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What Is the Level of Contextual Interference in Serial Practice? A Meta-Analytic Review
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Lage, Guilherme M.; Faria, Larissa O.; Ambrósio, Natália F. A.; Borges, Athos M. P.; Apolinário-Souza, Tércio – Journal of Motor Learning and Development, 2022
For over 40 years, the contextual interference effect in motor learning has been investigated. While the difference between levels of contextual interference experienced under blocked and random practice are well established, the difference in the levels of contextual interference experienced under serial and random practice is still ambiguous.…
Descriptors: Context Effect, Interference (Learning), Psychomotor Skills, Motor Development
Contextualised Skill Acquisition Research: A New Framework to Study the Development of Sport Expertise
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Uehara, Luiz; Button, Chris; Falcous, Mark; Davids, Keith – Physical Education and Sport Pedagogy, 2016
Background: Under the view of dynamical system theory, expertise in sports emerges from the interaction of multiple constraints. At an individual level, important interactions amongst constraints could include the relationships that evolve between one's family, playmates/coaches, and specific training activities. Or more broadly, other…
Descriptors: Athletics, Expertise, Physical Education, Skill Development
How Do Virtual World Experiences Bring about Learning? A Critical Review of Theories
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Loke, Swee-Kin – Australasian Journal of Educational Technology, 2015
While students do learn real-world knowledge and skills in virtual worlds, educators have yet to adequately theorise how students' virtual world experiences bring about this learning. This paper critically reviewed theories currently used to underpin empirical work in virtual worlds for education. In particular, it evaluated how applicable these…
Descriptors: Virtual Classrooms, Simulated Environment, Journal Articles, Educational Technology
How Persistent and General Is the Contextual Interference Effect?
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Russell, Daniel M.; Newell, Karl M. – Research Quarterly for Exercise and Sport, 2007
The persistence and generality of the contextual interference (CI) effect was tested using a rapid sequential aiming task. Participants (N = 48) practiced three movement patterns for three blocks of 18 trials under a blocked (BL) or random (RA) schedule. Movement patterns were displayed and KR provided throughout practice and testing. A 24-hr…
Descriptors: Context Effect, Perceptual Motor Learning, Retention (Psychology), Reaction Time