Random Practice Enhances Motor Learning in Extroverted Older Women

BACKGROUND: Motor learning in older adults may be influenced by both practice structure and individual personality traits. Contextual interference (CI) theory and personality-based arousal regulation accounts suggest that introversion and extraversion could moderate the effects of blocked versus random practice. OBJECTIVE: To examine whether personality traits (introversion vs. extraversion) moderate the impact of practice structure (blocked vs. random) on motor learning in older women. METHODS: Forty-eight women (mean age = 68 years) were classified as introverted or extroverted. Participants completed golf putting tasks under either blocked or random practice schedules. Performance was assessed across four phases: pretest, acquisition, transfer, and retention. RESULTS: Extroverted women practicing under random schedules demonstrated superior performance in delayed transfer compared to other groups. Conclusions: Findings diverge from evidence in younger adults, suggesting that aging may alter the interaction between personality and CI. Results highlight the importance of lifespan-sensitive approaches to individualized motor learning interventions.