The aim of this thesis was to investigate and appraise the utility of analogy and explicit instruction for applied sport and physical education settings. The objective for the first study was to explore the acute, short-term impact of analogical and explicit instruction in a dart-throwing task. While previous studies have devoted considerable resources to investigating the effects of verbal instruction on motor learning, this within-subjects study explored the impact of analogical and explicit instruction on motor control. Interestingly, results indicated that analogy and explicit instruction similarly impaired throwing accuracy—in both kinematic and outcome measures—compared to baseline conditions, conflicting with trends observed in the motor learning literature. In the second study, the differential effects of analogy and explicit instructions on early stage motor learning were examined by introducing an explicit light condition—in addition to a traditional explicit condition—that matched the analogy instructions in informational volume. Although analogy learners demonstrated slightly more efficient technique and reported fewer technical rules on average, the differences between groups were not statistically significant. Kinematic analysis, however, did reveal significant differences between conditions in joint variability, which decreased with learning for all groups, but was lowest overall for the analogy learners. For the final study, the thesis investigated the impact of analogy and explicit instruction on adolescent performance (mean age = 12.7 years, SD = 0.4) in a modified high jump task. To date, research in analogy instruction has only included adult participants whose movement tendencies have likely already been shaped by personal or vicarious experiences. Analyses indicated that there were no significant differences between the analogy and explicit participants in technical efficiency or joint variability. The key outcome from this thesis is that there is limited evidence to support the use of analogy instruction over explicit instructional methods in motor learning and motor control situations.

Bakgrund: Att ge tydlig information till patienter är av stor betydelse inom hörselvården. Det finns olika kommunikationskanaler (muntliga, skriftliga, digitala) som vårdgivaren kan använda i hörselrehabiliteringen. Patienternas kognition och samspelet mellan olika sinnesintryck påverkar hur framgångsrik kommunikationen blir och hur mycket patienterna minns av informationen.   Syfte: Denna studie (1) jämför hur vuxna personer över 50 år klarar av dome- och vaxfilterbyte i hörapparater efter att de har fått dessa följande instruktioner: den ena gruppen fick enbart muntlig och praktisk instruktion, den andra gruppen fick samma instruktioner samt film med tillhörande undertext och berättarröst. Denna studie undersöker även (2) sambandet mellan deltagarnas kognitiva förmåga och hantering av hörapparater. Metod: Studien är en kvantitativ, randomiserad interventionsstudie där deltagarna (N=22) har delats in i två grupper. En kontrollgrupp och en interventionsgrupp, båda grupperna fick muntlig instruktion om dome- och vaxfilterbyte Reciever In The Ear (RITE) hörapparater och praktisk handledning, interventionsgruppen fick även instruktionsvideo. Alla deltagarna testades för sina kognitiva förmågor vid pre intervention. Deltagarnas praktiska kunskaper observerades och jämfördes vid pre- och postintervention, med två till tre veckor emellan. Resultat: Typ av instruktion påverkar i viss grad deltagarnas förmåga att byta dome och vaxfilter, men detta orsakar ingen signifikant skillnad mellan grupperna. Måttlig positivt samband har hittats mellan kognition och deltagarnas prestationer vid postintervention. Slutsatser: Att förmedla och befästa praktisk kunskap är en viktig aspekt i hörselrehabilitering och behöver lyftas fram, vidare krävs det mer forskning inom detta område. / Background: It’s Important to give clear information to patients in the hearing care. There are different kind of communication channels (verbal, written, digital) that healthcare providers can use in the hearing rehabilitation. Patients' cognition and the interaction between different sense impressions effects how successful communication will be and how much the patients remember the information.   Aim: This study (1) compares how adults over 50 years old are able to manage dome- and cerumfilter change in hearing aids after these following instructions: oral only and practical instructions, the other group got same instructions and instruction video with subtitle and narration. This study also (2) investigating relation between participants cognitive ability and handling of hearing aids.   Methods: The study is a quantitative, randomized intervention study. The participants (N=22) were divided into two groups. Both groups got oral instructions about dome- and cerumfilter in Receiver in the Ear (RITE) hearing aids and practical exercise in pre intervention, the interventiongroup also got an instruction video. The participant practical knowledge was observed and compered in pre- and postintervention. In pre intervention the cognitive ability of all participants was tested as well.  Results: The kind of instructions effects on which degree patient ability to change dome and cerumfilter, but this didn´t cause any significant difference between the groups. Moderate positive relationship was found between cognition and postintervention achievements.  Conclusions: It is important to emphasize the weight of mediate and exercising practical knowledge in aural rehabilitation.