The learning of sprint hurdles: A comparative study on increasing contextual interference and blocked practice schedules.
The contextual interference (CI) approach has proposed that a random order of practice for motor skills is superior in facilitating learning compared to a blocked arrangement of practice trials. Two groups of physical education students learned sprint hurdles, employing either an increasing CI pract...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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Public Library of Science (PLoS)
2024-01-01
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| Series: | PLoS ONE |
| Online Access: | https://journals.plos.org/plosone/article/file?id=10.1371/journal.pone.0289916&type=printable |
| _version_ | 1797355163398176768 |
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| author | Hubert Makaruk Beata Makaruk Marcin Starzak Kazimierz Chmielewski Jared M Porter |
| author_facet | Hubert Makaruk Beata Makaruk Marcin Starzak Kazimierz Chmielewski Jared M Porter |
| author_sort | Hubert Makaruk |
| collection | DOAJ |
| description | The contextual interference (CI) approach has proposed that a random order of practice for motor skills is superior in facilitating learning compared to a blocked arrangement of practice trials. Two groups of physical education students learned sprint hurdles, employing either an increasing CI practice schedule (n = 23) or a blocked practice schedule (n = 23). In both the practice schedules, the same exercises were used in a different trial order during each learning session. Eleven practice sessions were conducted over a period of six weeks, with two days of practice per week. Ten and 40 days after the acquisition phase, a retention and transfer test were conducted. The results showed no differences between the two practice schedules during the retention tests. However, students practicing with an increasing CI arrangement performed better on the delayed transfer test compared to students which practiced with a blocked schedule. Specifically, the increasing CI group more effectively (p < 0.05) cleared the hurdles due to a lower take-off step angle and longer step length than the blocked practice group. Although utilizing an increase in CI during the learning phase of sprint hurdling produced more persistent learning effects relative to a traditional blocked practice schedule for adult novice learners, further research is warranted to explore the CI effect across a broader range of sport skills. |
| first_indexed | 2024-03-08T14:07:22Z |
| format | Article |
| id | doaj.art-a64cd56ed321411a8281d4a4f3a13002 |
| institution | Directory Open Access Journal |
| issn | 1932-6203 |
| language | English |
| last_indexed | 2024-03-08T14:07:22Z |
| publishDate | 2024-01-01 |
| publisher | Public Library of Science (PLoS) |
| record_format | Article |
| series | PLoS ONE |
| spelling | doaj.art-a64cd56ed321411a8281d4a4f3a130022024-01-15T05:31:25ZengPublic Library of Science (PLoS)PLoS ONE1932-62032024-01-01191e028991610.1371/journal.pone.0289916The learning of sprint hurdles: A comparative study on increasing contextual interference and blocked practice schedules.Hubert MakarukBeata MakarukMarcin StarzakKazimierz ChmielewskiJared M PorterThe contextual interference (CI) approach has proposed that a random order of practice for motor skills is superior in facilitating learning compared to a blocked arrangement of practice trials. Two groups of physical education students learned sprint hurdles, employing either an increasing CI practice schedule (n = 23) or a blocked practice schedule (n = 23). In both the practice schedules, the same exercises were used in a different trial order during each learning session. Eleven practice sessions were conducted over a period of six weeks, with two days of practice per week. Ten and 40 days after the acquisition phase, a retention and transfer test were conducted. The results showed no differences between the two practice schedules during the retention tests. However, students practicing with an increasing CI arrangement performed better on the delayed transfer test compared to students which practiced with a blocked schedule. Specifically, the increasing CI group more effectively (p < 0.05) cleared the hurdles due to a lower take-off step angle and longer step length than the blocked practice group. Although utilizing an increase in CI during the learning phase of sprint hurdling produced more persistent learning effects relative to a traditional blocked practice schedule for adult novice learners, further research is warranted to explore the CI effect across a broader range of sport skills.https://journals.plos.org/plosone/article/file?id=10.1371/journal.pone.0289916&type=printable |
| spellingShingle | Hubert Makaruk Beata Makaruk Marcin Starzak Kazimierz Chmielewski Jared M Porter The learning of sprint hurdles: A comparative study on increasing contextual interference and blocked practice schedules. PLoS ONE |
| title | The learning of sprint hurdles: A comparative study on increasing contextual interference and blocked practice schedules. |
| title_full | The learning of sprint hurdles: A comparative study on increasing contextual interference and blocked practice schedules. |
| title_fullStr | The learning of sprint hurdles: A comparative study on increasing contextual interference and blocked practice schedules. |
| title_full_unstemmed | The learning of sprint hurdles: A comparative study on increasing contextual interference and blocked practice schedules. |
| title_short | The learning of sprint hurdles: A comparative study on increasing contextual interference and blocked practice schedules. |
| title_sort | learning of sprint hurdles a comparative study on increasing contextual interference and blocked practice schedules |
| url | https://journals.plos.org/plosone/article/file?id=10.1371/journal.pone.0289916&type=printable |
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