Effect of Contextual Interference and Differential Learning on Motor Skill Development and Motivation in Novice Basketball Players

IF 3
Ghazal Shamshiri, Davoud Fazeli, GholamHossein Nazemzadegan
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Abstract

This study aimed to investigate the effect of three practice orders in the contextual interference and differential learning frameworks on motivation and motor learning of novice basketball players. For this purpose, 84 female students were divided into seven groups (progressive practice–contextual interference framework, random practice–contextual interference framework, blocked practice–contextual interference framework, progressive variations-differential learning, stochastic variation-differential learning, predictable variation-differential learning, and control). After a pretest (18 trials), participants practiced the basketball jump shot for three consecutive days according to their grouping (3 blocks of 18 attempts each day). The contextual interference groups varied in shooting distances: random (different distance each trial), blocked (same distance all day), or progressive order (blocked first day, serial second day, random third day). The differential groups varied in body positions: random (unpredictable changes), blocked (predictable daily changes from head to foot), or progressive order (blocked first day, serial second day, random third day). After the last block of the third day of practice, participants completed the motivation questionnaire, as motivation can affect motor learning. Three days after the acquisition, participants performed two retention tests with fixed and variable targets. Additionally, a transfer test including 18 trials from a different distance was performed. Results indicated that the blocked practice–contextual interference group performed more accurately than other groups during acquisition. However, a higher transfer was observed for differential learning groups. Additionally, differential groups and random practice–contextual interference group showed higher motivation. These findings were discussed according to the role of noise in the exploration of the solution space of the task.

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情境干扰和差异学习对篮球新手运动技能发展和动机的影响。
本研究旨在探讨背景干扰和差异学习框架中三个练习顺序对篮球新手动机和运动学习的影响。为此,我们将84名女大学生分为7组(渐进式实践-情境干扰框架组、随机实践-情境干扰框架组、阻塞式实践-情境干扰框架组、渐进式变化-差异学习组、随机变化-差异学习组、可预测变化-差异学习组和对照组)。在预试(18次)后,参与者按照分组进行连续三天的篮球跳投练习(每天3次,18次)。背景干扰组的射击距离不同:随机(每次试验不同距离)、阻断(全天相同距离)或渐进顺序(第一天阻断,连续第二天,随机第三天)。不同组的体位不同:随机(不可预测的变化),阻塞(可预测的从头到脚的每日变化),或渐进顺序(第一天阻塞,连续第二天,随机第三天)。在第三天练习的最后一节之后,参与者完成了动机问卷,因为动机可以影响运动学习。在获取后三天,参与者进行了两个固定和可变目标的记忆测试。此外,进行了包括18个不同距离试验的传递测试。结果表明,在习得过程中,受阻练习-情境干扰组的表现比其他组更准确。然而,在不同的学习小组中观察到更高的迁移。此外,差异组和随机练习-情境干预组表现出更高的动机。根据噪声在探索任务解空间中的作用,对这些发现进行了讨论。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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