Ray Bobrownicki

The University of Edinburgh | UoE · Institute for Sport, Physical Education and Health Sciences

Objectives To date, research concerning analogy and explicit instruction has focused on motor learning (i.e., change or development over many learning trials) with limited attention directed toward acute performance considerations. Accordingly, the present study examined the short-term, differential effects of analogy and explicit instructions on m...

Objective: With rising mobility and greater recognition of the diversity of origins, cultures, and outlooks, there has been increasing interest in transnational perspectives in sport psychology scholarship and practice. Based on personal and professional experiences, however, we are concerned that there are diverse transnational athlete perspective...

In order to evaluate an experimental intervention, it should be contrasted against at least one relevant comparison group. Without meaningful and relevant comparisons, results can be difficult to interpret, effect sizes may be unduly minimised or exaggerated, and any resulting recommendations for practice could be called into question. Despite reco...

In their recent systematic review and meta-analysis, Cabral et al. (2022) explored the effects of implicit motor learning under pressure conditions. As a stated focus, they aimed to address the previously inconsistent findings in the literature and provide clarity to researchers and practitioners. Although we agree that such clarity is needed, we c...

https://thepsychologist.bps.org.uk/volume-34/october-2021/one-one-dr-ray-bobrownicki

Tse, Wong, and Masters (2017) recently published a study that indicated that analogy instruction may help older adults acquire resilient motor skills that require reduced cognitive processing compared to traditional explicit instruction. Although we do not dispute that analogy learning may prove useful for this population, in this commentary, we co...