Learning is a multidimensional process that is influenced not only by cognitive factors but also by perception, movement, and sensory experiences. In this context, the Fernald multisensory approach engages visual, auditory, tactile, and kinesthetic senses simultaneously, which can contribute to the development of more accurate and stable mental representations and, consequently, deeper learning. Previous studies have demonstrated the effectiveness of this approach in areas such as reading, writing, mathematics, and the education of individuals with special needs. However, its application to motor skill learning, particularly skills requiring perceptual-motor coordination, has received comparatively less attention.



Golf, due to its high demands for concentration, coordination, motor control, and accuracy, provides an appropriate context for examining the relationship between sensory-motor processes and mental representation. Therefore, integrating the Fernald multisensory approach into golf putting instruction may offer an innovative method for simultaneously enhancing motor and cognitive processes. The significance of the present study lies, on the one hand, in addressing the existing research gap concerning the relationship between multisensory instruction, mental representation, and sports skill learning and, on the other hand, in responding to the need of coaches and teachers for practical and applicable instructional methods. Accordingly, the present study aims to investigate the effect of training based on the Fernald multisensory approach on the performance of the golf putting skill among university students.