The Effects of Attentional Focus Instructions Specific to Body Movements on Movement Quality and Performance

2020 ◽  
pp. 1-8
Author(s):  
Masahiro Yamada ◽  
Louisa D. Raisbeck
Keyword(s):  
Vertical Jump ◽  
Attentional Focus ◽  
Jump Height ◽  
Body Movements ◽  
Movement Quality ◽  
External Focus ◽  
Vertical Jump Height ◽  
Internal Focus ◽  
Focus Condition ◽  
Directing Attention

Contexts: Directing an individual’s attention to the effect of the movements (external focus) has been shown to improve performance than directing attention to body movements (internal focus). However, the effect of attentional focus instructions specific to movement quality has not been investigated thoroughly. Objective: To compare the effects of internal and external focus instructions specific to body movements. Design: Mixed design, 2 (sex) × 2 (instructions). Settings: Laboratory setting. Participants: A total of 40 participants (males, n = 20; mean [SD]; age = 22.0 [2.19] y; height = 179.33 [5.90] cm; mass = 77.7 [13.04] kg; females, n = 20; age = 22.0 [3.87] y; height = 164.84 [5.80] cm; mass = 71.48 [20.66] kg) were recruited. Intervention: Participants completed 2 consecutive jumps (ie, a forward jump from a height and then a maximal vertical jump) with internal focus and external focus instructions. External focus was elicited by placing pieces of tape on the participants’ legs. Main Outcome measures: Landing quality was measured by the Landing Error Scoring System to assess movement quality, and the vertical jump height was measured by Vertec. Results: The performance results showed that the external focus condition resulted in superior vertical jump height compared with the internal focus condition (P < .05). Although landing quality did not show significant differences between 2 conditions, the effect size (η2 = .09) indicated that landing quality was better when participants adopted an external, rather than an internal focus of attention (P = .07). Conclusions: The body-oriented instructions can be provided externally by adding artificial external cues and directing attention to them. Importantly, the findings were evident in a qualitative assessment that can be adopted by practitioners. The results suggest that practitioners should adopt an external focus cue for performance and also consider using an external focus for movement quality.

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

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.

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.

Effects of varying attentional focus on health-related physical fitness performance

2013 ◽  
Vol 38 (2) ◽  
pp. 161-168 ◽  
Author(s):  
Shannon S.D. Bredin ◽  
Danika B. Dickson ◽  
Darren E.R. Warburton
Keyword(s):  
Health Status ◽  
Physical Fitness ◽  
Grip Strength ◽  
Vertical Jump ◽  
Attentional Focus ◽  
Focused Attention ◽  
External Focus ◽  
Verbal Instructions ◽  
Internal Focus ◽  
Health Related

Assessing health-related physical fitness is important for determining health status. However, verbal instructions provided during an assessment generally do not specify direction of attentional focus. This investigation examined the effect of attentional focus on performance outcomes during appraisals of health-related physical fitness. Eight females (25.0 ± 4.0 years) and 8 males (26.3 ± 3.9 years) completed 7 physical fitness tests of the Canadian Physical Activity, Fitness and Lifestyle Approach (modified Canadian Aerobic Fitness Test, grip strength, push-ups, sit and reach, partial curl-ups, vertical jump, and back extension) on 3 different days, each separated by 1 week. On day 1, no attentional focus was specified. On days 2 and 3, participants were asked to adopt an external focus (instructions focused attention away from the body) or an internal focus (instructions focused attention on the body's movement) in randomized order. Irrespective of sex, adopting an external focus resulted in significantly better performance on all tests when compared with no focus or internal-focus conditions. An internal focus also resulted in performance decrements for grip strength, push-ups, and vertical jump vs. no focus. These results demonstrate that instructing individuals to adopt an external focus provides a performance advantage on appraisals of aerobic and musculoskeletal fitness, whereas an internal focus may hinder performance. In some participants, these scores may convert to a rating of health status that is 1 health benefit zone higher or lower, respectively. This highlights further the importance of formulating verbal instructions that incorporate attentional focus for optimal performance on appraisals of physical fitness.

scholarly journals The Effect of Attentional Focus Conditions on Performer’s EMG Activity

2018 ◽  
Vol 1 (1) ◽  
pp. 240-247
Author(s):  
Ayşe Nur Ay ◽  
Yaşar Barış Dolukan ◽  
Mustafa Zahid Yıldız
Keyword(s):  
Motor Performance ◽  
Biceps Brachii ◽  
Muscular Activity ◽  
Attentional Focus ◽  
Weight Lifting ◽  
Emg Activity ◽  
Electromyographic Activity ◽  
External Focus ◽  
Internal Focus ◽  
Focus Condition

Many researchers have been investigated the effect of focusing type on motor performance and muscular activity. Studies have showed that focusing on movement effects, i.e., an external focus enhances motor performance whereas, reduces muscular activity compare to focusing on body movements, i.e., an internal focus. The purpose of present study was to determine whether focusing externally had any effect on reduction of Electromyographic activity of performers. In this study, 16 participants were asked to perform weight lifting under control (no instructions are given), external (focusing on dumbbell) and internal (focusing on biceps brachii muscle) conditions. The EMG data were acquired via DELSYS EMG System and monitored on LabVIEW. RMSE values were calculated to compare the EMG activities under each conditions. The results showed that the EMG activity was significantly reduced under external focus condition.

Physical and performance characteristics related to starter status, position, and division in Japanese collegiate American-football players

2021 ◽  
pp. 1-8
Author(s):  
Junta Iguchi ◽  
Minoru Matsunami ◽  
Tatsuya Hojo ◽  
Yoshihiko Fujisawa ◽  
Kenji Kuzuhara ◽  
...  
Keyword(s):  
Performance Test ◽  
Vertical Jump ◽  
American Football ◽  
Football Players ◽  
Jump Height ◽  
Test Results ◽  
Repetition Maximum ◽  
Vertical Jump Height ◽  
Division 1 ◽  
And Performance

BACKGROUND: Few studies have investigated the variations in body composition and performance in Japanese collegiate American-football players. OBJECTIVE: To clarify what characterizes competitors at the highest levels – in the top division or on the starting lineup – we compared players’ body compositions and performance test results. METHODS: This study included 172 players. Each player’s body composition and performance (one-repetition maximum bench press, one-repetition maximum back squat, and vertical jump height) were measured; power was estimated from vertical jump height and body weight. Players were compared according to status (starter vs. non-starter), position (skill vs. linemen), and division (1 vs. 2). Regression analysis was performed to determine characteristics for being a starter. RESULTS: Players in higher divisions and who were starters were stronger and had more power, greater body size, and better performance test results. Players in skill positions were relatively stronger than those in linemen positions. Vertical jump height was a significant predictor of being a starter in Division 1. CONCLUSION: Power and vertical jump may be a deciding factor for playing as a starter or in a higher division.

Effects of plyometric jump training in female soccer player’s vertical jump height: A systematic review with meta-analysis

2020 ◽  
Vol 38 (13) ◽  
pp. 1475-1487 ◽  
Author(s):  
Rodrigo Ramirez-Campillo ◽  
Javier Sanchez-Sanchez ◽  
Blanca Romero-Moraleda ◽  
Javier Yanci ◽  
Antonio García-Hermoso ◽  
...  
Keyword(s):  
Systematic Review ◽  
Meta Analysis ◽  
Vertical Jump ◽  
Jump Height ◽  
Jump Training ◽  
Vertical Jump Height

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.

Sign in / Sign up

Export Citation Format

Share Document