Arquivos suplementares
Palavras-chave
blocked practice
meta-analysis
motor learning
práctica aleatoria
práctica en bloque
meta-análisis
aprendizaje motor
prática aleatória
prática em bloco
meta-análise
aprendizagem motora
Como Citar
Resumo
O estudo presente amplia uma meta-análise realizada recentemente e examina o Efeito da Interferência Contextual (EIC), por meio da técnica meta-analítica. Depois de uma pesquisa de literatura em onze bases de dados digitais e em referências, 25 pesquisas cumpriram com os critérios de inclusão estabelecidos para a análise intragrupo, enquanto 21 estudos para a análise intergrupos. Sob um modelo de efeitos aleatórios, para o desenho intragrupo obteve-se um total de 150 Tamanhos de Efeito (TE) individuais. Encontrou-se que o grupo de prática em bloco (PB) melhorou seu desempenho na aquisição (TE = 0.69; n= 39; IC95%= 0.40 a 0.97) e o diminuiu na retenção (TE = -0.25; n= 43; IC95%= -0.51 a -0.02). O grupo de prática aleatória (PA) melhorou na aquisição (TE = 0.79; n= 31; IC95%= 0.43 a 1.16) e não apresentou mudança na retenção (TE = 0.12; n= 37; IC95%= -0.12 a 0.38). Para o desenho intergrupos obteve-se em total de 68 TE individuais e encontrou-se que, na aquisição, o grupo de PB apresentou um melhor desempenho com respeito ao grupo de PA (TE = -0.15; n= 31; IC95%= -0.32 a -0.01) e na retenção ambos os grupos apresentam um desempenho semelhante (TE = -0.02; n= 37; IC95%= -0.20 a 0.26). Os resultados apoiam o EIC na aquisição. A presença de variáveis moderadoras (idade dos participantes, quantidade de tentativas, tipo de destreza e validade externa do estudo) confirmam que este efeito não pode ser generalizado.Referências
Battig, W. F. (1966). Facilitation and interference. En E.A. Bilodeau (ed.), Acquisition of skill (pp. 215–244). Recuperado de https://books.google.co.cr/books/about/Acquisition_of_skill.html?id=ELAcAAAAMAAJ&redir_esc=y
Bertollo, M., Berchicci, M., Carraro, A., Comani, S., & Robazza, C. (2010). Blocked and random practice organization in the learning of rhythmic dance step sequences. Perceptual and Motor Skills, 110(1), 77–84. doi: http://dx.doi.org/10.2466/pms.110.1.77-84
Borenstein, M., Hedges, L. V., Higgins, J. P., & Rothstein, H. R. (2009). Introduction to meta-analysis. doi: http://dx.doi.org/10.1002/9780470743386
Brady, F. (1998). A theoretical and empirical review of the contextual interference effect and the learning of motor skills. Quest, 50(3), 266–293. doi: http://dx.doi.org/10.1080/00336297.1998.10484285
Brady, F. (2004). Contextual Interference: A Meta-analytic study. Perceptual and Motor Skills, 99(1), 116–126. doi: http://dx.doi.org/10.2466/pms.99.1.116-126
Broadbent, D. P., Causer, J., Ford, P. R., & Williams, A. M. (2015). Contextual interference effect on perceptual-cognitive skills training. Medicine and Science in Sports and Exercise, 47(6), 1243–1250. doi: http://dx.doi.org/10.1249/mss.0000000000000530
Cheong, J. P. G., Lay, B., Grove, J. R., Medic, N., & Razman, R. (2012). Practicing field hockey skills along the contextual interference continuum: A comparison of five practice schedules. Journal of Sports Science & Medicine, 11(2), 304–311. Recuperado de http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3737863/
French, K. E., Rink, J. E., & Werner, P. H. (1990). Effects of contextual interference on retention of three volleyball skills. Perceptual and Motor Skills, 71(1), 179–186. doi: http://dx.doi.org/10.2466/pms.1990.71.1.179
Goodwin, J. E., & Meeuwsen, H. J. (1996). Investigation of the contextual interference effect in the manipulation of the motor parameter of over-all force. Perceptual and Motor Skills, 83(3), 735–743. doi: http://dx.doi.org/10.2466/pms.1996.83.3.735
Granda-Vera, J., & Montilla-Medina, M. (2003). Practice schedule and acquisition, retention, and transfer of a throwing task in 6-yr.-old children. Perceptual and Motor Skills, 96(3), 1015-1024. doi: http://dx.doi.org/10.2466/pms.2003.96.3.1015
Granda-Vera, J., Barbero-Alvarez, J. C., & Montilla-Medina, M. (2008). Effects of different practice conditions on acquisition, retention, and transfer of soccer skills by 9-year-old schoolchildren. Perceptual and Motor Skills, 106(2), 447-460. doi: http://dx.doi.org/10.2466/pms.106.2.447-460
Hall, K. G., Domingues, D. A., & Cavazos, R. (1994). Contextual interference effects with skilled baseball players. Perceptual and Motor Skills, 78(3), 835–841. Recuperado de https://www.gwern.net/docs/spacedrepetition/1994-hall.pdf
Hebert, E. P., Landin, D., & Solmon, M. A. (1996). Practice schedule effects on the performance and learning of low-and high-skilled students: An applied study. Research Quarterly for Exercise and Sport, 67(1), 52-58. doi: http://dx.doi.org/10.1080/02701367.1996.10607925
Jarus, T., & Goverover, Y. (1999). Effects of contextual interference and age on acquisition, retention, and transfer of motor skill. Perceptual and Motor Skills, 88(2), 437-447. doi: http://dx.doi.org/10.2466/pms.1999.88.2.437
Jiménez, J., Salazar, W., & Morera, M. (2014). Interferencia contextual en el desempeño de destrezas motrices: Un metaanálisis. Pensar en Movimiento: Revista de Ciencias del Ejercicio y la Salud, 12(1), 1–24. http://dx.doi.org/10.15517/pensarmov.v12i1.10572
Jones, L. L., & French, K. E. (2007). Effects of contextual interference on acquisition and retention of three volleyball skills. Perceptual and Motor Skills, 105(3), 883-890. doi: http://dx.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. Perceptual and Motor Skills, 103(1), 241-252. doi: http://dx.doi.org/10.2466/pms.103.1.241-252
Landin, D., & Hebert, E. P. (1997). A comparison of three practice schedules along the contextual interference continuum. Research Quarterly for Exercise and Sport, 68(4), 357-361. doi: http://dx.doi.org/10.1080/02701367.1997.10608017
Lee, T. D., & Magill, R. A. (1983). The locus of contextual interference in motor-skill acquisition. Journal of Experimental Psychology: Learning, Memory, and Cognition, 9(4), 730,746. doi: http://dx.doi.org/10.1037/0278-7393.9.4.730
Lee, T. D., & Simon, D. A. (2004). Contextual interference. En A.M. Williams & N.J. Hodges (Eds), Skill acquisition in sport: Research, Theory and Practice (pp. 29–44). Recuperado de https://books.google.co.cr/books?id=vInfBe94KWcC&redir_esc=y
Li, Y., & Wright, D. L. (2000). An assessment of the attention demands during random-and blocked-practice schedules. The Quarterly Journal of Experimental Psychology: Section A, 53(2), 591-606. http://dx.doi.org/10.1080/027249800390628
Magill, R., & Hall, K. G. (1990). A review of the contextual interference effect in motor skill acquisition. Human Movement Science, 9(3-5), 241–289. doi: http://dx.doi.org/10.1016/0167-9457(90)90005-x
Magill, R., & Anderson, D. (2013). Motor Learning and Control: Concepts and Applications ( Tenth Edition). Recuperado de . http://www.mheducation.com/highered/product.0078022673.html?searchContext=Motor+Learning+and+Control%3A+Concepts+and+Applications
Marín, F., & Sánchez, J. (1996). Estimadores del tamaño del efecto en meta-análisis: Un estudio Monte Carlo del sesgo y la eficiencia. Psicológica, 17, 467–482. Recuperado de http://www.um.es/metaanalysis/pdf/7022.pdf
Mazzardo, O. (2004). Contextual interference: Is it supported across studies? (Tesis de Maestría, Universidad de Pittsburgh). Recuperada de http://d-scholarship.pitt.edu/9942/
Meira, C., & Tani, G. (2001). The Contextual Interference Effect in acquisition of dart-throwing Skill Tested on a Transfer Test with Extended Trials. Perceptual and Motor Skills, 92(3), 910-918. doi: http://dx.doi.org/10.2466/pms.2001.92.3.910
Orwin, R. G. (1983). A fail-safe N for effect size in meta-analysis. Journal of Educational Statistics, 8(2), 157–159. doi: http://dx.doi.org/10.2307/1164923
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. doi: http://dx.doi.org/10.2466/pms.1997.84.2.487
Porter, J., & Saemi, E. (2010). Moderately Skilled Learners Benefit by Practicing with Systematic Increases in Contextual Interference. International Journal of Sport Science & Coaching, 4(2), 61-71. Recuperado de https://www.researchgate.net/publication/215727048_Moderately_skilled_learners_benefit_by_practicing_with_systematic_increases_in_contextual_interference
Shea, J. B., & Morgan, R. L. (1979). Contextual interference effects on the acquisition, retention, and transfer of a motor skill. Journal of Experimental Psychology: Human Learning and Memory, 5(2), 179-187. doi: http://dx.doi.org/10.1037/0278-7393.5.2.179
Simon, D. A. (2007). Contextual interference effects with two tasks. Perceptual and Motor Skills, 105(1), 177-183. doi: http://dx.doi.org/10.2466/pms.105.1.177-183
Smith, P. J. (1997). Attention and the contextual interference effect for a continuous task. Perceptual and Motor Skills, 84(1), 83-92. doi: http://dx.doi.org/10.2466/pms.84.1.83-92
Smith, P. J. (2002). Applying contextual interference to snowboarding skills. Perceptual and Motor Skills, 95(3), 999-1005. doi: http://dx.doi.org/10.2466/pms.2002.95.3.999
Thomas, J. R., & French, K. E. (1986). The use of meta-analysis in exercise and sport: A tutorial. Research Quarterly for Exercise and Sport, 57(3), 196–204. doi: http://dx.doi.org/10.1080/02701367.1986.10605397
Travlos, A. K. (2010). Specificity and variability of practice, and contextual interference in acquisition and transfer of an underhand volleyball serve. Perceptual and Motor Skills, 110(1), 298-312. doi: http://dx.doi.org/10.2466/pms.110.1.298-312
Wegman, E. (1999). Contextual interference effects on the acquisition and retention of fundamental motor skills. Perceptual and Motor Skills, 88(1), 182-187. doi: http://dx.doi.org/10.2466/pms.88.1.182-187
Wright, D. L., Black, C. B., Immink, M. A., Brueckner, S., & Magnuson, C. (2004). Long-term motor programming improvements occur via concatenation of movement sequences during random but not during blocked practice. Journal of Motor Behavior, 36(1), 39-50. doi: http://dx.doi.org/10.3200/jmbr.36.1.39-50
Wright, D. L., Magnuson, C. E., & Black, C. B. (2005). Programming and reprogramming sequence timing following high and low contextual interference practice. Research Quarterly for Exercise and Sport, 76(3), 258-266. doi: http://dx.doi.org/10.1080/02701367.2005.10599297
Zetou, E., Michalopoulou, M., Giazitzi, K., & Kioumourtzoglou, E. (2007). Contextual interference effects in learning volleyball skills. Perceptual and Motor Skills, 104(3), 995-1004. Recuperado de http://pms.sagepub.com/content/104/3/995