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The purpose of the present studies was to examine whether providing superstitious instruction has beneficial effects on motor performance. The results of the effectiveness of superstitious instructions have been mixed. Additionally, the two present studies moved one step forward to examine the effects on motor learning, assessed by retention and transfer tests conducted 2 days after practice day. The tasks for Experiment 1 and 2 were throwing and golf-putting, respectively. In Experiment 1, the superstitious instruction was, "Here is your lucky color ball. Compared with other color balls, these white balls turned out to be luckier and had better throwing accuracy last week". In Experiment 2, the superstitious instruction was "This type of putter has been used by many professional golfers at some point in their career. This brand of golf ball, Pinnacle, has been used at many professional tournaments." Results of Experiment 1 and 2 showed no superstitious-instruction effect on both motor performance and learning, resulting in no difference between the superstitious instruction and control groups. Therefore, superstitious instruction may provide little to no impact on motor performance and learning; however, more studies are needed to conclude the effect of superstition on motor skills. [ABSTRACT FROM AUTHOR]

Introduction: Self-efficacy (SE), defined as an individual's belief in their ability to complete a task, is linked to top-down attentional control, influencing motor performance in sports. Although the behavioral effects of SE are well-documented, there is a lack of research on the mechanisms through which SE affects sports performance. Our research aims to elucidate the neurophysiological mechanisms that underlie the impact of self-efficacy on sports performance. Specifically, we intend to explore the effects of low and high SE on frontal midline theta (Fm") activity, associated with sustained top-down attention, and on motor performance. Methods: We recruited thirty-four professional golfers to perform 60 putts, during which their electroencephalographic activity was monitored. SE levels were assessed using a visual analog scale from 0 to 10 before each putt, with scores categorized into higher or lower SE based on each golfer's individual average score. Results: Paired t-tests indicated that trials with higher SE scores had a higher putting success rate than those with lower SE scores (53.3% vs. 46.7%). Furthermore, trials associated with higher SE scores exhibited lower Fm" activity compared to those with lower SE scores (4.49 vs. 5.18). Discussion: Our results suggest that higher SE is associated with reduced top-down attentional control, leading to improved putting performance. These findings support Bandura's theory of SE, which suggests that the effects of efficacy beliefs aremediated by cognitive,motivational, emotional, and decision-making processes. This study sheds light on the intermediate processes of SE by examining its impact on the anticipation of outcomes, sports performance, and attentional control prior to putting. [ABSTRACT FROM AUTHOR]

Abstract: There are presently no studies investigating the effects of transcranial alternating current stimulation (tACS) on complex precision sports such as golf. For the golf putt, previous electrophysiological studies indicate a connection between putt performance and EEG alpha activity. Here, we investigate whether alpha-tACS over the motor cortex improves golf putting. To this end, 15 advanced golfers each received either alpha-tACS or sham stimulation in three blocks of 50 putts before, during, and after stimulation. We measured both movement execution (repeatability) and movement result (distance control) as dependent variables. We did not find an enhancing effect of alpha-tACS on golf putting performance. [ABSTRACT FROM AUTHOR]

The purpose of this article is to describe the integration of Kolb's Experiential Learning Theory (ELT) within an undergraduate sport psychology course. According to Kolb, experiential learning occurs through a continual process within the four-stage learning cycle: Concrete Experience, Reflective Observation, Abstract Conceptualization, and Active Experimentation. In the course, we used golf-putting tournaments to promote experiential learning during a 15-week semester. Between tournaments, we delivered lectures and facilitated laboratory sessions to discuss and practice sport psychology theories (e.g., Achievement Goal Theory) and skills (e.g., goal-setting, imagery). This article provides a detailed discussion of the structure of golf-putting tournaments, course design, and the use of reflective practice within a sport psychology classroom. [ABSTRACT FROM AUTHOR]