Research Repository

Perceptual training using explicit and implicit instructional techniques: does it benefit skilled performers?

Gorman, Adam D and Farrow, Damian (2009) Perceptual training using explicit and implicit instructional techniques: does it benefit skilled performers? International Journal of Sports Science and Coaching, 4 (2). pp. 193-208. ISSN 1747-9541 (print) 2048-397X (online)

Full text for this resource is not available from the Research Repository.

Abstract

This study investigated the efficacy of explicit and implicit perceptual training approaches designed to improve the pattern perception capabilities of skilled basketball players, relative to control and placebo groups. The explicit and implicit groups completed 4 weeks of training using temporally occluded video footage while the placebo group used general visual stimuli. Results from a video-based test showed no significant differences between the four groups after the training intervention, despite large absolute gains by the two experimental groups. After a 14-day retention interval, improvements by the control group suggested that test familiarity may have influenced the retention test results. The transfer data showed that the laboratory-based training failed to elicit a significant change in on-court performance. The results, while not statistically significant, highlight a number of key considerations when attempting to develop perceptual-cognitive abilities in experienced athletes and provide direction for researchers and practitioners when designing similar training approaches.

Item Type: Article
Uncontrolled Keywords: ResPubID22312. perception, decision-making, expertise, implicit learning, explicit learning, cognitive skills, cognition
Subjects: FOR Classification > 1701 Psychology
FOR Classification > 1702 Cognitive Science
Faculty/School/Research Centre/Department > School of Sport and Exercise Science
Related URLs:
Depositing User: VUIR
Date Deposited: 06 Jun 2012 23:51
Last Modified: 07 Jun 2012 00:05
URI: http://vuir.vu.edu.au/id/eprint/7757
DOI: https://doi.org/10.1260/174795409788549526
ePrint Statistics: View download statistics for this item

Repository staff only

View Item View Item

Search Google Scholar