# data[].attributes.body
I grew up playing the sport of golf non-stop.  My dad started me with the sport at the age of two.  I started playing competitively at the age of 9 and still play competitively to this day.  I played in the U.S. Kids Golf World Championship in North Carolina in 2008.  My older brother also made it that year which was awesome.  For the most part, the real competitive days were in high school, but I now mostly play for fun.  I have three other brothers that also play golf.  I was on the high school team with my older brother for two years and one of my younger brothers for one year.  So there was definitely a friendly competitive atmosphere going on 24/7 during the season between us.  I made it to the state tournament three out of my four years in high school.  Growing up, I never had a swing coach besides my dad.  Everything I know about the game I learned from him.  He started us with short custom clubs just hitting in the yard.  As we grew older, he started with instruction which consisted of basics and fundamentals to start out.  As we got better, he stepped in even more to make sure we kept developing the complex skills involved in the golf swing. While being taught different skills about the sport of golf through my competitive years, my dad gave me a lot of feedback whether that was on the practice range, on the course playing a practice round, or after a competitive round. Feedback was given as both terminal (after skill was finished) and concurrent feedback (during the performance of the skill). Feedback was given most often in the verbal form. Verbal KP in augmented feedback is critical for the learner to build and correct skills with the help of their coach. My dad did a great job determining what verbal feedback to give based on the swing I was making (skill analysis) while also keeping things simple. There are numerous components to a golf swing that are very complex and difficult to learn. Feedback was given in both descriptive (what person is doing incorrectly) and prescriptive (how to correct the mistake) formats, which helped fix errors within the swing. Due to the complexity of the sport, the coach can also at times suggest correction of too many errors which has happened before between my dad and I. The learner (me) has only a limited attention capacity at a single time. There were times I was overwhelmed with information which led to confusion and therefore a poorer performance. With that being said, the frequency of augmented feedback wasn't too much as he let us figure out the problem on our own sometimes since that is what we would have to do during a competitive round. For the most part, feedback was given only when asked (which happened to be a lot). Looking back, it seems now that my dad may have known about certain aspects of augmented feedback including how to give it and when to give it.

# data[].attributes.body
I've heard so many times people say, "Golf is easy, all you do is hit a little white ball in a hole."  Little do people know, it's much more complex than that.  I've spent countless hours trying to improve every aspect of my golf game.  Golf consists of many different movements that need to be learned in order to be good at the sport.  There are different swings for different situations.  For example, a bunker shot green-side is different than a regular iron shot from the fairway.  There is also chipping and putting that are different movements.  I could also use one club to hit the ball many different distances.  For example, I could hit a sand wedge 60, 80, and 105 yards.  Although these movements and distances may be a little different, they all come from the same generalized motor program.  Could you imagine having to make a different motor program for every single possible shot one could face while on the golf course?  Your memory wouldn't have the capacity to do so.  Expanding upon the example regarding the sand wedge going different distances, I would essentially use the schema memory system to scale the distance of the desired shot I was trying to hit.  While playing a round of golf, the schema theory basically allows me to improvise the schema memory in order to fit the shot that's needed at that time.  This might even be a shot I have never practiced before, such as having to do a no-look backward one handed swing due to my ball being right up against a hazard/water (yes, this actually happened in a competitive round).

# data[].attributes.body
Due to the love of the sport and with the golf knowledge and skill I consistently built from a young age, I knew I wanted to be around the sport through my college years whenever I could.  Much of this was due to the fact that I chose to pursue my educational and career goals by attending UW-Madison over playing D1 or D2 collegiate golf, as I was recruited by quite a few schools during high school.  It was tough decision, but a decision I definitely don't regret since you can play golf your whole life.  I eventually put in work through numerous golf courses in the summer months.  I've worked on grounds crew, in the bag room, as an instructor for little kids, and as a caddie through my college years.  Through playing with friends, playing with members, coaching little kids, and caddying for other individuals, I have been asked many times how I got so good.  While trying to assist these individuals since most of them that ask are newer to the game or don't put much time in to get better, I find it difficult to help them improve their swing in a short amount of time.  I tried to connect their thoughts with different but similar sports and movements, but not much helped.  Then they asked, "Why can't I have a swing that looks so effortless like yours."  Much this relates to what we talked about in the memory module.  The reason why those individuals can't replicate my swing is because they don't have the information that I have stored in my procedural memory system.  They may have declarative memory, which is knowing certain things pertaining to facts or events.  So in this case for example, it would be knowing information about the golf swing.  You see, procedural memory consists of information that is stored away for skills.  It relates to how to perform certain skills, like the golf swing in this case.  Much of this memory of "how to" is automatic and non-conscious.  I have built a good framework over the last 20 years for the complex skill of the golf swing in my procedural memory, so the act of doing the skill comes easier to me.  With these individuals, they are using more declarative memory to guide the movement of the golf swing.  Therefore, they are more consciously aware of what they are doing which hinders performance.  As skills are learned, individuals move more towards the non-conscious procedural control.  In other words, they get better at the skill.  So practice, practice, practice!

# data[].attributes.body
Football was another sport I thoroughly enjoyed and was engaged in.  This was my #2 sport behind golf.  I started playing tackle football in 3rd grade and played all the way through my senior year in high school.  Before 3rd grade, I even played flag football for quite a few years.  Defense was always my favorite.  I loved the act of tackling and found more joy out of trying to stop an offense.  I played linebacker and safety in high school.  From a very young age I was taught good, safe tackling form.  I was also taught to always take a good angle to the runner so the runner couldn't cut back on you.  Little did I know that act of getting juked out by the opposing team pertained to the psychological refractory period. Although I was taught well and most of the time I made the tackle, there were a few times I have been juked out and missed it. In this case, the opponent I was running towards was able to make a hesitation move which caused me not being able to clear the stimulus in time which led to a longer reaction time. This longer reaction time therefore gave an advantage to the person I was trying to tackle, allowing them to get past me. In other words, there was interference in the production of the response I made. The first stimulus of the hesitation move was put into my processing system and blocked the response to the second stimulus since I had to respond to the first stimulus before being able to respond to the second stimulus (aka serial processing).

# data[].attributes.body
I grew up mostly playing golf and football.  But in 7th grade, my best friend who now wrestles for Ohio State convinced me to go out for wrestling since I didn't play a winter sport at the time.  So I did and from 7th - 11th grade I wrestled.  For the most part, I did it to stay in shape and get stronger since another hobby of mine is weightlifting.  I still took the sport of wrestling serious since I'm naturally competitive and always push myself to do well in whatever I do.  Little did I know just how much the skills I would learn from wrestling would transfer to football.  The wrestling moves relating to takedowns, being able to predict what my opponent might do, and reacting to the opponent's moves really helped me become a better football player.  Think about it, while on defense, all you do is tackle and react to the opposing team.  Not only do you react to what they do when the play is going on, but you also react to what they do before the play (formations, audibles, motions, etc.) and try to anticipate what they are going to do before it happens from watching film.  These were the exact things I got really good at while wrestling, which directly transferred over to how I played football.  I saw great improvement in my football skills from freshman to junior year, mainly due to what I learned in wrestling.  I was gaining proficiency of one skill as I practiced a different one.  The identical elements theory and transfer appropriate processing theory explains the transfer of these skills between the two sports very well.  The identical elements theory states that tasks that share many similar elements are expected to transfer more than tasks that have few similar elements.  The transfer appropriate processing theory states that the similarity of cognitive processes required by two skills influences the degree of transfer.  Since the skills I learned in wrestling (physically and cognitively) were so similar to those that I used in football on the defensive side of the ball, positive transfer took place and wrestling directly impacted/enhanced my football performance.