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

Abstract

This 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.