View in EDS

Advancing Contextual Interference: Addressing Methodological Debates, Reflecting on Meta-Analytic Practices and Generalizability, and Guiding Future Directions in Motor Learning

Saved in:
Bibliographic Details
Title: Advancing Contextual Interference: Addressing Methodological Debates, Reflecting on Meta-Analytic Practices and Generalizability, and Guiding Future Directions in Motor Learning
Language: English
Authors: Achraf Ammar (ORCID 0000-0003-0347-8053), Khaled Trabelsi (ORCID 0000-0003-2623-9557), Atef Salem (ORCID 0000-0003-0680-6841), Haitham Jahrami (ORCID 0000-0001-8990-1320), Wolfgang I. Schöllhorn (ORCID 0000-0002-4558-1991)
Source: Educational Psychology Review. 2025 37(3).
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 41
Publication Date: 2025
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Context Effect, Interference (Learning), Perceptual Motor Learning, Meta Analysis, Generalizability Theory, Epistemology, Retention (Psychology), Research Methodology
DOI: 10.1007/s10648-025-10043-1
ISSN: 1040-726X
1573-336X
Abstract: Given that the contextual interference (CI) phenomenon is one of the most extensively studied and debated topics in motor learning--featured prominently in scientific literature, textbooks, and practitioner guides--it is unsurprising that recent meta-analyses on the topic have generated critical discussion and contrasting interpretations. This article responds comprehensively to the commentary by Czyz (2025) on our recent meta-analytic work evaluating CI effects across acquisition, retention, and transfer phases in sports related movements. We systematically address their methodological critiques, clarify inclusion decisions, and challenge inconsistencies in their own analytic approach and interpretation--particularly regarding baseline equivalence, study exclusion, and epistemologically inadmissible generalized claims. In addition to a detailed point-by-point rebuttal, we provide a comparative evaluation of recent CI-related meta-analyses and offer a broader reflection on the current state of meta-analytic practice in motor learning. We highlight concerns related to statistical ritualism, inconsistent quality control, and the growing redundancy of evidence syntheses. Finally, we present targeted recommendations for future research, including the need for high-quality randomized controlled trials, field-specific quality appraisal tools, and comprehensive umbrella reviews to better integrate fragmented evidence. Collectively, these reflections aim to enhance methodological standards and ensure more context-sensitive and scientifically sound conclusions in CI and broader motor learning research.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1478116
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1478116
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Advancing Contextual Interference: Addressing Methodological Debates, Reflecting on Meta-Analytic Practices and Generalizability, and Guiding Future Directions in Motor Learning
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Achraf+Ammar%22">Achraf Ammar</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-0347-8053">0000-0003-0347-8053</externalLink>)<br /><searchLink fieldCode="AR" term="%22Khaled+Trabelsi%22">Khaled Trabelsi</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-2623-9557">0000-0003-2623-9557</externalLink>)<br /><searchLink fieldCode="AR" term="%22Atef+Salem%22">Atef Salem</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-0680-6841">0000-0003-0680-6841</externalLink>)<br /><searchLink fieldCode="AR" term="%22Haitham+Jahrami%22">Haitham Jahrami</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-8990-1320">0000-0001-8990-1320</externalLink>)<br /><searchLink fieldCode="AR" term="%22Wolfgang+I%2E+Schöllhorn%22">Wolfgang I. Schöllhorn</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-4558-1991">0000-0002-4558-1991</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Educational+Psychology+Review%22"><i>Educational Psychology Review</i></searchLink>. 2025 37(3).
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 41
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Evaluative
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Context+Effect%22">Context Effect</searchLink><br /><searchLink fieldCode="DE" term="%22Interference+%28Learning%29%22">Interference (Learning)</searchLink><br /><searchLink fieldCode="DE" term="%22Perceptual+Motor+Learning%22">Perceptual Motor Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Meta+Analysis%22">Meta Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Generalizability+Theory%22">Generalizability Theory</searchLink><br /><searchLink fieldCode="DE" term="%22Epistemology%22">Epistemology</searchLink><br /><searchLink fieldCode="DE" term="%22Retention+%28Psychology%29%22">Retention (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Research+Methodology%22">Research Methodology</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1007/s10648-025-10043-1
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1040-726X<br />1573-336X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Given that the contextual interference (CI) phenomenon is one of the most extensively studied and debated topics in motor learning--featured prominently in scientific literature, textbooks, and practitioner guides--it is unsurprising that recent meta-analyses on the topic have generated critical discussion and contrasting interpretations. This article responds comprehensively to the commentary by Czyz (2025) on our recent meta-analytic work evaluating CI effects across acquisition, retention, and transfer phases in sports related movements. We systematically address their methodological critiques, clarify inclusion decisions, and challenge inconsistencies in their own analytic approach and interpretation--particularly regarding baseline equivalence, study exclusion, and epistemologically inadmissible generalized claims. In addition to a detailed point-by-point rebuttal, we provide a comparative evaluation of recent CI-related meta-analyses and offer a broader reflection on the current state of meta-analytic practice in motor learning. We highlight concerns related to statistical ritualism, inconsistent quality control, and the growing redundancy of evidence syntheses. Finally, we present targeted recommendations for future research, including the need for high-quality randomized controlled trials, field-specific quality appraisal tools, and comprehensive umbrella reviews to better integrate fragmented evidence. Collectively, these reflections aim to enhance methodological standards and ensure more context-sensitive and scientifically sound conclusions in CI and broader motor learning research.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1478116
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1478116
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1007/s10648-025-10043-1
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 41
    Subjects:
      – SubjectFull: Context Effect
        Type: general
      – SubjectFull: Interference (Learning)
        Type: general
      – SubjectFull: Perceptual Motor Learning
        Type: general
      – SubjectFull: Meta Analysis
        Type: general
      – SubjectFull: Generalizability Theory
        Type: general
      – SubjectFull: Epistemology
        Type: general
      – SubjectFull: Retention (Psychology)
        Type: general
      – SubjectFull: Research Methodology
        Type: general
    Titles:
      – TitleFull: Advancing Contextual Interference: Addressing Methodological Debates, Reflecting on Meta-Analytic Practices and Generalizability, and Guiding Future Directions in Motor Learning
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Achraf Ammar
      – PersonEntity:
          Name:
            NameFull: Khaled Trabelsi
      – PersonEntity:
          Name:
            NameFull: Atef Salem
      – PersonEntity:
          Name:
            NameFull: Haitham Jahrami
      – PersonEntity:
          Name:
            NameFull: Wolfgang I. Schöllhorn
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 09
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 1040-726X
            – Type: issn-electronic
              Value: 1573-336X
          Numbering:
            – Type: volume
              Value: 37
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Educational Psychology Review
              Type: main
ResultId 1