comparison of learning golf putting skill in different choices: a test of the optimal theory

Background: the optimal theory of motor learning posits that autonomy support (as), enhanced expectancies (ee), and an external focus of attention (ef) facilitate improved motor learning and performance. however, the applicability of this theory has not been investigated by simultaneously considering all three factors in task-relevant and irrelevant choices in learning golf skills. objectives: the purpose of this study was to investigate the sequential implementation of as, ee and ef factors in relevant and irrelevant choices on golf putting tasks. methods: during a pre-test under neutral conditions and acquisition phase (six blocks), thirty-six participants attempted to putt golf balls into a hole cup placed in the center of four circles with different diameters on the green. the participants were divided into two groups for optimized practices: the optimal group with task-relevant choices and the optimal group with task-irrelevant choices, both groups performed the optimized factors (ee, as, and ef) successively and identically to each other. after 24 hours, learning was measured by a retention test. results: the optimized group with relevant choices performed better than the optimized group with irrelevant choices in the autonomy variable. in the retention test, the aiming accuracy score of both groups increased compared to the pre-test, but no significant difference was observed in the learning rate between the two optimized groups. conclusions: the present findings demonstrate that the key factors of optimal theory can be further benefited by task-related choices during practice for beginners' learning.