The Effect of Contextual Interference on Acquisition and Learning of Volleyball Service, with the Moderating Effect of the Amount of Subjects’ Sensation Seeking

Document Type : Original Article

Authors

1 Department of Movement Behavior, Faculty of Physical Education and Sports Sciences, University of Tabriz

2 Motor Behavior department Faculty of Physical Education and Sports Sciences University of Tabriz Tabriz Iran

3 Motor behavior department, physical education and sport science faculty, university of Tabriz, Tabriz, Iran

10.22034/mmbj.2024.59156.1063

Abstract

Based on the studies, there exists a significant relationship between learning and the arousal of individuals when performing motor tasks. Individuals inclined towards excitement tend to favor environments with heightened arousal for activity. In this particular study, the impact of contextual interference on learning two types of volleyball serves was explored, considering the potential moderating effect of students’ sensation-seeking tendencies.

A total of 48 sixth-grade students in the age group of 11 to 13, were categorized into high and low sensation-seeking groups based on the sensation-seeking scale. They were then randomly assigned to two training groups: one with blocked practice and the other with random practice. Both groups engaged in 60 attempts of simple and wave services across 9 one-hour training sessions. Data were collected using Zuckerman's sensation-seeking scale and AAHPERD's standard test.

Statistically significant differences were noted in the acquisition, retention, and transfer of the simple volleyball serve between groups exhibiting high and low excitement levels in both blocked and random training conditions (p=0/004, p=0/0001, p=0/001). However, the findings related to the wave service were only significant concerning memory and transfer (p=0/004, p=0/001). Additionally, within both high and low sensation-seeking groups, significant differences were observed in the various stages of learning the simple and wave volleyball serves under both random and blocked practice conditions.

Conclusion: Utilizing both blocked and random training methods proved effective for enhancing volleyball serve skills in groups exhibiting both high and low sensation-seeking tendencies. Consequently, both training methods can be recommended for teaching volleyball skills.

Keywords

Main Subjects

Mind, Movement, and Behavior

Articles in Press, Accepted Manuscript
Available Online from 14 May 2024

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History

  • Receive Date: 09 November 2023
  • Revise Date: 05 February 2024
  • Accept Date: 14 May 2024

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