تاثير تداخل زمينه اي در شرايط يادگيري پنهان و آشكار در مهارت رديابي

Effects of Contextual Interference in Implicit and Explicit Learning in Tracking Task

The purpose of this study was to determine the effect of contextual interference on tracking task under the conditions of implicit and explicit learning. The subjects were 36 right-handed male students of physical education (age 18-26) who had been randomly divided into four experimental groups. The subjects, after getting familiar with tracking task, tried 15 trail during o the pre-test and exercised 4 blocks of nine-try each day during 4 consecutive days in the formats of random and blocked practice. The two explicit learning groups did just the tracking tasks while the two implicit learning groups did a secondary task as well. The collected data was analyzed by a one-way variance and the results showed that implicit learning practice was as effective as explicit learning practice, the result also confirmed the theory that random practice is more effective than blocked practice. Also, Result showed that although the performance in blocked practice was not better than that in random practice in the learning phase, the random practice group performed far better than the blocked practice group in the retrieval phase.