Comparing the Effect of Explicit learning, Analogy learning, and Discovery learning in Acquisition, Retention, and transfer of topspin shot in table tennis

The purpose of this study was to compare the effect of explicit learning, analogy learning, and discovery learning in the retention, and transfer of a topspin shot in table tennis. 36 volunteer high school students were randomly allocated to one of three treatment conditions: explicit, analogy, and discovery learning. After performing 300 trials in an acquisition phase, a test phase was conducted in which they performed a retention1, transfer (dual task), and retention2. At the end of the test phase a procedural protocol was completed by the participants. Results showed that in the transfer test under dual task conditions, the analogy group showed better performance than the explicit group (P=0.001), which suffered from performance reduction under dual task condition (P=0.007). There were no significant between group differences in performance in the pretest, acquisition phase, retention test 1 and 2, and secondary task. The analogy group reported fewer rules in the procedural protocols than the explicit or discovery learning groups (P=0.009), which did not differ. Mixed ANOVA (3×3) with repeated measure on latest factor, Independent Samples T test, and one way ANOVA was used for data analyzing. Results suggest that a ‘hand going up the mountain’ analogy enhanced implicit processing in Iranian participants and caused implicit motor learning and imparts performers from advantages of analogy learning like resistance against performance breakdown under dual task pressure.