Implicit and explicit learning of decision making in sports is effected by complexity of situation

The common distinction between implicit and explicit learning is extended to decision-making (DM) in tactical ball-game situations. The effects of implicit and explicit processes are influenced by, complexity of task and situation (cf. Reber & Allen, 1978). Due to heterogenous findings concerning this phenomenon in different paradigms, effects have to be tested in sport-specific situations. Four experiments were carried out in low-complexity and high-complexity situations in handball, basketball, and volleball. The results suggest that in low-complexity situations, implicit learners are superior to explicit learners, and in high-complexity situations, explicit learners are superior to implicit learners. These results are consistent with recently published psychological research (Johnstone & Shanks, 1997). Practical considerations are drawn from the results for training in ball games.