CONTEXTUAL INTERFERENCE IN MOTOR SKILL PERFORMANCE: A META-ANALYSIS

The purpose of the present meta-analysis is to integrate the results of the different studies and examine possible moderator variables in the use of random and blocked-practices for the acquisition and retention of motor skills. Seventy-five (75) complete studies published in different electronic databases specialized in the area were found, of which 25 were used; an overall effect size of 0.34 (p=0.05) was derived from 150 effect size (ES) and a total of 1256 subjects. The obtained ES presented high heterogeneity; therefore 12 moderator variables were assessed. Both random practice and blocked-practice presented a significant ES for performance, but had no significant differences among them. This suggests that both are equally effective to improve skill performance. A significant difference was found in the performance of the skill at the moment of acquisition and retention. Acquisition performance presents a significant ES; nevertheless, retention does not. It is concluded that there is an improvement of performance after the practice sessions, which is moderated by the moment when the skill is measured. To be able to state that performance is improved due to the practice, the inclusion of a control group in all experimental studies is recommended.