Instructions are considered the essential influencing variables of motor learning (Hänsel, 2002). However, the combination of instructions and motor learning has not been explored so far. A few existing studies showed that simple changes in instructions result in implicit or explicit learning processes (Masters, 2000). The objective of the present study is a theoretical connection between instructions (analogy versus rules) and learning processes (implicit and explicit). An analogy-instructed, a rule-instructed and a control group learnt the forehand-topspin in table-tennis and subsequently had to accomplish transfer and decision tasks. With transfer and decision tasks the analogy-instructed group showed a significantly better hitting performance than the control group. In this respect the rule-instructed and control group did not significantly differ from each other. The analogy-instructed group could display a better hitting performance with a lower movement variability and thereby approved results of other performance levels (Raab, Masters & Maxwell, 2005). The present study is part of a research program by the order of the German Table Tennis Federation (DTTB) verifying instructions of a technical-tactical training.

Correspondence: tielemann@uni-flensburg.de

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