Effects of contextual interference and differential learning on performance and mental representations in a golf putting task

It is widely accepted that mental representations can have an important influence on motor performance. Although differences in mental representations of motor tasks have been reported between novices and experts, little is known about their development as a function of motor learning approaches. The aim of this study was to compare the effects of contextual interference (CI) and differential learning (DL) on the performance and mental representations in a golf putting task. A total of 40 participants were randomly assigned into four groups: blocked contextual interference (BCI), random contextual interference (RCI), DL, and control. First, the participant's initial mental representation level was tested by means of the structural dimensional analysis of mental representation. Then, the participant's initial performance level was tested by 12 golf-putting trials from 2.44 m. During the acquisition phase, participants practiced golf putting according to their grouping for three consecutive days with 10 blocks of 12 trials per day. No intervention was applied for the control group. The retention-tests were performed 72 h after the last acquisition day. In addition, a transfer test to a novel distance outside the acquired range (4 m) was performed immediately after the retention-test. The results of the putting performance in the retention test showed that RCI and DL performed better compared to BCI and the control group (all p < 0.05). In the transfer test, BCI and RCI outperformed the control group (all p < 0.05), but both were further outperformed by the DL group (all p < 0.05). Moreover, the DL group showed a more structured mental representation than the other groups during the retention test. These results indicated that DL used a different underlying mechanism that resulted in different levels of performance during transfer and a more structured mental representation compared with CI.