Smeeton, N.J., Williams, A.M., Hodges, N.J. and Ward, P. (2005) The Relative Effectiveness of Various Instructional Approaches in Developing Anticipation Skill Journal of Experimental Psychology Applied, 11 (2). pp. 98-110. ISSN 1076-898XFull text not available from this repository.
The relative effectiveness of explicit instruction, guided discovery, and discovery learning techniques in enhancing anticipation skill in young, intermediate-level tennis players was examined. Performance was assessed pre- and postintervention, during acquisition, and under transfer conditions designed to elicit anxiety through the use of laboratory and on-court measures. The 3 intervention groups improved from pre- to posttest compared with a control group (n = 8), highlighting the benefits of perceptual-cognitive training. Participants in the explicit (n = 8) and guided discovery (n = 10) groups improved their performance during acquisition at a faster rate than did the discovery learning (n = 7) group. However, the explicit group showed a significant decrement in performance when tested under anxiety provoking conditions compared with the guided discovery and discovery learning groups. Although training facilitated anticipation skill, irrespective of the type of instruction used in this experiment, guided discovery methods are recommended for expediency in learning and resilience under pressure.
|Item Type:||Journal article|
|Uncontrolled Keywords:||sports psychology; instructional techniques; anticipation|
|Subjects:||C000 Biological and Biomedical Sciences > C600 Sport and Exercise Science
C000 Biological and Biomedical Sciences > C800 Psychology > C810 Applied Psychology > C813 Sport and Exercise Psychology
|DOI (a stable link to the resource):||10.1037/1076-898X.11.2.98|
|Faculties:||Faculty of Education and Sport > Chelsea School|
|Depositing User:||Chelsea editor|
|Date Deposited:||21 Nov 2007|
|Last Modified:||23 Oct 2014 09:12|
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