Analogy versus explicit learning of a modified basketball shooting task: Performance and kinematic outcomes

Abstract

The effects of differential instructional sets on motor skill acquisition were investigated using performance outcome and kinematic measures. Participants were provided with a single analogical instruction (analogy learning), a set of eight explicit (technical) instructions (explicit learning), or were not instructed (control). During a learning phase, participants (n=9 for each condition) performed a modified basketball shooting task over 3 days (160 trials per day). On the fourth day, participants performed a test phase consisting of two 40-trial retention tests, separated by a 40-trial secondary task transfer test, and completed a verbal protocol describing in detail the techniques that they had used to perform the task. No performance differences were found during the two retention tests, indicating similar amounts of learning for all groups. During the transfer test, performance deteriorated for both the explicit and control conditions, but not for the analogy condition. Participants in the analogy condition reported significantly fewer technical rules. Although no group differences were reported for kinematic variables, identification of movement components supported the claim that explicit learners exert conscious control over their movements, whereas analogy learners use a more implicit (unconscious or automatic) mode of movement control.

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

“…Analogy versus explicit learning has predominantly been studied in table tennis. Recently Lam et al [25] investigated this subject in a modified basketball shooting task. In a dual task transfer test performance decrements were shown for explicit and control conditions, but not for the analogy learning group.…”

The Effects of Implicit and Explicit Motor Learning in Gait Rehabilitation of People After Stroke: Protocol for a Randomized Controlled Trial (Preprint)

“…To make statements about long-term effects within rehabilitation it may be desirable for future studies to include even longer follow up periods (> 3 months). Lastly, a verbal protocol will be assessed because it is hypothesised that participants within the implicit learning group will report fewer explicit rules than the control group, which would be in line with the findings of earlier studies 23,24 . Even though, the starting point of the explicit intervention is to use many verbal explicit instructions and provide more details on the motor performance, the exact number of explicit rules will be tailored to the ability of the patient to process these rules.…”

“…A good example was presented by Lam and colleagues 23 . They used the analogy instruction "Shoot as if you are trying to put cookies into a cookie jar on a high shelf" to teach basketball players to impart backspin on the basketball.…”

“…Originally most analogy studies took place within the sports context for example to learn specific techniques in table tennis or basketball 23,24 . A good example was presented by Lam and colleagues 23 .…”

A Framework to Explore and Transform Client-Generated Metaphors in Applied Sport Psychology

“…Similar findings had also been demonstrated by Liao and Masters (2001), who found that learners taught via metaphorical descriptions were not negatively affected by a stress intervention (i.e., via ego threatening feedback), or thought suppression techniques when compared with an explicit learning group. Further contemporary research (e.g., Lam, Maxwell, & Masters, 2009) has suggested that individuals taught via analogy / metaphor use more implicit or unconscious modes of movement control than those taught via explicit instruction. Finally, Jones (2003), advised that using practitioner or coach generated metaphors could be adopted as a literary technique to encourage athletes to identify alternative ways of viewing and dealing with situations.…”