Comparison of Warm-up Decrement (WUD) in Explicit and Implicit Learning of a Motor Skill in Novice Players

Abstract

Background: Warm-up decrement (WUD) is defined as a temporary reduction in performance that occurs after a rest interval, resulting in a partial loss of previously achieved skill proficiency. Objectives: This study examined the comparative effects of explicit and implicit learning methods on WUD in basketball free-throw performance. Methods: This quasi-experimental research involved two training groups utilizing explicit or implicit learning strategies. The sample included 60 female high school students (M = 16.81 years), selected through convenience sampling from a single school. Participants were randomly assigned to groups based on their pretest free-throw scores. The basketball free-throw task was performed for 15 minutes, and scores from the final 10 attempts were recorded. After a 5-minute rest, participants completed another 10 trials, followed by a repetition of the same procedure with a 2-minute rest. Data were analyzed using Wilcoxon signed-rank and Mann-Whitney U tests at a significance level of P < 0.05. Results: The implicit learning group showed significantly better performance retention than the explicit group (P < 0.05). Across both groups, WUD was more pronounced following the 5-minute rest than the 2-minute rest. Conclusions: Implicit learning appears to mitigate WUD more effectively than explicit instruction in novice performers. Coaches are encouraged to employ implicit strategies, such as analogy-based instruction, to enhance skill stability following rest periods. Further research should investigate these effects among experienced athletes.