Manipulating visual informational constraints during practice enhances theacquisition of catching skill in children

Previous motor learning studies examining the effects of practicing to catc h one-handed under varying informational constraints on subsequent skill ac quisition are equivocal perhaps due to the use of relatively inexperienced adult participants. Ecological theory predicts that directing the learner's search for information in the perceptual-motor workspace can enhance skill acquisition. This study manipulated visual informational constraints on no vice children (ages 9-10 years) learning to catch one-handed. A crossover t ransfer design was implemented in which one group acted as controls while t wo other groups practiced either without visual restrictions before transfe rring to full vision, or vice versa. The data indicated that learners force d to seek additional information sources under restricted viewing condition s demonstrated a greater positive, accumulative residual effect on acquirin g a catching skill. The findings contradict current work on the specificity of practice hypothesis and suggest that varying visual informational const raints to encourage exploratory practice may represent a significant pedago gical approach to motor learning in spelt.