Null Effects of Different Amounts of Task Variation in Both Contextual Interference and Differential Learning Paradigms.
Various motor learning approaches, such as Schema Theory, Contextual Interference or Differential Learning, have proposed that varying the task during skill acquisition prompts superior learning. However, past research has mainly compared task variation in an experimental group to no task variation...
| Published in: | Perceptual & Motor Skills Vol. 128; no. 4; pp. 1836 - 1851 |
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| Main Authors: | , , |
| Format: | Article |
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Sage Publications Inc.
Aug2021
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| Subjects: | |
| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=151331109&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 151331109 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00315125 PSK jtl: Perceptual & Motor Skills issn: 00315125 maglogo: Y pubinfo: dt: Aug2021 vid: 128 iid: 4 pid: 344 pub: Sage Publications Inc. artinfo: ui: 151331109 10.1177/00315125211022302 ppf: 1836 ppct: 15 formats: tig: atl: Null Effects of Different Amounts of Task Variation in Both Contextual Interference and Differential Learning Paradigms. aug: au: Schmidt, Marcus Kemena, Markus Jaitner, Thomas affil: Department of Sports and Sport Sciences, TU Dortmund University, Germany su: College students Task performance Randomized controlled trials Motor ability Statistics Golf Psychology of movement Mann Whitney U Test Learning strategies Pre-tests & post-tests Statistical sampling Data analysis sug: subj: College students Task performance Randomized controlled trials Motor ability Marketing Research and Public Opinion Polling Statistics Golf Psychology of movement Mann Whitney U Test Learning strategies Pre-tests & post-tests Statistical sampling Data analysis keyword: contextual interference differential learning motor learning practice effects variable training contextual interference differential learning motor learning practice effects variable training ab: Various motor learning approaches, such as Schema Theory, Contextual Interference or Differential Learning, have proposed that varying the task during skill acquisition prompts superior learning. However, past research has mainly compared task variation in an experimental group to no task variation in a control group. Past research has more rarely compared specific intervention groups and/or addressed how varying amounts of task variation may affect skill learning. Our aim in this study was to compare motor learning of golf putting across four groups of novice golfers randomly assigned to these conditions: (a) a contextual interference group who putted at varied putting distances and had varied repetitive weekly schedule patterns, (b) a differential learning group who putted at multiple putting distances, putting amplitudes, and putting movements and had no repetitions, (c) an identical differential learning as in (b) except that participants also varied the putter, and (d) a control group who experienced no practice variations. Participants were 42 university students randomly divided into the four groups. All groups completed eight training sessions of 36 putts per session over four weeks, a pretest, posttest, two retention tests (one and three weeks after posttest) and transfer tasks (different floor). Average hit ratios and minimal distances to the hole were captured and analyzed by Scheirer-Ray-Hare test and Mann-Whitney post-hoc tests. Results showed improved hit ratios from pre- to post-test for all groups, and a stable retention performance for the variable training groups in contrast to the control group (p =.003). Transfer performance was low for all variable training groups with a significantly lower control group performance on transfer test 2 (p =.008). In conclusion, variable training schedules in all experimental groups benefited motor learning relative to controls, and differences in the amount of task variation between groups with variable training schedules did not affect skill acquisition. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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