Contextual Interference Effects with Skilled Baseball Players

1994 ◽  
Vol 78 (3) ◽  
pp. 835-841 ◽  
Author(s):  
Kellie Green Hall ◽  
Derek A. Domingues ◽  
Richard Cavazos
Keyword(s):  
Random Order ◽  
Contextual Interference ◽  
Control Group ◽  
Interference Effects ◽  
Random Group ◽  
Baseball Players ◽  
Novice Learners ◽  
Collegiate Baseball ◽  
Baseball Team ◽  
Better Than

The learning benefits of contextual interference have been frequently demonstrated in different settings using novice learners. The purpose of the present study was to test such effects with skilled athletic performers. Scheduling differences for biweekly additional (“extra”) batting-practice sessions of a collegiate baseball team were examined. 30 players (ns = 10) were blocked on skill and then randomly assigned to one of three groups. The random and blocked groups received 2 additional batting-practice sessions each week for 6 wk. (12 sessions), while the control group received no additional practice. The extra sessions consisted of 45 pitches, 15 fastballs, 15 curve-balls, and 15 change-up pitches. The random group received these pitches in a random order, while the blocked group received all 15 of one type, then 15 of the next type, and finally 15 of the last type of pitch in a blocked fashion. All subjects received a pretest of 45 randomly presented pitches of the three varieties. After 6 wk. of extra batting practice, all subjects received two transfer tests, each of 45 trials; one was presented randomly and one blocked. The transfer tests were counterbalanced across subjects. Pretest analysis showed no significant differences among groups. On both the random and blocked transfer tests, however, the random group performed with reliably higher scores than the blocked group, who performed better than the control group. When comparing the pretest to the random transfer test, the random group improved 56.7%, the blocked group 24.8%, and the control group only 6.2%. These findings demonstrate the contextual interference effect to be robust and beneficial even to skilled learners in a complex sport setting.

Dissociated Contextual Interference Effects in Children and Adults

1997 ◽  
Vol 84 (3) ◽  
pp. 851-858 ◽  
Author(s):  
Barbara J. Pollock ◽  
Timothy D. Lee
Keyword(s):  
Contextual Interference ◽  
Interference Effects ◽  
Random Group ◽  
Theoretical Issues ◽  
Better Than

24 7-yr.-old children and 24 university-age adults practiced a ballistic aiming task under either low contextual interference (blocked practice) or high contextual interference (random practice). All subjects performed 90 acquisition trials, followed by 20 transfer trials and 15 retention trials. Similar to previous findings, the adults performed the acquisition trials better under blocked than under random conditions, yet performed the retention and transfer tests better after random than blocked practice. No differences in acquisition were found between blocked and random practice conditions for the children; nevertheless, the random group performed the retention and transfer tests better than the blocked group. The results are discussed in relation to applied and theoretical issues of contextual interference.

scholarly journals Performance in Collegiate-Level Baseball Players After Elbow Ulnar Collateral Ligament Reconstruction

2020 ◽  
Vol 8 (4) ◽  
pp. 232596712091301
Author(s):  
Hasani W. Swindell ◽  
David P. Trofa ◽  
Jamie Confino ◽  
Julian J. Sonnenfeld ◽  
Frank J. Alexander ◽  
...  
Keyword(s):  
Collegiate Athletes ◽  
Ulnar Collateral Ligament ◽  
Return To Play ◽  
Control Group ◽  
Collateral Ligament ◽  
Baseball Players ◽  
Career Longevity ◽  
Elbow Injury ◽  
Collegiate Baseball ◽  
Collegiate Level

Background: The increase in ulnar collateral ligament (UCL) elbow reconstructions over the past 20 years has affected younger athletes more than any other age group. Although return to play and postoperative performance have been extensively studied in professional baseball players, outcomes in collegiate baseball players are less known. Purpose/Hypothesis: The purpose of this study was to characterize return to play and changes in performance after UCL reconstruction (UCLR) in collegiate baseball players. We hypothesized that collegiate baseball players would have similar return-to-play rates compared with professional athletes and no significant differences in performance compared with matched controls. Study Design: Cohort study; Level of evidence, 3. Methods: Collegiate athletes undergoing UCLR by a single surgeon were identified. Postoperatively, individual collegiate career paths were analyzed through use of publicly available data from team websites, injury reports, and press releases. Data obtained included time to return to competition, number of collegiate seasons played after surgery, total games started and played, seasonal wins, losses, saves, innings played, hits, earned run average (ERA), home runs, shutouts, strikeouts, walks, and walks plus hit per inning pitched (WHIP). The UCLR group was compared with a matched control group of collegiate pitchers without elbow injury. Results: Of the 58 collegiate baseball players analyzed (mean ± SD age, 19.95 ± 1.19 years), 84.5% returned to play at the collegiate level. Players returned to competition at 16.98 ± 6.16 months postoperatively and competed for 1.60 ± 0.84 seasons postoperatively. In terms of career longevity, 81.0% of collegiate pitchers either completed their collegiate eligibility or remained on active rosters, and 2 players (4.1%) ultimately played at the professional level after UCLR. Compared with a matched cohort, the UCLR group had no significant differences in collegiate pitching performance statistics after surgery. Conclusion: College baseball players returned to play at a rate comparable with the rate published in prior literature on professional pitchers and often completed their collegiate playing eligibility postoperatively. Compared with controls, the UCLR group had no statistically significant differences in pitching performance postoperatively. Further studies are needed to determine the exact reasons why college players retire despite having endured extensive surgical and postoperative rehabilitation processes related to UCLR. Younger populations are experiencing elbow injuries at an increasing rate secondary to increased workloads at the amateur level. As these athletes matriculate into the collegiate ranks, they are at continued risk of sustaining UCL injury, and little explicit information is available on their prospects of return to play and career longevity after UCLR.

scholarly journals SPORT SPECIALIZATION AND COLLEGE SCHOLARSHIP BELIEFS AND FINANCIAL INVESTMENT AMONG HIGH SCHOOL BASEBALL PARENTS

2020 ◽  
Vol 8 (4_suppl3) ◽  
pp. 2325967120S0021
Author(s):  
Eric G. Post ◽  
Michael D. Rosenthal ◽  
Mitchell J. Rauh
Keyword(s):  
High School ◽  
The United States ◽  
Sport Performance ◽  
San Diego County ◽  
Parent Beliefs ◽  
Baseball Players ◽  
Financial Investment ◽  
Collegiate Baseball ◽  
College Baseball ◽  
Baseball Team

BACKGROUND: Youth athletes are increasingly encouraged to specialize in a single sport and participate on club teams year-round to be offered a college scholarship. For collegiate baseball, only 11.7 scholarships are available for a 35-player team. Presently, the beliefs of parents of baseball athletes towards sport specialization are unknown along with whether they have an accurate understanding of college baseball scholarship availability. PURPOSE: To describe the beliefs of parents of high school baseball players regarding sport specialization and college scholarships. A secondary purpose was to compare child baseball participation characteristics by parent median household income (MHI) categories. METHODS: During the 2019 spring baseball season, 155 parents (female N=82 (52.9%), age: 49.45.5 years) of high school baseball players from six San Diego county high schools completed an anonymous questionnaire concerning parent and child demographics, child baseball participation information (e.g., club baseball team participation), money spent on their child’s baseball participation, sport specialization status, and parent beliefs regarding sport specialization and college scholarships. Sport specialization status was determined using a validated 3-point specialization scale. Parent MHI was estimated using residence zip code and categorized into MHI tertiles (low, middle, high). RESULTS: Seventy-three parents (47.7%) classified their children as highly specialized and 110 parents (71.0%) reported their child played club baseball in addition to their high school team. Parents reported spending a median of $3000 [$1500-6000] on their child’s baseball participation during the previous year. Only 44 parents (28.4%) reported being concerned about sport specialization. Most parents (69.9%) believed that specialization would increase their child’s chances of making a college team. Parents underestimated the number of college baseball scholarships available per team (median [IQR]: 5 [0-5]), but 55 parents (35.9%) believed it was “somewhat” or “very likely” their child would receive a college baseball scholarship. Compared to low MHI parents, high MHI parents were more likely to classify their child as highly specialized (65.8% vs. 31.7%, p=0.02), and have a child participating in club baseball (82.1% vs. 58.3%, p=0.02). CONCLUSIONS: Parents who reported a greater financial investment in their child’s baseball participation believed it would improve their child’s sport performance to play college baseball. Despite having a realistic understanding of the limited college scholarships available, parents were optimistic that their child would receive a baseball scholarship. The current year-round, highly specialized environment of youth sports in the United States may favor families with more financial resources.

Win-Shift, Lose-Stay: Contingent Switching and Contextual Interference in Motor Learning

2008 ◽  
Vol 107 (2) ◽  
pp. 407-418 ◽  
Author(s):  
Dominic A. Simon ◽  
Timothy D. Lee ◽  
John D. Cullen
Keyword(s):  
Motor Learning ◽  
Retention Test ◽  
Contextual Interference ◽  
Target Movement ◽  
Random Group ◽  
Target Time ◽  
Practice Schedules ◽  
Random Groups ◽  
Better Than

Learners ( n = 48) practiced three multisegment movements with distinct target movement times. Four practice groups were compared: blocked, random, and two groups who had a win-shift/lose-stay schedule (WSLS1 and WSLS2). For these latter groups switching between practice tasks was performance-contingent: within 5% of target time for 1 or 2 consecutive trials, respectively. During acquisition, blocked performance was more accurate than for both random and WSLS2 groups. The WSLS1 group performed between blocked and random groups, but did not differ from either. In a next-day retention test, the random group scored better than the blocked group. The WSLS1 group performed similarly to the random practice while the WSLS2 group's scores were similar to those of the blocked group. Results encourage further study of similar practice schedules.

CONTEXTUAL INTERFERENCE EFFECTS WITH SKILLED BASEBALL PLAYERS

1994 ◽  
Vol 78 (3) ◽  
pp. 835-841 ◽  
Author(s):  
KELLIE GREEN HALL ◽  
DEREK A. DOMINGUES ◽  
RICHARD CAVAZOS
Keyword(s):  
Contextual Interference ◽  
Interference Effects ◽  
Baseball Players

scholarly journals Contextual interference effect is independent of retroactive inhibition but variable practice is not always beneficial

2018 ◽  
Author(s):  
Benjamin Thürer ◽  
Sarah Gedemer ◽  
Anne Focke ◽  
Thorsten Stein
Keyword(s):  
Force Field ◽  
Memory Consolidation ◽  
Interference Effect ◽  
Contextual Interference ◽  
Control Group ◽  
Retroactive Inhibition ◽  
Healthy Human ◽  
Random Group ◽  
Positive Effects ◽  
Variable Practice

AbstractPositive effects of variable practice conditions on subsequent motor memory consolidation and generalization are widely accepted and described as the contextual interference effect (CIE). However, the general benefits of CIE are low and these benefits might even depend on decreased retest performances in the blocked-practicing control group, caused by retroactive inhibition. The aim of this study was to investigate if CIE represents a true learning phenomenon or possibly reflects confounding effects of retroactive inhibition. We tested 48 healthy human participants adapting their reaching movements to three different force field magnitudes. Subjects practiced the force fields in either a Blocked (B), Random (R), or Constant (C) schedule. In addition, subjects of the Blocked group performed either a retest schedule that did (Blocked-Matched; BM) or did not (Blocked-Unmatched; BU) control for retroactive inhibition. Results showed that retroactive inhibition did not affect the results of the BU group much and that the Random group showed a better consolidation performance compared to both Blocked groups. However, compared to the Constant group, the Random group showed only slight benefits in its memory consolidation of the mean performance across all force field magnitudes and no benefits in absolute performance values. This indicates that CIE reflects a true motor learning phenomenon, which is independent of retroactive inhibition. However, random practice is not always beneficial over constant practice.

Comparing the Mathematics Continuous Performance Test With Other Measures of Tests of Attention

2016 ◽  
Vol 32 (4) ◽  
pp. 291-297 ◽  
Author(s):  
Dubi Lufi ◽  
Shachar Pan
Keyword(s):  
Performance Test ◽  
Continuous Performance Test ◽  
Clinical Population ◽  
Control Group ◽  
Continuous Performance ◽  
Adhd Assessment ◽  
Research Reporting ◽  
Hyperactivity Disorder ◽  
Continuous Performance Tests ◽  
Better Than

Abstract. Several studies have shown that Continuous Performance Tests (CPT) can diagnose Attention Deficit Hyperactivity Disorder (ADHD) better than other tests. Research reporting comparisons of two or more CPT-type tests is scarce. The purpose of the study was to compare the Mathematics Continuous Performance Test (MATH-CPT) with another CPT-type test (CPT II) and a questionnaire (the Brown Scale). The comparison was carried out by looking at correlations among subscales and checking the precision of detecting ADHD. Ninety-five high school and college students participated in the study, 41 with ADHD were the research group and 54 were the control group. The participants performed the two tests and answered the questionnaire. The results showed that the MATH-CPT correctly identified 74.50% of the participants of both groups as compared to the 71.60% of the CPT II. Correlations between the two CPT-type tests were moderate; however, they were similar to correlations found in other studies comparing similar tools. The MATH-CPT, final attention formula, showed significant correlations with the Brown scales, while the CPT II, confidence index associated with ADHD assessment, showed nonsignificant correlations with the questionnaire. The study indicated that MATH-CPT can be used with a clinical population of ADHD and for research purposes.

PENGGUNAAN MODEL KOOPERATIF TIPE TEAM GAMES TOURNAMENT UNTUK MENINGKATKAN KEMAMPUAN SISWA SEKOLAH DASAR

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Muhammad Noor
Keyword(s):  
Problem Solving ◽  
Sampling Technique ◽  
Control Group ◽  
Control Group Design ◽  
Team Games ◽  
Conventional Models ◽  
Grade Material ◽  
Normalized Gain ◽  
Cooperative Models ◽  
Better Than

The purpose of this study was to obtain empirical evidence about the use of cooperative models of Team Games Tournament to increase the ability of students on solving problems with the summation material fractions. To achieve these objectives, the research carried out in the form of an experiment by comparing the problem solving ability of students to the material sum of fractions through the use cooperative model of TGT and students who received conventional learning. The design is a pretest-posttest control group design. The sampling technique used is purposive sampling technique. The instrument used is to use tests that pretest and posttest. The data were analyzed quantitatively for the results of the pretest, posttest, and normalized gain value. Based on data analysis in this study we concluded that there are differences in problem solving ability of students to the material sum of fractions through the use of cooperative models of Team Games Tournament with students who studied with conventional models, and improved problem solving abilities of students in the material that follows the fractional summation cooperative learning of TGT better than students who take the conventional learning model. Therefore, the ability of solving problems of students at grade material fractions summation cooperative modeled of TGT has increased quite good.

The Effect of Language Games with Audio Visual Aids on Students’ Speaking Competence at Fourth Graders of Tunas Daud Elementary School

2019 ◽  
Vol 3 (3) ◽  
pp. 185
Author(s):  
Susnawati. K ◽  
Marhaeni A.A.I.N ◽  
Ramendra D.P
Keyword(s):  
Elementary School ◽  
Fourth Graders ◽  
Fourth Grade ◽  
Control Group ◽  
Language Games ◽  
Visual Aids ◽  
Fourth Grade Students ◽  
Post Test ◽  
Competence Test ◽  
Better Than

Study aimed to determine the effect of language games with audio visual aids on students' speaking competence at fourth grade students of Tunas Daud elementary school and to describe the implementation of language games with audio visual aids on students’ speaking competence. The design used in this research was a mixed method design. It was explanatory design since this research was started with quantitative design (experimental design with post test only control design) followed by qualitative design. The samples were 62 students; 31 students of the experimental group and 31 students of the control group of fourth grade Tunas Daud elementary students. The data were collected by using speaking competence test and analyzed by IBM SPSS 22 with independent t-test. The data were also collected through an observation sheet for observing the implementation of the language games with audio visual aids. The results showed there was a significant effect of the language games with audio visual aids on students' speaking competence in which the mean score of the students who were taught by using language games with audio visual aids is better than the students who were taught without language games with audio visual aids. For the implementation of the language games with audio visual aids, it can be seen that the implementation of the language games with audio visual aids were done in a very good way. The games was suitable for the students since it could give good impacts for the students. The students are active and confident to speak.

Sign in / Sign up

Export Citation Format

Share Document