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

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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.

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1 Human Movement

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1 Hagemann N.

1 Schücker L.

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