Attention and time constraints in perceptual-motor learning and performance: Instruction, analogy, and skill level

J.M. Koedijker, J.M. Poolton, J.P. Maxwell, R.R.D. Oudejans, P.J. Beek, R.S.W. Masters

    Research output: Contribution to JournalArticleAcademicpeer-review

    Abstract

    We sought to gain more insight into the effects of attention focus and time constraints on skill learning and performance in novices and experts by means of two complementary experiments using a table tennis paradigm. Experiment 1 showed that skill-focus conditions and slowed ball frequency disrupted the accuracy of experts, but dual-task conditions and speeded ball frequency did not. For novices, only speeded ball frequency disrupted accuracy. In Experiment 2, we extended these findings by instructing novices either explicitly or by analogy (implicit motor learning technique). Explicitly instructed novices were less accurate in skill-focused and dual-task conditions than in single-task conditions. Following analogy instruction novices were less accurate in the skill-focused condition, but maintained accuracy under dual-task conditions. Participants in both conditions retained accuracy when ball frequency was slowed, but lost accuracy when ball frequency was speeded, suggesting that not attention, but motor dexterity, was inadequate under high temporal constraints. © 2010 Elsevier Inc.
    Original languageEnglish
    Pages (from-to)245-256
    Number of pages12
    JournalConsciousness and Cognition
    Volume20
    Issue number2
    DOIs
    Publication statusPublished - 2011

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