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Showing 3 results for Contextual Interference

Elaheh Arab-Ameri, Rasool Hemayattalab, Naseh Karimiyani, Saadi Sami,
Volume 1, Issue 2 (12-2011)

This research aims at studying the effect of different Practice Schedules (Blocked, Random, and systematically increasing) on acquisition, retention and transfer different basketball pass Species (overhead, chest and single arm). Subjects included 45 secondary male students (Mean age 17.14± 0.75) whom were assigned into three matched groups Blocked, Random and systematically increasing (its mention increasing systematically contextual interference to in training duration) following pretest. The subjects didn’t have any experience in playing basketball. At the determined and given condition for each group, subjects performed the task for 9 sessions 9 trials in each session. After 24 hour, retention and transfer tests with 4 trials in each pass were taken. Results showed effect of practice session was significant but no significant difference in acquisition between groups. In retention and transfer tests, there were significant differences between mean scores of practice groups, that supported Magill and Hall theory (1990) and challenge point idea of Guadagnoli and Lee (2004).
Sanaz Hosseini, Rasoul Yaali, Golnaz Faezi, Sara Oftadeh,
Volume 13, Issue 26 (12-2023)

How the process of acquiring and learning new motor skills can be enhanced is one of the basic questions in theoretical and applied movement science, rehabilitation and sport. The Differential Learning (DL) approach is mainly characterized by taking advantage, for the purpose of learning, of fluctuations that occur, without movement repetitions and without corrections during the skill acquisition process. The purpose of this study was to examine the effects of Differential Learning (DL) and Contextual Interference (CI) on the Retention and Transfer of Badminton backhand short serve. Prior to the implementation of the protocol, all participants of the pre-test were taken. Then, each group of research performed for 8 sessions according to the type of training. One day after the completion of the practice protocol, of all participants were taken the tests of Retention and Transfer. The analysis t-test indicated that there was a significant difference between the groups DL and CI in tests Retention and Transfer (p= 0.00). In fact, the results of the research show the effectiveness of the DL approach on the Retention and Transfer of Badminton backhand short serve. Based on the results of the research, the conclusion is that the DL approach is useful for learning skills, and can discover adaptive solutions by creating oscillations in the individual and helped to improve and learning skills.

Hesam Ramezanzade,
Volume 100, Issue 100 (10-2020)

The purpose of this study was to investigate the role of high and low reinvestment on the acquisition, retention and automaticity of dart throwing skill based on the interference-error model. One hundred participants were selected and divided into two categories of high and low movement reinvestment using the movement specific reinvestment scale. Subjects of each category were randomly divided into five groups: block-errorless, block-errorfull, random-errorless, random-errorfull and random. After the pre-test and the acquisition phase, experimental groups participated in the retention and automaticity tests. Based on the results, the best and worst performance was observed for the random-errorless and random errorfull groups respectively. There was a significant difference between two categories of high and low movement reinvestment in retention and automaticity tests in favor of low movement reinvestment. In both acquisition and retention test, the block groups performed better in the high reinvestment category and the random groups performed better in low reinvestment category. Results were different at the automaticity phase and in all groups was in favor of the low movement reinvestment category. The results of this study show that the level of reinvestment can play an important role in learning and automaticity of motor skills. People with lover level of reinvestment perform better in practice conditions with more cognitive effort (random practice) and people with a higher level of reinvestment perform better in practice conditions with less cognitive effort (block practice).

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