The Effect of two methods of gradual increasing of the intersession and percentage contextual interference on learning of Throwing Skill Accuracy in children

The aim of this study was to investigate the effect of two methods of gradual increasing contextual interference on acquisition, retention, and transfer of throwing skill accuracy in primary school students.

among 162 first grade students of an elementary school in Shiraz city, 30 students were randomly selected. After pre-test, the participants were randomly organized in two groups of gradual increasing of the intersession contextual interference (n=15) and gradual increasing of the percentage contextual interference (n=15). After there sessions of throwing training and recording the scores, the participants were participated in transfer and retention test. In all tests was( P ≤ 0 /05).

The results of repeated measure analysis of throwing accuracy in acquisition sessions and also one- way ANOVA of transfer test showed no significant difference between two groups. The results of the retention test showed significant difference between the two groups, in which the gradual increasing of the intersession contextual interference group had better performance.

According to the findings of this study, it can be concluded that the gradual increasing of the intersession contextual interference method may enhance the throwing accuracy permanently compared to gradual increasing of the percentage contextual interference in first grade of elementary school students, and we suggest this method to teachers to use in classes in order to better performance of students.