An External Focus of Attention Improves Stability After a Perturbation During a Dynamic Balance Task

2015 ◽  
Vol 3 (2) ◽  
pp. 74-90 ◽  
Author(s):  
Scott W. Ducharme ◽  
Will F.W. Wu
Keyword(s):  
Lateral Displacement ◽  
Dynamic Balance ◽  
Attentional Focus ◽  
Focus Of Attention ◽  
External Information ◽  
External Focus ◽  
Balance Task ◽  
Straight Line ◽  
Focus Condition ◽  
Focus Strategies

An external focus of attention has been shown to improve balance measures during static postural tasks. The purpose of this study was to evaluate the effects of different attentional focus strategies in response to a perturbation while performing a dynamic balance task. Participants (n = 29) performed a dynamic balance task that consisted of stepping onto an uneven surface while attempting to continuously walk in a straight line. The orientation of the surface was unknown to the participants. During the external focus conditions, participants were instructed to focus on the surface they walked on. During the internal focus conditions, participants were instructed to focus on keeping their body over their feet. Analyses revealed that the external focus condition exhibited significantly less lateral displacement from the intended walking line following the perturbation (4.56 ± 2.56 cm) than the internal (5.61 ± 2.89 cm, p = .019) and baseline (6.07 ± 2.6 cm, p = .004) conditions. These data indicate that participants were more resilient to the perturbing surface when their attention was focused on external information. Thus, participants were able to respond to a perturbation more effectively when utilizing an external focus of attention.

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.

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.

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

Focus of attention in trained distance runners

2018 ◽  
Vol 13 (6) ◽  
pp. 1143-1149 ◽  
Author(s):  
Louisa Raisbeck ◽  
Masa Yamada ◽  
Jed A Diekfuss
Keyword(s):  
Scientific Literature ◽  
Attentional Focus ◽  
Focus Of Attention ◽  
Laboratory Research ◽  
Distance Running ◽  
Multiple Forms ◽  
Distance Runners ◽  
External Focus ◽  
And Performance ◽  
Focus Strategies

The superiority of using an external focus of attention for learning and performance benefits has been documented in distance running. However, there is limited research examining the actual attentional focus strategies adopted by distance runners. The purpose of this study was to describe the focus of attention used by distance runners in practice and competition and to better understand where these athletes seek information about improving performance. Sixteen distance runners (32.1 ± 10.0 yr) who run at least 20 mile/week (37.7 ± 10.8 mile/week) completed a questionnaire examining information related to attentional focus during training and competition and where athletes go for educational resources. Results indicate that distance runners do not solely adhere to external focus of attention, rather utilize multiple forms of attentional focus strategies that are not examined in laboratory research. Further, it seems that most training advice is received from coaches or training partners and not scientific literature.

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.

scholarly journals A motor imagery during blind action is guided by the same foci of attention as actual performance in a sample comprising females

2014 ◽  
Vol 7 (2) ◽  
pp. 11-16
Author(s):  
Bassem Khalaf
Keyword(s):  
Mental Imagery ◽  
Focus Of Attention ◽  
Direct Role ◽  
Actual Performance ◽  
External Focus ◽  
Deviation Measure ◽  
Straight Line ◽  
Internal Focus ◽  
Perceptual Representations ◽  
Better Than

There is strong evidence that focussing on the goal of an action improves performance relative to focussing on the concrete motor behaviours. The current study tests whether blind action guided by imagery relies on the same foci of attention. Thirty female participants took part in an experiment. In each condition there were 20 trials, they were asked to close their eyes and draw a straight line between two landmarks on a graphics tablet. We instructed them, in three conditions, to focus on (1) mental imagery of the goal landmark (external focus of attention), (2) drawing a straight line with the fingers (internal focus), or (3) without a specific focus of attention (control). We tested to what extent these attention instructions affected drawing performance, in terms of both deviations of the participants’ lines from an ideal straight line, and the time it took to complete the line. The study revealed that the manipulation specifically affected the deviation measure and that an external focus of attention was better than an internal focus and the control condition. These findings reveal that that mental imagery during blind action relies on same processes as actual performance. These data give perceptual representations of a direct role in motor control. They will be related to current theories of action control (constrained action hypothesis, ideomotor theories, and dual task accounts).

scholarly journals The Effect of External Attentional Focus and Self-Controlled Feedback on Motor Learning in Older Adults

2020 ◽  
Vol 27 (1) ◽  
pp. 9-13
Author(s):  
Sima Razaghi ◽  
Esmaeel Saemi ◽  
Rasool Abedanzadeh
Keyword(s):  
Older Adults ◽  
Motor Learning ◽  
Retention Test ◽  
Attentional Focus ◽  
Focus Of Attention ◽  
The Other ◽  
Acquisition Phase ◽  
Control Group ◽  
External Focus ◽  
Mixed Anova

AbstractIntroduction. External focus instruction and self-controlled feedback have beneficial effects on motor learning. The purpose of the present study was to investigate the benefits of combined effects of external focus instruction and self-controlled feedback on balance performance in older adults.Material and Methods. Forty older adults (mean age: 63.21 ± 3.6 years; all female) were selected and randomly divided into 4 groups: self-controlled feedback, external attention, external attention/self-controlled feedback and control group. The task of standing on the platform of the stabilometer device and trying to keep the platform horizontally as much as possible was performed in each 30-sec. trial. The participants of self-controlled group received feedback on the timing of balance after the trials. In the external focus of attention, participants noticed the signs that were located horizontally ahead of their feet. The test was conducted in two sessions. In the acquisition phase, 10 trials of 30 seconds were performed and the retention test was completed 24 hours later as 5 trials of 30 seconds.Results. The results of mixed ANOVA on time data as an indicator of balance in the acquisition phase showed that the mixed group of external focus of attention and self-controlled feedback had better performance than the other groups (p = 0.004). In the retention test, the results of mixed ANOVA showed that the participants in the combined group of external focus and self-controlled feedback had better performance than the other groups (p = 0.006). The external focus of attention and self-controlled feedback performed similarly, and both were superior to the control group (p < 0.05).Conclusions. The results of this study, supporting the OPTIMAL theory of motor learning in the elderly, showed that the combination of two factors of external focus and self-controlled feedback has a double advantage over the presence of each of the factors. Therefore, it is suggested that the combinations of external focus instructions and self-controlled feedback should be used to improve performance and motor learning in the classes of practical and clinical rehabilitation fields.

Attentional Focus in NCAA Division 1 Golfers

2017 ◽  
Vol 5 (2) ◽  
pp. 240-251 ◽  
Author(s):  
Jed A. Diekfuss ◽  
Louisa D. Raisbeck
Keyword(s):  
Attentional Focus ◽  
Focus Of Attention ◽  
Popular Media ◽  
Psychological State ◽  
Specific Context ◽  
Secondary Purpose ◽  
Division 1 ◽  
Semistructured Interviews ◽  
Focus Strategies ◽  
Selection Of

The primary purpose of this study was to describe the focus of attention NCAA Division 1 golfers use during practice and competition. A secondary purpose was to determine who was most influential in the focus of attention strategies adopted by NCAA Division 1 golfers. We collected observational data by attending practice sessions, conducting semistructured interviews, and administering guided focus groups. Results revealed two major themes pertaining to the focus of attention adopted by our sample of NCAA Division 1 golfers: situational focus and reactivity focus. Situational focus refers to the focus used within a specific context, and reactivity focus refers to the focus golfers adopt because of a psychological state. Further, our results revealed the importance of esteemed individuals’ instruction on the development of attentional focus strategies. Parents, coaches, and popular media were highly influential in our sample of NCAA Division 1 golfers’ selection of attentional focus strategies.

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.

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