The Relative Effectiveness of Various Instructional Approaches in Developing Anticipation Skill.

TitleThe Relative Effectiveness of Various Instructional Approaches in Developing Anticipation Skill.
Publication TypeJournal Article
Year of Publication2005
AuthorsSmeeton NJ, Williams AM, Hodges NJ, Ward P
JournalJournal of Experimental Psychology: Applied
Volume11
Issue2
Pagination98 - 110
Date Published2005
ISSN1076-898X
AbstractThe 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.
DOI10.1037/1076-898X.11.2.98
Short TitleJournal of Experimental Psychology: Applied