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Journal

2013 | 14 | 2 | 175-184

Article title

Analogy vs. Technical Learning in a Golf Putting Task: An Analysis of Performance Outcomes and Attentional Processes Under Pressure

Content

Title variants

Languages of publication

EN

Abstracts

EN
Purpose It is assumed that analogy learning helps prevent individuals from choking under pressure by limiting the conscious control of movements when performing in high-pressure situations. The aim of the study was to extend the application of analogy learning to golf putting and include an assessment on the proposed mechanisms of analogy learning and performance under pressure. Methods. Golf novices learned a putting task either by technical instructions or with analogy. After the learning phase, the participants were tested under low- and high-pressure conditions. Attentional focus was measured using a dual-task paradigm based on a skill and an externally focused task. Results. Both groups showed an increase in putting accuracy under pressure while performance in both dual-tasks decreased under pressure. Despite a difference in verbal knowledge, no group differences were found in putting or dual-task performance. Conclusions. The results suggest that it does not matter if the skill is learned technically or by analogy with regard to performance under pressure

Publisher

Journal

Year

Volume

14

Issue

2

Pages

175-184

Physical description

Dates

published
1 - 06 - 2013
online
11 - 07 - 2013

Contributors

  • Institute of Sport and Exercise Sciences, University of Muenster, Muenster, Germany
  • Institute of Sports and Sport Science, University of Kassel, Kassel, Germany
author
  • Institute of Sport and Exercise Sciences, University of Muenster, Muenster, Germany

References

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Document Type

Publication order reference

Identifiers

YADDA identifier

bwmeta1.element.-psjd-doi-10_2478_humo-2013-0021
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