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

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TitleAnalogy learning and the performance of motor skills under pressure
AuthorsLam, WK2
Maxwell, JP1
Masters, R1
KeywordsAnxiety
Attention
Basketball
Explicit
Implicit
Issue Date2009
PublisherHuman Kinetics
CitationJournal 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.
ISSN0895-2779
2011 Impact Factor: 2.658
2011 SCImago Journal Rankings: 0.080
ISI Accession Number IDWOS:000267444700003
ReferencesReferences in Scopus
DC Field
Value
dc.contributor.authorLam, WK
dc.contributor.authorMaxwell, JP
dc.contributor.authorMasters, R
dc.date.accessioned2010-05-31T04:11:59Z
dc.date.available2010-05-31T04:11:59Z
dc.date.issued2009
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.
dc.description.natureLink_to_subscribed_fulltext
dc.identifier.citationJournal Of Sport And Exercise Psychology, 2009, v. 31 n. 3, p. 337-357 [How to Cite?]
dc.identifier.epage357
dc.identifier.hkuros159964
dc.identifier.isiWOS:000267444700003
dc.identifier.issn0895-2779
2011 Impact Factor: 2.658
2011 SCImago Journal Rankings: 0.080
dc.identifier.issue3
dc.identifier.openurl
dc.identifier.pmid19798997
dc.identifier.scopuseid_2-s2.0-68749120040
dc.identifier.spage337
dc.identifier.urihttp://hdl.handle.net/10722/60491
dc.identifier.volume31
dc.languageeng
dc.publisherHuman Kinetics
dc.publisher.placeUnited States
dc.relation.ispartofJournal of Sport and Exercise Psychology
dc.relation.referencesReferences in Scopus
dc.subjectAnxiety
dc.subjectAttention
dc.subjectBasketball
dc.subjectExplicit
dc.subjectImplicit
dc.titleAnalogy learning and the performance of motor skills under pressure
dc.typeArticle
Author Affiliations
  1. The University of Hong Kong
  2. Hong Kong Polytechnic University