Rebuttal to Ammar and Schöllhorn on “Comment on Czyż et al. (2024) on Contextual Interference in Motor Learning”
DOI:
https://doi.org/10.51224/SRXIV.437Keywords:
contextual interference, Retention, Motor learning, meta-analysis, systematic reviewAbstract
Given that the contextual interference phenomenon is one of the topics covered the most in motor learning studies, books, and guides for practitioners, it was not surprising that the meta-analysis on this subject would raise discussions and doubts. In this paper, we address the comments raised by Ammar and Schöllhorn, who asked us about specific issues related to our paper. We address their comments and shortly compare our meta-analysis with the one conducted by Ammar et al. (Ammar et al., 2023).
Metrics
References
Aiken, C. A., & Genter, A. M. (2018). The effects of blocked and random practice on the learning of three variations of the golf chip shot. International Journal of Performance Analysis in Sport, 18(2), 339–349. https://doi.org/10.1080/24748668.2018.1475199
Ammar, A., & Schöllhorn, W. I. (2024). Comment on Czyż et al. (2024) on Contextual Interference in Motor Learning. https://doi.org/https://doi.org/10.51224/SRXIV.435
Ammar, A., Trabelsi, K., Boujelbane, M. A., Boukhris, O., Glenn, J. M., Chtourou, H., & Schöllhorn, W. I. (2023). The myth of contextual interference learning benefit in sports practice: A systematic review and meta-analysis. Educational Research Review, 39, 100537. https://doi.org/10.1016/J.EDUREV.2023.100537
Bown, M. J., & Sutton, A. J. (2010). Quality Control in Systematic Reviews and Meta-analyses. European Journal of Vascular and Endovascular Surgery, 40(5), 669–677. https://doi.org/10.1016/J.EJVS.2010.07.011
Boyce, B. A., & Del Rey, P. (1990). Designing applied-research in a naturalistic setting using a contextual interference paradigm. Journal of Human Movement Studies, 18(4), 189–200.
Brady, F. (2004). Contextual Interference: A Meta-Analytic Study. Perceptual and Motor Skills, 99(1), 116–126. https://doi.org/10.2466/pms.99.1.116-126
Corbett, M. S., Higgins, J. P. T., & Woolacott, N. F. (2014). Assessing baseline imbalance in randomised trials: implications for the Cochrane risk of bias tool. Research Synthesis Methods, 5(1), 79–85. https://doi.org/10.1002/JRSM.1090
Czyż, S. H., Wójcik, A. M., Solarská, P., & Kiper, P. (2024). High contextual interference improves retention in motor learning: systematic review and meta-analysis. Scientific Reports 2024 14:1, 14(1), 1–45. https://doi.org/10.1038/s41598-024-65753-3
Deeks, J., Higgins, J., & Altman, D. (2023). Chapter 10: Analysing data and undertaking meta-analyses. In J. Higgins, J. Thomas, J. Chandler, C. M, T. Li, M. Page, & V. Welch (Eds.), Cochrane Handbook for Systematic Reviews of Interventions version 6.4 (updated August 2023). Cochrane. www.training.cochrane.org/handbook.
Dundar, Y., & Fleeman, N. (2017). Developing My Search Strategy. In A. Boland, M. G. Cherry, & R. Dickson (Eds.), Doing a Systematic Review. A student’s guide. (2nd ed., pp. 61–78). Sage.
Early Career Professionals Network: Registering Protocols of Systematic Reviews | Cochrane Community. (n.d.). Retrieved August 1, 2024, from https://community.cochrane.org/news/early-career-professionals-network-registering-protocols-systematic-reviews
Graser, J. V., Bastiaenen, C. H. G., & van Hedel, H. J. A. (2019). The role of the practice order: A systematic review about contextual interference in children. PLoS ONE, 14(1). https://doi.org/10.1371/journal.pone.0209979
Harari, M. B., Parola, H. R., Hartwell, C. J., & Riegelman, A. (2020). Literature searches in systematic reviews and meta-analyses: A review, evaluation, and recommendations. Journal of Vocational Behavior, 118, 103377. https://doi.org/10.1016/J.JVB.2020.103377
Jeon, M. J., Jeon, H. S., Yi, C. H., Kwon, O. Y., You, S. H., & Park, J. H. (2021). Block and Random Practice: A Wii Fit Dynamic Balance Training in Older Adults. Research Quarterly for Exercise and Sport, 92(3), 352–360. https://doi.org/10.1080/02701367.2020.1733456
Jiménez-Díaz, J., Morera-Castro, M., & Salazar, W. (2018). The contextual Interference Effect on the Performance of Fundamental Motor Skills in Adults. Human Movement, 19(1), 20–25. https://doi.org/10.5114/hm.2018.73608
Jones, L. L., & French, K. E. (2007). Effects of Contextual Interference on Acquisition and Retention of Three Volleyball Skills. Http://Dx.Doi.Org/10.2466/Pms.105.3.883-890, 105(3), 883–890. https://doi.org/10.2466/PMS.105.3.883-890
Keller, G. J., Li, Y., Weiss, L. W., & Relyea, G. E. (2006). Contextual Interference Effect on Acquisition and Retention of Pistol-Shooting Skills. Http://Dx.Doi.Org/10.2466/Pms.103.1.241-252, 103(1), 241–252. https://doi.org/10.2466/PMS.103.1.241-252
Krause, D., Brüne, A., Fritz, S., Kramer, P., Meisterjahn, P., Schneider, M., & Sperber, A. (2014). Learning of a Golf Putting Task with Varying Contextual Interference Levels Induced by Feedback Schedule in Novices and Experts. Http://Dx.Doi.Org/10.2466/23.30.PMS.118k17w3, 118(2), 384–399. https://doi.org/10.2466/23.30.PMS.118K17W3
Lage, G. M., Faria, L. O., Ambrósio, N. F. A., Borges, A. M. P., & Apolinário-Souza, T. (2021). What Is the Level of Contextual Interference in Serial Practice? A Meta-Analytic Review. Journal of Motor Learning and Development, 10(1), 224–242. https://doi.org/10.1123/jmld.2021-0020
Memmert, D. (2006). Long-Term Effects of Type of Practice on the Learning and Transfer of a Complex Motor Skill. Http://Dx.Doi.Org/10.2466/Pms.103.3.912-916, 103(3), 912–916. https://doi.org/10.2466/PMS.103.3.912-916
Menayo, R., Sabido, R., Fuentes, J. P., Moreno, F. J., & García, J. A. (2010). Simultaneous Treatment Effects in Learning Four Tennis Shots in Contextual Interference Conditions. Http://Dx.Doi.Org/10.2466/Pms.110.2.661-673, 110(2), 661–673. https://doi.org/10.2466/PMS.110.2.661-673
Moretto, N. A., Marcori, A. J., & Okazaki, V. H. A. (2018). Contextual interference effects on motor skill acquisition, retention and transfer in sport riffle schooting. Human Movement, 19(2), 99–104. https://doi.org/10.5114/hm.2018.74065
North, J. S., Bezodis, N. E., Murphy, C. P., Runswick, O. R., Pocock, C., & Roca, A. (2019). The effect of consistent and varied follow-through practice schedules on learning a table tennis backhand. Journal of Sports Sciences, 37(6), 613–620. https://doi.org/10.1080/02640414.2018.1522683
Park, S., & Beretvas, S. N. (2019). Synthesizing effects for multiple outcomes per study using robust variance estimation versus the three-level model. Behavior Research Methods, 51(1), 152–171. https://doi.org/10.3758/S13428-018-1156-Y/TABLES/6
Poklepović Peričić, T., & Tanveer, S. (2019). Why systematic reviews matter. https://www.elsevier.com/connect/why-systematic-reviews-matter
Pollatou, E., Kioumourtzoglou, E., Agelousis, N., & Mavromatis, G. (1997). Contextual interference effects in learning novel motor skills. Perceptual and Motor Skills, 84(2), 487–496. https://doi.org/10.2466/pms.1997.84.2.487
Rendell, M. A., Masters, R. S. W., Farrow, D., & Morris, T. (2010). An Implicit Basis for the Retention Benefits of Random Practice. Journal of Motor Behavior, 43(1), 1–13. https://doi.org/10.1080/00222895.2010.530304
Sadri, K., Mohommadzadeh, H., & Khani, M. (2013). The Effect of Contextual Interference on Acquisition and Learning Badminton Skills among Children aged from 10 to 12. Annals of Applied Sport Science, 1(3), 39–46. http://aassjournal.com/article-1-69-en.html
Sattelmayer, M., Elsig, S., Hilfiker, R., & Baer, G. (2016). A systematic review and meta-analysis of selected motor learning principles in physiotherapy and medical education. In BMC Medical Education (Vol. 16, Issue 1). BioMed Central Ltd. https://doi.org/10.1186/s12909-016-0538-z
Smith, P. J. K., Gregory, S. K., & Davies, M. (2003). Alternating versus blocked practice in learning a cartwheel. Perceptual and Motor Skills, 96(3 (Suppl.)), 1255–1264. https://doi.org/10.2466/pms.2003.96.3c.1255
Stewart, L., Moher, D., & Shekelle, P. (2012). Why prospective registration of systematic reviews makes sense. Systematic Reviews, 1(1), 1–4. https://doi.org/10.1186/2046-4053-1-7/METRICS
Straus, S., & Moher, D. (2010). Registering systematic reviews. CMAJ, 182(1), 13–14. https://doi.org/10.1503/CMAJ.081849
Taylor, S., Fawver, B., Thomas, J. L., Williams, A. M., & Lohse, K. R. (2022). Practice Schedules Affect How Learners Correct Their Errors: Secondary Analysis From a Contextual Interference Study. Journal of Motor Learning and Development, 10(3), 388–411. https://doi.org/10.1123/JMLD.2022-0021
Tsutsui, S., Satoh, M., & Yamamoto, K. (2013). Contextual Interference Modulated by Pitcher Skill Level. International Journal of Sport and Health Science.
Van den Noortgate, W., López-López, J. A., Marín-Martínez, F., & Sánchez-Meca, J. (2013). Three-level meta-analysis of dependent effect sizes. Behavior Research Methods, 45(2), 576–594. https://doi.org/10.3758/S13428-012-0261-6/TABLES/5
Vera, J. G., Alvarez, J. C. B., & Medina, M. M. (2008). Effects of Different Practice Conditions on Acquisition, Retention, and Transfer of Soccer Skills by 9-Year-Old Schoolchildren. Http://Dx.Doi.Org/10.2466/Pms.106.2.447-460, 106(2), 447–460. https://doi.org/10.2466/PMS.106.2.447-460
Wewege, M. A., Hansford, H. J., Shah, B., Gilanyi, Y. L., Douglas, S. R. G., Parmenter, B. J., McAuley, J. H., & Jones, M. D. (2022). Baseline imbalance and heterogeneity are present in meta-analyses of randomized clinical trials examining the effects of exercise and medicines for blood pressure management. Hypertension Research 2022 45:10, 45(10), 1643–1652. https://doi.org/10.1038/s41440-022-00984-3
What is a systematic review? - The Campbell Collaboration. (n.d.). Retrieved August 1, 2024, from https://www.campbellcollaboration.org/what-is-a-systematic-review.html
Wrisberg, C. A., & Liu, Z. (1991). The Effect of Contextual Variety on the Practice, Retention, and Transfer of an Applied Motor Skill. Research Quarterly for Exercise and Sport, 62(4), 406–412. https://doi.org/10.1080/02701367.1991.10607541
Downloads
Posted
Categories
License
Copyright (c) 2024 Stanisław Czyż, Aleksandra Wójcik (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.