Abstract
AimWe aimed to identify and evaluate the quality and evidence of the motor learning literature about intervention studies regarding the contextual interference (CI) effect (blocked vs. random practice order) in children with brain lesions and typically developing (TD) children.MethodEight databases (Cinahl, Cochrane, Embase, PubMed, Pedro, PsycINFO, Scopus and Web of Knowledge) were searched systematically with predefined search terms. Controlled studies examining the CI effect in children (with brain lesions or TD) were included. Evidence level, conduct quality, and risk of bias were evaluated by two authors independently. A best evidence synthesis was performed.ResultsTwenty-five papers evaluating TD children were included. One of these studies also assessed children with cerebral palsy. Evidence levels were I, II, or III. Conduct quality was low and the risk of bias high, due to methodological issues in the study designs or poor description thereof. Best evidence synthesis showed mainly no or conflicting evidence. Single tasks showed limited to moderate evidence supporting the CI effect in TD children.ConclusionThere is a severe limitation of good-quality evidence about the CI effect in children who practice different tasks in one session, especially in children with brain lesions.
Highlights
Children with brain lesions, such as cerebral palsy (CP), frequently have to deal with impairments of the sensorimotor system, leading to restrictions in activities and independence which could affect participation in daily life [1]
Single tasks showed limited to moderate evidence supporting the contextual interference (CI) effect in typically developing (TD) children
There is a severe limitation of good-quality evidence about the CI effect in children who practice different tasks in one session, especially in children with brain lesions
Summary
Children with brain lesions, such as cerebral palsy (CP), frequently have to deal with impairments of the sensorimotor system, leading to restrictions in activities and independence which could affect participation in daily life [1]. Several tasks or skills are practiced during single therapeutic sessions to cover a broad range of impairments and limitations and to keep the children engaged. Learning one skill can be influenced by practicing another one during the same session [2] This so-called contextual interference effect [3] has been established by Battig and has been described later in various motor learning studies. Most evidence about the contextual interference effect has been obtained in healthy young adults with the intent of improving practice schedules in sports. In this population, a low contextual interference effect results in better acquisition but worse transfer and retention of task performance. The findings are the opposite if practicing with high contextual interference [4,5]
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