Mixing
and Matching Your Repetitions
Contextual
Interference as a Learning Opportunity
Brian H. Jackson
University of
Virginia
It is very common in learning situations such as a sport practice or a physical education class for the learner to be instructed to practice a given skill in a certain context over and over until their performance improves. Recent studies within motor learning have shown us that this technique may not be the best for long-term learning. By allowing the student to use their practice time for various skills or various contexts, you may see what is termed, a contextual interference effect: a detriment in performance early in the process followed by an increase in the level of retention of that skill (Magill, 2001). The contextual interference effect has been shown to occur when using inter-task variations (a number of different skills), such as a throw, catch, and hit as well as intra-task variations (when one skill is practiced in a variety of different parameters), such as kicking a soccer-ball from various distances. Because the initial performance of the learner will often suffer due to the practice variations, many teachers may be fooled by this effect. However, in the long run, this practice technique will lead to a higher level of performance.
The level of this contextual interference effect is on a continuum and can be determined by the schedule in which these variations are practiced. A low contextual interference effect occurs when the variations are practiced in a blocked manner, practicing one variation for a specified length of time before moving to another variation. A high contextual interference effect occurs when continuous switching from one variation to the other is made.
¨ Instead of practicing a basketball jump shot from the same spot for the entire practice period, vary the practice by performing a jump shot from a variety of distances and areas on the court (Landin & Hebert, 1997) or practice a jump shot, lay-up, and free-throw within a practice session.
¨ Instead of practicing baseball batting from a pitching machine with no variation, one can practice hitting a fastball, curveball, and change-ups within one practice session (Hall, Dominques, & Cavazos, 1994) or practicing a full swing and a bunt within the same session.
¨ Instead of continuously practicing a forehand in tennis, one can vary the type of feed used or the area of the court they hit the forehand from or can practice a forehand, backhand, and serve within the same practice session.
Hall, K. G., Domingues, D. A., & Cavazos, R. (1994). Contextual interference effects
with skilled baseball players. Perceptual and Motor Skills, 78, 835-841.
Landin, D. L., & Hebert, E. P. (1997). A comparison of three practice schedules along the
contextual interference continuum. Research Quarterly for Exercise and Sport, 68, 357-361.
Magill, R. A. (2001). Motor learning: Concepts and applications. Boston, MA: McGraw
Hill.
Nair, M., Bunker, L.K., & Marcos, N.J.E. (2000). Effects of three practice schedules on
the learning of field hockey skills in fourth and fifth graders. Research Quarterly for Exercise and Sport, March Supplement.