To better understand the contextual interference effect, in two experiments we investigated a form of practice schedule that provided novices with systematic increases in contextual interference. This new type of practice schedule was compared with traditional blocked and random scheduling for two types of sports skills. In Experiment 1, we tested the hypothesis that practising variations of the same task with systematic increases in contextual interference would lead to superior performance compared with blocked or random scheduling. Participants practised golf putting tasks following a blocked, random or increasing schedule, which involved initial blocked trials, followed by serial practice trials, and ended with random scheduling. Participants who followed the increasing schedule had superior retention test performance. In Experiment 2, we tested if these learning benefits were observed when learning tasks controlled by different generalized motor programs. Participants practised three different basketball passes (chest, overhead, single arm) in a blocked, random or increasing schedule. Participants practising with gradual increases in contextual interference performed better on retention and transfer tests than participants practising with blocked or random scheduling. The results of these two expe

Several experiments have demonstrated that focusing a performer's attention externally (i.e., on the effects of a movement) rather than internally (i.e., on specific parts of the body) enhances performance when the task requires object manipulation (i.e., throwing a ball to a target). The purpose of this experiment was to investigate if whole-body movements (e.g., standing long jump), without object manipulation, are influenced by an internal or external focus of attention. After participants (n = 120) completed a short warm-up, they were assigned to either an internal (INT) or external (EXT) focus of attention group. All participants completed 5 standing long jumps separated by a 2-minute seated rest. Before each jump, participants in the INT condition were read the following instructions: "When you are attempting to jump as far as possible, I want you to focus your attention on extending your knees as rapidly as possible." Participants in the EXT condition were read the following instructions: "When you are attempting to jump as far as possible, I want you to focus your attention on jumping as far past the start line as possible." An independent samples t-test revealed a significant difference (p = 0.003) in the average distance jumped between the EXT (187.37 +/- 42.66 cm) group and the INT group (177.33 +/- 40.97 cm). The results suggest that providing instructions that focus attention externally enhances standing long-jump performance compared with instructions that focus attention internally. This finding is valuable for strength and conditioning professionals that use jumping tests to evaluate performance.

I t is well documented that directing attention externally enhances motor skill learning and performance under controlled experimental conditions. What is not well understood is how verbal instructions (VI) and feedback provided by coaches in authentic environments influences athletes' focus of attention. Thus, the purpose of this study was to investigate the type of VI and feedback provided by experienced coaches during practice, and how this information influenced elite athletes' focus of attention during competition. Participants were athletes competing at the USA Track and Field Outdoor National Championships. Participants completed a survey inquiring about the VI and feedback provided during practice and what they focused on while competing. The data revealed that 84.6% of the participants reported that coaches provided instructions during practice that promoted an internal focus of attention. Participants also reported they utilize internal focus cues 69% of the time during competition. These results suggest that this sample of coaches provided instructions that focused athletes' attention internally. This practice strategy is inconsistent with motor learning research, which shows learning and performance are enhanced when using an external focus of attention during motor skill execution. Recommendations are made to improve coaching education curriculums, bridging the gap between science and application.

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The Sun and its solar wind are currently exhibiting extremely low densities and magnetic field strengths, representing states that have never been observed during the space age. The highly abnormal solar activity between cycles 23 and 24 has caused the longest solar minimum in over 80 years and continues into the unusually small solar maximum of cycle 24. As a result of the remarkably weak solar activity, we have also observed the highest fluxes of galactic cosmic rays in the space age and relatively small solar energetic particle events. We use observations from the Cosmic Ray Telescope for the Effects of Radiation (CRaTER) on the Lunar Reconnaissance Orbiter to examine the implications of these highly unusual solar conditions for human space exploration. We show that while these conditions are not a show stopper for long‐duration missions (e.g., to the Moon, an asteroid, or Mars), galactic cosmic ray radiation remains a significant and worsening factor that limits mission durations. While solar energetic particle events in cycle 24 present some hazard, the accumulated doses for astronauts behind 10 g/cm2 shielding are well below current dose limits. Galactic cosmic radiation presents a more significant challenge: the time to 3% risk of exposure‐induced death (REID) in interplanetary space was less than 400 days for a 30 year old male and less than 300 days for a 30 year old female in the last cycle 23–24 minimum. The time to 3% REID is estimated to be ∼20% lower in the coming cycle 24–25 minimum. If the heliospheric magnetic field continues to weaken over time, as is likely, then allowable mission durations will decrease correspondingly. Thus, we estimate exposures in extreme solar minimum conditions and the corresponding effects on allowable durations.