Evaluation of the contextual interference effect in an open skill under blocked and random contexts.
Twelve participants performed a striking movement requiring anticipation of coincidence for targets moving at
different velocities. In acquisition they practiced the task under low (LO) or high (HI) contextual interference. Assessment
of retention and transfer of learning were made in situations of blocked and random target velocities.
Analysis was conducted on absolute temporal error. In transfer under random target velocities the HI group had
lower temporal errors in comparison with the LO group, while no significant difference was detected in retention or transfer
in the blocked context.
High contextual interference in the acquisition of an open skill led to improved adaptation to a random sequence
of target velocities.