The contextual interference effect in applied settings

@article{Barreiros2007TheCI,
  title={The contextual interference effect in applied settings},
  author={Jo{\~a}o Barreiros and Teresa Figueiredo and M{\'a}rio Godinho},
  journal={European Physical Education Review},
  year={2007},
  volume={13},
  pages={195 - 208}
}
This paper analyses the research literature that approaches the contextual interference effect in applied settings. In contrast to the laboratory settings, in which high interference conditions depress acquisition and promote learning evaluated in retention and transfer tests, in applied settings most of the studies (60%) fail to observe positive effects after manipulation of the contextual interference. Some possible explanations for the fact are hypothesized regarding the characteristics of… 
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PRACTICING ALONG THE CONTEXTUAL INTERFERENCE CONTINUUM: A COMPARISON OF THREE PRACTICE SCHEDULES IN AN ELEMENTARY PHYSICAL EDUCATION SETTING
Few studies have explored the contextual interference effect with children. The findings from these investigations have produced inconsistent results. The purpose of this study was to investigate…
(Don't) Mind the effort: Effects of contextual interference on ERP indicators of motor preparation.
TLDR
It is concluded that CI modulates the interplay of cognitive and motor processes in the preparatory phase of motor learning and that a stronger involvement of cognitive processes during high CI training accounts for differential effects of CI on ERP indicators of motor preparation during retention.
Null Effects of Different Amounts of Task Variation in Both Contextual Interference and Differential Learning Paradigms
TLDR
Variable training schedules in all experimental groups benefited motor learning relative to controls, and differences in the amount of task variation between groups with variable training schedules did not affect skill acquisition.
Systematically increasing contextual interference is beneficial for learning sport skills
TLDR
The results of these two experiments indicate that a practice schedule offering systematic increases in contextual interference facilitates skill learning.
The Effect of Moderate Contextual Interference on Motor-Skill Learning
TLDR
Results of this study suggested that participants who practice with gradual increases in CI generally performed better on a retention and transfer test compared to participants who practiced with traditional Blocked scheduling.
A multi-representation approach to the contextual interference effect: effects of sequence length and practice
TLDR
Testing with single-stimulus as well as novel and unstructured sequences indicated that limited practice under RP schedules enhances both reaction and chunking modes of sequence execution with the latter mode benefitting from the development of implicit and explicit forms of sequence representation.
Practicing field hockey skills along the contextual interference continuum: a comparison of five practice schedules.
TLDR
The findings of the present study did not support the CI effect and suggest that either blocked, mixed, or random practice schedules can be used effectively when structuring practice for beginners.
The paradoxical role of cognitive effort in contextual interference and implicit motor learning.
TLDR
This dissertation offers a previously unexplored account for the contextual interference effect and potentially explains the paradoxical findings between contextual interference and implicit learning – the implicit learning hypothesis, which states that random practice might share characteristics with implicit learning.
Exploring the applicability of the contextual interference effect in sports practice.
An Implicit Basis for the Retention Benefits of Random Practice
TLDR
The results suggest that high CI may cause an implicit mode of learning, perhaps due to the interference caused by task switching, however, these findings are restricted to the more complex of the 2 tasks (kicking).
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References

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TLDR
The hypothesis of this study was that this increase in task difficulty during practice would be associated with a higher attention load during practice, and this hypothesis was supported; however, high contextual interference promoted only a transient increase in retention.
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Abstract This study investigated the generalizability of results of contextual interference effects by extending previous laboratory research to a field setting. Thirty female subjects (N = 30)…
A REVIEW OF THE CONTEXTUAL INTERFERENCE EFFECT IN MOTOR SKILL ACQUISITION
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TLDR
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TLDR
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TLDR
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TLDR
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