scholarly journals Effect of Focus of Attention and Age on Motor Acquisition, Retention, and Transfer: A Randomized Trial

2008 ◽  
Vol 88 (2) ◽  
pp. 251-260 ◽  
Author(s):  
Michal Emanuel ◽  
Tal Jarus ◽  
Orit Bart
Keyword(s):  
Learning Strategies ◽  
Physical Therapists ◽  
Age Groups ◽  
Focus Of Attention ◽  
Transfer Phase ◽  
External Focus ◽  
Attention Focus ◽  
Adult Participants ◽  
Internal Focus ◽  
Static Target

Background and Purpose Adult participants benefit more from external focus than internal focus when learning a new motor skill. Because learners from different age groups use different learning strategies, the purpose of this study was to investigate whether the effect of attention focus varies among children and adults. Subjects and Methods Thirty-four children and 32 adults were randomly assigned to internal or external focus-of-attention practice groups. Throwing darts toward a static target, participants performed 50 acquisition trials, 20 retention trials, and 20 transfer trials. Results The results indicate that focus of attention varies between children and adults in accuracy and variability in the acquisition phase and in accuracy in the transfer phase. No interactions were found in the retention phase. Discussion and Conclusion The findings suggest that external focus is more effective than internal focus in adults; therefore, physical therapists should instruct adult clients to focus their attention externally to facilitate motor learning. Physical therapists working with children should perhaps direct the client's attention internally; however, further study is needed.

Where to Focus Attention When Performing the Jump Float Serve in Volleyball

2010 ◽  
Vol 3 (1) ◽  
pp. 56-68 ◽  
Author(s):  
Vickie Grooms Denny
Keyword(s):  
Focus Group ◽  
Focus Of Attention ◽  
Focus Attention ◽  
External Focus ◽  
Attention Focus ◽  
College Female ◽  
Significant Difference ◽  
Internal Focus ◽  
Post Test ◽  
Sport Skills

The purpose of this study was to determine if an external attention focus was more effective than an internal attention focus for college female volleyball players practicing the complex open skill of the jump float serve. Sixteen college females with prior competitive volleyball playing experience were matched into either an internal or external attention focus group, each serving a total of 30 balls in three blocks of ten serves. After the pre-test, two days of practice and day off, a post-test was conducted for both groups. Results demonstrated a 25% improvement for the internal focus group and a 26.8% improvement for the external focus group. These results suggest that both internal and external focuses of attention are beneficial for practicing the complex jump float serve. However, a paired t-test from the improvement scores of both groups demonstrated no significant difference between the two practice conditions suggesting that either an internal focus or an external focus of attention is effective for practicing the complex jump float serve. In this particular study, external focus of attention was not found to be more effective than an internal focus of attention. Since these results do not support much of the research done with attention focus and sport skills, additional studies are needed comparing internal and external focus of attention, especially when practicing open sport skills.

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.

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.

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).

An external focus of attention compared to an internal focus of attention improves anticipatory postural adjustments among people post-stroke

2020 ◽  
Vol 82 ◽  
pp. 100-105
Author(s):  
Saleh M. Aloraini ◽  
Cheryl M. Glazebrook ◽  
Sepideh Pooyania ◽  
Kathryn M. Sibley ◽  
Jonathan Singer ◽  
...  
Keyword(s):  
Focus Of Attention ◽  
Anticipatory Postural Adjustments ◽  
Postural Adjustments ◽  
Post Stroke ◽  
External Focus ◽  
Internal Focus

scholarly journals Internal and External Focus of Attention During Gait Re-Education: An Observational Study of Physical Therapist Practice in Stroke Rehabilitation

2013 ◽  
Vol 93 (7) ◽  
pp. 957-966 ◽  
Author(s):  
Louise Johnson ◽  
Jane H. Burridge ◽  
Sara H. Demain
Keyword(s):  
Physical Therapy ◽  
Stroke Rehabilitation ◽  
Physical Therapists ◽  
Focus Of Attention ◽  
Small Sample ◽  
Gait Rehabilitation ◽  
External Focus ◽  
Physical Therapy Treatment ◽  
The Impact ◽  
Therapy Treatment

BackgroundFocus of attention is known to play an important role in motor skill learning, yet little is known about how attention is directed within the context of stroke rehabilitation.ObjectiveThe aims of this study were: (1) to identify physical therapists' use of internal and external focus of attention during gait rehabilitation for individuals with hemiplegia following stroke and (2) to use the findings to design an experimental study examining the impact of focus of attention on learning poststroke.DesignThe study design involved direct nonparticipation observation of physical therapy treatment sessions.MethodsEight physical therapy treatment sessions, in which gait rehabilitation was taking place, were video recorded. Patients were aged between 36 and 85 years, and ranged from 7 to 216 days poststroke; physical therapists had between 3 and 12 years of experience in stroke rehabilitation. Data analysis took 2 forms: (1) clear definitions of internal and external focus of attention were agreed on via a consensus group and used to develop an analysis matrix through which incidences of instruction and feedback were identified, categorized, and counted; and (2) verbal dialogue was transcribed verbatim and transcripts were thematically analyzed to provide a detailed description of how instructions and feedback were used, illustrated by examples.ResultsThe use of instructions and feedback (internal and external focus) was high; an average of one verbal instruction or feedback statement was delivered every 14 seconds. Sixty-seven percent of the statements were internally focused, 22% were externally focused, and 11% were of mixed focus. Unfocused statements (eg, “good”) also were used regularly. Patients were frequently encouraged to “think about” their performance.LimitationsObservational data collection methods may result in changes in the behavior of those observed, which is a potential source of bias. The small sample size also was a limitation of the study.ConclusionPhysical therapists frequently encouraged patients to be aware of their movements and their performance (internal focus). This approach may reduce automaticity and hinder learning and retention.

scholarly journals Threat of shock increases excitability and connectivity of the intraparietal sulcus

eLife ◽  
2017 ◽  
Vol 6 ◽  
Author(s):  
Nicholas L Balderston ◽  
Elizabeth Hale ◽  
Abigail Hsiung ◽  
Salvatore Torrisi ◽  
Tom Holroyd ◽  
...  
Keyword(s):  
Neural Activity ◽  
Brain Connectivity ◽  
Focus Of Attention ◽  
Common Symptom ◽  
Intraparietal Sulcus ◽  
Multimodal Data ◽  
National Health Care ◽  
External Focus ◽  
Internal Focus ◽  
Global Brain

Anxiety disorders affect approximately 1 in 5 (18%) Americans within a given 1 year period, placing a substantial burden on the national health care system. Therefore, there is a critical need to understand the neural mechanisms mediating anxiety symptoms. We used unbiased, multimodal, data-driven, whole-brain measures of neural activity (magnetoencephalography) and connectivity (fMRI) to identify the regions of the brain that contribute most prominently to sustained anxiety. We report that a single brain region, the intraparietal sulcus (IPS), shows both elevated neural activity and global brain connectivity during threat. The IPS plays a key role in attention orienting and may contribute to the hypervigilance that is a common symptom of pathological anxiety. Hyperactivation of this region during elevated state anxiety may account for the paradoxical facilitation of performance on tasks that require an external focus of attention, and impairment of performance on tasks that require an internal focus of attention.

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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