Environmental context affects outcome and kinematic changes at different rates during skill learning

Based on Gentile's learning model, this study used a dart-throwing task to investigate the influence of environmental context. Novice participants (N = 32) were trained in one of four conditions, while measuring outcomes and kinematics. The interaction of regulatory conditions (stationary/in motion) and intertrial variability (present/absent) created four target conditions: (1) stationary with one location, (2) stationary with five locations, (3) moving with one movement pattern, (4) moving with five starting locations. Performance outcome (radial error) and movement coordination (displacement of shoulder, elbow, and wrist) changes were investigated during three days of practice (480 trials). Radial error scores were analyzed using a 3 × 8 × 4 (Day × Trial Block × Condition) analysis of variance, repeated measures design. The transformed cross-correlation values of the kinematic trials were analyzed using a 3 × 3 × 4 (Joint × Day × Condition) analysis of variance, repeated measures design. Reducing the environmental context complexity of the skill (closed regulatory conditions and no inter-trial variability), decreased outcome errors and changed kinematics at different times in the learning. The environmental context influence was observed by a day × condition interaction on joint coordination. Inter-trial variability had its greatest influence on coordination. The environmental context should be taken into consideration when evaluating and assessing skill performance during learning.