Contextual Interference Effects on the Transfer and Retention of Motor Skills by Adolescents with Mental Retardation

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  • 精神遅滞児における運動スキルの転移と保持に及ぼす文脈干渉効果について
  • セイシン チタイジ ニ オケル ウンドウ スキル ノ テンイ ト ホジ ニ オ

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Abstract

The present study investigated the effect of contextual interference on motor skill acquisition and retention in individuals with mental retardation. Participants were 42 adolescents with mild and moderate mental retardation (mean age 16:3 years old). They were matched on mental age and assigned to a constant, blocked, serial, or random practice schedule. All participants performed 12 practice trials for each of four different beanbag throwing tasks (30, 70, 150, and 250g), for a total of 48 trials. Immediately after the practice trials, all participants performed 3 trials of each throw (9 total) with a novel weight, to test for transfer. Three days after the practice trials, as a transfer test, the participants were reassessed for retention of skill acquisition. Accuracy was measured in terms of absolute and variable error from the target. The data revealed a significant interaction between ability group and practice schedule. Post hoc analyses revealed that the transfer and retention scores of participants practicing under the random condition were significantly less accurate than the scores of the other acquisition groups, except for the serial group. These results were not expected from the hypothesis of contextual interference effects.

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