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The purpose of this study was to verify how the feedback source and scheduled frequency could influence on sport learning, using golf putting task, and to examine guidance hypothesis depending on feedback source. The subjects of the study were consisted of 40 middle school male students. They didn't have any prior experience of golf putting, and they were right-handed. They were divided in to four different groups(extrinsic 33%, 100%, intrinsic 33%, 100%), each 10 subjects, which were assigned according to feedback sources and frequencies. The task used in the study was the golf putting task, and the dependant variables were the absolute errors (AE), and variable errors (VE). The acquisition phase were carried out in six practice blocks of each fifteen trials. The feedback source and frequency, and practice blocks were used as independent variables, and the study was performed under the factorial design of repeated measures with 2(feedbacks: intrinsic, extrinsic)×2(frequencies: 33%, 100%)×6(blocks: 1~6 blocks). In the retention phases, two blocks with 15 trials each block subsequently performed the immediately and the delayed retention tests under the factorial design of 2(feedback sources)×2(frequencies) ×2(blocks) repeated measures. The results of the study could be summarized as follows. First, 100 % provided group showed the superior performance in the analysis of accuracy. Second, The extrinsic feedback brought out the superior learning effects in the analysis of accuracy and variance. Third, Guidance hypothesis was supported in the extrinsic feedback condition but it was not supported in the intrinsic feedback condition.