Investigates how attentional focus, practice structure, and cognitive training influence motor learning and performance, often using golf putting as a controlled experimental model.

Key Findings:

• External attentional focus and skill level shape performance outcomes.
• Practice structure (random vs. blocked) alters learning and retention.
• Cognitive training and aerobic exercise influence performance through distinct pathways.

Interesting outcome:

Cognitive game training altered functional brain asymmetry while improving sport skill performance, linking neurocognition and motor learning.

Representative Publications:

• Chen, C.-C. (JJ), Ryuh, Y., Tomporowski, P. D., Lamberth, J., Pan, Z., & Conners, F. (2023). Acute effect of skill random practice versus cardiovascular exercise on motor learning of a golf putting. International Journal of Sport Psychology, 54, 140–151. https://doi.org/10.7352/IJSP.2023.54.140
• Chen, C.-C. (JJ), & Crews, D. (2023). Acute effects of cognitive training game on functional brain asymmetry and motor performance in golf putting: A pilot study. International Journal of Kinesiology in Higher Education, 7(3), 181–193. https://doi.org/10.1080/24711616.2022.2128947
• Chen, C.-C. (JJ), Ryuh, Y.-J., Luczak, T., & Lamberth, J. (2021). The effects of attentional focus and skill level on the performance of golf putting. Journal of Motor Learning and Development, 9(3), 371–382. https://doi.org/10.1123/jmld.2020-0072