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Resonance Effects in Athletic Training: Unveiling the Impact of Exercise Similarity in Variable Practice for Handball, Basketball, and Volleyball Skills with CI and DL
Apidogo, J.B.; Ammar, A.; Salem, A.; Burdack, J.; Schöllhorn, W.I. Resonance Effects in Variable Practice for Handball, Basketball, and Volleyball Skills: A Study on Contextual Interference and Differential Learning. Sports2024, 12, 5.
Apidogo, J.B.; Ammar, A.; Salem, A.; Burdack, J.; Schöllhorn, W.I. Resonance Effects in Variable Practice for Handball, Basketball, and Volleyball Skills: A Study on Contextual Interference and Differential Learning. Sports 2024, 12, 5.
Apidogo, J.B.; Ammar, A.; Salem, A.; Burdack, J.; Schöllhorn, W.I. Resonance Effects in Variable Practice for Handball, Basketball, and Volleyball Skills: A Study on Contextual Interference and Differential Learning. Sports2024, 12, 5.
Apidogo, J.B.; Ammar, A.; Salem, A.; Burdack, J.; Schöllhorn, W.I. Resonance Effects in Variable Practice for Handball, Basketball, and Volleyball Skills: A Study on Contextual Interference and Differential Learning. Sports 2024, 12, 5.
Abstract
Effective sports training should be attuned to the athlete's specific conditionings and characteristics. In motor learning research, two often neglected factors that influence this resonance are the learner's athletic background and the structural diversity of exercises (e.g., relative similarity). This study examines the effects of three learning approaches (i.e., contextual interference (CI), differential learning (DL), and free-play control condition (CO)) on the parallel learning of Handball (HB), Volleyball (VB), and Basketball (BB) skills, considering participants' prior sport backgrounds. Forty-five males (15 HB, 15 VB, and 15 BB players) with a mean age of 22±1.4 years and at least 6 years of experience in the mastered discipline voluntarily participated in this study. A pre-post-retention test design including a 6-week-intervention program was employed. In terms of short-term (pre-post) gain, only the DL- group significantly improved their performance in both non-mastered disciplines (p=0.03 for the BB free-throw and p=0.05 for the HB shooting tests), with a trend (ES=0.53) towards an improvement in the performance of the mastered VB underarm-pass skill. In terms of relatively permanent gains, the CI group significantly improved their performances from pre- to retention-test only in the non-mastered BB free-throw skill (p=0.018). In contrast, the DL group significantly improved their performance at retention compared to the pre-test in both non-mastered BB (p=0.004) and HB (p=0.003) skills, with a trend (ES=0.4) towards improvement in the mastered VB test. In both short, and relatively permanent terms, higher composite score gains were observed in DL compared to CI (p=0.001 and 0.002) and CO (p=0.001 and <0.0001). In conclusion, the present findings provide additional support for the potential advantages of the DL model over those of CI. These findings can serve as the basis for tailored training and intervention strategies and provide a new perspective for addressing various issues related to individual and situational learning.
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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