CLINICAL TRIAL article
Front. Psychol.
Sec. Movement Science
Volume 16 - 2025 | doi: 10.3389/fpsyg.2025.1635207
This article is part of the Research TopicMultidisciplinary Aspects and Performance in Racket Sports-Volume IIIView all 6 articles
Contextual Interference Effects on Volleyball Service Acquisition: A Controlled Trial with Physical Education Majors
Provisionally accepted
- 1Qufu Normal University, Qufu, China
- 2Nankai Primary School, Tianjin Central Ecological City, Tianjin, China
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Based on the shortcomings of the research results on "the effect of background interference on volleyball learning" at home and abroad, the present study selected 60 students majoring in physical education in the class of 2021 at Qufu Normal University as the experimental subjects for the study of technical learning, aiming at exploring the differential effect of background interference on the learning of volleyball serving technique of the students majoring in physical education.Through an 8-week teaching experiment, the effects of three training modes, namely group block practice (low interference), mixed practice (medium interference) and random practice (high interference), on the learning effect of serving technique of 60 physical education majors were compared. The results showed that: 1) the block practice group performed optimally in the skill formation stage; 2) the random practice group had a significant advantage in the skill transfer test; and 3) the mixed practice group had the best effect in the long-term retention stage. The study provides empirical evidence for optimising the teaching methods of volleyball techniques and has practical significance for the implementation of the policy of integration of sports and education.
Keywords: contextual interference, Volleyball serving technique, Motor skill acquisition, teaching effectiveness, Physical education students
Received: 26 May 2025; Accepted: 11 Jul 2025.
Copyright: © 2025 Qu, Xiao, Zhang, Wang and Li. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Luping Qu, Qufu Normal University, Qufu, China
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