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

• Authors: Linda Schücker , Lisa Ebbing , Norbert Hagemann
• Languages of publication: EN

Abstracts

EN

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.

Keywords

EN

motor learning; implicit learning; attentional processes

• Publisher: De Gruyter Open
• Journal: Human Movement
• Year: 2010
• Volume: 11
• Issue: 2
• Pages: 191-199

Dates

published

1 - 12 - 2010

online

21 - 12 - 2010

Contributors

author

Linda Schücker

• Institute of Sports Science, University of Münster, Germany

author

Lisa Ebbing

• Institute of Sports Science, University of Münster, Germany

author

Norbert Hagemann

• Institute of Sports and Sports Science, University of Kassel, Germany

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Identifiers

DOI

10.2478/v10038-010-0025-z