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Evaluating the evidence for implicit perceptual learning: a re-analysis of Farrow and Abernethy (2002)
I present a re-analysis of the data from Farrow and Abernethy’s (2002) study of implicit perceptual training in
tennis. I argue that there are several weaknesses and mistakes in the original analysis, which, when rectified, lead
to a fundamentally different set of conclusions to those given in the original paper. Specifically, there are
significant group differences in anticipatory performance before the intervention that make subsequent betweengroup
comparisons at specific occlusion points problematic. Second, in contrast to what is reported in the
original paper, the explicit learning intervention resulted in a significant improvement in performance. In
addition, a comparison of the effects of the different interventions indicates that the placebo group demonstrated
the largest mean improvement in anticipation for the four occlusion points up to racquet–ball impact. Third, the
non-significant change in performance over a 32-day retention period indicates that any improvements in
performance were retained, not lost, over this period of time. Following a re-analysis of the original data, I
conclude that Farrow and Abernethy’s study provides no evidence that an implicit perceptual training paradigm
improves anticipatory performance more than either an explicit learning paradigm or, indeed, an intervention
involving mere observation of tennis matches.
History
School
- Sport, Exercise and Health Sciences
Published in
Journal of Sports SciencesVolume
21Issue
6Pages
503 - 509Citation
JACKSON, R., 2003. Evaluating the evidence for implicit perceptual learning: a re-analysis of Farrow and Abernethy (2002). Journal of Sports Sciences, DOI: 10.1080/0264041031000101818.Publisher
© Taylor & FrancisVersion
- VoR (Version of Record)
Publisher statement
This work is made available according to the conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. Full details of this licence are available at: https://creativecommons.org/licenses/by-nc-nd/4.0/Publication date
2003Notes
Closed access.ISSN
0264-0414eISSN
1466-447XPublisher version
Language
- en