Search results

Sort By:

Limit search:

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

100%

Schücker L., Hagemann N., Strauss B.

Human Movement

2013

vol. 14

issue 2

175-184

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

Learning by Analogies: Implications for Performance and Attentional Processes Under Pressure

100%

Schücker L., Ebbing L., Hagemann N.

Human Movement

2010

vol. 11

issue 2

191-199

Purpose. According to the self-focus theory of choking under pressure, conscious control of automated processes leads to a disruption of movement execution and deterioration in performance. In this study we examined whether analogy learning is a method to prevent choking under pressure. Basic procedures. Novice golfers learned the full swing over a period of six weeks either in a traditional way with technical instructions or with analogy instructions. Their performances were assessed in an indoor golf simulator. Attentional processes were measured using a dual task paradigm. Different kinds of learning instructions are linked to measures of skill-focused attention under low and high pressure conditions. Main findings. Performance scores in the dual task show that pressure leads to an increase in skill-focused attention of the technical learning group, compared to a decrease in skill-focused attention of the analogy learning group. Conclusions. Attentional processes under pressure are related to the method (analogy vs. technical instructions) implemented in the learning phase.

Refine search results

2 Human Movement

1 2013

1 2010

2 Hagemann N.

2 Schücker L.

1 Ebbing L.

1 Strauss B.

Search results

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

Learning by Analogies: Implications for Performance and Attentional Processes Under Pressure