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Journal Abstract Search

410 related items for PubMed ID: 18459371

  • 1. Reduced relative frequency of knowledge of results without visual feedback in learning a golf-putting task.
    Ishikura T.
    Percept Mot Skills; 2008 Feb; 106(1):225-33. PubMed ID: 18459371
    [Abstract] [Full Text] [Related]

  • 2. Average KR schedule in learning of timing: influence of length for summary knowledge of results and task complexity.
    Ishikura T.
    Percept Mot Skills; 2005 Dec; 101(3):911-24. PubMed ID: 16491697
    [Abstract] [Full Text] [Related]

  • 3. Effects of reducing frequency of intrinsic knowledge of results on the learning of a motor skill.
    Butki BD, Hoffman SJ.
    Percept Mot Skills; 2003 Oct; 97(2):569-80. PubMed ID: 14620246
    [Abstract] [Full Text] [Related]

  • 4. Effects of knowledge of results (KR) frequency in the learning of a timing skill: absolute versus relative KR frequency.
    Vieira MM, Ugrinowitsch H, Oliveira FS, Gallo LG, Benda RN.
    Percept Mot Skills; 2012 Oct; 115(2):360-9. PubMed ID: 23265002
    [Abstract] [Full Text] [Related]

  • 5. Applying bandwidth feedback scheduling to a golf shot.
    Smith PJ, Taylor SJ, Withers K.
    Res Q Exerc Sport; 1997 Sep; 68(3):215-21. PubMed ID: 9294875
    [Abstract] [Full Text] [Related]

  • 6. Perception and action in golf putting: skill differences reflect calibration.
    van Lier WH, van der Kamp J, Savelsbergh G JP.
    J Sport Exerc Psychol; 2011 Jun; 33(3):349-69. PubMed ID: 21659668
    [Abstract] [Full Text] [Related]

  • 7. A comparison of manual guidance and knowledge of results in the learning of a weight-bearing skill.
    Sidaway B, Ahn S, Boldeau P, Griffin S, Noyes B, Pelletier K.
    J Neurol Phys Ther; 2008 Mar; 32(1):32-8. PubMed ID: 18463553
    [Abstract] [Full Text] [Related]

  • 8. Feedback schedules for motor-skill learning: the similarities and differences between physical and observational practice.
    Badets A, Blandin Y.
    J Mot Behav; 2010 Mar; 42(4):257-68. PubMed ID: 20862778
    [Abstract] [Full Text] [Related]

  • 9. Learning of a golf putting task with varying contextual interference levels induced by feedback schedule in novices and experts.
    Krause D, Brüne A, Fritz S, Kramer P, Meisterjahn P, Schneider M, Sperber A.
    Percept Mot Skills; 2014 Apr; 118(2):384-99. PubMed ID: 24897875
    [Abstract] [Full Text] [Related]

  • 10. Autonomy support and reduced feedback frequency have trivial effects on learning and performance of a golf putting task.
    McKay B, Ste-Marie DM.
    Hum Mov Sci; 2020 Jun; 71():102612. PubMed ID: 32452429
    [Abstract] [Full Text] [Related]

  • 11. The effect of knowledge of results delay and the subjective estimation of movement form on the acquisition and retention of a motor skill.
    Liu J, Wrisberg CA.
    Res Q Exerc Sport; 1997 Jun; 68(2):145-51. PubMed ID: 9200248
    [Abstract] [Full Text] [Related]

  • 12. A comparison of knowledge of results scheduling methods for promoting motor skill acquisition and retention.
    Weeks DL, Sherwood DE.
    Res Q Exerc Sport; 1994 Jun; 65(2):136-42. PubMed ID: 8047705
    [Abstract] [Full Text] [Related]

  • 13. The effects of erroneous knowledge of results on transfer of anticipation timing.
    McNevin N, Magill RA, Buekers MJ.
    Res Q Exerc Sport; 1994 Dec; 65(4):324-9. PubMed ID: 7886281
    [Abstract] [Full Text] [Related]

  • 14. Effect of different external attention of focus instruction on learning of golf putting skill.
    Shafizadeh M, McMorris T, Sproule J.
    Percept Mot Skills; 2011 Oct; 113(2):662-70. PubMed ID: 22185080
    [Abstract] [Full Text] [Related]

  • 15. Effects of traditional and reversed bandwidth knowledge of results on motor learning.
    Cauraugh JH, Chen D, Radlo SJ.
    Res Q Exerc Sport; 1993 Dec; 64(4):413-7. PubMed ID: 8278667
    [Abstract] [Full Text] [Related]

  • 16. Motor learning in children: feedback effects on skill acquisition.
    Sullivan KJ, Kantak SS, Burtner PA.
    Phys Ther; 2008 Jun; 88(6):720-32. PubMed ID: 18339797
    [Abstract] [Full Text] [Related]

  • 17. Verbal-motor attention-focusing instructions influence kinematics and performance on a golf-putting task.
    Munzert J, Maurer H, Reiser M.
    J Mot Behav; 2014 Jun; 46(5):309-18. PubMed ID: 24857254
    [Abstract] [Full Text] [Related]

  • 18. Effects of physical guidance and knowledge of results on motor learning: support for the guidance hypothesis.
    Winstein CJ, Pohl PS, Lewthwaite R.
    Res Q Exerc Sport; 1994 Dec; 65(4):316-23. PubMed ID: 7886280
    [Abstract] [Full Text] [Related]

  • 19. The effects of achievement goals on performance, enjoyment, and practice of a novel motor task.
    Kavussanu M, Morris RL, Ring C.
    J Sports Sci; 2009 Oct; 27(12):1281-92. PubMed ID: 19735037
    [Abstract] [Full Text] [Related]

  • 20. Beating the bunker: the effect of PETTLEP imagery on golf bunker shot performance.
    Smith D, Wright CJ, Cantwell C.
    Res Q Exerc Sport; 2008 Sep; 79(3):385-91. PubMed ID: 18816950
    [Abstract] [Full Text] [Related]

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