The Role of the Practice Order: A Systematic Review About Contextual Interference in Children

Overview

Journal PLoS One

Specialties General Medicine
Science

Date 2019 Jan 23

PMID 30668587

Citations 6

Authors

Judith V Graser

Caroline H G Bastiaenen

Hubertus J A van Hedel

Affiliations

Soon will be listed here.

Abstract

Aim: We aimed to identify and evaluate the quality and evidence of the motor learning literature about intervention studies regarding the contextual interference (CI) effect (blocked vs. random practice order) in children with brain lesions and typically developing (TD) children.

Method: Eight databases (Cinahl, Cochrane, Embase, PubMed, Pedro, PsycINFO, Scopus and Web of Knowledge) were searched systematically with predefined search terms. Controlled studies examining the CI effect in children (with brain lesions or TD) were included. Evidence level, conduct quality, and risk of bias were evaluated by two authors independently. A best evidence synthesis was performed.

Results: Twenty-five papers evaluating TD children were included. One of these studies also assessed children with cerebral palsy. Evidence levels were I, II, or III. Conduct quality was low and the risk of bias high, due to methodological issues in the study designs or poor description thereof. Best evidence synthesis showed mainly no or conflicting evidence. Single tasks showed limited to moderate evidence supporting the CI effect in TD children.

Conclusion: There is a severe limitation of good-quality evidence about the CI effect in children who practice different tasks in one session, especially in children with brain lesions.

Citing Articles

The effect of contextual interference on transfer in motor learning - a systematic review and meta-analysis.

Czyz S, Wojcik A, Solarska P Front Psychol. 2024; 15:1377122.

PMID: 39205981 PMC: 11349744. DOI: 10.3389/fpsyg.2024.1377122.

High contextual interference improves retention in motor learning: systematic review and meta-analysis.

Czyz S, Wojcik A, Solarska P, Kiper P Sci Rep. 2024; 14(1):15974.

PMID: 38987617 PMC: 11237090. DOI: 10.1038/s41598-024-65753-3.

How do paediatric physical therapists teach motor skills to children with Developmental Coordination Disorder? An interview study.

van der Veer I, Rameckers E, Steenbergen B, Bastiaenen C, Klingels K PLoS One. 2024; 19(2):e0297119.

PMID: 38300942 PMC: 10833570. DOI: 10.1371/journal.pone.0297119.

Contextual interference in children with brain lesions: a pilot study investigating blocked vs. random practice order of an upper limb robotic exergame.

Graser J, Bastiaenen C, Gut A, Keller U, van Hedel H Pilot Feasibility Stud. 2021; 7(1):135.

PMID: 34172085 PMC: 8228977. DOI: 10.1186/s40814-021-00866-4.

Examining Different Motor Learning Paradigms for Improving Balance Recovery Abilities Among Older Adults, Random vs. Block Training-Study Protocol of a Randomized Non-inferiority Controlled Trial.

Nachmani H, Paran I, Salti M, Shelef I, Melzer I Front Hum Neurosci. 2021; 15:624492.

PMID: 33716695 PMC: 7947922. DOI: 10.3389/fnhum.2021.624492.

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