The myth of contextual interference learning benefit in sports practice: A systematic review and meta-analysis

IF 9.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Achraf Ammar , Khaled Trabelsi , Mohamed Ali Boujelbane , Omar Boukhris , Jordan M. Glenn , Hamdi Chtourou , Wolfgang I. Schöllhorn
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引用次数: 1

Abstract

The contextual interference (CI) model hypothesizes random practice (high CI) leads to inferior acquisition, but superior retention and transfer capabilities compared to blocked practice (low CI). These phenomena are well established in laboratory settings. However, the transfer to applied settings, particularly in sports practice is still under discussion. The aim of this systematic review and meta-analysis is to evaluate the possible generalisability of the CI phenomenon in sports-based contexts with regard to performance outcomes. Up to April 16th, 2022, five electronic databases (PubMed, Web of Science, Scopus, Taylor & Francis, and SciELO) were used to search for relevant studies investigating differences between blocked and random schedules at post-acquisition, retention, and/or transfer tests. Using the PICOS criteria, a total of 933 records were screened. Outcomes evaluating the acquisition, retention, and/or transfer performances in sports skills in healthy participants were included. The quality of the selected studies was scored using the PEDro scale. Thirty-seven studies were selected, of which twenty-seven were of good quality and the remaining ten were rated as fair quality. Out of 205 overall pooled outcomes, only 43 performance outcomes (21%) agreed with the CI phenomenon after the acquisition (18 out of 103), retention (19 out of 84), and/or transfer (6 out of 36) phases. No statistically significant overall difference between blocked and random practice was detected at post-acquisition (effect size (ES) = 0.1, p = 0.154), retention (ES = −0.159, p = 0.141) or transfer testing (ES = −0.243, p = 0.071). The subgroup analysis showed inferior acquisition and superior retention following random practice only in individuals aged 20–24 years (ES = 0.282, p = 0.030 during the acquisition, and ES = −0.405, p = 0.011 during retention), with no difference at transfer testing for this specific age group. No similar significant effects have been concurrently identified during both acquisition and retention phases in any of the remaining subgroups (e.g., examined based on experience level, sports, skills, and testing protocol categories). The present results suggest CI effects can only be confirmed under very limited conditions, which seriously challenges the extension of CI effects to the sport context in general. Problematic conclusions for children's learning are discussed, as well as future research strategies to better understand counterintuitive learning approaches.

体育实践中情境干扰学习益处的神话:系统综述和荟萃分析
情境干扰(CI)模型假设随机练习(高CI)导致较差的习得,但与封闭练习(低CI)相比,具有较高的保留和转移能力。这些现象在实验室环境中得到了很好的证实。然而,转移到应用环境,特别是在体育实践中,仍在讨论中。这项系统综述和荟萃分析的目的是评估CI现象在基于体育的环境中对表现结果的可能普遍性。截至2022年4月16日,使用五个电子数据库(PubMed、Web of Science、Scopus、Taylor&;Francis和SciELO)搜索相关研究,调查获取后、保留和/或转移测试中阻断和随机时间表之间的差异。使用PICOS标准,共筛选了933份记录。包括评估健康参与者运动技能的获得、保留和/或转移表现的结果。使用PEDro量表对所选研究的质量进行评分。选择了37项研究,其中27项质量良好,其余10项质量尚可。在205个总体汇总结果中,只有43个绩效结果(21%)与收购(103个中的18个)、保留(84个中的19个)和/或转移(36个中的6个)阶段后的CI现象一致。在采集后,阻断和随机实践之间没有检测到统计学上显著的总体差异(效应大小(ES)=0.1、p=0.154),保留(ES=−0.159,p=0.141)或转移测试(ES=–0.243,p=0.071)。亚组分析显示,随机实践后,仅在20-24岁的个体中获得较差和保留较好(获得期间ES=0.282,p=0.030,保留期间ES=−0.405,p=0.011),在该特定年龄组的转移测试中没有差异。在任何剩余的亚组中,在获得和保留阶段都没有同时发现类似的显著影响(例如,根据经验水平、运动、技能和测试方案类别进行检查)。目前的结果表明,CI效应只能在非常有限的条件下得到证实,这严重挑战了CI效应在一般体育环境中的推广。讨论了儿童学习的问题结论,以及未来更好地理解违反直觉的学习方法的研究策略。
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来源期刊
Educational Research Review
Educational Research Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
19.40
自引率
0.90%
发文量
53
审稿时长
57 days
期刊介绍: Educational Research Review is an international journal catering to researchers and diverse agencies keen on reviewing studies and theoretical papers in education at any level. The journal welcomes high-quality articles that address educational research problems through a review approach, encompassing thematic or methodological reviews and meta-analyses. With an inclusive scope, the journal does not limit itself to any specific age range and invites articles across various settings where learning and education take place, such as schools, corporate training, and both formal and informal educational environments.
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