Increased Carry Distance and X-Factor Stretch in Golf Through an External Focus of Attention

2013 ◽  
Vol 1 (1) ◽  
pp. 2-11 ◽  
Author(s):  
Jongseong An ◽  
Gabriele Wulf ◽  
Seonjin Kim
Keyword(s):  
Attentional Focus ◽  
Skill Learning ◽  
Whole Body ◽  
Coordination Pattern ◽  
External Focus ◽  
Complex Skill ◽  
Internal Focus ◽  
Weight Shift ◽  
Angular Velocities ◽  
Practice Trials

We examined the effects of attentional focus instructions on the learning of movement form and carry distance in low-skilled golfers. The X-factor describes the rotation of the shoulders relative to the pelvis, and its increase during the downswing (so-called X-factor stretch) is associated with the carry distance of the ball. X-factor stretch and carry distance have been shown to be associated with an early weight shift toward the front leg during the downswing. In our study, one group (internal focus, IF) was instructed to focus on shifting their weight to their left foot while hitting the ball, whereas another group (external focus, EF) was instructed to focus on pushing against the left side of the ground. A control (C) group was not given attentional focus instructions. Participants performed 100 practice trials. Learning was assessed after a 3-day interval in a retention test without focus instructions. The EF group demonstrated a greater carry distance, X-factor stretch, and higher maximum angular velocities of the pelvis, shoulder, and wrist than both the IF and C groups, which showed very similar performances. These findings demonstrate that both movement outcome and form can be enhanced in complex skill learning by providing the learner with an appropriate external focus instruction. Moreover, they show that a single external focus cue can be sufficient to elicit an effective whole-body coordination pattern.

The automaticity of complex motor skill learning as a function of attentional focus

2001 ◽  
Vol 54 (4) ◽  
pp. 1143-1154 ◽  
Author(s):  
Gabriele Wulf ◽  
Nancy McNevin ◽  
Charles H. Shea
Keyword(s):  
Focus Group ◽  
Dynamic Balance ◽  
Attentional Focus ◽  
Focus Of Attention ◽  
Skill Learning ◽  
External Focus ◽  
Control Processes ◽  
Attention Focus ◽  
Balance Task ◽  
Internal Focus

The present experiment was designed to test the predictions of the constrained-action hypothesis. This hypothesis proposes that when performers utilize an internal focus of attention (focus on their movements) they may actually constrain or interfere with automatic control processes that would normally regulate the movement, whereas an external focus of attention (focus on the movement effect) allows the motor system to more naturally self-organize. To test this hypothesis, a dynamic balance task (stabilometer) was used with participants instructed to adopt either an internal or external focus of attention. Consistent with earlier experiments, the external focus group produced generally smaller balance errors than did the internal focus group and responded at a higher frequency indicating higher confluence between voluntary and reflexive mechanisms. In addition, probe reaction times (RTs) were taken as a measure of the attention demands required under the two attentional focus conditions. Consistent with the hypothesis, the external focus participants demonstrated lower probe RTs than did the internal focus participants, indicating a higher degree of automaticity and less conscious interference in the control processes associated with the balance task.

Attentional Focus in Motor Skill Learning: Do Females Benefit from an External Focus?

2003 ◽  
Vol 12 (1) ◽  
pp. 37-52 ◽  
Author(s):  
Gabriele Wulf ◽  
Sebastian Wächter ◽  
Stefan Wortmann
Keyword(s):  
High School Students ◽  
Attentional Focus ◽  
Skill Learning ◽  
Female Group ◽  
School Students ◽  
External Focus ◽  
Internal Focus ◽  
Male High School ◽  
Instep Kick ◽  
Directing Attention

Recently, researchers in the motor learning area have shown that instructions to direct the learner’s attention to their body movements (i.e., induce an internal focus) – such as those typically used in applied settings – are less effective than instructions directing attention to the movement effects (i.e., inducing an external focus). Under the assumption that females tend to be more concerned about performing a movement correctly than males, who might be more inclined to focus on the outcome of their actions, the purpose of the present study was to examine whether females would benefit more from external-focus instructions than males. Female and male high-school students practiced a soccer instep kick with instructions that either induced an internal or external focus of attention. Subsequent retention (stationary ball) and transfer (moving ball) tests without instructions were performed to assess learning. The female group that was given internal-focus instructions during practice showed a greater performance decrement from retention to transfer than all other groups. This provides support for the view that the type of attentional focus induced by instructions might be particularly relevant for females, and that females might show greater learning advantages when provided with external-focus instructions.

scholarly journals Children's learning of tennis skills is facilitated by external focus instructions

2014 ◽  
Vol 20 (4) ◽  
pp. 418-422 ◽  
Author(s):  
Ricardo Hadler ◽  
Suzete Chiviacowsky ◽  
Gabriele Wulf ◽  
José Francisco Gomes Schild
Keyword(s):  
Focus Group ◽  
Attentional Focus ◽  
Focus Of Attention ◽  
Skill Learning ◽  
Control Group ◽  
Practice Phase ◽  
External Focus ◽  
Internal Focus ◽  
Tennis Balls ◽  
Tennis Skills

The present study examined the effects of instructions promoting external versus internal foci of attention on the learning of a tennis forehand stroke in 11-year old children. Three groups of participants practiced hitting tennis balls at a target. External focus group participants were instructed to direct their attention to the movement of the racquet, while participants in the internal focus group were asked to direct their attention to the movements of their arm. Participants in a control group did not receive attentional focus instructions. Two days after the practice phase (60 trials), learning was assessed in retention and transfer tests. The results showed that the external focus group demonstrated greater accuracy in hitting a target relative to the two other groups in retention, and relative to the internal focus group in transfer. We conclude that instructions inducing an external focus of attention can enhance children's sport skill learning.

Verbal Cues and Attentional Focus: A Simulated Target-Shooting Experiment

2017 ◽  
Vol 5 (1) ◽  
pp. 148-159 ◽  
Author(s):  
Louisa D. Raisbeck ◽  
Jed A. Diekfuss
Keyword(s):  
Attentional Focus ◽  
Focus Of Attention ◽  
Verbal Cues ◽  
Task Load ◽  
External Focus ◽  
Gun Barrel ◽  
Internal Focus ◽  
And Performance ◽  
Nasa Task Load Index ◽  
Learning And Performance

Performance benefits exist for an external focus of attention compared with an internal focus of attention for performance and learning (Wulf, 2013). It is unknown, however, if varying the number of verbal cues affects learning and performance. Focus of attention and the number of verbal cues were manipulated during a simulated handgun-shooting task. For the internal focus conditions, participants were told to focus on their hand, arm, and wrist, whereas the external focus instructions were to focus on the gun, gun barrel, and gun stock. To manipulate the number of verbal cues, participants received instruction to focus on a single verbal cue or multiple verbal cues. Shooting performance was assessed at baseline, acquisition, and at two separate retention phases (immediate, delayed) that included transfer tests. Participants completed the NASA—Task Load Index to assess workload following all trials. Participants who received one verbal cue performed significantly better during immediate retention than those who received three verbal cues. Participants who used external focus of attention instructions had higher performance and reported less workload at delayed retention compared to those who used internal focus instructions. This research provides further support for the benefits of an external focus and highlights the importance of minimizing the number of verbal cues.

scholarly journals Do Children Benefit External Focus of Attention as Much as Adults? A Motor Learning Study

2017 ◽  
Vol 11 (7) ◽  
pp. 85 ◽  
Author(s):  
Somaye Roshandel ◽  
Hamidreza Taheri ◽  
Amir Moghadam
Keyword(s):  
Motor Skills ◽  
Retention Test ◽  
Attentional Focus ◽  
Focus Of Attention ◽  
Learning Study ◽  
Test Results ◽  
Future Studies ◽  
External Focus ◽  
Internal Focus ◽  
And Task

Recent evidence supports advantages of an external focus of attention on learning motor skills, however, there is a need to retest these finding for children and comparing them with adults. Thus, the purpose of current study was to determine the effect of different attentional focus on learning a motor skill in children and adults. Thirty children (8-12 year) and thirty adults (25-42 years) were randomly assigned to one of four groups: (1) Children external focus of attention (EFA), (2) Children- internal focus of attention (IFA), (3) Adults- External focus of attention (EFA), (4) Adults- internal focus of attention (IFA). Following initial instructions and task demonstration, participants performed 60 darts throwing in six blocks and 24 hours later performed 10 additional throws for retention test. Results revealed that children benefited from EFA and IFA instruction in the same manner, however, adults benefited from EFA more than IFA instruction. Future studies should continue to examine effects of different attentional focus on other skills.

Effects of Internal and External Attentional Focus on Postural Response to a Sliding Stance Surface

2019 ◽  
Vol 126 (3) ◽  
pp. 446-461 ◽  
Author(s):  
Hiroshi Kunimura ◽  
Masakazu Matsuoka ◽  
Naoki Hamada ◽  
Koichi Hiraoka
Keyword(s):  
Cognitive Activity ◽  
Attentional Focus ◽  
Upper Body ◽  
Body Sway ◽  
Support Surface ◽  
Postural Response ◽  
Postural Perturbation ◽  
Forward Displacement ◽  
External Focus ◽  
Internal Focus

The present study examined whether an internal or external attentional focus would affect participants’ feet-in-place balance response to postural stance perturbations. A movable platform automatically slid forward or backward while healthy participants stood on it and (a) performed no cognitive activity (control), (b) focused on the pelvis or upper body sway (internal focus), (c) memorized a number displayed immediately before the platform slid (external focus), or (d) kept the equilibrium of an unstable cylinder over the arm (external focus). The forward displacement of the pelvis induced by the platform sliding forward was smaller when participants focused on their pelvic sway, although such effect was absent when they focused on their upper body sway, indicating that the internal focus was effective for the postural response when attention was paid to the pelvic sway. Regarding an external attention focus, the forward displacement of the pelvis induced by the platform sliding forward was smaller when participants focused on the equilibrium of an unstable object over the arm, but this effect was absent when they focused on the number, indicating that an external focus was only effective when the unstable object focused upon was relevant to the equilibrium of one’s own body. No attentional intervention was effective during backward sliding of the support surface, indicating that central set for responding to postural perturbation depends on the direction of the postural perturbation.

scholarly journals Verbal Instruction Reduces Patellofemoral Joint Loading During Bodyweight Squatting

2020 ◽  
Vol 29 (4) ◽  
pp. 463-468
Author(s):  
Thomas G. Almonroeder ◽  
Emily Watkins ◽  
Tricia Widenhoefer
Keyword(s):  
Patellofemoral Joint ◽  
Attentional Focus ◽  
Focus Of Attention ◽  
Verbal Instruction ◽  
Joint Loading ◽  
Common Component ◽  
External Focus ◽  
Verbal Instructions ◽  
Joint Forces ◽  
Internal Focus

Context: The bodyweight squat exercise is a common component for treatment and prevention of patellofemoral pain; however, it can also place a high load on the patellofemoral joint. Restricting anterior motion of the knees relative to the toes during squatting appears to reduce patellofemoral loading. However, exercise professionals typically rely on verbal instructions to alter squat technique. Objective: To evaluate the influence of verbal instructions regarding squat technique on patellofemoral joint loading. Design: Cross-sectional study. Setting: Motion analysis laboratory. Participants: Eleven uninjured females. Intervention: Participants performed bodyweight squats before (baseline) and after receiving verbal instructions to limit anterior knee motion. Two different types of verbal instruction were used, one intended to promote an internal focus of attention and the other intended to promote an external focus of attention. Three-dimensional kinematics and kinetics were recorded using a multicamera system and force plate. Main Outcome Measures: Sagittal plane patellofemoral joint forces and stress were estimated using a musculoskeletal model. Results: Participants demonstrated a reduction in patellofemoral joint forces (35.4 vs 31.3 N/kg; P = .01) and stress (10.7 vs 9.2 mPa; P = .002) after receiving instructions promoting an internal focus of attention, compared with their baseline trials. Participants also demonstrated a reduction in patellofemoral joint forces (35.4 vs 32.3 N/kg; P = .03) and stress (10.7 vs 9.6 mPa; P = .04) after receiving instructions promoting an external focus of attention (vs baseline). However, there were no significant differences in patellofemoral forces (P = .84) or stress (P = .41) for trials performed with an internal versus external attentional focus. Conclusion: It appears that verbal instruction regarding knee position influences patellofemoral joint loading during squatting.

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.

An External Skill Focus is Necessary to Enhance Performance

2014 ◽  
Vol 2 (2) ◽  
pp. 37-46 ◽  
Author(s):  
Robert Russell ◽  
Jared Porter ◽  
Olivia Campbell
Keyword(s):  
Dual Task ◽  
Attentional Focus ◽  
Focus Of Attention ◽  
Primary Task ◽  
Performance Improvements ◽  
External Focus ◽  
Throwing Accuracy ◽  
Internal Focus ◽  
Dart Throwing ◽  
Dual Task Paradigm

This study examined the interaction between a skill/extraneous attentional focus and an internal/external focus of attention using a dual-task paradigm. Thirty-two low-skill participants completed a primary dart-throwing task with their dominant arm while simultaneously performing a secondary arm-stabilizing task with their nondominant arm. Two aspects of the participants’ attentional focus were manipulated: skill versus extraneous focus and external versus internal focus. Participants completed 120 trials across four conditions created by combining the dimensions of the two variables. Performance on the primary task was assessed by measuring throwing accuracy and the kinematics of the throwing action. Results indicated that accuracy improved under the external, skill-oriented condition relative to all other conditions; no differences between the remaining conditions were observed. These findings suggest that an external, skill-oriented focus of attention is needed to facilitate performance improvements in novices.

The use of multiple externally directed attentional focus cues facilitates motor learning

2019 ◽  
Vol 14 (5) ◽  
pp. 651-657
Author(s):  
Kevin A Becker ◽  
Jeffrey T Fairbrother
Keyword(s):  
Motor Learning ◽  
Relative Effectiveness ◽  
Attentional Focus ◽  
Research And Practice ◽  
Multiple Cues ◽  
External Focus ◽  
Focus Cues ◽  
Internal Focus ◽  
Dart Throwing ◽  
And Performance

Attentional focus research consistently suggests that the use of an external focus of attention improves motor learning and performance relative to an internal focus. It appears, however, that external focus cues are not frequently adopted in applied sport settings. One issue that may contribute to this disparity relates to variability in how cues are employed in research and practice. Experimental research tends to use a single-cue approach, while in sports, athletes often sample several cues within the same practice. A limitation of the single-cue approach is that attentional focus effects could be due either to focus direction (internal vs. external) or to the relative effectiveness of a particular cue (e.g. an effective externally focused cue vs. an ineffective internally focused cue). This study tested whether external focus benefits generalize to situations in which participants use multiple cues of the same type throughout acquisition. Volunteers ( N = 22) learned a dart throwing task while using three internally or externally focused cues. Results indicated an external focus led to lower error scores during acquisition and a delayed retention test ( p’s < .05). These results demonstrate that the external focus benefit generalizes to situations where a performer uses multiple cues.

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