LEARNING BY ANALOGIES: IMPLICATIONS FOR PERFORMANCE AND ATTENTIONAL PROCESSES UNDER PRESSURE
Journal Title: Human Movement - Year 2010, Vol 11, Issue 2
Abstract
[b]Purpose. [/b]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. [b]Basic procedures. [/b]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. [b]Main findings. [/b]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. [b]Conclusions.[/b] Attentional processes under pressure are related to the method (analogy vs. technical instructions) implemented in the learning phase.
Authors and Affiliations
Linda Schucker, Lisa Ebbing, Norbert Hagemann
Keywords
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- EP ID EP113974
- DOI 10.2478/v10038-010-0025-z
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