The aim of this study was to compare the performance of analogy (implicit),
explicit and discovery learning in the retention and transfer of a topspin shot under
psychological pressure. For this purpose, 36 volunteer high school students were
randomly allocated to three treatment conditions: explicit, analogy, and discovery
learning. After performing 300 trials in the acquisition phase, an immediate
retention and transfer test under psychological pressure was performed. Before the
acquisition phase, the MSRSQ, after the test, a procedural protocol and CSAI-2Q
in two phases were completed by the participants. Results showed no significant
difference among the groups in the immediate retention test. In the transfer test,
analogy learning group outperformed the two other groups. In addition, contrary
to the analogy group, the two other groups experienced a performance breakdown
in the transfer test when compared with the immediate retention test. There was a
significant correlation (positive and negative respectively) between their MSRSQ
score and number of verbal rules and their performance under pressure. It appears
that the dominant process in discovery learning is explicit process. In addition,
learning under explicit and implicit conditions for an extended period of time
appears to be quantitatively similar but qualitatively dissimilar; therefore, using
analogy learning, performers benefit from advantages of resistance against
performance breakdown under psychological pressure.