Roza Rahavi; Masoumeh Shojaei; Zahra Estiri; Hasan Naghizadeh
Abstract
Contextual interference is one of the instructional methods for several skills.The aim of this research was to determine the effects of interference beforeperformance and interference during performance on the acquisition and retentionof generalized motor program and parameter in basketball skills with ...
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Contextual interference is one of the instructional methods for several skills.The aim of this research was to determine the effects of interference beforeperformance and interference during performance on the acquisition and retentionof generalized motor program and parameter in basketball skills with an emphasison the examination of contextual interference hypotheses and self-regulationlearning theories. In interference before performance, self-practice schedules isgenerated (self-regulation effect) and interference during performance,experimenter-imposed practice schedule is generated (contextual interferenceeffect). For this purpose, 120 students of Yazd University (age range 19-21 yearsold) who had no prior experience in basketball skills volunteered to participate inthis study. Participants were randomly assigned to 10 groups (each 12 subjects); 5groups practiced with generalized motor program (dribble, chest pass and freethrow skills) and 5 groups practiced with parameter (free throw from differentdistances) in practice schedules (blocked, random, serial, self-regulated and yokedto self-regulated). To collect data, throw and pass test (AAHPERD basketball test)and dribble test (Johnson basketball test) were used. After the pretest, in theacquisition phase, subjects took part in 5 training sessions including 45 trails persession (15 trails each block) for 5 days. After 48 hours, they participated inretention test with 15 trails (5 trials each task). The data were analyzed by one-way ANOVA, factor analysis of variance with repeated measures, LSD and Duncanpost hoc tests. Results showed a significant difference among practice schedules inacquisition and retention phases of generalized motor program, that is, the effect ofcontextual interference was observed in this program (p<0.05). Also, there was asignificant difference among the schedules in acquisition and retention phases ofparameter, that is, controlling the design of practice has a positive effect onlearning (p<0.05). Thus, the results suggested that during learning process, theeffect of interference before performance was more important than duringperformance.
