Analogies are thought to reduce cognitive load during motor skill acquisition, yet a reliable and direct measure of cognitive load during movement remains elusive. This thesis seeks to contribute to the existing gap by exploring the use of pupillometry as a potential tool to evaluate cognitive load during a hockey push-pass task. Additionally, the study explores whether analogy instructions contribute to consistency in mental effort and performance compared to discovery and explicit instructional approaches. Chapter One provides a comprehensive review of relevant literature, setting the stage for the further investigation. In Chapter Two, an experiment examines pupil dilation in dual-task conditions versus single-task conditions during hockey push-passes. Results revealed significant differences in pupil dilation for single task versus dual task performance. The study also evaluates pupillometry and performance across analogy, discovery, and explicit instruction groups, finding no significant differences. Chapter Three summarizes key findings and delves into their implications. The results suggest pupillometry's potential as an accurate measure of cognitive load during motor learning, with considerations for further refinement being addressed. The thesis concludes by emphasizing the need for additional research to deepen our understanding of the relationship between pupillometry and cognitive load measurement during a motor task.