The effect of consistent and varied follow-through practice schedules on learning a table tennis backhand |
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Authors: | Jamie S North Neil E Bezodis Colm P Murphy Oliver R Runswick Chris Pocock André Roca |
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Institution: | 1. Expert Performance and Skill Acquisition Research Group, Faculty of Sport, Health, and Applied Science, St Mary’s University, Twickenham, London, UK;2. Applied Sports, Technology, Exercise and Medicine Research Centre, Swansea University, Swansea, UK;3. Department of Life Sciences, Brunel University London, London, UK;4. Department of Sport and Exercise Sciences, University of Chichester, Chichester, UK |
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Abstract: | In table tennis the follow-through action after a shot is an important part of skill execution. In this experiment, we aimed to extend literature around the contextual interference effect by investigating whether the way the follow-through is organised in practice affects learning of the backhand shot in table tennis. Thirty unskilled participants were allocated to blocked-variable practice, random-variable practice or a control-constant group and aimed backhand shots towards a target following ball projection from a machine. Each group completed these shots in a pre-test, a training phase with follow-through manipulations, a post-test, and a retention test. The random-variable group improved their shot accuracy from pre-test to post-test and from pre-test to retention test (both P < 0.01, d = 1.03), whereas neither the blocked-variable nor the control-constant group displayed any change in shot accuracy. Practising the follow-through in a random-variable fashion enhanced learning of the preceding shot compared with blocked-variable practice or no follow-through instructions. The benefits of learning motor skills under conditions of high contextual interference also apply to how follow-through actions are organised. The findings are valuable to coaches and suggest that instructions related to the follow-through action should be considered as well as the primary skill itself. |
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Keywords: | Contextual interference motor skill learning practice structure |
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