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An implicit basis for the retention benefits of random practice
Megan A Rendell1, Rich S W Masters, Damian Farrow
1Skill Acquisition, Australian Institute of Sport, Sunnybank, Queensland, Australia. megan.mewing@communities.qld.gov.au
Journal of Motor Behavior
|December 28, 2010
Summary
High contextual interference (CI) may promote implicit motor learning, particularly for complex skills like Australian Rules Football kicking, by potentially increasing cognitive effort and task switching demands.
Area of Science:
- Motor Learning and Control
- Cognitive Psychology
- Sports Science
Background:
- The role of cognitive effort in motor learning is paradoxical, with contextual interference (CI) sometimes hindering and sometimes helping skill acquisition.
- Understanding the interplay between cognitive effort, working memory, and implicit/explicit learning modes is crucial for optimizing training protocols.
Purpose of the Study:
- To resolve the paradox of cognitive effort in contextual interference (CI) and motor learning.
- To investigate the relationship between cognitive effort, working memory, and implicit learning during high and low CI practice in Australian Rules Football.
Main Methods:
- Assessed cognitive effort through performance outcomes (acquisition, retention), probe reaction time, and self-reports.
- Measured implicit and explicit learning via secondary task transfer and verbal protocols (rules, hypotheses).
- Utilized two Australian Rules Football tasks: kicking (complex) and handball (simpler) under varying CI conditions.
Main Results:
- High CI appeared to induce an implicit learning mode, potentially due to task-switching interference.
- This effect was primarily observed in the more complex kicking task, not the simpler handball task.
- Cognitive effort and working memory dependence varied across tasks and CI levels.
Conclusions:
- High contextual interference may facilitate implicit motor learning for complex skills by increasing cognitive demands and interference.
- The findings suggest task complexity is a key moderator in the CI-learning relationship.
- Further research is needed to fully elucidate the mechanisms underlying CI, cognitive effort, and implicit learning.
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