The Effect of Contextual Interference on the Acquisition and Learning of Motor Skill with an Emphasis on Cognitive Flexibility

Abstract

Background: The effect of contextual interference (CI) on motor skill learning may be influenced by various factors, such as cognitive abilities. Objectives: The purpose of the current research was to investigate the effect of CI on the acquisition and learning of soccer skills, with an emphasis on the role of cognitive flexibility (CF). Methods: Eighty students, aged 9 - 12 years, were randomly selected and administered the Wisconsin Card Sorting Test. From this group, 60 students who scored the highest and lowest points were selected as the final subjects. After completing the pre-test on Moore-Christine's pass, shoot, and dribble skills, the subjects were divided into four groups of 15 participants each (high CF with Random Practice (RP) and Blocked Practice (BP), low CF with RP and BP). The subjects then engaged in practice sessions according to their assigned protocols for three sessions, with each session consisting of three blocks of 12 trials across all three skills—passing, shooting, and dribbling. Following the practice, acquisition, immediate retention, delayed retention, and transfer tests were conducted. Results: The results showed that practice in all four groups had significant beneficial effects on the acquisition and learning of skills. Additionally, the high CF with RP group demonstrated better performance in all skills compared to the other groups. Conclusions: Therefore, it can be concluded that RP may be more beneficial for individuals with higher CF. Teachers and educators should consider this when teaching sports skills.