Research Commons
      • Browse 
        • Communities & Collections
        • Titles
        • Authors
        • By Issue Date
        • Subjects
        • Types
        • Series
      • Help 
        • About
        • Collection Policy
        • OA Mandate Guidelines
        • Guidelines FAQ
        • Contact Us
      • My Account 
        • Sign In
        • Register
      View Item 
      •   Research Commons
      • University of Waikato Research
      • Health, Sport and Human Performance
      • Health, Sport and Human Performance Papers
      • View Item
      •   Research Commons
      • University of Waikato Research
      • Health, Sport and Human Performance
      • Health, Sport and Human Performance Papers
      • View Item
      JavaScript is disabled for your browser. Some features of this site may not work without it.

      Analogy instructions promote efficiency of cognitive processes during hockey push-pass performance

      van Duijn, Tina; Hoskens, Merel C.J.; Masters, Rich S.W.
      Thumbnail
      Files
      van Duijn, Hoskens, Masters 2018_preprint.pdf
      Accepted version, 386.3Kb
      DOI
       10.1037/spy0000142
      Find in your library  
      Citation
      Export citation
      van Duijn, T., Hoskens, M. C. J., & Masters, R. S. W. (2019). Analogy instructions promote efficiency of cognitive processes during hockey push-pass performance. Sport, Exercise, and Performance Psychology, 8(1), 7–20. https://doi.org/10.1037/spy0000142
      Permanent Research Commons link: https://hdl.handle.net/10289/12335
      Abstract
      Analogy instructions may promote effective skill acquisition by providing movement-specific information that can be processed as a single, meaningful unit, rather than as separate “bits” of information (Liao & Masters, 2001; Masters, 2000). Behavioral evidence suggests that information processing associated with analogy instructions is less effortful than information processing associated with explicit instructions, resulting in reduced verbal−analytical involvement in movement control (Lam, Maxwell, & Masters, 2009b). This experiment was designed to test whether analogy instructions promote higher psychomotor efficiency, characterized by greater high-α power in the left hemisphere of the brain (Hillman, Apparies, Janelle, & Hatfield, 2000) and reduced coactivation between the verbal processing (left temporal lobe T7) and motor planning regions of the brain (frontal midline Fz; Hatfield & Hillman, 2001) during motor performance. Novices practiced a hockey push-pass task using an analogy instruction, explicit instructions, or no instructions (control). Push-pass accuracy during a combined task (passing coupled with decision-making) was significantly better following the analogy instruction, which suggested that information processing was less effortful. Left-temporal (T7) electroencephalography (EEG) high-α power was significantly higher in the analogy condition, but T7−Fz coactivation was not significantly different among the conditions. It is possible that the analogy instruction influenced verbal aspects of information processing without impacting the efficiency of motor planning. Consequently, an analogy instruction may promote cognitive, rather than psychomotor, efficiency.
      Date
      2019
      Type
      Journal Article
      Publisher
      American Psychological Association
      Rights
      This is an author’s accepted version of an article published in the journal: Sport, Exercise, and Performance Psychology. © 2018 American Psychological Association.
      Collections
      • Health, Sport and Human Performance Papers [136]
      Show full item record  

      Usage

      Downloads, last 12 months
      192
       
       
       

      Usage Statistics

      For this itemFor all of Research Commons

      The University of Waikato - Te Whare Wānanga o WaikatoFeedback and RequestsCopyright and Legal Statement