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Margaret P. Sanders and Nicholas P. Murray

’s performance and attainment of the new skill ( Abernathy, Schorer, Jackson, & Hagemann, 2012 ; Gabbett & Masters, 2011 ; Masters, Poolton, Maxwell, & Raab, 2008 ). Two forms of learning that can influence a person’s ability to acquire a new skill is implicit and explicit learning ( Dienes & Perner, 1999

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Ryan Holding, Rudi Meir and Shi Zhou

The purpose of this study was to examine whether a video-based warm-up could provide an acute performance benefit to response time for athletes in a sport-specific agility task. In addition, 2 learning strategies, explicit and implicit, were compared for their effectiveness in facilitating an improvement in sport-specific agility. Thirty representative male junior rugby union players (age 14–16 y, mean age 14.6 ± 1.09 y) were placed in 3 experimental groups (explicit, implicit, and control) and completed 2 intervention sessions. Testing sessions included preintervention testing, completion of the video-based warm-up intervention, and postintervention testing. A 3D motion-analysis system was used to assess response time in the testing battery. The athletes’ response times on the pre- to postintervention tests were compared to determine the effectiveness of the video-based warm-up. A 2-way general linear model with repeated-measures analysis indicated that both the explicit (P = .030, d = 0.28) and implicit (P = .049, d = 0.33) groups significantly improved their response time by the intervention compared with the control group (P = .367, d = 0.08). The mean postintervention response time for the explicit group improved by 19.1% (from 0.246 s pre to 0.199 s post), and the implicit group improved by 15.7% (from 0.268 s to 0.226 s). Findings suggest that a video-based warm-up may provide an acute benefit to sport-specific agility performance for junior athletes.

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Tatsuya Daikoku, Yuji Takahashi, Nagayoshi Tarumoto and Hideki Yasuda

, T. , & Yumoto , M. ( 2017 ). Single, but not dual, attention facilitates statistical learning of two concurrent auditory sequences . Scientific Reports, 7 , 10108 . 10.1038/s41598-017-10476-x DeKeyser , R. ( 2003 ). Implicit and explicit learning . In C.J.   Doughty & M.H.   Long (Eds

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Dalia Mickeviciene, Renata Rutkauskaite, Dovile Valanciene, Diana Karanauskiene, Marius Brazaitis and Albertas Skurvydas

interaction between implicit and explicit learning ( Wolpert & Flanagan, 2016 ). Moreover, research by other authors clearly shows that ∼7-year-old children have a higher tendency to learn in an implicit way ( Janacsek et al., 2012 ). We established that young adults chose a learning strategy of speed and

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Femke van Abswoude, John van der Kamp and Bert Steenbergen

Steenbergen , B. , van der Kamp , J. , Verneau , M. , Jongbloed-Pereboom , M. , & Masters , R.S.W. ( 2010 ). Implicit and explicit learning: Applications from basic research to sports for individuals with impaired movement dynamics . Disability and Rehabilitation, 32 ( 18 ), 1509 – 1516

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Stefanie Hüttermann, Paul R. Ford, A. Mark Williams, Matyas Varga and Nicholas J. Smeeton

-perceptual-motor skill in sport . In R. Jackson & A.M. Williams . Perception and decision making in sport: Theories and applications (pp.  375 – 393 ). Abingdon, UK : Routledge . 10.4324/9781315146270-21 Raab , M. ( 2003 ). Decision making in sports: Influence of complexity on implicit and explicit learning