Purpose: The contextual interference effect is a theory crucial for explaining the importance of efficient practice and its application in the field, and representative hypotheses on the theory are elaboration hypothesis and reconstruction hypothesis. as the recent studies on contextual interference by Lin et al. (2008, 2009, 2010) and Cross et al. (2007) support different hypotheses, this study purposed to examine the time point and tasks of interest in order to compare the result of the two hypotheses Methods: The subjects were 36 right‐handed male and female adults aged between 19 and 32, and they were divided into two groups (n=18 each) at random according to practice condition (blocked practice/random practice). In each group, 9 subjects were given transcranial magnetic stimulation(TMS) before task performance and the other 9 were given TMS after task performance. In the test, key pressing response time was used, and each group had the acquisition phase (1st day), and retention test and transfer test (2nd day), and then response time measurements were analyzed statistically Results: When TMS was given after task performance in the acquisition phase, the performance level was lower in the blocked practice group, but in the retention test when TMS was given before task performance the stimulation hindered the random practice group’s learning and lowered its performance level and consequently the contextual interference effect did not occur. Conclusion: After task performance in the acquisition phase, the information process occurs between tasks in the resting phase, and at the same time, the information process occurs in the preparation phase before task performance and affects learning. Accordingly, both the retention phase before task performance suggested by the reconstructive hypothesis and the resting phase after task performance suggested by the elaboration hypothesis can be the time points when contextual interference occurs between tasks, and therefore it is concluded that the reconstructive hypothesis and elaboration hypothesis may coexist with each other.

I. 서 론
 Ⅱ. 연구방법
  1. 연구대상
  2. 실험과제 및 도구
  3. 실험설계와 절차
  4. 자료처리 방법
 Ⅲ. 결 과
  1. 습득 단계
  2. 파지 및 전이 검사
 Ⅳ. 논의 및 결론
 참고문헌

• 노수민(성균관대학교 스포츠과학과) | Soo-Min Noh (Department of Sport Science, Sungkyunkwan University)
• 이지항(성균관대학교 스포츠과학과) | Ji-Hang Lee (Department of Sport Science, Sungkyunkwan University) Corresponding author