comparison of warm-up decrement (wud) in explicit and implicit learning of a motor skill in novice players

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.