Many theories, such as schema theory, context interference learning, or differential teaching and learning, show that variations during the motor learning process lead to better learning outcomes. Most research results are based only on a comparison between interventions that include variations and blocked practice (classical learning by repetition). Only a few analyze the effects of different amounts of variation. The aim of this study is to investigate the influence of different amounts of variation on the motor learning process. Using a golf putt task as an example, three groups of interventions are investigated. Group 1 trains with systematically increasing context interference, groups 2 and 3 perform task variations in the sense of differential teaching and learning, whereas group three additionally varies the club material.

First results will be presented in a lecture at the ECSS 2013 in Barcelona.