<bold>Purpose.</bold> According to the self-focus theory of choking under pressure, conscious control of automated processes leads to a disruption of movement execution and deterioration in performance. In this study we examined whether analogy learning is a method to prevent choking under pressure. <bold>Basic procedures.</bold> Novice golfers learned the full swing over a period of six weeks either in a traditional way with technical instructions or with analogy instructions. Their performances were assessed in an indoor golf simulator. Attentional processes were measured using a dual task paradigm. Different kinds of learning instructions are linked to measures of skill-focused attention under low and high pressure conditions. <bold>Main findings.</bold> Performance scores in the dual task show that pressure leads to an increase in skill-focused attention of the technical learning group, compared to a decrease in skill-focused attention of the analogy learning group. <bold>Conclusions.</bold> Attentional processes under pressure are related to the method (analogy vs. technical instructions) implemented in the learning phase.
Financed by the National Centre for Research and Development under grant No. SP/I/1/77065/10 by the strategic scientific research and experimental development program:
SYNAT - “Interdisciplinary System for Interactive Scientific and Scientific-Technical Information”.