Dyad Practice Impacts Self-Directed Practice Behaviors and Motor Learning Outcomes in a Contextual Interference Paradigm

TitleDyad Practice Impacts Self-Directed Practice Behaviors and Motor Learning Outcomes in a Contextual Interference Paradigm
Publication TypeJournal Article
Year of Publication2018
AuthorsKarlinsky A, Hodges NJ
JournalJournal of Motor Behavior
Volume50
Issue5
Start Page579
Pagination579-589
Date Published10/2017
Type of Articleempirical
ISSN1940-1027
KeywordsMotor learning, motor skills, observational learning, psychomotor skills
AbstractWe studied dyad practice to determine whether and how alternating practice blocks with a partner impacts self-directed practice scheduling, learning, and perceptions of practice. Participants were assigned to be Partner 1 (P1) or 2 (P2). P1s had a blocked, random, or self-directed schedule, while all P2s self-directed practice of 3, differently-timed keystroke-sequences. P2s showed both own error-dependent practice (switching sequences following better performance) and partner-dependent practice, with the partner's schedule impacting sequence selection and switching frequency. A partner's schedule also impacted learning. Random practice resulted in better timing accuracy than blocked practice for both partners in an immediate and delayed retention test. These data give evidence that self-directed practice behaviors and learning outcomes are modulated by a partner's practice schedule.
URLhttp://www.tandfonline.com/doi/full/10.1080/00222895.2017.1378996
DOIhttp://dx.doi.org/10.1080/00222895.2017.1378996
Short TitleJournal of Motor Behavior
Reprint Editionhttps://www.tandfonline.com/eprint/GkXeDMTs5KRbSK5uhpgj/full
Refereed DesignationRefereed