Efeito da interferência contextual no voleibol: revisão de estudos

Abstract

Motor learning studies have addressed several factors that focus on investigating how individuals acquire motor skills and one of those factors that has received considerable attention is in structuring and organizing the practice. One way to program the variability of practice is to apply the motor learning phenomenon known as the Contextual Interference Effect, proposed by Battig (1966). The two widely used practices in research investigating the effect of contextual interference are: block practice (low contextual interference) and random practice (high contextual interference). Studies conducted in the laboratory have demonstrated that random practice may be more effective than practice in blocks. However, in studies that have reviewed this effect in real teaching-learning situations using various sports skills, this superiority has not been confirmed. The present study aims to review studies that verified the effect of contextual interference in the acquisition of motor skills of volleyball in real teaching - learning situations. And the results of the experiments reviewed that show that individuals with no previous experience in the modality, random variation of programs is not beneficial, but that for experienced individuals this variation can lead to good results.