An Examination of the Contextual Interference Effect and the Errorless Learning Model during Motor Learning

The effects of errorless psychomotor training in the Y balance lower limb reaching task

This study investigated the training effect of errorless psychomotor training, a motor training method with perceptual, attentional, and psychological manipulation, in a balance-related, lower limb reaching task (Y balance reaching task) on dynamic balance by young adults. Thirty-nine participants (Mean age = 27.03 years, SD = 2.64 years) were trained with different psychomotor training methods in the Y balance reaching task. Results illustrate that errorless psychomotor training significantly improved the participants' dynamic balance and proprioceptive abilities. Additionally, gaze fixation duration on target during reaching decreased after errorless psychomotor training, suggesting that errorless psychomotor training could decrease visual information demand and be concurrently compensated by up-weighting on proprioception. This multisensory reweighting and cross-modal attention could contribute to the improvement of dynamic balance ability in sports.

The ability to appropriately distinguish throws for different target positions

Repeated and accurate throwing of an object to a target position is a special human motor skill. It is particularly important to understand accuracy, which has received less attention than speed due to difficulties in measurement. Accuracy has been studied in terms of reducing errors against a single target, but also in terms of distinguishing appropriate throws for targets in different positions. In this study, this ability was investigated by evaluating the two-dimensional distributions of the pitch locations of 15 pitches to three target positions in university students with and without baseball experience. The center, major and minor axis length, major and minor axis ratio, slope, area, and percentage of overlapping area of the 95% confidence ellipse were compared between target positions and participants using a two-way repeated-measures analysis of variance (ANOVA). The center and area of the ellipse indicate the mean and variability of the error, respectively. The lengths of the major axes correspond to the variability of the release timing, and the minor axes correspond to the variability of the release point in space. Therefore, the ratio of the major and minor axes indicates how the variability of the pitching motion is controlled. The slope of the ellipse corresponds to the throwing arm's trajectory, and the percentage of overlap area means the ability to distinguish throws at different target positions. The result showed a main effect of participants on all indices except the center of the ellipse. This indicates that participants can generally distinguish throws by target positions regardless of their baseball experience, although participants with baseball experience may naturally reduce variability. Furthermore, participants with baseball experience demonstrated a decrease variability in release timing, which is a primary contributor to the pitch location variability, relative to the spatial variability of the pitching movements. This reduction in timing variability may be attributed to advanced motor control mechanisms.

Signatures of contextual interference in implicit sensorimotor adaptation

Contextual interference refers to the phenomenon whereby a blocked practice schedule results in faster acquisition but poorer retention of new motor skills compared to a random practice schedule. While contextual interference has been observed under a broad range of tasks, it remains unclear if this effect generalizes to the implicit and automatic recalibration of an overlearned motor skill. To address this question, we compared blocked and random practice schedules in a visuomotor rotation task that isolates implicit adaptation. In experiment 1, we found robust signatures of contextual interference in implicit adaptation: compared to participants tested under a blocked training schedule, participants tested under a random training schedule exhibited a reduced rate of learning during the training phase but better retention during a subsequent no-feedback assessment phase. In experiment 2, we again observed an advantage in retention following random practice and showed that this result was not due to a change in context between the training and assessment phases (e.g. a blocked training schedule followed by a random assessment schedule). Taken together, these results indicate that contextual interference is not limited to the acquisition of new motor skills but also applies to the implicit adaptation of established motor skills.

Is there a contextual interference effect for sub-elite alpine ski racers learning complex skills?

Scientific understanding of the contextual interference effect stems mainly from studies on unskilled participants learning artificial laboratory tasks. Although one goal of such studies is to extrapolate the findings to include real-world learning situations such as sports, this generalization is not straightforward. This study tested the contextual interference effect with 66 sub-elite, competitive alpine ski racers who learned a new movement pattern−the pumping technique to increase velocity in slalom−by practicing this skill in three different slalom courses over a 3-day training period. The interleaved group practiced all three courses each day in a semi-random order. In contrast, the blocked group practiced only one course each day, which was randomized and counterbalanced across the participants in this group. A retention test was delivered 72 h after the last practice day. In contrast to our hypothesis, the interleaved group did not display significantly better retention than the blocked group. The interleaved group’s performance was also not significantly attenuated during skill learning compared to the blocked group. Our results underscore the importance of conducting motor learning experiments in natural environments to understand the conditions that facilitate learning beyond the laboratory environment.