Granda Vera Juan, Montilla Mariano Medina
Departamento de Didáctica de la Expresión Musical, Plástica y Corporal, Area de Didáctica de la Expresión Corporal, Facultad de Educación y Humanidades, Universidad de Granada, Campus de Melilla, Spain.
Percept Mot Skills. 2003 Jun;96(3 Pt 1):1015-24. doi: 10.2466/pms.2003.96.3.1015.
Earlier studies have raised questions about the usefulness of variable and random practice in learning motor tasks so this study was designed to investigate the effects of contextual interference in young children, and specifically to evaluate the effectiveness of variable or random practice structure in 6-yr.-old boys and girls. Participants on a variable practice schedule showed better performances than those on a blocked schedule. The differences between the two groups were significant in the acquisition, retention, and transfer phases. These results support the hypothesis that contextual interference enhances skill learning. Because the study involved groups of young children in the setting of their normally scheduled physical education class, the practical applications of the results are evident.
早期研究对变量练习和随机练习在学习运动任务中的作用提出了疑问，因此本研究旨在调查情境干扰对幼儿的影响，特别是评估6岁男孩和女孩中变量或随机练习结构的有效性。采用变量练习计划的参与者比采用集中练习计划的参与者表现更好。两组在习得、保持和迁移阶段的差异显著。这些结果支持了情境干扰能增强技能学习的假设。由于该研究涉及在正常体育课环境中的幼儿群体，因此研究结果的实际应用显而易见。
