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This paper focuses on investigating whether analogy learners outperform explicit learners on motor performance in complex situations (e.g., stress and dual-task situations). Learners learn motor skills through different learning styles, such as analogy and explicit learning. Learners in the practice phase, where both learning approaches promote motor performance, do not differ significantly in motor performance. Afterwards, researchers will test the motor performance stability in the testing phase by different methods, such as inducing stress or completing a second task. Through previous studies, it was found that some researchers believe that analogy learning has better motor performance than explicit learning in complex situations; however, other researchers believe that there is no difference between analogy and explicit learning in motor performance in complex situations. Therefore, this study focuses on examining whether analogy learning outperforms explicit learning on motor performance in complex situations through a systematic review and meta-analysis.