The interleaved group’s performance was also not significantly attenuated during skill learning compared to the blocked group. In contrast to our hypothesis, the interleaved group did not display significantly better retention than the blocked group. A retention test was delivered 72 h after the last practice day. In contrast, the blocked group practiced only one course each day, which was randomized and counterbalanced across the participants in this group. The interleaved group practiced all three courses each day in a semi-random order. This study tested the contextual interference effect with 66 sub-elite, competitive alpine ski racers who learned a new movement pattern−the pumping technique to increase velocity in slalom−by practicing this skill in three different slalom courses over a 3-day training period.
Although one goal of such studies is to extrapolate the findings to include real-world learning situations such as sports, this generalization is not straightforward. Scientific understanding of the contextual interference effect stems mainly from studies on unskilled participants learning artificial laboratory tasks. 3Center of Alpine Sports Biomechanics, Engadin Health and Innovation Foundation, Samedan, Switzerland.2The Norwegian Ski Federation, Oslo, Norway.1Institute for Physical Performance, Norwegian School of Sport Sciences, Oslo, Norway.Christian Magelssen 1*, Per Haugen 1, Robert Reid 2 and Matthias Gilgien 1,2,3
0 kommentar(er)
