstrated superior outcome scores. Participants who received technique information paired with outcome information demonstrated superior technique scores.en_US
dc.language.isoengen_US
dc.publisherBrock Universityen_US
dc.subjectAttentional focusen_US
dc.titleThe effects of consistency and inconsistency between attentional focus and task objective in learning a golf putting tasken_US
dc.typeElectronic Thesis or Dissertationen_US
dc.degree.nameM.Sc. Applied Health Sciencesen_US
dc.degree.levelMastersen_US
dc.contributor.departmentApplied Health Sciences Programen_US
dc.degree.disciplineFaculty of Applied Health Sciencesen_US
dc.embargo.termsNoneen_US
refterms.dateFOA2021-08-02T02:25:57Z


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