Dali (2004). Distribution of Practice and Metacognition in Learning and Long-Term Retention of a Discrete Motor Task.

Reviewed by Tony Ingram, PhD
Review posted November 23, 2024

Full Citation

Dail, T. K., & Christina, R. W. (2004). Distribution of Practice and Metacognition in Learning and Long-Term Retention of a Discrete Motor Task. Research Quarterly for Exercise and Sport, 75(2), 148–155. https://doi.org/10.1080/02701367.2004.10609146

Abstract

This study examined judgments of learning and the long-term retention of a discrete motor task (golf putting) as a function of practice distribution. The results indicated that participants in the distributed practice group performed more proficiently than those in the massed practice group during both acquisition and retention phases. No significant differences in retention performance were found as a function of three retention intervals (1, 7, and 28 days). Echoing actual acquisition scores, participants in the distributed practice group predicted more proficient retention performance than did those in the massed practice group. Although all participants predicted more proficient performance than was actually achieved, the difference between predicted and actual performance failed to reach significance.

Key Results

Skill Acquisition

Result Name

Effect Size

Reliability

Skill Acquisition (Session 1)

Large

High

Skill Acquisition (Session 2)

Skill Acquisition (Session 3)

Skill Acquisition (Session 4)

Forgetting (Acquisition vs. Retention)

Spaced Practice vs. Massed Practice

Result Name

Effect Size

Reliability

Forgetting (Spaced vs. Massed Practice)

Medium

Spaced vs. Massed: Acquisition (Performance)

Spaced vs. Massed: Retention (Learning)

Other Interesting Results

Result Name

Effect Size

Reliability

Judgments of Learning (Session 4)

Medium

Study Characteristics

Learning Domain	Procedural Learning
Study Topic	Massed Practice, Spaced Practice
Study Type	Membership Required
Task Studied	Membership Required
Subject Type	Membership Required
Quality Score (%)*	Membership Required

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* Study quality assessed using JBI Systematic Review Checklist.

Reviewer Notes

This study supports the use of spaced practice in a moderately complex movement skill — here, a golf putting task. That may not sound complex to many people but:

Compared to most laboratory tasks in motor learning research, it is complex.
If you play golf yourself, try not to take for granted the skills you’ve developed since you were a beginner… and, consider how much better you could be, and then reconsider how “simple” it really is.
It involves precise multi-joint coordination, and performance continues to improve for a long time (and mastery takes a very long time).

That makes this an interesting study to consider when considering the efficacy of spaced practice.

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Dali (2004). Distribution of Practice and Metacognition in Learning and Long-Term Retention of a Discrete Motor Task.

Table of Contents

Full Citation

Abstract

Key Results

Skill Acquisition

Spaced Practice vs. Massed Practice

Other Interesting Results

Study Characteristics

Reviewer Notes

Link to Study

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