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Article: The paradoxical role of cognitive effort in contextual interference and Implicit Motor Learning

TitleThe paradoxical role of cognitive effort in contextual interference and Implicit Motor Learning
Authors
KeywordsBlocked Practice
Cognitive Effort
Contextual Interference
Implicit Learning
Random Practice
Issue Date2009
PublisherEdizioni Luigi Pozzi srl. The Journal's web site is located at http://www.ijsp-online.com
Citation
International Journal Of Sport Psychology, 2009, v. 40 n. 4, p. 636-647 How to Cite?
AbstractThis paper critically reviews the issues that arise as a consequence of defining practice conditions in terms of the cognitive effort evoked. Two practice variables that suggest conflicting implications for cognitive effort are considered: the scheduling of practice conditions (contextual interference) and the accrual of task-relevant knowledge during practice (implicit/explicit motor learning). Practical implications of these two practice conditions are examined, specifically with regard to the skill level of a learner, the complexity of the to-be-learned tasks, and the ability of the learner to effectively perform under psychological pressure. It is hoped that these practical implications inspire researchers to seek more applied outcomes from their research.
Persistent Identifierhttp://hdl.handle.net/10722/176062
ISSN
2015 Impact Factor: 0.871
2015 SCImago Journal Rankings: 0.331
References

 

DC FieldValueLanguage
dc.contributor.authorRendell, MAen_US
dc.contributor.authorMasters, RSWen_US
dc.contributor.authorFarrow, Den_US
dc.date.accessioned2012-11-26T09:04:49Z-
dc.date.available2012-11-26T09:04:49Z-
dc.date.issued2009en_US
dc.identifier.citationInternational Journal Of Sport Psychology, 2009, v. 40 n. 4, p. 636-647en_US
dc.identifier.issn0047-0767en_US
dc.identifier.urihttp://hdl.handle.net/10722/176062-
dc.description.abstractThis paper critically reviews the issues that arise as a consequence of defining practice conditions in terms of the cognitive effort evoked. Two practice variables that suggest conflicting implications for cognitive effort are considered: the scheduling of practice conditions (contextual interference) and the accrual of task-relevant knowledge during practice (implicit/explicit motor learning). Practical implications of these two practice conditions are examined, specifically with regard to the skill level of a learner, the complexity of the to-be-learned tasks, and the ability of the learner to effectively perform under psychological pressure. It is hoped that these practical implications inspire researchers to seek more applied outcomes from their research.en_US
dc.languageengen_US
dc.publisherEdizioni Luigi Pozzi srl. The Journal's web site is located at http://www.ijsp-online.comen_US
dc.relation.ispartofInternational Journal of Sport Psychologyen_US
dc.subjectBlocked Practiceen_US
dc.subjectCognitive Efforten_US
dc.subjectContextual Interferenceen_US
dc.subjectImplicit Learningen_US
dc.subjectRandom Practiceen_US
dc.titleThe paradoxical role of cognitive effort in contextual interference and Implicit Motor Learningen_US
dc.typeArticleen_US
dc.identifier.emailMasters, RSW: mastersr@hku.hken_US
dc.identifier.authorityMasters, RSW=rp00935en_US
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.scopuseid_2-s2.0-77949407748en_US
dc.identifier.hkuros170473-
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-77949407748&selection=ref&src=s&origin=recordpageen_US
dc.identifier.volume40en_US
dc.identifier.issue4en_US
dc.identifier.spage636en_US
dc.identifier.epage647en_US
dc.publisher.placeItalyen_US
dc.identifier.scopusauthoridRendell, MA=35743512300en_US
dc.identifier.scopusauthoridMasters, RSW=7102880488en_US
dc.identifier.scopusauthoridFarrow, D=7006613807en_US

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