Montes, J., Wulf, G., & Navalta, J. W. (in press). Maximal aerobic capacity can be increased by enhancing performers’ expectancies. Journal of Sports Medicine and Physical Fitness, doi: 10.23736/S0022-4707.17.07254-1

Wulf, G., Iwatsuki, T., Machin, B., Kellogg, J., Copeland, C., & Lewthwaite, R. (in press). Lassoing motor learning through task-irrelevant or task-relevant choices. Journal of Motor Behavior.

Wulf, G., Orr, S., & Chauvel, G. (in press). Facilitating golf skill learning. In M. Toms (Ed.), The Routledge International Handbook of Golf Science. London: Routledge.

Abdollahipour, R., Palomo Nieto, M., Psotta, R., & Wulf, G. (2017). External focus of attention and autonomy support have additive benefits for motor performance in children. Psychology of Sport and Exercise, 32, 17-24.

Bahmani, M., Wulf, G., Ghadiri, F., & Karimi, S., & Lewthwaite, R. (2017). Enhancing performance expectancies through visual illusions facilitates motor learning in children. Human Movement Science, 55, 1-7.

Lemos, A., Wulf, G., Lewthwaite, R., & Chiviacowsky, S. (2017). Autonomy support enhances performance expectancies, positive affect, and motor learning. Psychology of Sport and Exercise, 31, 28-34.

Lewthwaite, R., & Wulf, G. (2017). Optimizing motivation and attention for motor performance and learning. Current Opinion in Psychology, 16, 38-42.

Wulf, G., Lewthwaite, R., Cardozo, P., & Chiviacowsky, S. (2017). Triple play: Additive contributions of enhanced expectancies, autonomy support, and external attentional focus to motor learning. Quarterly Journal of Experimental Psychology, http://dx.doi.org/10.1080/17470218.2016.1276204

Halperin, I., Chapman, D. T., Martin, D. T., Lewthwaite, R., & Wulf, G. (2016). Choices enhance punching performance of competitive kickboxers. Psychological Research, http://dx.doi.org/10.1007/s00426-016-0790-1

Halperin, I., Chapman, D. T., Martin, D. T., Abbiss, C., & Wulf, G. (2016). Coaching cues in amateur boxing: An analysis of feedback provided between rounds of competition. Psychology of Sport and Exercise, 25, 44-50.

Guss-West, C., & Wulf, G. (2016). Attentional focus in classical ballet: A survey of professional dancers. Journal of Dance Medicine & Science, 20, 23-29.

Halperin, I., & Wulf, G. (2016). The science of coaching – Part 1: Instruction psychology. Blitz – Australian Martial Arts Magazine, 30 (2), 80-82.

Halperin, I., & Wulf, G. (2016). The science of coaching instruction in martial arts – Part 2. Blitz – Australian Martial Arts Magazine, 30 (3), 41-42.

Halperin, I., & Wulf, G. (2016). The science of coaching instruction in martial arts – Part 3. Blitz – Australian Martial Arts Magazine, 30 (4), 40-42.

Lee, T. D., Wulf, G., Winstein, C.J., & Zelaznik, H. N. (2016). In Memoriam: Richard Allen Schmidt (1941 – 2015). Journal of Motor Behavior, doi: 10.1080/00222895.2016.1124687

Palmer, K., Chiviacowsky, S., & Wulf, G. (2016). Enhanced expectancies facilitate golf putting. Psychology of Sport and Exercise, 22, 229-232.

Winstein, C. J., Wolf, S. L., Dromerick, A. W., Lane, C. J., Nelsen, M. A., Lewthwaite, R., Cen, S. Y., & Azen, S. P. for the Interdisciplinary Comprehensive Arm Rehabilitation Evaluation (ICARE) Investigative Team (2016). Effect of a task-oriented rehabilitation program on upper extremity recovery following motor stroke: The ICARE randomized clinical trial. Journal of the American Medical Association, 315, 571-581, doi:10.1001/jama.2016.0276.

Wulf, G. (2016). An external focus of attention is a conditio sine qua non for athletes: A response to Carson and Collins (2015). Journal of Sports Sciences, 34, 1293-1295.

Wulf, G. (2016). Why did Tiger Woods shoot 82? A commentary on Toner and Moran (2015). Psychology of Sport and Exercise, 22, 337-338.

Wulf, G., & Lewthwaite, R. (2016). Optimizing Performance through Intrinsic Motivation and Attention for Learning: The OPTIMAL theory of motor learning. Psychonomic Bulletin & Review, 23, 1382-1414.

Abdollahipour, R., Wulf, G., Psotta, R., & Palomo Nieto, M. (2015). Performance of a gymnastics skill benefits from an external focus of attention. Journal of Sports Sciences, 33, 1807-1813.

Chauvel, G., Wulf, G., & Maquestiaux, F. (2015). Visual illusions can facilitate sport skill learning. Psychonomic Bulletin & Review, 22, 717-721.

Lewthwaite, R., Chiviacowsky, S., Drews, R., & Wulf, G. (2015). Choose to move: The motivational impact of autonomy support on motor learning. Psychonomic Bulletin & Review, 22, 1383-1388.

McKay, B., Wulf, G., Lewthwaite, R., & Nordin, A. (2015). The self: Your own worst enemy? A test of the self-invoking trigger hypothesis. Quarterly Journal of Experimental Psychology, 68, 1910-1919.

Pascua, L.A.M., Wulf, G., & Lewthwaite, R. (2015). Additive benefits of external focus and enhanced performance expectancy for motor learning. Journal of Sports Sciences, 33, 58-66.

Wulf, G., Chiviacowsky, S., & Drews, R. (2015). External focus and autonomy support: Two important factors in motor learning have additive benefits. Human Movement Science, 40, 176-184.

Hadler, R., Chiviacowsky, S., Wulf, G., & Schild, J. F (2014). Children’s learning of tennis skills is facilitated by external focus instructions. Motriz, 20, 418-422.

Hooyman, A., Wulf, & Lewthwaite, R. (2014). Impacts of autonomy-supportive versus controlling instructional language on motor learning. Human Movement Science, 36, 190-198.

Jalene, S., & Wulf, G. (2014). Brief hypnotic intervention increases throwing accuracy. International Journal of Sports Science & Coaching, 9, 199-206.

Winstein C. J., Lewthwaite, R., Blanton, S. R., Wolf, L. B., & Wishart, L. (2014). Infusing contemporary motor learning research into neurorehabilitation practice: A historical framework with the Accelerated Skill Acquisition Program exemplar. Journal of Neurologic Physical Therapy, 38, 190–200.

Wulf, G. (2014). Attentional focus. In R.C. Eklund & G. Tenenbaum (Eds.), Encyclopedia of Sport and Exercise Psychology (p. 48-51). Thousand Oaks, CA: Sage Publications.

Wulf, G., & Adams, N. (2014). Small choices can enhance balance learning. Human Movement Science, 38, 235-240.

Wulf, G., Chiviacowsky, S., & Cardozo, P. (2014). Additive benefits of autonomy support and enhanced expectancies for motor learning. Human Movement Science, 37, 12-20.

Wulf, G., Freitas, H.E., & Tandy, R.D. (2014). Choosing to exercise more: Small choices can increase exercise engagement. Psychology of Sport and Exercise, 15, 268-271.

Wulf, G., & Mornell, A. (2014). Insights about practice from the perspective of motor learning: A review. In M. van den Bergen, H. Borgdorff, W. Karsten, M. Prchal, & S. Williams (Eds.), From potential to performance (p. 76-101). The Hague (The Netherlands): Royal Conservatoire. (Reprinted from Music Performance Research, 2008, 2, 1-25.)

Wulf, G., & Schmidt, R.A. (2014). Feedback. In R.C. Eklund & G. Tenenbaum (Eds.), Encyclopedia of Sport and Exercise Psychology (p. 288-292). Thousand Oaks, CA: Sage Publications.

An, J., Wulf, G., & Kim, S. (2013). Increased carry distance and X-factor stretch in golf through an external focus of attention. Journal of Motor Learning and Development, 1, 2-11.

Brown, M.J., Tandy, R.D., Wulf, G., & Young, J.C. (2013). The effect of acute exercise on pistol shooting performance of police officers. Motor Control, 17, 273-282.

Chen, S., Lewthwaite, R., Schweighofer, N., & Winstein, C. J. (2013). Discriminant validity of a new measure of self-efficacy for reaching movements after stroke-induced hemiparesis. Journal of Hand Therapy, 26, 116-123.

Chiviacowsky, S., Wulf, G., & Ávila, L. (2013). An external focus of attention enhances motor learning in children with intellectual disabilities. Journal of Intellectual Disability Research, 57, 627-634.

Drews, R., Chiviacowsky, S., & Wulf, G. (2013). Children’s motor skill learning is influenced by their conceptions of ability. Journal of Motor Learning and Development, 2, 38-44.

Saemi, E., Porter, J.M., Wulf, G., Ghotbi-Varzaneh, A., & Bakhtiari, S. (2013). Adopting an external focus of attention facilitates motor learning in children with attention deficit hyperactivity disorder. Kinesiology, 45, 179-185.

Winstein, C.J., Wolf, S. L., Dromerick, A. W., Lane, C. J., Nelsen, M. A., Lewthwaite, R., Blanton, S., Scott, C., Reiss, A., Cen, S. Y., Holley, R., & Azen, S. P. for the ICARE Investigative Team (2013). Interdisciplinary Comprehensive Arm Rehabilitation Evaluation (ICARE): A randomized controlled trial protocol. BMC Neurology, 13, 5.

Wulf, G. (2013). Attentional focus and motor learning: A review of 15 years. International Review of Sport and Exercise Psychology, 6, 77-104.

Wulf, G. (2013). The time is now! Altering trajectories of motor skill learning across the lifespan. Journal of Motor Learning and Development, 1, 1.

Wulf, G., & Lewthwaite, R. (2013). Motor learning: Practical aspects. In H. Pashler (Ed.), Encyclopedia of the Mind (p. 529-532). Thousand Oaks: Sage Publications.

Wulf, G., Lewthwaite, R., & Hooyman, A. (2013). Can ability conceptualizations alter the impact of social comparison in motor learning? Journal of Motor Learning and Development, 1, 20-30.

Ávila, L.T.G., Chiviacowsky, S., Wulf, G., & Lewthwaite, R. (2012). Positive social-comparative feedback enhances motor learning in children. Psychology of Sport and Exercise, 13, 849-853.

Badami, R., VaezMousavi, M., Wulf, G., & Namazizadeh, M. (2012). Feedback about more accurate versus less accurate trials: Differential effects on self-confidence and activation. Research Quarterly for Exercise and Sport, 83, 196-203.

Chiviacowsky, S., Wulf, G., & Lewthwaite, R. (2012). Self-controlled learning: The importance of protecting perceptions of competence. Frontiers in Psychology, 3 (Article 458), doi: 10.3389/fpsyg.2012.00458.

Chiviacowsky, S., Wulf, G., Lewthwaite, R., & Campos, T. (2012). Motor learning benefits of self-controlled practice in persons with Parkinson’s disease. Gait & Posture, 35, 601-605.

Chiviacowsky, S., Wulf, G., Machado, C., & Rydberg, N. (2012). Self-controlled feedback enhances learning in adults with Down syndrome. Brazilian Journal of Physical Therapy, 16, 191-196.

Goh, H.-T., Sullivan, K.J., Gordon, J.E., Wulf, G., & Winstein, C.J. (2012). Dual-task practice enhances motor learning: A preliminary investigation. Experimental Brain Research, doi: 10.1007/s00221-012-3206-5.

Lewthwaite, R., & Wulf, G. (2012). Motor learning through a motivational lens. In N.J. Hodges & A.M. Williams (Eds.), Skill acquisition in sport: Research, theory & practice (2nd ed.) (p. 173-191). London: Routlegde.

Lohse, K.R., Wulf, G., & Lewthwaite, R. (2012). Attentional focus affects movement efficiency. In N.J. Hodges & A.M. Williams (Eds.), Skill acquisition in sport: Research, theory & practice (2nd ed.) (p. 40-58). London: Routlegde.

McKay, B., Lewthwaite, R., & Wulf, G. (2012). Enhanced expectancies improve performance under pressure. Frontiers in Psychology, 3 (Article 8), doi: 10.3389/fpsyg.2012.00008.

McKay, B., & Wulf, G. (2012). A distal external focus enhances dart throwing performance. International Journal of Sport and Exercise Psychology, 10, 149-156.

Stoate, I., Wulf, G., & Lewthwaite, R. (2012). Enhanced expectancies improve movement efficiency in runners. Journal of Sports Sciences, 30, 815-823.

Wulf, G. (2012). How elite coaches’ experiential knowledge might enhance empirical research on sport performance: A commentary. International Journal of Sports Science & Coaching, 7, 423-426.

Wulf, G. (2012). Motor learning. In N.M. Seel (Ed.), Encyclopedia of the Sciences of Learning (Vol. 5, p. 2348-2350). New York: Springer.

Wulf, G. (2012). Motor schema(s). In N.M. Seel (Ed.), Encyclopedia of the Sciences of Learning (Vol. 5, p. 2350-2352). New York: Springer.

Wulf, G., Chiviacowsky, S., & Lewthwaite, R. (2012). Altering mindset can enhance motor learning in older adults. Psychology and Aging, 27, 14-21.

Badami, R., VaezMousavi, M., Wulf, G., & Namazizadeh, M. (2011). Feedback after good versus poor trials affects intrinsic motivation. Research Quarterly for Exercise and Sport, 82, 360-364.

Saemi, E., Wulf, G., Varzaneh, A.G., & Zarghami, M. (2011). Feedback after good versus poor trials enhances motor learning in children. Revista Brasileira de Educação Física e Esporte (Brazilian Journal of Physical Education and Sport), 25, 671-679.

Schweighofer, N., Lee, J. Y., Goh, H. T., Choi, Y., Kim, S., Stewart, J. C., Lewthwaite, R., & Winstein, C. J. (2011). Mechanisms of the contextual interference effect in individuals poststroke. Journal of Neurophysiology. 106, 2632-2641.

Stoate, I., & Wulf, G. (2011). Does the attentional focus adopted by swimmers affect their performance? International Journal of Sport Science & Coaching, 6, 99-108.

Wulf, G. (2011). Veränderbarkeits- und Wesenstheoretiker. Fähigkeitskonzepte und ihr möglicher Einfluss auf das Therapieergebnis. pt_Zeitschrift für Physiotherapeuten, 63, 45-48.

Wulf, G. (2011). Bewegungen erlernen und automatisieren: Worauf ist die Aufmerksamkeit zu richten? NeuroReha, 3, 18-23.

Wulf, G., & Lewthwaite, R. (2011). Motor learning after stroke: Optimizing practice conditions in clinical rehabilitation. In C. Dettmers & K.M. Stephan (Eds.), Motorische Therapie nach Schlaganfall (Motor therapy after stroke) (p. 93-105). Bad Honnef: Hippocampus Verlag.

Wulf, G., Lewthwaite, R., & Winstein, C.J. (2011). Motorisches Lernen und grundlegende psychologische Bedürfnisse: Implikationen für die Rehabilitation nach Schlaganfall (Motor learning and fundamental psychological needs: Implications for stroke rehabilitation). Mehrholz, J. (Ed.), Rehabilitation nach Schlaganfall (p. 27-41). Stuttgart: Thieme.

Yamada, K. A., Lewthwaite, R., Popovich, J. M. Jr., Beneck, G. J., & Kulig, K. (2011). The Low Back Activity Confidence Scale (LoBACS): Preliminary validity and reliability. Physical Therapy, 91, 1592-1603.

Chiviacowsky, S., Wulf, G., & Wally, R. (2010). An external focus of attention enhances balance learning in older adults. Gait & Posture, 32, 572-575.

Freudenheim, A.M., Wulf, G., Madureira, F., & Corrêa, U.C. (2010). An external focus of attention results in greater swimming speed. International Journal of Sports Science & Coaching, 5, 533-542.

Lewthwaite, R., & Wulf, G. (2010). Grand challenge for movement science and sport psychology: Embracing the social-cognitive-affective-motor nature of motor behavior. Frontiers in Psychology, 1 (Article 42), 1-3. doi: 10.3389/fpsyg.2010.00042.

Lewthwaite, R., & Wulf, G. (2010). Social-comparative feedback affects motor skill learning. Quarterly Journal of Experimental Psychology, 63, 738-749.

Porter, J.M., Nolan, R.P., Ostrowski, E.J., & Wulf, G. (2010). Directing attention externally enhances agility performance: A qualitative and quantitative analysis of the efficacy of using verbal instructions to focus attention. Frontiers in Psychology, 1 (Article 216). doi: 10.3389/fpsyg.2010.00216.

Wulf, G. (2010). 注意と運動学習. Tokyo, Japan: Ichimura Publishing House.

Wulf, G. (2010). Optimierung motorischen Lernens. Physiotherapie Med, 3, 29-33.

Wulf, G. (2010). Die Worte sind entscheidend beim Bewegungslernen – Les mots sont décisifs pour apprendre le mouvement. Physioactive, 5, 15-22.

Wulf, G., Chiviacowsky, S., & Lewthwaite, R. (2010). Normative feedback effects on learning a timing task. Research Quarterly for Exercise and Sport, 81, 425-431.

Wulf, G., Chiviacowsky, S., Schiller, E., & Gentilini Ávila, L.T. (2010). Frequent external-focus feedback enhances learning. Frontiers in Psychology, doi: 10.3389/fpsyg.2010.00190.

Wulf, G., Dufek, J.S., Lozano, L., & Pettigrew, C. (2010). Increased jump height and reduced EMG activity with an external focus of attention. Human Movement Science, 29, 440-448.

Wulf, G., & Lewthwaite, R. (2010). Effortless motor learning? An external focus of attention enhances movement effectiveness and efficiency. In B. Bruya (Ed.), Effortless attention: A new perspective in attention and action (p. 75-101). Cambridge, MA: MIT Press.

Wulf, G., & Lewthwaite, R. (2010). Motorisches Lernen – Forschungsergebnisse und ihre Anwendung in der physiotherapeutischen Praxis. In C. Zalpour (Ed.), Lexikon Physiotherapie (p. 897-905). Heidelberg, Germany: Springer Verlag.

Wulf, G., Shea, C.H., & Lewthwaite, R. (2010). Motor skill learning and performance: A review of influential factors. Medical Education, 44, 75-84.

Chiviacowsky, S., Wulf, G., Wally, R., & Borges, T. (2009). Knowledge of results after good trials enhances learning in older adults. Research Quarterly for Exercise and Sport, 80, 663-668.

Wulf, G. (2009). Aufmerksamkeit und motorisches Lernen. München: Elsevier.

Wulf, G. (2009). توجه و يادگيري مهارت حركتي . Tehran (Iran).

Wulf, G., & Dufek, J.S. (2009). Increased jump height with an external attentional focus is due to augmented force production. Journal of Motor Behavior, 41, 401-409.

Wulf, G., Landers, M., Lewthwaite, R., & Töllner, T. (2009). External focus instructions reduce postural instability in individuals with Parkinson disease. Physical Therapy, 89, 162-168.

Wulf, G., & Lewthwaite, R. (2009). Attentional and motivational influences on motor performance and learning. In A. Mornell (Ed.), Art in Motion: Musical and Athletic Motor Learning and Performance (pg. 95-117). Frankfurt am Main: Peter Lang.

Wulf, G., & Lewthwaite, R. (2009). Conceptions of ability affect motor learning. Journal of Motor Behavior, 41, 461-467.

Wulf, G., Lewthwaite, R., Landers, M., & Töllner, T (2009). The power of external focus instructions to enhance performance and learning. Physical Therapy, 89, 170-172.

Chiviacowsky, S., Wulf, G., Laroque de Medeiros, F., & Kaefer, A. (2008). Learning benefits of self-controlled knowledge of results in 10-year old children. Research Quarterly for Exercise and Sport, 79, 405-410.

Chiviacowsky, S., Wulf, G., Laroque de Medeiros, F., Kaefer, A., & Wally, R. (2008). Self-controlled feedback in children: Higher feedback frequencies enhance learning. Research Quarterly for Exercise and Sport, 79, 122-127.

Maas, E., Robin, D.A., Austermann Hula, S.N., Freedman, S.E., Wulf, G., Ballard, K.J., & Schmidt, R.A. (2008). Principles of motor learning in treatment of motor speech disorders. American Journal of Speech-Language Pathology, 17, 277-298.

Wulf, G. (2008). Attentional focus effects in balance acrobats. Research Quarterly for Exercise and Sport, 79, 319-325.

Wulf, G., & Mornell, A. (2008) Demystifying the practice of practice: Motor learning research and its ramifications for the training of musicians. Music Performance Research, 2. Retrieved October, 2008, from http://www.mpr-online.net/

Chiviacowsky, S., & Wulf, G. (2007). Feedback after good trials enhances learning. Research Quarterly for Exercise and Sport, 78, 40-47.

Freedman, S.E., Maas, E., Caligiuri, M.P., Wulf, G., & Robin, D.A. (2007). Internal vs. external: Oral-motor performance as a function of attentional focus. Journal of Speech, Language, and Hearing Science, 50, 131-136.

Granados, C., & Wulf, G. (2007). Enhancing motor learning through dyad practice: Contributions of observation and dialogue. Research Quarterly for Exercise and Sport, 78, 197-203.

Wulf, G. (2007). Attention and motor skill learning. Champaign, IL: Human Kinetics.

Wulf, G. (2007). Attentional focus and motor learning: A review of 10 years of research (Target article). E-Journal Bewegung und Training, 1-11. Retrieved October 16, 2008, from http://www.ejournal-but.de/doks/wulf_2007.pdf

Wulf, G. (2007). Methods, findings, explanations, and future directions: Response to commentaries on “Attentional focus and motor learning”. E-Journal Bewegung und Training, 57-64. Retrieved October 16, 2008, from http://www.ejournal-but.de/doks/wulf_2007.pdf

Wulf, G. (2007). Response to Keith Davids’ commentary. International Journal of Sports Science & Coaching, 2, 289-292.

Wulf, G. (2007). Motorisches Lernen, Teil 1 (Motor learning, Part 1). Physiopraxis Refresher, 5, 3-11.

Wulf, G. (2007). Motorisches Lernen, Teil 2 (Motor learning, Part 2). Physiopraxis Refresher, 5. 3-13.

Wulf, G. (2007). Motorisches Lernen. Bewegung und Entwicklung, 30, 11-26.

Wulf, G. (2007). Motorisches Lernen: Einflussgrößen und ihre Optimierung (Motor learning: Influential factors and how to optimize them). In C. Dettmers, P. Bülau, & C. Weiller (Eds.), Schlaganfall Rehabilitation (Stroke rehabilitation) (pg. 3-24). Bad Honnef: Hippocampus-Verlag.

Wulf, G. (2007). Motorisches Lernen – Therapie-relevante Forschungsergebnisse (Motor learning – Therapy-relevant research results). Ergoscience, 2, 47-55.

Wulf, G. (2007). Self-controlled practice enhances motor learning: Implications for physiotherapy. Physiotherapy, 93, 96-101.

Wulf, G., & Su, J. (2007). An external focus of attention enhances golf shot accuracy in beginners and experts. Research Quarterly for Exercise and Sport, 78, 384-389.

Wulf, G., Töllner, T., & Shea (2007). Attentional focus effects as a function of task complexity. Research Quarterly for Exercise and Sport, 78, 257-264.

Wulf, G., Zachry, T., Granados, C., & Dufek, J.S. (2007). Increases in jump-and-reach height through an external focus of attention. International Journal of Sports Science & Coaching, 2, 275-284.

Van Vliet, P., & Wulf, G. (2006). Extrinsic feedback for motor learning after stroke: What is the evidence? Disability and Rehabilitation, 28, 831-840.

Chiviacowsky, S., & Wulf, G. (2005). Self-controlled feedback is effective if it is based on the learner’s performance. Research Quarterly for Exercise and Sport, 76, 42-48.

Landers, M., Wulf, G., Wallmann, H., & Guadagnoli, M.A. (2005). An external focus of attention attenuates balance impairment in Parkinson’s disease. Physiotherapy, 91, 152-185.

Shea, C.H., & Wulf, G. (2005). Schema theory: A critical appraisal and reevaluation. Journal of Motor Behavior, 37, 85-101.

Wulf, G. (2005). Movement efficiency and attentional focus. International Journal of Fitness, 1, 25-29.

Wulf, G., Raupach, M., & Pfeiffer, F. (2005). Self-controlled observational practice enhances learning. Research Quarterly for Exercise and Sport, 76, 107-111.

Zachry, T., Wulf, G., Mercer, J., & Bezodis, N. (2005). Increased movement accuracy and reduced EMG activity as the result of adopting an external focus of attention. Brain Research Bulletin, 67, 304-309.

Vance, J., Wulf, G., Töllner, T., McNevin, N.H., & Mercer, J. (2004). EMG activity as a function of the performer’s focus of attention. Journal of Motor Behavior, 36, 450-459.

Winstein, C.J., Rose, D. K., Tan, S. M., Lewthwaite, R., Chui, H. C., & Azen, S. P. (2004). A randomized controlled comparison of upper extremity rehabilitation strategies in acute stroke: Immediate and longer-term outcomes. Archives of Physical Medicine and Rehabilitation, 85, 620-628.

Wulf, G., Mercer, J., McNevin, N.H., & Guadagnoli, M.A. (2004). Reciprocal influences of attentional focus on postural and supra-postural task performance. Journal of Motor Behavior, 36, 189-199.

Wulf, G., & Shea, C.H. (2004). Understanding the role of augmented feedback: The good, the bad, and the ugly. In A.M. Williams, & N.J. Hodges (Eds.), Skill acquisition in sport: Research, theory and practice (pp. 121-144). London: Routledge.

McNevin, N.H., Shea, C.H., & Wulf, G. (2003). Increasing the distance of an external focus of attention enhances learning. Psychological Research, 67, 22-29.

Totsika, V., & Wulf, G. (2003). An external focus of attention enhances transfer to novel situations and skills. Research Quarterly for Exercise and Sport, 74, 220-225.

Wulf, G., & McNevin, N.H. (2003). Simply distracting learners is not enough: More evidence for the learning benefits of an external focus of attention. European Journal of Sport Science, 3 (5).

Wulf, G. (2003). Enhancing the learning of sport skills through an external focus of attention. Proceedings of the 4th Congress of the Asian-South Pacific Association of Sport Psychology (pp. 169-172), Seoul, South Korea.

Wulf, G., Mercer, J., McNevin, N.H., & Guadgnoli, M.A. (2003). Reciprocal influences of attentional focus on postural and supra-postural task performance. Proceedings of the 4th Congress of the Asian-South Pacific Association of Sport Psychology (pp. 187-190), Seoul, South Korea.

Wulf, G., Wächter, S., & Wortmann, S. (2003). Attentional focus in motor skill learning: Do females benefit from an external focus? Women in Sport and Physical Activity Journal, 12, 37-52.

Wulf, G., Weigelt, M., Poulter, D.R., & McNevin, N.H. (2003). Attentional focus on supra-postural tasks affects balance learning. Quarterly Journal of Experimental Psychology, 56, 1191-1211.

Chiviacowsky, S., & Wulf, G. (2002). Self-controlled feedback: Does it enhance learning because performers get feedback when they need it? Research Quarterly for Exercise and Sport, 73, 408-415.

Guadagnoli, M.A., McNevin, N., & Wulf, G. (2002). Cognition influences to balance and posture. Orthopaedic Physical Therapy Clinics of North America, 11, 131-141.

McNevin, N.H., & Wulf, G. (2002). Attentional focus on supra-postural tasks affects postural control. Human Movement Science, 21, 187-202.

Roach, K., Gandy, J., Deusinger, S. S., Clark, S., Gramet, P., Gresham, B., Hagler, P., Lewthwaite, R., May, B. J., Rainey, Y., Sanders, B., & Strube, M. J. [Task Force for the Development of Student Clinical Performance Instruments] (2002). The development and testing of APTA Clinical Performance Instruments. Physical Therapy, 82, 329-353.

Wulf, G., McConnel, N., Gärtner, M, & Schwarz, A. (2002). Feedback and attentional focus: Enhancing the learning of sport skills through external-focus feedback. Journal of Motor Behavior, 34, 171-182.

Wulf, G., & Shea, C.H. (2002). Principles derived form the study of simple motor skills do not generalize to complex skill learning. Psychonomic Bulletin and Review, 9, 185-211.

McNevin, N.H., Wulf, G., & Carlson, C. (2001). Come accrescere l’efficacia delle tecniche riabilitative, Il fisioterapista, 7, n. 4.

Shea, C.H., Wulf, G., Park, J.-H., & Gaunt, B. (2001). Effects of an auditory model on the learning of relative and absolute timing. Journal of Motor Behavior, 33, 127-138.

Shea, C.H., Wulf, G., Whitacre, C., & Park, J.-H. (2001). Surfing the implicit wave. Quarterly Journal of Experimental Psychology, 54A, 841-862.

Wulf, G., Clauss, A., Shea, C.H., & Whitacre, C. (2001). Benefits of self-control in dyad practice. Research Quarterly for Exercise and Sport, 72, 299-303.

Wulf, G., McNevin, N.H., & Shea, C.H. (2001). The automaticity of complex motor skill learning as a function of attentional focus. Quarterly Journal of Experimental Psychology, 54A, 1143-1154.

Wulf, G., & Prinz, W. (2001). Directing attention to movement effects enhances learning: A review. Psychonomic Bulletin & Review, 8, 648-660.

Wulf, G., Shea, C.H., & Park, J.-H. (2001). Attention in motor learning: Preferences for and advantages of an external focus. Research Quarterly for Exercise and Sport, 72, 335-344.

Lai, Q., Shea, C.H., Wulf, G., & Wright, D. (2000). Optimizing generalized motor program and parameter learning. Research Quarterly for Exercise and Sport, 71, 10-24.

McNevin, N.H., Wulf, G., & Carlson, C. (2000). Effects of attentional focus, self-control, and dyad training effects on motor learning: Implications for physical rehabilitation. Physical Therapy, 80, 373-385.

Shea, C.H., Wright, D.L., Wulf, G., & Whitacre, C. (2000). Physical and observational practice afford unique learning opportunities. Journal of Motor Behavior, 32, 27-36.

Wulf, G., McNevin, N.H., Fuchs, T., Ritter, F., & Toole, T. (2000). Attentional focus in complex motor skill learning. Research Quarterly for Exercise and Sport, 71, 229-239.

Wulf, G., & Prinz, W. (2000). Bewegungslernen und Instruktionen – Zur Effektivität ausführungs- vs. effektbezogener Aufmerksamkeitsfokussierungen. Sportwissenschaft, 30, 289-297.

Shea, C.H., & Wulf, G. (1999). Enhancing motor learning through external-focus instructions and feedback. Human Movement Science, 18, 553-571.

Shea, C.H., Wulf, G., Whitacre, C.A. (1999). Enhancing training efficiency and effectiveness through the use of dyad training. Journal of Motor Behavior, 31, 119-125.

Wulf, G. (1999). Attentional focus and motor skill learning. Proceedings of the 20th Annual Conference in Movement Science (p. 1-11). Teachers College, Columbia University, New York.

Wulf, G., & Toole, T. (1999). What to focus your attention on in golf. Golf Research News, 1, 11-19.

Wulf, G., Hörger, M., & Shea, C.H. (1999). Benefits of blocked over serial feedback in complex motor skill learning. Journal of Motor Behavior, 31, 95-103.

Wulf, G., Lauterbach, B., & Toole, T. (1999). Learning advantages of an external focus of attention in golf. Research Quarterly for Exercise and Sport, 70, 120-126.

Wulf, G., McNevin, N., Shea, C.H., & Wright, D. (1999). Learning phenomena: Future challenges for the dynamical systems approach to understanding the learning of complex motor skills. International Journal of Sport Psychology, 30, 531-557.

Wulf, G., & Toole, T. (1999). Physical assistance devices in complex motor skill learning: Benefits of a self-controlled practice schedule. Research Quarterly for Exercise and Sport, 70, 265-272.

Wulf, G. (1998). Bewußte Kontrolle stört Bewegungslernen. Spektrum der Wissenschaft, April, (4), 16-22.

Wulf, G. (1998). Bewußte Kontrolle stört Bewegungslernen. LIP – Info, (2), 5-7.

Wulf, G., Höß, M., & Prinz, W. (1998). Instructions for motor learning: Differential effects of internal versus external focus of attention. Journal of Motor Behavior, 30, 169-179.

Wulf, G., Shea, C.H., & Matschiner, S. (1998). Frequent feedback enhances complex motor skill learning. Journal of Motor Behavior, 30, 180-192.

Wulf, G., Shea, C.H., & Whitacre, C.A. (1998). Physical guidance benefits in learning a complex motor skill. Journal of Motor Behavior, 30, 367-380.

Wulf, G., Shea, C.H., & Wright, D.L. (1998). Möglichkeiten der Effektivierung des Übens in der Musik aus der Sicht der motorischen Lernforschung. Musikpädagogische Forschungsberichte, 208-221.

Gosling, K. J., Boyd, L. A., & Lewthwaite, R. (1997). HIV/AIDS and physical therapy: Clinical and professional challenges. Reprinted in M. L. Galantino (Ed.), Issues in HIV Rehabilitation. Oncology Section, American Physical Therapy Association, 1997.

Schmidt, R.A., & Wulf, G. (1997). Continuous concurrent feedback degrades skill learning: Implications for training and simulation. Human Factors, 39, 509-525.

Wrisberg, C.A., & Wulf, G. (1997). Diminishing the effects of reduced frequency of knowledge of results on generalized motor program learning. Journal of Motor Behavior, 29, 17-26.

Wulf, G., & Schmidt, R.A. (1997). Variability of practice and implicit motor learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 23, 987-1006.

Wulf, G., & Weigelt, C. (1997). Instructions in learning a complex motor skill: To tell or not to tell… Research Quarterly for Exercise and Sport, 68, 362-367.

Schmidt, R.A., & Wulf, G. (1996). Augmented concurrent feedback degrades learning: Implications for training and simulation. Proceedings of the Human Factors and Ergonomics Society 4oth Annual Meeting, Vol. 2 (pp. 1051-1054). Santa Monica, CA: Human Factors and Ergonomics Society.

Wulf, G. (1996). Instructions can degrade motor skill learning. In P. Marconnet, J. Gaulard, I. Margaritis, & F. Tessier (Eds)., Book of Abstracts – European Congress of Sport Science (pp. 220-221), Nizza.

Wulf, G. (1996). Niedergang der deutschen Sportwissenschaft? DVS-Informationen, 2, 37-38.

Wulf, G. (1996). Einige Vorschläge zur Verhinderung eines “Niedergangs der deutschen Sportwissenschaft”. DVS-Informationen, 4, 44-45.

Wulf, G., & Schmidt, R.A. (1996). Average KR degrades parameter learning. Journal of Motor Behavior, 28, 371-381.

Wulf, G., Shea, J.B., & Rice, M. (1996). Type of KR and KR frequency effects on motor learning. Journal of Human Movement Studies, 30, 1-18.

Wulf, G., & Weigelt, C. (1996). Instruktion oder “Intuition” beim Bewegungslernen? In J.R. Nitsch & H. Allmer (Eds.), Handeln im Sport – Zwischen Rationalität und Intuition (pp. 77-84). Köln: bps-Verlag.

Burnfield, J. M., Thompson, M. L., & Lewthwaite, R. (1995). Patient education in physical therapy: Recognizing value and enhancing effectiveness. Infusions: Research into Practice, 2, 1-9.

Gosling, K. J., Boyd, L. A., & Lewthwaite, R. (1995). HIV/AIDS and physical therapy: Clinical and professional challenges. Infusions: Research into Practice, 2, 10-19.

Wulf, G. (1995). Lernen von generalisierten motorischen Programmen und Bewegungsparametern. Psychologische Beiträge, 37, 498-537.

Wulf, G. (1995). Lernen von generalisierten motorischen Programmen und Bewegungsparametern. In L. Jäncke & H. Heuer (Eds.), Interdisziplinäre Bewegungsforschung (pp. 498-537), Lengerich: Pabst.

Wulf, G., Horstmann, & Choi, B. (1995). Does mental practice work like physical practice without information feedback? Research Quarterly for Exercise and Sport, 66, 262-267.

Wulf, G., & Schmidt, R.A. (1995). Implizites Lernen motorischer Fertigkeiten. In J. Krug & H.-J. Minow (Eds.), Sportliche Leistung und Training (pp. 165-168). St. Augustin: Academia.

Boyd, L. A., & Lewthwaite, R. (1994). Stroke rehabilitation: Taking stock and moving forward. Infusions: Research into Practice, 1, 1-6.

Lewthwaite, R., Hasbrook, C. A., & Winstein, C. J. (1994). Letter to the Editor (Movement Science). Journal of Physical Therapy Education, 8, 51.

Lewthwaite, R., Thompson, M. L., Boyd, L. A., & Dylla, J. M. (1994). Reconceptualizing physical therapy for spinal cord injury rehabilitation: Physical activity for long-term health and function. Infusions: Research into Practice, 1, 7-15.

Winstein, C. J., Pohl, P. S., & Lewthwaite, R. (1994). Effects of physical guidance and knowledge of results on motor learning: Support for the Guidance Hypothesis. Research Quarterly for Exercise and Sport, 65, 316-323.

Wulf, G. (1994). Wie wirkt mentales Training? – Auswirkungen auf das Lernen von generalisierten motorischen Programmen und Bewegungsparametern. In P. Blaser, C. Stucke, & K. Witte (Eds.), Steuer- und Regelvorgänge der menschlichen Motorik (pp. 134-137). Sankt Augustin: Academia.

Wulf, G. (1994). Mangelnde Effizienz herkömmlicher Trainingsmethoden für das Bewegungslernen. Spektrum der Wissenschaft, (2), 24-25.

Wulf, G. (1994). Zur Optimierung motorischer Lernprozesse (Optimizing motor learning). Schorndorf: Hofmann.

Wulf, G., Lee, T.D., & Schmidt, R.A. (1994). Reducing knowledge of results about relative versus absolute timing: Differential effects on learning. Journal of Motor Behavior, 26, 362-369.

Wulf, G., & Schmidt, R.A. (1994). Contextual-interference effects in motor learning: Evaluating a KR-usefulness hypothesis. In J.R. Nitsch & R. Seiler (Eds.), Bewegung und Sport – Psychologische Grundlagen und Wirkungen, Band 2: Bewegungsregulation und motorisches Lernen (pp. 304-309). Sankt Augustin: Academia.

Wulf, G. & Schmidt, R.A. (1994). Feedback-induced variability and the learning of generalized motor programs. Journal of Motor Behavior, 26, 348-361.

Lewthwaite, R., & Piparo, A. J. (1993). Goal orientations in young competitive athletes: Physical achievement, social-relational, and experiential concerns. Journal of Research in Personality, 27, 103-117.

MacKay, D.G., Wulf, G., Yin, C., Abrams, L. (1993). Relations between word perception and production: New theory and data on the Verbal Transformation Effect. Journal of Memory and Language, 32, 624-646.

Wulf, G. (1993). Implizites Lernen von Regelhaftigkeiten. Sportpsychologie, 7, 11-18.

Wulf, G., & Lee, T.D. (1993). Contextual interference effects in movements of the same class: Differential effects on program and parameter learning. Journal of Motor Behavior, 25, 254-263.

Wulf, G. & Schmidt, R.A. (1993). Toward general principles of training across task domains. (Review of J.E. Morrison (Ed.), “Training for performance – Principles of applied human learning”). American Journal of Psychology, 106, 609-616.

Wulf, G., Schmidt, R.A., & Deubel, H. (1993). Zum Einfluß der Feedback-Häufigkeit auf das Erlernen von generalisierten motorischen Programmen und Bewegungsparametern. In R. Daugs & K. Blischke (Eds.), Aufmerksamkeit und Automatisierung in der Motorik (pp. 248-253). St. Augustin: Academia.

Wulf, G., Schmidt, R.A., & Deubel, H. (1993). Reduced feedback frequency enhances generalized motor program learning but not parameterization learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 19, 1134-1550.

Wulf, G., Schmidt, R.A., & Lee, T.D. (1993). Feedback frequency effects on motor skill acquisition. Proceedings of the 8th World Congress of Sport Psychology, Lisbon (Portugal), 997-1001.

Kunesh, M. A., Hasbrook, C. A., Lewthwaite, R. (1992). Physical activity socialization: Peer interactions and affective responses among a sample of sixth grade girls. Sociology of Sport Journal, 9, 385-396.

Lee, T.D., Wulf, G., & Schmidt, R.A. (1992). Contextual interference in motor learning: Dissociated effects due to the nature of task variations. Quarterly Journal of Experimental Psychology, 44A, 627-644.

Wulf, G. (1992). Neuere Befunde zur Effektivierung des Bewegungslernens. Sportpsychologie, 6, 12-16.

Wulf, G. (1992). Reducing knowledge of results can produce context effects in movements of the same class. Journal of Human Movement Studies, 22, 71-84.

Wulf, G. (1992). The learning of generalized motor programs and motor schemata: Effects of KR relative frequency and contextual interference. Journal of Human Movement Studies, 23, 53-76.

Wulf, G. (1991). The effect of type of practice on motor learning in children. Applied Cognitive Psychology, 5, 123-134.

Hancock, P.A., Wulf, G., Rahimi, M., & Fassnacht, P. (1990). Investigations into vehicle conspicuity: Car driver behavior during differing driving maneuvers. Accident Analysis & Prevention, 22, 281-290.

Lewthwaite R. (1990). Motivational considerations in physical activity involvement. Physical Therapy, 70, 808-19.

Lewthwaite R. (1990). Threat perception in competitive trait anxiety: The endangerment of important goals. Journal of Sport and Exercise Psychology, 12, 280-300.

Lewthwaite, R., & Scanlan, T. K. (1989). Psychological predictors of competitive trait anxiety in male youth sport participants. Medicine and Science in Sports and Exercise, 21, 221-229.

Wulf, G. (1989). Schema theory and “mass-spring” control of movements: An attempt at integration. Sportwissenschaft, 19, 204-215.

Wulf, G., Hancock, P.A., & Fassnacht, P. (1989). What drivers do when they turn left. VDI Berichte, No. 779, 45-56.

Wulf, G., Hancock, P.A., & Rahimi, M. (1989). Motorcycle conspicuity: An evaluation and synthesis of influential factors. Journal of Safety Research, 20, 153-176.

Wulf, G., & Schmidt, R.A. (1989). The learning of generalized motor programs: Reducing the relative frequency of knowledge of results enhances memory. Journal of Experimental Psychology: Learning, Memory, and Cognition, 15, 748-757.

Lewthwaite, R. (1988). Stress and motor performance: Understanding and coping. The Sport Psychologist, 2, 266-267.

Scanlan, T. K., & Lewthwaite, R. (1988). From stress to enjoyment: Parental and coach influences on young participants. In E. Brown & C. Branta (Eds.), Competitive sports for children and youths: An overview of research and issues (pp. 41-48). Champaign, IL: Human Kinetics.

Wulf, G. (1988). Bedingungsfaktoren der motorischen Schemabildung. Sportwissenschaft, 18, 40-50.

Wulf, G., & Schmidt, R.A. (1988). Variability in practice: Facilitation in retention and transfer through schema formation or context effects? Journal of Motor Behavior, 20, 133-149.

Scanlan, T. K., & Lewthwaite, R. (1986). Social psychological aspects of competition for male youth sport participants: IV. Predictors of enjoyment. Journal of Sport Psychology, 8, 25-35.

Scanlan, T. K., & Lewthwaite, R. (1985). Social psychological aspects of competition for male youth sport participants: III. Determinants of personal performance expectancies. Journal of Sport Psychology, 7, 389-399.

Scanlan, T. K., Lewthwaite, R., & Jackson, B. L. (1984). Social psychological aspects of competition for male youth sport participants: II. Predictors of performance outcomes. Journal of Sport Psychology, 6, 422-429.

Scanlan, T. K., & Lewthwaite, R. (1984). Social psychological aspects of competition for male youth sport participants: I. Predictors of competitive stress. Journal of Sport Psychology, 6, 208-226.