Cabral Daniel A R, Daou Marcos, Bacelar Mariane F B, Parma Juliana O, Miller Matthew W
School of Kinesiology, Auburn University, 301 Wire Road, Kinesiology Building, Auburn, AL, 36849, USA.
Department of Kinesiology, Coastal Carolina University, Williams-Brice 111, P.O. Box 261954, Conway, SC, 29528, USA.
Psychol Sport Exerc. 2020 Nov;51:101757. doi: 10.1016/j.psychsport.2020.101757. Epub 2020 Sep 3.
Having learners practice a motor skill with the expectation of teaching it (versus an expectation of being tested on it) has been revealed to enhance skill learning. However, this improvement in skill performance is lost when the skill must be performed under psychological pressure due to 'choking under pressure.' The present study will investigate whether this choking effect is caused by an accrual of declarative knowledge during skill practice and could be prevented if a technique (analogy instructions) to minimize the accrual of declarative knowledge during practice is employed.
We will use a 2 (Expectation: teach/test) x 2 (Instruction: analogy/explicit) x 2 (Posttest: high-pressure/low-pressure) mixed-factor design, with repeated measures on the last factor.
A minimum of 148 participants will be quasi-randomly assigned (based on sex) to one of four groups. Participants in the teach/analogy and teach/explicit groups will practice golf putting with the expectation of teaching putting to another participant, and analogy instructions or explicit instructions, respectively. Participants in the test/analogy and test/explicit groups will practice golf putting with the expectation of being tested on their putting, and analogy instructions or explicit instructions, respectively. The next day all participants will complete low- and high-pressure putting posttests, with their putting accuracy serving as the dependent variable.
研究表明，让学习者以教授某项运动技能为预期进行练习（而非以接受该技能测试为预期），能够增强技能学习效果。然而，当技能必须在心理压力下执行时，由于“压力下发挥失常”，技能表现的这种提升就会丧失。本研究将调查这种发挥失常效应是否由技能练习过程中陈述性知识的积累所导致，以及如果采用一种在练习过程中尽量减少陈述性知识积累的技术（类比指导），是否能够预防这种效应。
我们将采用2（预期：教授/测试）×2（指导：类比/明确）×2（后测：高压/低压）混合因素设计，对最后一个因素进行重复测量。
至少148名参与者将根据性别被准随机分配到四个组中的一组。教授/类比组和教授/明确组的参与者将以向另一名参与者教授推杆为预期进行高尔夫推杆练习，分别接受类比指导或明确指导。测试/类比组和测试/明确组的参与者将以接受推杆测试为预期进行高尔夫推杆练习，分别接受类比指导或明确指导。第二天，所有参与者将完成低压和高压推杆后测，推杆准确性作为因变量。
