The aim of this study was to evaluate the effect of a different degree of contextual interference (CI) training program on the change of direction ability (CODA) itself and on the straight sprinting (SSP) performance (5 m and 15 m) in students in the first year of primary school. It also evaluated which CI training program was more effective. Eighty eight students (6.42 ± 0.38 yr) volunteered as participants for the present study. Participants were randomized into 5 different CI training programs (LCI: low contextual interference, MCI: moderate contextual interference, HCI: high contextual interference, VCI: variable contextual interference, and CG: control group) during a 3 week period. Significant CODA improvements (p < 0.05) in pre-post-test were found in MCI (4.39%, ES 0.41) and VCI (9.37%, ES 1. 12) groups. Furthermore, LCI, MCI and HCI groups ameliorated their SSP performance, both in 5 m (5. 92%, ES 0.81; 6.67%, ES 0.90; 8.05%, ES 1.33 respectively) and 15 m SSP (5.86%, ES 0.76; 6.47%, ES 0.80; 2.47% ES 0.41 respectively). These results suggest that training through games of tag (VCI) was the most effective in improving the CODA and training with moderate contextual interference (MCI) was the only type which induced improvements in both capacities (SSP and CODA).

• We investigated the CODA and SSP performance of students in the first year of primary school and the influence of 5 different training programs on their CODA and SSP ability.

• Training through games of tag (VCI) was the most effective in improving the CODA

• Training with moderate contextual interference (MCI) was the only one which induced improvements in both capacities (SSP and CODA).