scholarly journals Putting Attention on the Spot in Coaching: Shifting to an External Focus of Attention With Imagery Techniques to Improve Basketball Free-Throw Shooting Performance

2021 ◽  
Vol 12 ◽  
Author(s):  
Kyle R. Milley ◽  
Gene P. Ouellette
Keyword(s):  
Motor Performance ◽  
Attentional Focus ◽  
Performance Outcomes ◽  
Focus Of Attention ◽  
Future Research ◽  
Imagery Condition ◽  
Free Throw ◽  
External Focus ◽  
Underlying Mechanisms ◽  
Imagery Techniques

Attentional focus is an area that has garnered considerable attention in the sport psychology and motor performance literature. This is unsurprising given that attentional focus has been directly linked to performance outcomes and is susceptible to coaching input. While research has amassed supporting benefits of an external focus of attention (EFA) on motor performance using verbal instruction, other studies have challenged the notion that an EFA is more beneficial than an internal focus of attention (IFA) for sport-related performance. Further, it is unclear what type of instructions may serve to direct an athlete to an EFA and, in particular, if coaching can utilize imagery to orient an athlete toward an EFA. In the present exploratory study, we evaluate the effectiveness of instruction to improve free-throw shooting performance with an emphasis on an EFA brought about by implementing techniques borrowed from the imagery literature. This was tested relative to an alternate approach with an IFA induced through an emphasis on technique, devised to more closely resemble input typical of coach-to-athlete instruction. Twenty-five male and female university basketball players completed both conditions in a fully counterbalanced within-subject design. Results confirmed that participants in the EFA imagery condition had greater shooting accuracy than in the IFA technique condition. The study provides initial evidence that EFA coaching can borrow from imagery techniques, though future research should elucidate the underlying mechanisms of the effect.

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.

How external and internal focus are used in the field: A review

2021 ◽  
pp. 174795412110689
Author(s):  
Masahiro Yamada ◽  
Lauren Q. Higgins ◽  
Louisa Raisbeck
Keyword(s):  
Skill Acquisition ◽  
Motor Performance ◽  
Attentional Focus ◽  
Laboratory Research ◽  
Future Research ◽  
Relative Importance ◽  
Research Needs ◽  
Review Of Literature ◽  
External Focus ◽  
Internal Focus

The external focus and internal focus effects on motor performance and skill acquisition have been extensively examined and reviewed in laboratory research. However, the use of attentional focus in the field has not been summarized. Therefore, the present study conducted a systematic review of literature regarding the use of external/internal focus by practitioners (therapists and coaches) and recipients (patients and athletes). From 1999 to 2020, twelve studies examined how external/internal focus were used in the field. Results showed both therapists and coaches predominantly used internal focus; athletes tended to use more internal focus but varied by sports; and attentional focus varied between practice and competition. Additionally, the present review also consistently found that external/internal focus accounted for a small proportion relative to other foci outside the external/internal focus paradigm. Importantly, the differences in results were largely dependent upon the type of assessment ( e.g. closed-ended and open-ended questionnaires). Future research needs to investigate the relative importance of external/internal focus as opposed to other foci, as well as that affect a shift of attentional focus from one type to another.

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 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.

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

The Effects of Attentional Focus and Skill Level on the Performance of Golf Putting

2021 ◽  
pp. 1-12
Author(s):  
Chih-Chia Chen ◽  
Yonjoong Ryuh ◽  
Tony Luczak ◽  
John Lamberth
Keyword(s):  
Arm Movement ◽  
Action Planning ◽  
Attentional Focus ◽  
Performance Outcomes ◽  
Golf Club ◽  
External Focus ◽  
Golf Putting ◽  
Action Process ◽  
The Relationship ◽  
Perception Action

The purpose of this study was to examine the distance of varying focus of attention for experienced and novice golfers on a golf putting task. Forty-eight experienced and 48 novice golfers were randomized into four attentional focus conditions: control (no instruction), internal (i.e., focus on the arm movement), external proximal (i.e., focus on the golf club), and external distal (i.e., focus on the target) conditions. Performance outcomes (the perceived level of confidence and number of golf putts made) were recorded. Experienced golfers had better performance outcomes than novice golfers. The external proximal focus was specifically beneficial for novice golfers, while experienced golfers had an advantage in both external focus instructions. The external proximal focus might enable a perception-action process for novice golfers to compare the relationship between action planning and the surrounding environment. In addition, the transition to expertise might result in no difference between both external focus instructions for experienced golfers.

scholarly journals Obesity Reduces Cognitive and Motor Functions across the Lifespan

2016 ◽  
Vol 2016 ◽  
pp. 1-13 ◽  
Author(s):  
Chuanming Wang ◽  
John S. Y. Chan ◽  
Lijie Ren ◽  
Jin H. Yan
Keyword(s):  
Motor Performance ◽  
Sedentary Lifestyle ◽  
Research Direction ◽  
Future Research ◽  
Future Research Direction ◽  
Substantial Evidence ◽  
Motor Behaviors ◽  
Brain Functions ◽  
Health Related ◽  
Underlying Mechanisms

Due to a sedentary lifestyle, more and more people are becoming obese nowadays. In addition to health-related problems, obesity can also impair cognition and motor performance. Previous results have shown that obesity mainly affects cognition and motor behaviors through altering brain functions and musculoskeletal system, respectively. Many factors, such as insulin/leptin dysregulation and inflammation, mediate the effect of obesity and cognition and motor behaviors. Substantial evidence has suggested exercise to be an effective way to improve obesity and related cognitive and motor dysfunctions. This paper aims to discuss the association of obesity with cognition and motor behaviors and its underlying mechanisms. Following this, mechanisms of exercise to improve obesity-related dysfunctions are described. Finally, implications and future research direction are raised.

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.

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.

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