The interaction of learner skill level, task difficulty and conditions of practice: testing the Challenge Point hypothesis

Kearney, Philip E. The interaction of learner skill level, task difficulty and conditions of practice: testing the Challenge Point hypothesis. In: 2nd Annual Meeting of the Expertise and Skill Acquisition Network, 3rd-4th April 2012, Liverpool, UK. (Unpublished)

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Abstract

According to the Challenge Point hypothesis (Guadagnoli & Lee, 2004), learning is optimised by balancing the difficulty of the skill, the experience of the learner and the conditions of practice (e.g., level of contextual interference). A specific prediction of the hypothesis is that highly skilled individuals should benefit from practicing under low contextual interference provided the task is sufficiently difficult. An experiment with sixteen highly skilled golfers (handicap ≤4) practicing the flop shot under low or high contextual interference conditions supported this prediction. To optimise learning, conditions of practice should be modified based on task difficulty.

Item Type: Conference or Workshop Item (Paper)
Uncontrolled Keywords: contextual interference, challenge point, golf
Subjects: B Philosophy. Psychology. Religion > BF Psychology
Divisions: Departments > Sport and Exercise Sciences
Event Title: 2nd Annual Meeting of the Expertise and Skill Acquisition Network
Event Location: Liverpool, UK
Event Dates: 3rd-4th April 2012
Depositing User: Philip Kearney
Date Deposited: 04 Aug 2015 14:08
Last Modified: 11 Sep 2018 11:03
URI: http://eprints.chi.ac.uk/id/eprint/1397

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