1. Baker, J., Cote, J., & Abernethy, B. (2003). Sport-specific practice and the development of expert decision-making in team ball sports. Journal of applied sport psychology, 15(1), 12-25.
2. Barbey, A. K., Koenigs, M., & Grafman, J. (2013). Dorsolateral prefrontal contributions to human working memory. cortex, 49(5), 1195-1205.
3. Beilock, S. L., Carr, T. H., MacMahon, C., & Starkes, J. L. (2002). When paying attention becomes counterproductive: impact of divided versus skill-focused attention on novice and experienced performance of sensorimotor skills. J Exp Psychol Appl, 8(1), 6-16.
4. Boaz-Curry, K. T. R. (2018). Fatiguing verbal working memory to reduce explicit hypothesis testing during skill acquisition: A new implicit motor learning paradigm? (Doctoral dissertation, The University of Waikato).
5. Buszard, T., Masters, R. S., & Farrow, D. (2017). The generalizability of working-memory capacity in the sport domain. Current opinion in psychology, 16, 54-57.
6. Darnis, F., & Lafont, L. (2015). Cooperative learning and dyadic interactions: two modes of knowledge construction in socio-constructivist settings for team-sport teaching, 20(5), 459-473.
7. Ghasemian moghadam, M., Taheri, H. (2015). The Effect of Attentional Instruction on Table Tennis Players' Performance under Pressure. Journal of Motor Learning and Movement, 6(4), 475-491.
8. Granados, C., & Wulf, G. (2007). enhancing motor learning through dyad practice: contributions of observation and dialogue. Res Q Exerc Sport, 78(3), 197-203.
9. Guadagnoli, M. A., & Lee, T. D. (2004). Challenge point: a framework for conceptualizing the effects of various practice conditions in motor learning. J Mot Behav , 36(2), 212-224.
10. Handford, C., Davids, K., Bennett, S., & Button, C. (1997). Skill acquisition in sport: Some applications of an evolving practice ecology. J Sports Sci, 15(6), 621-640.
11. Karlinsky, A., & Hodges, N. J. (2018). Turn-taking and concurrent dyad practice aid efficiency but not effectiveness of motor learning in a balance-related task. J Mot Learn Dev, 6(1), 35-52.
12. Ko, Y. G., & Hall, K. G. (2017). The Effect of Randomizing the Order of Practice Trials in the Dyad Practice of a Golf Putting. International Journal of Human Movement Science, 11(1), 75-85.
13. Liao, C. M., & Masters, R. S. (2001). Analogy learning: A means to implicit motor learning. J Sports Sci, 19(5), 307-319.
14. Masters, R. S. (1992). Knowledge, knerves and know‐how: The role of explicit versus implicit knowledge in the breakdown of a complex motor skill under pressure. Br J Psychol, 83(3), 343-358.
15. Maxwell, J. P., Masters, R. S. W., & Eves, F. F. (2000). From novice to no know-how: A longitudinal study of implicit motor learning. J Sports Sci, 18(2), 111-120.
16. Müller, S., & Abernethy, B. (2012). Expert anticipatory skill in striking sports: A review and a model. Research quarterly for exercise and sport, 83(2), 175-187.
17. Panzer, S., Haab, T., Massing, M., Pfeifer, C., & Shea, C. H. (2019). Dyad training protocols and the development of a motor sequence representation. Acta Psychol (Amst), 201, 102947.
18. Peng, L., Zhang, G., Hai-Yan, Y., Ran, Z., & Yu-Qi, G. (2012). Training-dependent cognitive advantage is suppressed at high altitude. Physiol Behav, 106(4), 439-445.
19. Poolton, J. M., & Masters, R. S. W. (2010). Leading article: Discovering golf's innermost truths: A new approach to teaching the game: A commentary.Int J Sports Sci Coach, 5(Supplement 2), 119-123.
20. Poolton, J. M., & Zachry, T. (2007). So, you want to learn implicitly? Coaching and learning through implicit motor learning techniques. Int J Sports Sci Coach, 2(1), 67-78.
21. Rendell, M. A., Masters, R. S., Farrow, D., & Morris, T. (2010). An implicit basis for the retention benefits of random practice.J Mot Behav, 43(1), 1-13.
22. Rimoldi, S. F., Rexhaj, E., Duplain, H., Urben, S., Billieux, J., Allemann, Y., Romero, C., Ayaviri, A., Salinas, C., Villena, M., Scherrer, U., & Sartori, C. (2015). Acute and chronic altitude-induced cognitive dysfunction in children and adolescents. J Pediatr, 169 (N2), 238-243.
23. Schaefer, S., & Scornaienchi, D. (2020). Table tennis experts outperform novices in a demanding cognitive-motor dual-task situation. Journal of motor behavior, 52(2), 204-213.
24. Schmidt, R. A., Lee, T. D., Winstein, C., Wulf, G., & Zelaznik, H. N. (2018). Motor control and learning: A behavioral emphasis. Human kinetics.
25. Schneider, W., & Shiffrin, R. M. (1977). Controlled and automatic human information processing: I. Detection, search, and attention. Psychological review, 84(1), 1-66.
26. Shea, C. H., Wulf, G., & Whltacre, C. (1999). Enhancing training efficiency and effectiveness through the use of dyad training. J Mot Behav, 31(2), 119-125.
27. Shebilske, W. L., & Regian, J. W. (1992, October). Video games, training, and investigating complex skills. In Proceedings of the Human Factors Society Annual Meeting). Vol. 36, No. 17, pp. 1296-1300). Sage CA: Los Angeles, CA: SAGE Publications.
28. Siavashi, E., Zareian, E., Daneshfar, A (2017). The Effect of Exercise Positional Arrangement (Individual, Dyad, Group) on Acquisition and Retention of Rope-Jumping Skills in School Children. Motor Behavior, 9(27), 153-166 In Persian.
29. 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.
30. Tolsgaard, M. G., Madsen, M. E., Ringsted, C., Oxlund, B. S., Oldenburg, A., Sorensen, J. L., & Tabor, A. (2015). The effect of dyad versus individual simulation‐based ultrasound training on skills transfer. Med Educ, 49(3), 286-295.
31. Tomporowski, P. D. (2003). Effects of acute bouts of exercise on cognition Acta Psychol (Amst), 112, 297 – 324
32. Yan, X., Zhang, J., Gong, Q., & Weng, X. (2011). Prolonged high-altitude residence impacts verbal working memory: An fMRI study. Exp Brain Res, 208(3), 437-445.
33. Zhu, F. F., Yeung, A. Y., Poolton, J. M., Lee, T. M. C.., Leung, G. K. K., & Masters, R. S. W. (2015). Cathodal transcranial direct current stimulation over left dorsolateral prefrontal cortex area promotes implicit motor learning in a golf putting task. Brain Stimul, 8(4), 784-786.