The effect of blocked versus random practice on dominant and non-dominant baseball swing
DOI:
https://doi.org/10.12922/jshp.v8i1.163Keywords:
random practice, contralateral trainingAbstract
Introduction: Practice schedules have been widely researched in laboratory tasks but remain limited in sport specific skills such as the baseball swing. Therefore, the purpose of this study was to determine the effect of random versus blocked practice on the dominant side (well learned) and non-dominant side (novel) baseball swing. Methods: 11 male high school baseball players participated in dominant and non-dominant side tee praIntroduction: Practice schedules have been widely researched in laboratory tasks but remain limited in sport specific skills such as the baseball swing. Therefore, the purpose of this study was to determine the effect of random (RD) versus blocked (BL) practice on the dominant side (well learned) and non-dominant side (novel) baseball swing. Methods: 11 male high school baseball players participated in dominant and non-dominant side tee practice. Each participant was randomly assigned to eit her a RD or BL practice schedule following a pre-test. Sessions consisted of 30 swings on both their dominant and non-dominant sides, twice a week for 4 weeks. Following the 4 weeks of training, participants were given a retention test to deter mine the effect of their practice schedules on their hittingIntroduction: Practice schedules have been widely researched in laboratory tasks but remain limited in sport specific skills such as the baseball swing. Therefore, the purpose of this study was to determine the effect of random (RD) versus blocked (BL) practice on the dominant side (well learned) and non-dominant side (novel) baseball swing. Methods: 11 male high school baseball players participated in dominant and non-dominant side tee practice. Each participant was randomly assigned to eit her a RD or BL practice schedule following a pre-test. Sessions consisted of 30 swings on both their dominant and non-dominant sides, twice a week for 4 weeks. Following the 4 weeks of training, participants were given a retention test to deter mine the effect of their practice schedules on their hitting performance. Hitting performance was determined as the number of solid hits and the batted ball accuracy. Percentage of solid hits and batted ball accuracy were calculated to deter mine the effect of a RD or BL practice schedule. Results: For percentage of solid hits on the dominant side, significant pre- t o post-testing differences were demonstrated by the RD condition (p≤0.05; Pre = 63.4 ± 5.6%, Post = 71.4 ± 2.7%). Batted ball accuracy of the non-dominant side showed significant improvements demonstrated by the RD but not the BL condi tion (RD: Pre = 54.0 ± 4.9%, Post = 65.7% ± 6.2%; p<0.01; BL: Pre = 52.8 ± 5.3%, Post = 56.1 ± 8.6%, p>0.05). Conclusion: Random practice improved hitting performance on both the dominant and non-dominant sides. A random practice routine can be used as a tool to improve performance on a well learned skill such as dominant side baseball hitting. performance. Hitting performance was determined as the number of solid hits and the batted ball accuracy. Percentage of solid hits and batted ball accuracy were calculated to deter mine the effect of a RD or BL practice schedule. Results: For percentage of solid hits on the dominant side, significant pre- t o post-testing differences were demonstrated by the RD condition (p≤0.05; Pre = 63.4 ± 5.6%, Post = 71.4 ± 2.7%). Batted ball accuracy of the non-dominant side showed significant improvements demonstrated by the RD but not the BL condi tion (RD: Pre = 54.0 ± 4.9%, Post = 65.7% ± 6.2%; p<0.01; BL: Pre = 52.8 ± 5.3%, Post = 56.1 ± 8.6%, p>0.05). Conclusion: Random practice improved hitting performance on both the dominant and non-dominant sides. A random practice routine can be used as a tool to improve performance on a well learned skill such as dominant side baseball hitting. ctice. Each participant was randomly assigned to either a random or blocked practice schedule following a pre-test. Sessions consisted of 30 swings on both their dominant and non-dominant sides, twice a week for 4 weeks. Following the 4 weeks of training, participants were given a retention test to determine the effect of their practice schedules on their hititng performance. Hitting performance was determined as the number of solid hits and the batted ball accuracy. Percentage of solid hits and batted ball accuracy were calculated to determine the effect of a random or blocked practice schedule. Results: For percentage of solid hits on the dominant side, significant pre- to post-testing differences were demonstrated by the RD condition (p≤0.05; Pre = 63.4 ± 5.6%, Post = 71.4 ± 2.7%). Batted ball accuracy of the non-dominant side showed significant improvements demonstrated by the RD but not the BL condition (RD: Pre = 54.0 ± 4.9%, Post = 65.7% ± 6.2%; p<0.01; BL: Pre = 52.8 ± 5.3%, Post = 56.1 ± 8.6%, p>0.05). Conclusion: Random practice improved hitting performance on both the dominant and non-dominant sides. A random practice routine can be used as a tool to improve performance on a well learned skill such as dominant side baseball hitting.
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