The Science of Golf Practice: How Failure Improves Performance
Optimizing Golf Performance through High and Low Contextual Interference
Key Takeaways
Differential Learning (DL) involves focusing on one specific skill and practicing it in different ways, while Contextual Interference (CI) involves practicing different skills together in random order
High CI, characterized by a high degree of distractions and task switching during practice, may result in suboptimal performance during training but can promote the improved transfer of learning to different conditions
Low CI, on the other hand, can lead to a "contextual dependency" where the golfer becomes dependent on the specific practice conditions and may struggle to perform the skill or task in different conditions or variations
A progressive approach, starting with low levels of CI and gradually increasing it, rather than a fixed and elevated level of CI, would be a suitable way to structure golf practice
Contextual Interference
In last week's post, I shared how Differential Learning (DL) can help golfers consolidate their golf skills and make them more stable against interruptions and distractions, especially under pressure.
A related concept is Contextual Interference (CI).
CI refers to the interference in performance and learning that arises from practicing one task in the context of other tasks.
For example, if you are trying to improve your putting but keep switching back and forth between practicing putting and chipping, you may experience CI.
CI is defined as the interference in performance and learning that arises from practicing one task in the context of other tasks - Source
Differences Between DL and CI
The DL approach involves focusing on one specific skill and practicing it in different ways, while the CI approach involves practicing different skills together in random order.
The following tennis example helps explain how CI and DL differ.
the DL approach suggests executing the forehand first with an extended elbow, then with a flexed elbow, then with stiff knees…In contrast, the CI approach suggests mixing the forehand acquisition with a backhand stroke or a serve stroke in a more or less random order. - Source
High vs. Low CI
Low CI refers to a situation where an individual is able to focus on one specific task or skill and is not being hindered by other tasks or information. Repetitive practice is an example of low CI, as it involves repeating the same task or skill multiple times in a row with little or no variation.
High CI, on the other hand, is when an individual is constantly switching between different tasks or skills, making the learning process more challenging.
Our decision to use high or low CI can impact our learning and future performance
High CI, characterized by a high degree of distractions and task switching during practice, may result in suboptimal performance during training. However, it has been found to promote the improved transfer of learning to novel or varied situations.
the classic CI effect is demonstrated by high interference depressing performance during practice, but then leading to greater learning when measured by transfer tests wherein skills are presented in different variations than what was practiced. Conversely, low CI practice enhances performance in practice but leads to poorer transfer test performance. - Source
Contextual Dependency
The use of low CI training can lead to a "contextual dependency" where the golfer becomes dependent on the specific practice conditions and may struggle to perform the skill or task in different conditions or variations.
Contextual dependency refers to a situation wherein learners develop a dependency on the context in which practice occurs. This then hinders performance during transfer to task variations or conditions different from those experienced in practice - Source
The Root Cause of Low CI Practice
Why do golfers persist with repetitive/blocked practice despite the benefits of DL and CI being widely known for performance improvement?
Successful performance outcomes give a false sense of mastery, boosting confidence and contributing to a positive emotional state. This type of practice prioritizes emotional satisfaction over optimized performance results.
Perceived Learning → Feeling of Confidence → Pleasant Emotional Experience
What is particularly interesting about these practice order effects is the sense of fluidity and apparent feeling of learning, which accompanies people who practice under repetitive, drill-like, blocked practice conditions. Fast gains in practice give the impression that learning is taking place, even though faster acquisition is not necessarily good for long-term learning. When participants who study under blocked conditions are asked how well they will do at a future time, they show optimism in their retention capability, compared to people who study under random conditions. This sense of learning which accompanies rapid gains in practice is despite data gathered from retention tests, which show the opposite pattern - Source
Implementing Contextual Interference
In one study researchers aimed to explore the influence of varying levels of contextual interference (CI) on putting and chipping performance in beginner golfers.
The results of this study suggest that to enhance performance on a later test, or in this case a round of golf, instructors should have learners practice golf shots in an order that offers elevated levels of CI. More specifically, golf instructors should encourage athletes to follow a randomized practice schedule when the goal is to improve their golf score - Source
However, the authors also note that constant training with high levels of CI may not be ideal.
there are models suggesting that a progression of low to high CI during practice may be beneficial for learning motor skills. There is some research evidence supporting this idea. These findings suggest that using elevated, fixed amounts of CI may not always be the most efficient way of structuring practice environments - Source
These findings suggest that a progressive approach, starting with low levels of CI and gradually increasing it, rather than a fixed and elevated level of CI, would be a suitable way to structure golf practice.
The Benefits of Bad Shots
When people perform a golf shot poorly, they tend to use more mental resources to correct the mistake and prevent it from happening again in the future.
This is because when mistakes are made, the brain perceives more opportunities for correction and thus allocates more resources.
However, when practicing with low levels of CI, such as blocked practice, individuals may experience better short-term outcomes but with fewer mental resources being allocated to the task. This is because practicing in this way does not present as many opportunities for error correction, thus fewer mental resources are required.
One substantial finding is that more resources were allocated if the previous movement trial contained an error. We argue that increased affordances on error processing necessitates increased working memory capacities. - Source
The phrase "increased affordances on error processing" means that more opportunities for correcting errors are present when mistakes are made during a movement. So when a golf shot is executed poorly the brain perceives more opportunities to correct that error and thus allocates more resources.
Creating High CI Practice
An example of how to incorporate various levels of CI into golf practice is shown through the following scenarios.
Block Practice: Hitting 30 pitch shots followed by 30 putts, for a total of 60 balls hit.
Low CI: Hitting 10 pitch shots, followed by 10 putts, and repeating this cycle 3 times for a total of 60 balls hit.
High CI: Alternating between 1 pitch shot and 1 putt, for a total of 60 balls hit.
Participants assigned to the low CI condition performed 80 putts followed by 80 trials on the pitch…Those practicing under the moderate CI schedule performed 10 putts followed by 10 pitches, repeating the sequence 8 times. The third condition was high CI, which involved alternating the putt and pitch - Source
Conclusion
Contextual Interference (CI) in golf refers to the interference in performance and learning from practicing one task in the context of other tasks. The DL approach focuses on one skill and practicing it in different ways, while the CI approach involves practicing different skills together in random order. Low CI training can lead to "contextual dependency" where the golfer becomes dependent on specific practice conditions. Studies suggest a progressive approach, starting with low levels of CI and gradually increasing it, rather than a fixed and elevated level of CI, would be suitable for structuring golf practice. It is important to note that more opportunities for correcting errors, as a result of making mistakes, leads to better learning outcomes.