During the last twenty-five years, the contextual interference effect has been thoroughly studied. This review finds that the effect is relatively robust in basic research, but considerably weaker in applied settings. Motor learning scholars have urged practitioners to develop instructional strategies based upon the inferences of the contextual interference effect. The smaller effects seem to indicate that the concept may have more limited use for the physical educator. It appears that the generalization of procedures from other domains may not adequately accommodate the complexity of motor skills. Manipulating the task difficulty, both nominal and functional, and the contextual continuum may be a promising route for the practitioner.
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