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Article: Analogy versus explicit learning of a modified basketball shooting task: Performance and kinematic outcomes

TitleAnalogy versus explicit learning of a modified basketball shooting task: Performance and kinematic outcomes
Authors
KeywordsAttention
Implicit motor learning
Instruction
Movement components
Working memory
Issue Date2009
PublisherTaylor & Francis Ltd. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/02640414.asp
Citation
Journal Of Sports Sciences, 2009, v. 27 n. 2, p. 179-191 How to Cite?
Abstract
The effects of differential instructional sets on motor skill acquisition were investigated using performance outcome and kinematic measures. Participants were provided with a single analogical instruction (analogy learning), a set of eight explicit (technical) instructions (explicit learning), or were not instructed (control). During a learning phase, participants (n = 9 for each condition) performed a modified basketball shooting task over 3 days (160 trials per day). On the fourth day, participants performed a test phase consisting of two 40-trial retention tests, separated by a 40-trial secondary task transfer test, and completed a verbal protocol describing in detail the techniques that they had used to perform the task. No performance differences were found during the two retention tests, indicating similar amounts of learning for all groups. During the transfer test, performance deteriorated for both the explicit and control conditions, but not for the analogy condition. Participants in the analogy condition reported significantly fewer technical rules. Although no group differences were reported for kinematic variables, identification of movement components supported the claim that explicit learners exert conscious control over their movements, whereas analogy learners use a more implicit (unconscious or automatic) mode of movement control.
Persistent Identifierhttp://hdl.handle.net/10722/60495
ISSN
2013 Impact Factor: 2.095
ISI Accession Number ID
Funding AgencyGrant Number
Competitive Earmarked Research GrantHKU 7231/04H
Hong Kong Research Grants Council
Funding Information:

This research was supported by a Competitive Earmarked Research Grant (HKU 7231/04H) awarded to the second and third authors by the Hong Kong Research Grants Council.

References
Grants

 

Author Affiliations
  1. The University of Hong Kong
DC FieldValueLanguage
dc.contributor.authorLam, WKen_HK
dc.contributor.authorMaxwell, JPen_HK
dc.contributor.authorMasters, RSWen_HK
dc.date.accessioned2010-05-31T04:12:03Z-
dc.date.available2010-05-31T04:12:03Z-
dc.date.issued2009en_HK
dc.identifier.citationJournal Of Sports Sciences, 2009, v. 27 n. 2, p. 179-191en_HK
dc.identifier.issn0264-0414en_HK
dc.identifier.urihttp://hdl.handle.net/10722/60495-
dc.description.abstractThe effects of differential instructional sets on motor skill acquisition were investigated using performance outcome and kinematic measures. Participants were provided with a single analogical instruction (analogy learning), a set of eight explicit (technical) instructions (explicit learning), or were not instructed (control). During a learning phase, participants (n = 9 for each condition) performed a modified basketball shooting task over 3 days (160 trials per day). On the fourth day, participants performed a test phase consisting of two 40-trial retention tests, separated by a 40-trial secondary task transfer test, and completed a verbal protocol describing in detail the techniques that they had used to perform the task. No performance differences were found during the two retention tests, indicating similar amounts of learning for all groups. During the transfer test, performance deteriorated for both the explicit and control conditions, but not for the analogy condition. Participants in the analogy condition reported significantly fewer technical rules. Although no group differences were reported for kinematic variables, identification of movement components supported the claim that explicit learners exert conscious control over their movements, whereas analogy learners use a more implicit (unconscious or automatic) mode of movement control.en_HK
dc.languageengen_HK
dc.publisherTaylor & Francis Ltd. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/02640414.aspen_HK
dc.relation.ispartofJournal of Sports Sciencesen_HK
dc.subjectAttentionen_HK
dc.subjectImplicit motor learningen_HK
dc.subjectInstructionen_HK
dc.subjectMovement componentsen_HK
dc.subjectWorking memoryen_HK
dc.titleAnalogy versus explicit learning of a modified basketball shooting task: Performance and kinematic outcomesen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0264-0414&volume=27&spage=179&epage=191&date=2009&atitle=Analogy+versus+explicit+learning+of+a+modified+basketball+shooting+task:+Performance+and+kinematic+outcomes.+en_HK
dc.identifier.emailMasters, RSW: mastersr@hku.hken_HK
dc.identifier.authorityMasters, RSW=rp00935en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1080/02640410802448764en_HK
dc.identifier.pmid19153868en_HK
dc.identifier.scopuseid_2-s2.0-58949090646en_HK
dc.identifier.hkuros154511en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-58949090646&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume27en_HK
dc.identifier.issue2en_HK
dc.identifier.spage179en_HK
dc.identifier.epage191en_HK
dc.identifier.isiWOS:000262513900010-
dc.publisher.placeUnited Kingdomen_HK
dc.relation.projectInstruction, errorless learning and rehabilitation: Taking the spanner out of the works?-
dc.identifier.scopusauthoridLam, WK=35237823600en_HK
dc.identifier.scopusauthoridMaxwell, JP=7201610565en_HK
dc.identifier.scopusauthoridMasters, RSW=7102880488en_HK

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