Effects of three Observational Learning Models with Contextual Interference on the Performance and Learning of Handball Skills

Introduction: Observational modeling combined with physical training involving contextual interference can impact the acquisition and execution of complex sports movement skills.
Objective: The purpose of this study was to determine the effects of three type of observational modeling accompanied without and with contextual interference on acquisition, retention, and transfer of handball skills.
Methods: 90 right-handed female students in the age range of 12 to 16 years old who had no participation experience in handball competitive training, randomly located into six experimental groups. Groups’ interventions determined by combination of three types of modelling (live expert modelling, expert video modelling, self-modelling) and two type of practice conditions (blocked and random). Measurements of groups performance were conducted in four sections of pre-test, the end of acquisition period and 72 hours after finishing of acquisition period (retention and transfer tests) using overhead pass test, forward 9 meters free throwing test and 30 meters dribbling test.
Results: The results of repeated measures analysis of variance, two-way analysis of variance and follow-up test showed the interaction effect of modelling type and contextual interference, self-modelling in pass skill acquisition, live expert modelling in shoot skill acquisition, and expert video modelling in pass skill retention were the most effective method of modelling, and the effect of contextual interference were observed only in acquisition and retention of pass skill.
Conclusion: On the basis of the findings of the present study, random self-modelling resulted in more acquisition, and random expert video modelling resulted in more retention of pass skill.