# Practice That Transfers · Golf Level 4: Intermediate

Golf · Level 4: Intermediate · Insporta Book (https://book.insporta.app/golf/level-4/practice-that-transfers/)

Practice That Transfers in Golf (Level 4: Intermediate) on Insporta: 40 sourced facts behind 4 tests. Covers: block and random practice; and more.

Practice that carries over to the course: block and random practice, games and skills tests, feedback and focus, and planning.

## Test 1: Block and random practice

- Good for a new movement, weaker for the course. (Source: Motor-learning research on practice (Wulf; Ericsson; Shea and Morgan) as used in golf coaching)
- It is closer to how a round unfolds. (Source: Motor-learning research on practice (Wulf; Ericsson; Shea and Morgan) as used in golf coaching)
- Repetition feels smooth, but the course never repeats a shot. (Source: Motor-learning research on practice (Wulf; Ericsson; Shea and Morgan) as used in golf coaching)
- Shown by Shea and Morgan in 1979. (Source: Motor-learning research on practice (Wulf; Ericsson; Shea and Morgan) as used in golf coaching)
- Then they move to mixed practice quickly. (Source: Motor-learning research on practice (Wulf; Ericsson; Shea and Morgan) as used in golf coaching)
- For example, pitches of many lengths. (Source: Motor-learning research on practice (Wulf; Ericsson; Shea and Morgan) as used in golf coaching)
- Each course shot has a new lie, distance and target. (Source: Motor-learning research on practice (Wulf; Ericsson; Shea and Morgan) as used in golf coaching)
- The closer to the course, the better the transfer. (Source: Motor-learning research on practice (Wulf; Ericsson; Shea and Morgan) as used in golf coaching)
- It plays the hole on the range. (Source: General golf instruction (PGA coaching and teaching guides))
- Random practice changes the task from ball to ball. (Source: Motor-learning research on practice (Wulf; Ericsson; Shea and Morgan) as used in golf coaching)

## Test 2: Practice games and tests

- Repeating it shows progress over time. (Source: General golf instruction (PGA coaching and teaching guides))
- A score gives every ball a consequence. (Source: General golf instruction (PGA coaching and teaching guides))
- It mirrors saving par from beside the green. (Source: General golf instruction (PGA coaching and teaching guides))
- Beating 18 means some chips were holed or saved well. (Source: General golf instruction (PGA coaching and teaching guides))
- Every break gets practised. (Source: General golf instruction (PGA coaching and teaching guides))
- Each rung trains a different pace. (Source: General golf instruction (PGA coaching and teaching guides))
- Pressure in practice prepares for pressure on the course. (Source: General golf instruction (PGA coaching and teaching guides))
- Each putt goes a step farther. (Source: General golf instruction (PGA coaching and teaching guides))
- A consequence makes each putt matter. (Source: General golf instruction (PGA coaching and teaching guides))
- Every side of the hole gets a putt. (Source: General golf instruction (PGA coaching and teaching guides))

## Test 3: Feedback and focus

- Studies find it beats an internal focus on body parts. (Source: Motor-learning research on practice (Wulf; Ericsson; Shea and Morgan) as used in golf coaching)
- Her golf studies are widely cited. (Source: Motor-learning research on practice (Wulf; Ericsson; Shea and Morgan) as used in golf coaching)
- Fading feedback builds the player's own sense. (Source: Motor-learning research on practice (Wulf; Ericsson; Shea and Morgan) as used in golf coaching)
- Small errors are left for the player to sort out. (Source: Motor-learning research on practice (Wulf; Ericsson; Shea and Morgan) as used in golf coaching)
- Good practice is judged by transfer. (Source: Motor-learning research on practice (Wulf; Ericsson; Shea and Morgan) as used in golf coaching)
- One clear change at a time works better. (Source: General golf instruction (PGA coaching and teaching guides))
- Some studies find it holds up better under pressure. (Source: Motor-learning research on practice (Wulf; Ericsson; Shea and Morgan) as used in golf coaching)
- Feel comes at once; a review comes later. (Source: Motor-learning research on practice (Wulf; Ericsson; Shea and Morgan) as used in golf coaching)
- One change at a time. (Source: Motor-learning research on practice (Wulf; Ericsson; Shea and Morgan) as used in golf coaching)
- Attention on the outcome, not the body. (Source: Motor-learning research on practice (Wulf; Ericsson; Shea and Morgan) as used in golf coaching)

## Test 4: Planning practice

- Statistics show where the strokes go. (Source: Mark Broadie, Every Shot Counts (2014))
- Broadie's data show the long game explains most of the gap. (Source: Mark Broadie, Every Shot Counts (2014))
- Effortful and aimed at a weakness. (Source: Motor-learning research on practice (Wulf; Ericsson; Shea and Morgan) as used in golf coaching)
- A Swedish psychologist working in the USA. (Source: Motor-learning research on practice (Wulf; Ericsson; Shea and Morgan) as used in golf coaching)
- It shows whether practice matches goals. (Source: General golf instruction (PGA coaching and teaching guides))
- A change that only works without a target is not finished. (Source: General golf instruction (PGA coaching and teaching guides))
- Spacing beats cramming in most learning research. (Source: Motor-learning research on practice (Wulf; Ericsson; Shea and Morgan) as used in golf coaching)
- Plan, practise, then test. (Source: General golf instruction (PGA coaching and teaching guides))
- End with a game that feels like the course. (Source: General golf instruction (PGA coaching and teaching guides))
- The tallest bar shows the biggest loss. (Source: Mark Broadie, Every Shot Counts (2014))

Sources: PGA coaching and general teaching guides, named short-game, putting and statistics books (Pelz, Broadie), motor-learning research as used in golf coaching, tour statistics, and the Rules of Golf where a rule is named; original questions authored, nothing reproduced.

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