scholarly journals The effects of combining focus of attention and autonomy support on shot accuracy in the penalty kick

2019 ◽  
Author(s):  
Hubert Makaruk ◽  
Jared M. Porter ◽  
Jerzy Sadowski ◽  
Anna Bodasińska ◽  
Janusz Zieliński ◽  
...  
Keyword(s):  
Motor Performance ◽  
Autonomy Support ◽  
Focus Of Attention ◽  
Motivational Factors ◽  
External Focus ◽  
Following Instructions ◽  
Optimal Theory ◽  
Internal Focus ◽  
And Control ◽  
As If

AbstractThe penalty kick is of great importance in the sport of soccer. Therefore, the aim of this study was to test predictions of the OPTIMAL theory and identify key attentional and motivational factors that impact the accuracy of the penalty kick. The following six groups of skilled participants performed penalty kicks following instructions that directed their focus of attention or impacted their autonomy support: external focus with autonomy support (EF/AS), external focus alone (EF), internal focus with autonomy support (IF/AS), internal focus alone (IF), autonomy support alone (AS) and control (C) groups. The analysis showed that the EF/AS group demonstrated better kicking accuracy relatively to the IF/AS, IF and C groups, but there were no significant differences between the EF/AS and EF or AS groups. Interestingly, the EF/AS group showed higher self-efficacy compared to the EF, IF/AS, IF and C groups. The finding suggest that a combination of attentional and motivational factors may produce benefits in motor performance.

scholarly journals The Effect of Different Attentional Focus Instructions during Finger Movement Tasks in Healthy Subjects: An Exploratory Study

2017 ◽  
Vol 2017 ◽  
pp. 1-7 ◽  
Author(s):  
Giacomo Rossettini ◽  
Marco Testa ◽  
Marco Vicentini ◽  
Paolo Manganotti
Keyword(s):  
Healthy Subjects ◽  
Motor Performance ◽  
Attentional Focus ◽  
Focus Of Attention ◽  
Control Group ◽  
Finger Movement ◽  
External Focus ◽  
Internal Focus ◽  
And Control

External focus of attention (EFA) and internal focus of attention (IFA) represent commonly used strategies to instruct subjects during exercise. Several studies showed EFA to be more effective than IFA to improve motor performance and learning. To date the role of these strategies on motor performance during finger movement was less studied. The objective of the study was to investigate motor performance, patient’s preference induced by IFA and EFA, and the focus during control condition. Ten healthy right-handed participants performed a finger movement task in control, EFA, and IFA conditions (counterbalanced). Errors, patient’s preference, and type of attentional focus spontaneously adopted during the control condition were recorded. EFA determined less error (p<0.01) compared to control and IFA. Participants preferred EFA against IFA and control condition. In the control group 10% of subjects adopted a purely EFA, 70% of subjects adopted a purely IFA, and 20% of subjects adopted a mixture of the two foci. Our results confirm that EFA is more effective than IFA and control in finger movement task. Due its clinical relevance, the interaction between attention and finger movement should be further investigated.

scholarly journals The effects of external and internal focus of attention on motor learning and promoting learner’s focus

2019 ◽  
Vol 11 (1) ◽  
pp. 175-180
Author(s):  
Saeed Ghorbani ◽  
Amir Dana ◽  
Zynalabedin Fallah
Keyword(s):  
Motor Learning ◽  
Repeated Measures ◽  
Focus Of Attention ◽  
Acquisition Phase ◽  
Significance Level ◽  
External Focus ◽  
Task Goal ◽  
Optimal Theory ◽  
Internal Focus ◽  
And Control

SummaryStudy aim: External focus of attention is considered as a critical factor in the OPTIMAL theory of motor learning. This theory proposes that external focus of attention facilitates motor performance and learning because it promotes focusing on the task goal. However, the effects of external focus of attention on focusing on the task goal are not well understood. The aim of this study was, therefore, to investigate the effects of an external focus of attention versus an internal focus of attention on motor learning and promoting focus of the learner on the task goal.Material and methods: Thirty-six right-handed male students (mean age 21.16 ± 1.85 years old) with no prior experiences with the motor task were randomly assigned to three groups: external focus, internal focus, and control groups. Participants were asked to throw darts at a target during an acquisition phase (10 blocks of six trials each) and during subsequent retention and transfer tests. Throwing accuracy and focus on the task goal were measured as dependent variables. Analysis of variance (ANOVA) with repeated measures as well as a one-way ANOVA was used to analyze the differences in accuracy scores between groups during the acquisition phase as well as retention and transfer tests, respectively. The significance level was set at p < .05. The author supervised all phases of the experiment.Results: The results showed that adopting an external focus promoted a focus on the task goal and resulted in significantly better motor learning than adopting an internal focus and control conditions (p < 0.05).Conclusions: The findings of the present study provided support for the propositions of the OPTIMAL theory and showed that adopting an external focus of attention promotes focus of the learner on the task goal. The results are discussed in terms of benefits of external focus instructions for facilitating motor learning and goal-action coupling.

External focus of attention and autonomy support have additive benefits for motor performance in children

2017 ◽  
Vol 32 ◽  
pp. 17-24 ◽  
Author(s):  
Reza Abdollahipour ◽  
Miriam Palomo Nieto ◽  
Rudolf Psotta ◽  
Gabriele Wulf
Keyword(s):  
Motor Performance ◽  
Autonomy Support ◽  
Focus Of Attention ◽  
External Focus

Adopting an External Focus of Attention Enhances Musical Performance

2018 ◽  
Vol 66 (4) ◽  
pp. 375-391 ◽  
Author(s):  
Adina Mornell ◽  
Gabriele Wulf
Keyword(s):  
Music Teachers ◽  
Evaluation Criteria ◽  
Attentional Focus ◽  
Focus Of Attention ◽  
Musical Expression ◽  
External Focus ◽  
Internal Focus ◽  
Focus Condition ◽  
And Performance ◽  
And Control

Two experiments are reported in which skilled musicians playing different instruments performed a piece of their choice under various attentional focus conditions. In the external focus condition, they were asked to focus on playing for the audience and the expressive sound of the music. In the internal focus condition, they were asked to focus on the precision of their finger movements (or lip movements for singers) and correct notes. In the control condition, they were asked to play the way they normally did. Expert raters evaluated the musicians’ performances for both musical expression and technical precision. In Experiment 1, external focus instructions enhanced musical expression relative to both internal focus and control conditions. There was no effect on technical precision. In Experiment 2, raters were given more detailed evaluation criteria. An external focus again led to superior musical expression compared with internal focus and control conditions. In addition, technical precision was higher within the external relative to the internal focus condition. The findings show that the advantages of focusing on the intended movement effect (i.e., externally) generalize to experienced musicians. Music teachers could offer their students specific recommendations for focus of attention during training and in concert situations to optimize learning and performance.

Translating Thoughts Into Action: Optimizing Motor Performance and Learning Through Brief Motivational and Attentional Influences

2021 ◽  
pp. 096372142110461
Author(s):  
Gabriele Wulf ◽  
Rebecca Lewthwaite
Keyword(s):  
Performing Arts ◽  
Motor Performance ◽  
Focus Of Attention ◽  
Daily Activities ◽  
External Focus ◽  
Novice Learners ◽  
Movement Skills ◽  
Functional Capabilities ◽  
Future Performance ◽  
Optimal Theory

Skilled motor performance is essential in sports, the performing arts, various occupations, and many daily activities. Scientists and practitioners alike are therefore interested in understanding the conditions that influence the performance and learning of movement skills, and how they can be utilized to optimize training. In OPTIMAL theory, three motivational and attentional factors are key: enhanced expectancies for future performance, the performer’s autonomy, and an external focus of attention. We review recent evidence suggesting that each factor contributes independently to strengthen the coupling of goals to actions. This work has implications ranging from fostering more effective skill development in novice learners, to increasing the efficiency of athletes’ and musicians’ performance, and to facilitating the success of patients in regaining functional capabilities.

Optimizing Bowling Performance

2020 ◽  
Vol 8 (2) ◽  
pp. 233-244 ◽  
Author(s):  
Reza Abdollahipour ◽  
Ludvík Valtr ◽  
Gabriele Wulf
Keyword(s):  
Motor Learning ◽  
Learning Theory ◽  
Motor Performance ◽  
Autonomy Support ◽  
Control Group ◽  
External Focus ◽  
Future Performance ◽  
Optimal Theory ◽  
Key Variables ◽  
Neutral Conditions

The present study examined the influence on motor performance of key variables described in the OPTIMAL (Optimizing Performance Through Intrinsic Motivation and Attention for Learning) theory of motor learning: enhanced expectancies for future performance, autonomy support, and an external focus. Participants performed a nine-pin bowling task. In the optimized group, enhanced expectancies, autonomy support, and an external focus were implemented on three successive blocks of 12 trials. In the control group, participants performed all trials under “neutral” conditions. The optimized group outperformed the control group on all blocks. The findings corroborate the importance of key variables in the OPTIMAL theory by demonstrating immediate benefits of their implementation for motor performance.

Increases in Jump-and-Reach Height through an External Focus of Attention

2007 ◽  
Vol 2 (3) ◽  
pp. 275-284 ◽  
Author(s):  
Gabriele Wulf ◽  
Tiffany Zachry ◽  
Carolina Granados ◽  
Janet S. Dufek
Keyword(s):  
Vertical Jump ◽  
Center Of Mass ◽  
Force Production ◽  
Vertical Displacement ◽  
Attentional Focus ◽  
Focus Of Attention ◽  
External Focus ◽  
Internal Focus ◽  
Focus Condition ◽  
And Control

The present study examined whether the previously observed benefits of an external focus of attention (i.e., focusing on the movement effect), relative to an internal focus (i.e., focusing on one's body movements) and control conditions, would generalize to tasks requiring maximum force production, such as jumping. In two experiments, participants performed a vertical jump-and-reach task. A Vertec™ measurement device was used to determine jump-and-reach height. Participants performed under three conditions in a within-participant design: External focus (i.e., focus on the rungs of the Vertec that were to be touched), internal focus (i.e., focus on the finger, with which the rungs were to be touched), and control conditions (i.e., focus on jumping as high as possible). Experiment 1 showed that participants' jump-and-reach height was greatest with an external focus. Those results were replicated in Experiment 2. In addition, it was observed that the vertical displacement of the center of mass was greater under the external focus condition, compared to the other two conditions. This suggests that participants jumped higher by producing greater forces when they adopted an external focus. These findings indicate that the previously shown benefits of an external attentional focus generalize to tasks requiring maximal force production

scholarly journals Effects of external focus of attention on learning static balance among girls with ADHD

2020 ◽  
Vol 12 (1) ◽  
pp. 69-74
Author(s):  
Saeed Ghorbani ◽  
Amir Dana ◽  
Efstathios Christodoulides
Keyword(s):  
Motor Learning ◽  
Focus Of Attention ◽  
Older Children ◽  
Manipulation Check ◽  
Children With Adhd ◽  
External Focus ◽  
Optimal Theory ◽  
Internal Focus ◽  
Girls With Adhd ◽  
Better Than

SummaryStudy aim: The purpose of this study was to examine the effects of adopting an external focus of attention on motor learning among girls with ADHD aged seven and eleven years.Material and methods: Twenty-four seven-year-old and 24 eleven-year-old female children with symptoms of ADHD were randomly assigned to groups receiving either external focus of attention (EXT) instructions or internal focus of attention (INT) instructions, making four experimental groups: EXT-7, INT-7, EXT-11, and INT-11. Participants performed a pretest followed by five training blocks under an external or internal instruction and were then given a retention test one day later. After training, we employed a manipulation check to verify the children’s type and intensity of focus.Results: Adopting an external focus of attention, compared to an internal focus of attention, led to better motor learning among girls with ADHD (F1, 44 = 5.08, p = 0.029, η2 = 0.10). In addition, adopting an external focus of attention reduced the children’s tendency to focus on self. Older children performed better than younger children in balance time (F1, 44 = 16.10, p < 0.001, η2 = 0.26).Conclusions: Our results indicate that propositions of the OPTIMAL theory can be extended to children with ADHD.

scholarly journals Is an external focus of attention more beneficial than an internal focus to ball catching in children?

Kinesiology ◽  
2017 ◽  
Vol 49 (2) ◽  
pp. 235-241 ◽  
Author(s):  
Reza Abdollahipour ◽  
Rudolf Psotta
Keyword(s):  
Repeated Measures ◽  
Frontal Plane ◽  
Attentional Focus ◽  
Focus Of Attention ◽  
Tennis Ball ◽  
External Focus ◽  
Internal Focus ◽  
Yellow Line ◽  
Tennis Balls ◽  
And Control

The performance benefits of adopting an external relative to an internal focus of attention have been demonstrated for many different targeting and balance tasks. No study has examined attentional focus effects for interceptive motor skills. Also, the majority of studies have used adult participants. In this study, children (mean age: 8.75 years, SD=0.79; 15 girls, 9 boys) were required to catch tennis balls in the frontal plane under the external focus (EF), internal focus (IF), and control (Cont) conditions. Participants were asked to stand behind a yellow line (2 × 100 cm), 15 m apart from a tennis ball throwing machine. In a within-participant design, participants performed 10 trials under each IF (“concentrate on your hands”), EF (“concentrate on the ball”), or Cont (no focus instructions) conditions. The order of conditions was counterbalanced. Performance data were analyzed using a one-way analysis of variance (ANOVA) with repeated measures on attentional focus conditions (internal, external, and control) (alpha=.05). Catching performance was significantly different&nbsp;and more effective in the EF (M=1.53, SD=0.25) than in the IF (M=1.39, SD=0.35) condition, while both EF and IF were not significantly different from the Cont (M=1.49, SD=0.28) condition. The current findings suggest that the external focus of attention is more beneficial, compared to the internal focus, to motor performance of an interceptive skill in children.

scholarly journals Thinking Outside the Block: External Focus of Attention Improves Reaction Times and Movement Preparation Times in Collegiate Track Sprinters

Sports ◽  
2018 ◽  
Vol 6 (4) ◽  
pp. 120 ◽  
Author(s):  
Attila Kovacs ◽  
Garrett Miles ◽  
Harsimran Baweja
Keyword(s):  
Muscle Activation ◽  
Vastus Lateralis ◽  
Reaction Times ◽  
Focus Of Attention ◽  
Track And Field ◽  
Movement Preparation ◽  
External Focus ◽  
Internal Focus ◽  
Coaching Methods ◽  
Gastrocnemius Muscles

While focusing attention on external cues (EF) has been shown to enhance performance track and field coaches tend to provide instructions that promote internal focus of attention (IF) during block starts. The aims of this study were to determine: (1) whether promoting EF versus IF would improve reaction time (RT) of sprinters, and (2) if changes occur at the level of central processes during movement preparation (premotor RT) or peripheral processes during movement execution (motor RT). Twelve collegiate track sprinters (age 20.8 ± 1.7) completed three testing sessions under EF, IF, and no focus instruction (NF) conditions. RT was recorded from the left and right blocks. Muscle activation time (EMG) was recorded from the vastus lateralis and gastrocnemius muscles. Mean rear foot RT was significantly shorter (p < 0.0001) under the EF (212.11 ms) compared with the IF (234.21 ms) and NF conditions (236.87 ms). Front foot RT was significantly shorter (p < 0.05) during EF (250.24 ms), compared to IF (266.98 ms) but not shorter than the NF (268.73 ms) condition. Mean premotor RT under the EF condition (157.75 ms) was significantly shorter (p < 0.001) compared with the IF (181.90 ms) and NF (173.60 ms) conditions. No differences were found in motor RT across conditions (p > 0.05). Adopting an EF improves RT during sprint starts. This improvement likely originates from a shortening in movement preparation time, as opposed to a faster excitation contraction coupling of the muscle fibers. These findings could potentially contribute to the development of new coaching methods aimed at improving the starting technique of athletes.

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