Visually focusing on the far versus the near target during the putting stroke
Bibliographic record
Abstract
The purpose was to evaluate the traditional method, of visually focusing on the ball, in comparison to focusing on the hole, during the putting stroke. The study design consisted of a pretest, a 4-week practice period, and a posttest. Participants (n = 31, handicap: 18.7 ± 10.4) practised using only one of the two gaze techniques. Testing consisted of having all participants putt using both gaze techniques from both a 1.22 m and a 4 m distance. Five putts were executed for each gaze technique/putt length combination for a total of 20 putts in each testing session per participant. The kinematics of every putting stroke executed during testing (1240 strokes) were captured using a TOMI® system. There was a significant improvement in putting success for both groups following practice (P = 0.001). Practising while visually focusing on the hole, resulted in a statistically significant reduction in putter speed variability in comparison to practising while visually focusing on the ball (P = 0.017). Visually focusing on the hole did not meaningfully (nor statistically) affect the quality of impact as assessed by the variability in face angle, stroke path, and impact spot at the precise moment the putter head contacted the ball.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.005 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".