Effect of systematically increasing intersession contextual interference and systematically increasing the percentage of contextual interference on learning of Throwing Skill Accuracy in children

Document Type : علمی- پژوهشی

Authors

Shiraz University

Abstract

Purpose: The aim of this study was to analyze the effect of two methods of systematically increasing contextual interference on acquisition, retention, and transfer of throwing skill accuracy in primary school students. Method: among 162 First grade students from an elementary school in Shiraz city, 30 students were randomly selected. After the pre-test, the participants were organized in two groups of systematically increasing intersession contextual interference (n=15) and systematically increasing the percentage of contextual interference (n=15). After the third session of throwing training and recording the scores, the participants were tested by the transfer and retention test. Significance level in all tests was p≤ 0/05. Results: The results of throwing accuracy in acquisition sessions showed no significant difference between the two groups. The results of the retention test showed significant difference between the two groups in that the systematically increasing intersession contextual interference group did better. No significant differences were found between the two training groups in the transfer test. Conclusion: According to the findings of this study, it can be concluded that the systematically increasing intersession contextual interference method can enhance the performance accuracy compared to systematically increasing the percentage of Contextual interference in retention test.

Keywords

References

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History

  • Receive Date: 28 May 2016
  • Revise Date: 10 February 2021
  • Accept Date: 31 December 2020

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