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Article: Analogy learning and the performance of motor skills under pressure

TitleAnalogy learning and the performance of motor skills under pressure
Authors
KeywordsAnxiety
Attention
Basketball
Explicit
Implicit
Issue Date2009
PublisherHuman Kinetics
Citation
Journal Of Sport And Exercise Psychology, 2009, v. 31 n. 3, p. 337-357 How to Cite?
AbstractThe efficacy of analogical instruction, relative to explicit instruction, for the acquisition of a complex motor skill and subsequent performance under pressure was investigated using a modified (seated) basketball shooting task. Differences in attentional resource allocation associated with analogy and explicit learning were also examined using probe reaction times (PRT). Access to task-relevant explicit (declarative) knowledge was assessed. The analogy and explicit learning groups performed equally well during learning and delayed retention tests. The explicit group experienced a drop in performance during a pressured transfer test, relative to their performance during a preceding retention test. However, the analogy group's performance was unaffected by the pressure manipulation. Results from PRTs suggested that both groups allocated equal amounts of attentional resources to the task throughout learning and test trials. Analogy learners had significantly less access to rules about the mechanics of their movements, relative to explicit learners. The results are interpreted in the context of Eysenck and Calvo's (1992) processing efficiency theory and Masters's (1992) theory of reinvestment. © 2009 Human Kinetics, Inc.
Persistent Identifierhttp://hdl.handle.net/10722/60491
ISSN
2014 Impact Factor: 2.185
2014 SCImago Journal Rankings: 1.138
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorLam, WKen_HK
dc.contributor.authorMaxwell, JPen_HK
dc.contributor.authorMasters, Ren_HK
dc.date.accessioned2010-05-31T04:11:59Z-
dc.date.available2010-05-31T04:11:59Z-
dc.date.issued2009en_HK
dc.identifier.citationJournal Of Sport And Exercise Psychology, 2009, v. 31 n. 3, p. 337-357en_HK
dc.identifier.issn0895-2779en_HK
dc.identifier.urihttp://hdl.handle.net/10722/60491-
dc.description.abstractThe efficacy of analogical instruction, relative to explicit instruction, for the acquisition of a complex motor skill and subsequent performance under pressure was investigated using a modified (seated) basketball shooting task. Differences in attentional resource allocation associated with analogy and explicit learning were also examined using probe reaction times (PRT). Access to task-relevant explicit (declarative) knowledge was assessed. The analogy and explicit learning groups performed equally well during learning and delayed retention tests. The explicit group experienced a drop in performance during a pressured transfer test, relative to their performance during a preceding retention test. However, the analogy group's performance was unaffected by the pressure manipulation. Results from PRTs suggested that both groups allocated equal amounts of attentional resources to the task throughout learning and test trials. Analogy learners had significantly less access to rules about the mechanics of their movements, relative to explicit learners. The results are interpreted in the context of Eysenck and Calvo's (1992) processing efficiency theory and Masters's (1992) theory of reinvestment. © 2009 Human Kinetics, Inc.en_HK
dc.languageengen_HK
dc.publisherHuman Kineticsen_HK
dc.relation.ispartofJournal of Sport and Exercise Psychologyen_HK
dc.subjectAnxietyen_HK
dc.subjectAttentionen_HK
dc.subjectBasketballen_HK
dc.subjectExpliciten_HK
dc.subjectImpliciten_HK
dc.titleAnalogy learning and the performance of motor skills under pressureen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0895-2779&volume=31&spage=337&epage=357&date=2009&atitle=Analogy+learning+and+the+performance+of+motor+skills+under+pressureen_HK
dc.identifier.emailMasters, R: mastersr@hku.hken_HK
dc.identifier.authorityMasters, R=rp00935en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.pmid19798997en_HK
dc.identifier.scopuseid_2-s2.0-68749120040en_HK
dc.identifier.hkuros159964en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-68749120040&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume31en_HK
dc.identifier.issue3en_HK
dc.identifier.spage337en_HK
dc.identifier.epage357en_HK
dc.identifier.isiWOS:000267444700003-
dc.publisher.placeUnited Statesen_HK
dc.identifier.scopusauthoridLam, WK=35237823600en_HK
dc.identifier.scopusauthoridMaxwell, JP=7201610565en_HK
dc.identifier.scopusauthoridMasters, R=7102880488en_HK

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