year 4, Issue 2 (Summer 2016)                   Ann. Appl. Sport Sci 2016, 4(2): 49-57 | Back to browse issues page


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Shams A, Naeimi Tajdar S M. Contextual Interference Effect in Bandwidth and Self-Control Feedback Conditions on Relative and Absolute Timing Learning. Ann. Appl. Sport Sci. 2016; 4 (2) :49-57
URL: http://aassjournal.com/article-1-396-en.html
1- Sport Sciences Research Institute, Iranian Ministry of Sciences, Research and Technology, Tehran, Iran , amirshams85@gmail.com
2- Department of Motor Behavior, Faculty of Sport Sciences, Central Tehran Branch, Islamic Azad University, Tehran, Iran
Abstract:   (4406 Views)

This study aims to better understand the effect of practice schedule and feedback providing types. In two separate experiments the contextual interference effect in bandwidth and self-control feedback conditions on relative and absolute timing learning was examined. In experiment I, the effect of contextual interference using bandwidth and self-control feedback on absolute timing learning (parameters) was studied. Results in the acquisition test showed the performance of blocked self-control and bandwidth groups were significantly better than other groups (P<0.05). There was no significant difference in retention and transfer tests (P>0.05). In experiment II, the effects of contextual interference with using a bandwidth and self-control feedback on relative timing learning (GMP) were studied. . In retention and transfer tests, the performance of random self-control and bandwidth groups was significantly different to the other groups (P<0.05). The performance of self-control feedback groups in both experiments was better than bandwidth feedback groups (P<0.05) in all stages. The results of this study reveal the beneficial effect of self-control feedback on relative timing (GMP) rather than absolute timing (parameter) learning and supported the theoretical separation of this processes.

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Applicable Remarks

  • Based on our results, the self- control feedback along the continuum of reduced KR frequency, are permit the learners to decide when and why to get feedback increases the effects of the practice.
  • Based on our results, the self-control learners will show more comprehensive effort because having control in practice trials acts as a strong internal stimulating factor.

Type of Study: Original Article | Subject: Motor Control and its Related Branches
Received: 2016/06/22 | Accepted: 2016/08/24 | Published: 2016/09/5

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