The purpose of the study was to examine the effect of three types of knowledge of performance (KP) on the acquisition and transfer of a golf putting skill. Participants (N = 63) consisted college students and were randomly assigned to one of the three KP groups: descriptive, suggestive, and prescriptive with an equal number of males (n = 14) and females (n = 7) in each group. The task involved putting golf balls from a distance of 15 yd to a hole. The experiment consisted a pretest, an acquisition phase, and two transfer tests. On the pretest test, each participant performed 10 trials of the putting task with a distance of 15 yd. Shortly after the pretest, participants performed 7 blocks of 5 trials (35 trials total) of the putting task under their respective KP condition. During the acquisition phase, verbal KP was provided to each participant shortly after every two trials of performance of the task. Participants in the descriptive KP group received descriptive information regarding the errors made on the previous attempts whereas those in the suggestive group received verbal information about adjustments needed to make for the next two attempts. Participants in the prescriptive group were provided information about errors made on the previous trials and adjustments needed for the next two attempts. Following the acquisition trials, two transfer tests involving 10 trials of the putting task with distances of 10 yd and 20 yd were administered to all participants, respectively. A 3 x 3 (Groups x Tests) mixed factorial ANOVA with repeated measures on the last factor was conducted to determine group differences in putting accuracy on the pretest and two transfer tests. A 3 x 7 (Groups x Trial Blocks) mixed factorial ANOVA with repeated measures on the trial blocks was used to examine group differences in putting accuracy on the acquisition trials. The results of the present study revealed a significant (p < .05) Groups x Tests interaction effect. While no group differences were found on both the pretest and the transfer test with a putting distance of 20 yd, participants in the descriptive KP group demonstrated significantly (p < .05) higher performance accuracy than those in the prescriptive group on the transfer test with a putting distance of 10 yd. The findings of the study suggest that descriptive information feedback enhances transfer performance of a golf putting skill. Keyword(s): coaching, performance, physical activity