Hall K G, Domingues D A, Cavazos R
Department of Physical Education and Kinesiology, California Polytechnic State University, San Luis Obispo 93407.
Percept Mot Skills. 1994 Jun;78(3 Pt 1):835-41. doi: 10.1177/003151259407800331.
The learning benefits of contextual interference have been frequently demonstrated in different settings using novice learners. The purpose of the present study was to test such effects with skilled athletic performers. Scheduling differences for biweekly additional ("extra") batting-practice sessions of a collegiate baseball team were examined. 30 players (ns = 10) were blocked on skill and then randomly assigned to one of three groups. The random and blocked groups received 2 additional batting-practice sessions each week for 6 wk. (12 sessions), while the control group received no additional practice. The extra sessions consisted of 45 pitches, 15 fastballs, 15 curveballs, and 15 change-up pitches. The random group received these pitches in a random order, while the blocked group received all 15 of one type, then 15 of the next type, and finally 15 of the last type of pitch in a blocked fashion. All subjects received a pretest of 45 randomly presented pitches of the three varieties. After 6 wk. of extra batting practice, all subjects received two transfer tests, each of 45 trials; one was presented randomly and one blocked. The transfer tests were counterbalanced across subjects. Pretest analysis showed no significant differences among groups. On both the random and blocked transfer tests, however, the random group performed with reliably higher scores than the blocked group, who performed better than the control group. When comparing the pretest to the random transfer test, the random group improved 56.7%, the blocked group 24.8%, and the control group only 6.2%.(ABSTRACT TRUNCATED AT 250 WORDS)
情境干扰对学习的益处已在不同环境中对新手学习者进行了频繁验证。本研究的目的是测试这种效应在熟练的运动员身上是否存在。我们考察了一支大学棒球队每两周额外进行的（“额外的”）击球练习课程的安排差异。30名球员（每组10人）按技能水平分组，然后随机分配到三个组中的一组。随机组和分组组每周额外进行2次击球练习，共6周（12次练习），而控制组不进行额外练习。额外练习课程包括45次投球，其中15次快球、15次曲线球和15次变速球。随机组以随机顺序接受这些投球，而分组组则以分组方式先接受15次一种类型的投球，接着是15次下一种类型的投球，最后是15次最后一种类型的投球。所有受试者都接受了一次预测试，测试内容为随机呈现的三种类型的45次投球。经过6周的额外击球练习后，所有受试者都接受了两次迁移测试，每次测试45次击球；一次测试的投球是随机呈现的，另一次是按组呈现的。迁移测试在受试者之间进行了平衡处理。预测试分析显示各组之间没有显著差异。然而，在随机和按组呈现的迁移测试中，随机组的得分均显著高于分组组，分组组的表现优于控制组。将预测试与随机迁移测试进行比较时，随机组提高了56.7%，分组组提高了24.8%，而控制组仅提高了6.2%。（摘要截选至250词）
