The Effects of Contextual Interference Learning on the Acquisition and Relatively Permanent Gains in Skilled Performance: A Critical Systematic Review with Multilevel Meta-Analysis.
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| Title: | The Effects of Contextual Interference Learning on the Acquisition and Relatively Permanent Gains in Skilled Performance: A Critical Systematic Review with Multilevel Meta-Analysis. |
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| Authors: | Ammar, Achraf (AUTHOR), Trabelsi, Khaled (AUTHOR), Boujelbane, Mohamed Ali (AUTHOR), Salem, Atef (AUTHOR), Boukhris, Omar (AUTHOR), Glenn, Jordan M. (AUTHOR), Zmijewski, Piotr (AUTHOR), Jahrami, Haitham A. (AUTHOR), Chtourou, Hamdi (AUTHOR), Schöllhorn, Wolfgang I. (AUTHOR) |
| Source: | Educational Psychology Review. Jun2024, Vol. 36 Issue 2, p1-73. 73p. |
| Abstract: | The paradoxical effects of contextual interference (CI) assume that high CI practices hinder performances during the acquisition phase of learning, while providing more permanent enhancement during the retention phase. This meta-analysis evaluates the possible generalizability of the CI phenomenon in physical education (PE) and sports contexts, with regard to the acute and relatively permanent gains in performance outcomes. A total of 933 records from five electronic databases were screened using the PICOS criteria, of which 36 studies were selected. Outcomes evaluating the performance changes (Δ) from pre-post, post-retention, and pre-retention tests were included. Out of 183 overall pooled outcomes, Δ in only 37 performance outcomes (20%) agreed with the paradoxical CI effects on the acquisition or the relatively permanent gains. No statistically significant overall difference was detected for “Δ pre-post” between low (blocked) (28.9 ± 59.5%) and high (random/serial) (27.9 ± 52.8%) CI (effect size (ES) = 0.1, p = 0.35). An overall significant difference (p = 0.001) in favor of high CI practice was detected in “Δ post-retention.” However, this difference was not large enough (ES = − 0.35) to produce an overall greater long-term gain following high (24.56 ± 4.4%), compared to low (21.9 ± 9.8%) CI (ES = − 0.13, p = 0.18). Out of 10 tested variables, only the age significantly moderated both CI effects (p < 0.0001 for both Δ pre-post and Δ pre-retention) and the female proportion significantly moderated only the first CI effect (p = 0.009 for Δ pre-post). These findings found very limited evidence supporting the recommendation to employ high CI practices to gain a longer-term performance advantage, calling into question the generalization of the CI model to PE and sports practices. High-quality follow-up research evaluating alternative motor-learning models are therefore needed. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational Psychology Review is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 177662586 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The Effects of Contextual Interference Learning on the Acquisition and Relatively Permanent Gains in Skilled Performance: A Critical Systematic Review with Multilevel Meta-Analysis. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Ammar%2C+Achraf%22">Ammar, Achraf</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Trabelsi%2C+Khaled%22">Trabelsi, Khaled</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Boujelbane%2C+Mohamed+Ali%22">Boujelbane, Mohamed Ali</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Salem%2C+Atef%22">Salem, Atef</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Boukhris%2C+Omar%22">Boukhris, Omar</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Glenn%2C+Jordan+M%2E%22">Glenn, Jordan M.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Zmijewski%2C+Piotr%22">Zmijewski, Piotr</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Jahrami%2C+Haitham+A%2E%22">Jahrami, Haitham A.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Chtourou%2C+Hamdi%22">Chtourou, Hamdi</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Schöllhorn%2C+Wolfgang+I%2E%22">Schöllhorn, Wolfgang I.</searchLink> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Educational+Psychology+Review%22">Educational Psychology Review</searchLink>. Jun2024, Vol. 36 Issue 2, p1-73. 73p. – Name: Abstract Label: Abstract Group: Ab Data: The paradoxical effects of contextual interference (CI) assume that high CI practices hinder performances during the acquisition phase of learning, while providing more permanent enhancement during the retention phase. This meta-analysis evaluates the possible generalizability of the CI phenomenon in physical education (PE) and sports contexts, with regard to the acute and relatively permanent gains in performance outcomes. A total of 933 records from five electronic databases were screened using the PICOS criteria, of which 36 studies were selected. Outcomes evaluating the performance changes (Δ) from pre-post, post-retention, and pre-retention tests were included. Out of 183 overall pooled outcomes, Δ in only 37 performance outcomes (20%) agreed with the paradoxical CI effects on the acquisition or the relatively permanent gains. No statistically significant overall difference was detected for “Δ pre-post” between low (blocked) (28.9 ± 59.5%) and high (random/serial) (27.9 ± 52.8%) CI (effect size (ES) = 0.1, p = 0.35). An overall significant difference (p = 0.001) in favor of high CI practice was detected in “Δ post-retention.” However, this difference was not large enough (ES = − 0.35) to produce an overall greater long-term gain following high (24.56 ± 4.4%), compared to low (21.9 ± 9.8%) CI (ES = − 0.13, p = 0.18). Out of 10 tested variables, only the age significantly moderated both CI effects (p < 0.0001 for both Δ pre-post and Δ pre-retention) and the female proportion significantly moderated only the first CI effect (p = 0.009 for Δ pre-post). These findings found very limited evidence supporting the recommendation to employ high CI practices to gain a longer-term performance advantage, calling into question the generalization of the CI model to PE and sports practices. High-quality follow-up research evaluating alternative motor-learning models are therefore needed. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Educational Psychology Review is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10648-024-09892-z Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 73 StartPage: 1 Titles: – TitleFull: The Effects of Contextual Interference Learning on the Acquisition and Relatively Permanent Gains in Skilled Performance: A Critical Systematic Review with Multilevel Meta-Analysis. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Ammar, Achraf – PersonEntity: Name: NameFull: Trabelsi, Khaled – PersonEntity: Name: NameFull: Boujelbane, Mohamed Ali – PersonEntity: Name: NameFull: Salem, Atef – PersonEntity: Name: NameFull: Boukhris, Omar – PersonEntity: Name: NameFull: Glenn, Jordan M. – PersonEntity: Name: NameFull: Zmijewski, Piotr – PersonEntity: Name: NameFull: Jahrami, Haitham A. – PersonEntity: Name: NameFull: Chtourou, Hamdi – PersonEntity: Name: NameFull: Schöllhorn, Wolfgang I. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 1040726X Numbering: – Type: volume Value: 36 – Type: issue Value: 2 Titles: – TitleFull: Educational Psychology Review Type: main |
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