A Theoretical and Empirical Review of the Contextual Interference Effect and the Learning of Motor Skills

Abstract

This paper addresses the contextual interference hypothesis, which was originally formulated by Battig (1966) and later adapted to motor learning by Shea and Morgan (1979). The hypothesis has generated much research, and its application has been readily suggested to practitioners. According to the hypothesis, high contextual interference (random practice) impairs acquisition but enhances retention and transfer, whereas low contextual interference (blocked practice) has the opposite effects. The empirical basis for the hypothesis—from laboratory-oriented and field-based settings—is examined. The generalizability of the hypothesis is also assessed. Recommendations are made for practitioners for optimal use of the contextual interference effect.