The DOI matches its Crossref record; 4 of the 4 references it cites were found in a registry or an index.
The Relative Effectiveness of Various Instructional Approaches in Developing Anticipation Skill.
Abstract
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.
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Controlled and automatic human information processing: I. Detection, search, and attention.
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Acquisition of cognitive skill
Anderson, J. R. (1982) · Psychological Review · doi:10.1037/0033-295x.89.4.369 · Cited by 3,663
On the fragility of skilled performance: What governs choking under pressure?
Beilock, S. L., & Carr, T. H. (2001) · Journal of Experimental Psychology: General · doi:10.1037/0096-3445.130.4.701 · Cited by 1,201
Implicit versus Explicit Learning Processes in a Probabilistic, Continuous Fine-Motor Catching Task
Green, T. D., & Flowers, J. H. (1991) · Journal of Motor Behavior · doi:10.1080/00222895.1991.9942040 · Cited by 97
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Customer value anticipation, customer satisfaction and loyalty: An empirical examination
Flint, D. J., Blocker, C. P., & Boutin, P. J. (2011) · Industrial Marketing Management · doi:10.1016/j.indmarman.2010.06.034 · Cited by 380
Dicks, M., Button, C., & Davids, K. (2010) · Attention, Perception, & Psychophysics · doi:10.3758/app.72.3.706 · Cited by 351
Vaeyens, R., Lenoir, M., Williams, A. M., Mazyn, L., & Philippaerts, R. M. (2007) · Journal of Sport and Exercise Psychology · doi:10.1123/jsep.29.2.147 · Cited by 294
Self-citationBroadbent, D. P., Causer, J., Williams, A. M., & Ford, P. R. (2015) · European Journal of Sport Science · doi:10.1080/17461391.2014.957727 · Cited by 257
Self-citationImplicit perceptual training: how, when, and why?
Jackson, R. C., & Farrow, D. (2005) · Human Movement Science · doi:10.1016/j.humov.2005.06.003 · Cited by 114
Metadata
- Authors
- Smeeton, N. J., Williams, A. M., Hodges, N. J., & Ward, P.
- Venue
- Journal of Experimental Psychology: Applied
- Published
- 2005
- Volume
- 11
- Issue
- 2
- Pages
- 98-110
- ISSN
- 1076-898X (ISSN-L)
- 1939-2192
- OpenAlex
- W2095085672
- Cited by
- 178
- References
- 4
- FWCI
- 11.79
- Type
- journal article
- Language
- en
- Open access
- closed
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- Smeeton, N. J., Williams, A. M., Hodges, N. J., & Ward, P. (2005). The Relative Effectiveness of Various Instructional Approaches in Developing Anticipation Skill. Journal of Experimental Psychology: Applied. https://doi.org/10.1037/1076-898x.11.2.98
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