Journal article
Does experience and contextual interference affect the learning of anticipation timing tasks?
Journal of sport & exercise psychology, Vol.23
01 Jun 2001
Abstract
This study examined the effects of related-sports experience and practice schedules on the memory and transfer performance of anticipation timing tasks. Thirty-six female volunteers were selected from a pool of 220 who completed a sport activity questionnaire to determine their open sport skill experience. Criteria points were established for assignment of participants to experience groups: novice (0-4), intermediate (8-14), and experts (19+). The experience groups were randomly assigned to either a blocked or random practice schedule. Each participant practiced 180 acquisition, 15 immediate No-KR retention, 15 delayed No-KR retention, and 15 delayed No-KR transfer trials. For retention and transfer tests, a split-halves technique was used for presenting the tasks. The dependent variables were variable error (VE) and absolute error (AE). Acquisition was evaluated using a 2 x 3 x 6 (Practice Schedule x Experience x Trial Blocks) higher-order ANOVA; immediate and delayed retention and transfer were evaluated using a 2 x 3 x 2 (Practice Schedule x Experience x Retention Order) 3-way ANOVA. The significance criterion used for all tests was p < .05. Experience main effects were found during acquisition tests, VE: F(2, 30) = 8.08, p = .002; AE: F = 9.33, p = .0007; immediate retention tests, F(2, 24) = 5.14, p = .01; F = 6.95, p = .004; delayed retention tests, F(2, 24) = 7.10, p = .004; F = 7.58, p = .003; and transfer tests, F(2, 24) = 10.80, p = .0004; F = 12.23, p = .0002, respectively. Across all tests, experts performed significantly better than novices. Suggestions for future work are discussed in relation to past research and the present findings.
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Details
- Title
- Does experience and contextual interference affect the learning of anticipation timing tasks?
- Creators
- P ShewokisJ Boast
- Publication Details
- Journal of sport & exercise psychology, Vol.23
- Resource Type
- Journal article
- Language
- English
- Academic Unit
- Nutrition Sciences
- Identifiers
- 991021867041304721