Zahra Entezari, Alireza Farsi and Behrooz Abdoli
The purpose of this study was investigating of contextual interference (CI) effects in observational learning. Therefore, verbal and visual cueing related to correction of technique were organized in blocked and random methods. Participants (n=24, age=19 ± 1.4) were set randomly in one of the blocked, random or control group. Performances were captured with 3-DMotion Analysis System and analyzed by Cortex Software. result of Mixed Anova 3 (group) × 3 (day) of Fisher z scales mean from the Pearson correlation between participants and model kinematic data, showed that in acquisition of hip (p=0.29) and ankle (p=0.30) angles pattern, there were no significant different between groups. But for knee angle (p=0.01), the group that received verbal and visual cueing by random, had most similarity with model performance and the blocked group, had least similarity with model performance. Then, CI is also beneficial in observation context. Therefore, if the learner watched himself in addition to performing skills between training sessions and focus randomly on each part of body movement, it seems the practice effect would increase because the learner is involved actively in the learning process, and this leads to a more profound processing of information on the movement of any part of the body.
