The Effect of Contextual Interference and Variability of Practice on Learning Volleyball Skills in 9th Grade of Greek High School

Abstract

The aim of the present study was to examine the effectiveness of random and variability of practice with regard to learning a complex Volleyball skill, as scheduled in physical education courses for 9th grade High School. The sample included 120 students of the 9th grade (58 girls, 62 boys), aged 14 - 15 years (M= 14.9, SD=0.3). The students were randomly assigned to 3 equally sized groups 2 experimental and 1 control group: the experimental group A (EA, n =40) the subjects of which participated during the previous school year, in 10 Volleyball practice sessions where three volleyball skills were practiced (overhand pass, forearm pass and underhand serve) with the combination of random and variable methods. Subjects in the experimental group B (EB, n = 40) participated during the previous year as part of the physical education class in 10 Volleyball practice sessions with blocked and constant methods. The control group (CG, n = 40) practiced with a combination of constant and blocked practice. The target skill was a complex skill which included the skills of overhand pass, attack and forearm pass. The results of the analysis indicated significant interaction between the two factors (p<.001). Significant differences were located for the EA between pre test and posttest (p<.001), post test and retention test (p<.001), and finally between pre test and retention test (p<.001),
while there were no significant differences for the EB and CG. These findings suggest that the combination of random and variable practice contributed in the acquisition and retention of a complex Volleyball skill, only when in was preceded by variable and random practice of 3 simple volleyball skills.