Contextual Interference Effects in Learning Volleyball Skills

Abstract

The aim of this study was to examine the contextual interference effect on learning three volleyball skills. Participants were 26 novice female volleyball players (M age= 12.4 yr., SD= 1.2). They were assigned into two groups, Low Interference (n = 13) and High Interference (n = 13). Two practice schedules were used: blocked (Low Interference) and random (High Interference). The training period lasted for 10 weeks and included 2 training sessions of 75 min. each per week. The pretest was performed before the first training session, the posttest was performed after the completion of the last training period, and the retention test was performed two weeks after the posttest. A 2 (Groups) x 3 (Measurement Periods) analysis of variance with repeated measures indicated significant improvement in performance between pre- and posttests for both High Interference and Low Interference groups for the three skills included in this study. There was no significant main effect of group or interaction effect of group and measure. These findings suggest that either blocked or random practice could be effectively used in learning of volleyball skills by unskilled children.

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