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
  • Views 105
  • Downloads 0

How To Cite

Linda Schucker, Lisa Ebbing, Norbert Hagemann (2010). LEARNING BY ANALOGIES: IMPLICATIONS FOR PERFORMANCE AND ATTENTIONAL PROCESSES UNDER PRESSURE. Human Movement, 11(2), 191-199. https://europub.co.uk/articles/-A-113974