684
Views
12
CrossRef citations to date
0
Altmetric
Research Article

Dyad Practice Impacts Self-Directed Practice Behaviors and Motor Learning Outcomes in a Contextual Interference Paradigm

&
Pages 579-589 | Received 22 Mar 2017, Accepted 03 Sep 2017, Published online: 06 Oct 2017

REFERENCES

  • Blandin, Y., Proteau, L., & Alain, C. (1994). On the cognitive processes underlying contextual interference and observational learning. Journal of Motor Behavior, 26(1), 18–26.
  • Carter, M. J., Carlsen, A. N., & Ste-Marie, D. M. (2014). Self-controlled feedback is effective if it is based on the learner's performance: A replication and extension of Chiviacowsky and Wulf (2005). Frontiers in Psychology, 5, 1–10.
  • Chiviacowsky, S., & Wulf, G. (2005). Self-controlled feedback is effective if it is based on the learner's performance. Research Quarterly for Exercise & Sport, 76(1), 42–48.
  • Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155–159.
  • Granados, C., & Wulf, G. (2007). Enhancing motor learning through dyad practice. Research Quarterly for Exercise & Sport, 78(3), 197–203.
  • Guadagnoli, M. A., & Lee, T. D. (2004). Challenge point: A framework for conceptualizing the effects of various practice conditions in motor learning. Journal of Motor Behavior, 36(2), 212–224.
  • Hodges, N. J., Edwards, C., Luttin, S., & Bowcock, A. (2011). Learning from the experts: Gaining insights into best practice during acquisition of three novel motor skills. Research Quarterly for Exercise & Sport, 82(2), 178–187.
  • Hodges, N. J., Lohse, K., Wilson, A., Lim, S., & Mulligan, D. (2014). Exploring the dynamic nature of contextual interference: Previous experience affects current practice but not learning. Journal of Motor Behavior, 46(6), 455–467.
  • Karlinsky, A., & Hodges, N. J. (2014). Evaluating the effectiveness of peer-scheduled practice. Journal of Motor Learning & Development, 2(4), 63–68.
  • Keetch, K. M., & Lee, T. D. (2007). The effect of self-regulated and experimenter-imposed practice schedules on motor learning for tasks of varying difficulty. Research Quarterly for Exercise & Sport, 78(5), 476–486.
  • Lee, T. D. (2012). Contextual interference: Generalizability and limitations. In N. J. Hodges & A. M. Williams (Eds.), Skill acquisition in sport: Research, theory & practice (2nd ed. pp. 79–93). London, UK: Routledge.
  • Lee, T. D., Swinnen, S. P., & Serrien, D. J. (1994). Cognitive effort and motor learning. Quest, 46(3), 328–344.
  • Lee, T. D., & White, M. A. (1990). Influence of an unskilled model's practice schedule on observational motor learning. Human Movement Science, 9(3–5), 349–367.
  • Lee, T. D., Wishart, L. R., Cunningham, S., & Carnahan, H. (1997). Modeled timing information during random practice eliminates the contextual interference effect. Research Quarterly for Exercise & Sport, 68(1), 100–105.
  • Lewthwaite, R., & Wulf, G. (2012). Motor learning through a motivational lens. In N. J. Hodges & A. M. Williams (Eds.), Skill acquisition in sport: Research, theory & practice (2nd ed. pp. 173–191). London, UK: Routledge.
  • Oldfield, R. C. (1971). The assessment and analysis of handedness: The Edinburgh Inventory. Neuropsychologia, 9(1), 97–113.
  • Ryan, R. M. (1982). Control and information in the intrapersonal sphere: An extension of cognitive evaluation theory. Journal of Personality and Social Psychology, 43(3), 450–461.
  • Sanli, E. A., Patterson, J. T., Bray, S. R., & Lee, T. D. (2013). Understanding self-controlled motor learning protocols through the self-determination theory. Frontiers in Psychology, 3, 1–17.
  • Shea, C. H., Wright, D. L., Wulf, G., & Whitacre, C. (2000). Physical and observational practice afford unique learning opportunities. Journal of Motor Behavior, 32(1), 27–36.
  • Shea, C. H., Wulf, G., & Whitacre, C. (1999). Enhancing training efficiency and effectiveness through the use of dyad training. Journal of Motor Behavior, 31(2), 119–125.
  • Simon, D. A., & Bjork, R. A. (2001). Metacognition in motor learning. Journal of Experimental Psychology: Learning, Memory, & Cognition, 27(4), 907–912.
  • Simon, D. A., & Bjork, R. A. (2002). Models of performance in learning multisegment movement tasks: Consequences for acquisition, retention, and judgments of learning. Journal of Experimental Psychology: Applied, 8(4), 222–232.
  • Stanne, M. B., Johnson, D. W., & Johnson, R. T. (1999). Does competition enhance or inhibit motor performance: A meta-analysis. Psychological Bulletin, 125(1), 133–154.
  • Ste-Marie, D. M., Vertes, V. A., Law, B., & Rymal, A. M. (2013). Learner-controlled self-observation is advantageous for motor skill acquisition. Frontiers in Psychology, 3, 1–10.
  • Wright, D. L., Li, Y., & Coady, W. (1997). Cognitive processes related to contextual interference and observational learning: A replication of Blandin, Proteau, and Alain (1994). Research Quarterly for Exercise & Sport, 68(1), 106–109.
  • Wu, W. F. W., & Magill, R. A. (2011). Allowing learners to choose: Self-controlled practice schedules for learning multiple movement patterns. Research Quarterly for Exercise & Sport, 82(3), 449–457.
  • Wulf, G., Chiviacowsky, S., & Lewthwaite, R. (2010). Normative feedback effects on learning a timing task. Research Quarterly for Exercise & Sport, 81(4), 425–431.
  • Wulf, G., & Shea, C. H. (2002). Principles derived from the study of simple skills do not generalize to complex skill learning. Psychonomic Bulletin & Review, 9(2), 185–211.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.