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Attention and the contextual interference effect for a continuous task

P J Smith1

  • 1University of Wales, School of Sport, Health, and Physical Education Sciences, Bangor, Gwynedd. pes005@bangor.ac.uk

Perceptual and Motor Skills
|February 1, 1997
PubMed
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Practicing motor skills in a random order (high contextual interference) increases attention demands and improves learning compared to blocked practice. However, this benefit may be temporary for continuous tasks.

Area of Science:

  • Motor Learning
  • Cognitive Psychology
  • Sports Science

Background:

  • Motor skill acquisition is enhanced by high contextual interference (random practice) versus low contextual interference (blocked practice).
  • This effect is theorized to stem from increased task difficulty, promoting intertask comparisons and recall challenges.

Purpose of the Study:

  • To investigate if the increased task difficulty associated with high contextual interference during motor practice corresponds to a higher attention load.
  • To examine the duration of the motor learning benefits conferred by high contextual interference.

Main Methods:

  • Participants practiced motor tasks under either random (high contextual interference) or blocked (low contextual interference) conditions.
  • Attention load during practice was assessed.

Related Experiment Videos

  • Motor retention was measured to evaluate learning outcomes.

    • Main Results:

    • The hypothesis was supported: high contextual interference led to a higher attention load during practice.
    • However, the positive effect of high contextual interference on motor retention was transient and short-lived.

    Conclusions:

    • While high contextual interference increases attention demands, its benefits for motor learning may be limited, particularly for continuous tasks.
    • The continuous nature of the task might necessitate specific conditions for contextual interference effects to persist.