Analogy vs. technical learning in a golf putting task: An analysis of performance outcomes and attentional processes under pressure

Abstract

Purpose It is assumed that analogy learning helps prevent individuals from choking under pressure by limiting the conscious control of movements when performing in high-pressure situations. The aim of the study was to extend the application of analogy learning to golf putting and include an assessment on the proposed mechanisms of analogy learning and performance under pressure. Methods. Golf novices learned a putting task either by technical instructions or with analogy. After the learning phase, the participants were tested under low- and high-pressure conditions. Attentional focus was measured using a dual-task paradigm based on a skill and an externally focused task. Results. Both groups showed an increase in putting accuracy under pressure while performance in both dual-tasks decreased under pressure. Despite a difference in verbal knowledge, no group differences were found in putting or dual-task performance. Conclusions. The results suggest that it does not matter if the skill is learned technically or by analogy with regard to performance under pressure.