| Objective: Motor skill learning is aimed at the real situation to have the best, themost perfect performance, how to design and arrange training courses, to make theaction learner to maximize the learning effect, is a subject that any coach and teachermust pay attention to it. Since the Batting raised the contextual interference effect,the study of contextual interference phenomenon is getting a lot of attention fromresearchers in the field of sports research, more and more content, but less indifferent motor skill and phase of the study form different skills, This study adoptsteaching experiment to further proof the inherent law of the contextual ofinterference, then to provide a theoretical basis for the theory into practice.method：This study uses the method of teaching experiment, we select Jiangxiscience and technology Normal University2011level of90specialized students and90public sports students as the experimental object, which uses the ninth set ofbroadcast gymnastics and badminton basic technique as the teaching content. Thenteach the experimental object as a total of11weeks, and evaluate on different skilllearning stages of learning effect by using photography records of students in theexperiment, to explore different contextual interference study form of closed motorskill and movement of open learning form the cognitive orientation period, the effectof retention period in the skills, and test open sports technology on the effect of skilltransfer.experimental result：1、In the cognitive orientation of broadcast gymnastics learning on public sportsstudents, the learning set of skills test results in three different contextualinterference (F=5.860; p=0.004<0.05) significantly, block group, order of group wassignificantly higher than that of random group; sports professional students learninggroup skill test results in three different contextual interference (F=6.787;p=0.002<0.05) significant differences, block group, order of group was significantlyhigher than that of random group; sports specialized students in each group wassignificantly higher than the scores of public sports students.2、In the formation of broadcasting gymnastics learning skills, the public sportsstudents learning skills test results in three different contextual interference (F=6.787;p=0.004<0.05) significantly, block group, order of group was significantly higherthan that of random group; sports professional students learning group skill testresults in three different contextual interference (F=2.526; p=0.086>0.05) differenceis not significant.3、The retention period in the broadcast gymnastics of learning skills, public sportsstudents learning skill test results in three different contextual interference (F=5.803; p=0.004<0.05) significantly, block group, order of group was significantly higherthan that of random group; sports professional students learning group skill testresults in three different contextual interference (F=1.874; p=0.160>0.05) differenceis not significant.4、In the formation of badminton skill of learning skills, the public sports studentslearning skills test results in three different contextual interference were significantlydifferent, the forehand high distant ball scored the block group was significantlyhigher than that of random group, the forehand high distant ball achievement blockgroup, order of group was significantly higher than that of random group, is the netkick score group block significantly higher than random group; sports professionalstudents learning group skill test results in three different contextual have significantdifference, grade block group, order of group was significantly higher than that offorehand high distant ball random group, forehand lobs achievement block group,order of group was significantly higher than that of random group, the forehand netkick achievement block group was significantly higher than that of random group.5、The retention period in the badminton skill of learning skills, the public sportsstudents learning skills test results in three different contextual interference was nosignificant difference in students’ learning group; sports professional skills testresults in three different contextual have significant difference, grade block group,order of group was significantly higher than that of forehand high distant ballrandom group, forehand high distant ball achievement block group was significantlyhigher than that of random group, the forehand net kick achievement block group,order of group was significantly higher than that of random group.6、Adaptation period in badminton learning skills, the public sports students learningskills test results in three different contextual interference was no significantdifference in students’ learning group; sports professional skills test results in threedifferent contextual interference were significantly different, the forehand highdistant ball scored significantly higher than the unit block group and order group,forehand high distant ball performance random group was significantly higher thanthat in group block, forehand net kick achievement random group was significantlyhigher than that in group block.Conclusion：1、At each stage of closed motor skill learning, different practice methods will have asignificant impact on the learning effect, high contextual interference of learningmethods is not good for study and mastering effectively, and low contextualinterference is more suitable for motor skill learning.2、In the open motor skill learning process, practice methods have different effectson the different stages of the learning effect, the stages of master action skills andclosed skills learning have same characteristic, contextual interference have anegative effect on the learning effect, the lower the contextual interference, learning effect is better, the higher the contextual interference, learning effect is poor. But inthe skills of adaptation, the exercises of more contextual interference, then the effectof skills and flexible using is stronger.3、Practice of different level learning is influenced by the contextual interference inthe process of the degree will be different in sports, the level is higher, the contextualinterference on skill learning of difference is more significant.Suggestion:In sports skill teaching, to master the technical actions for the purpose of teachingshould adopt the low contextual interference pattern (block practice or exercises) forteaching, students learn easy grasp action; to develop students motor skill ability offlexible use, should adopt the high contextual interference (random practice teachingmode). |
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