Passos, Pedro José MadalenoVicente, Ricardo Ranito2020-01-242020-01-242018http://hdl.handle.net/10400.5/19426To better understand how introducing variability in training could enhance motor skills learning, we compared a training approach without addition of variability in the practice conditions, with an approach with contextual interference in young football players. 12 athletes between the ages of 11 and 12 were divided into 2 groups, control (6) and experimental (6). The control group performed exercises with no variability in practice conditions and the experimental group performed exercises with contextual interference by series. They trained for 6 weeks, twice a week (30 minutes sessions), on ball control and shooting at goal tasks. Three evaluations were made, one initial, one intermediate and one final and were carried out two weeks apart. Both groups had the same amount of repetitions during the practice sessions. The experimental group improvement regarding ball control was statistically significant from the control group and the experimental group also hit the goal significantly more than the control group. These results allow us to suggest that adding variability to practice may lead to technical improvements in young football players and that variability in practice may potentialize an adaptive behavior to the environment.engAcquisitionAdaptationContextual interferenceDifferential learningFootballMotor skillsStabilizationVariabilitymaster thesis202333647