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1.
Abstract

Several researchers have demonstrated that an external focus of attention (about movement’s effects) during movement execution allowed better performances and learning of various motor tasks than an internal focus of attention (about movement itself). However, attentional focus effects have not been studied in tasks requiring explosive actions preceded by fast reaction time to a signal, such as a sprint start. We hypothesised that the beneficial effect of external focus of attention would be observed in the different stages of the sprint start (i.e. reaction time, block clearance and running) for both expert and novice sprinters. Novice and expert sprinters performed sprint starts followed by a 10 m sprint under three conditions: external focus instructions; internal focus instructions; and neutral instructions. The reaction time and the running time were significantly shorter in the external focus condition than in the internal focus condition, for both expert and novice participants. These results confirm the beneficial effect of an external focus of attention on the speed of movement execution. Moreover, they revealed that attentional focus influences movement preparation. Several hypotheses are proposed to account for these results, with reference to the processes that could be responsible for the observed effects.  相似文献   

2.
Background and purpose: Attentional focus cues have been shown to impact motor performance of adults and children. Specifically, an external focus of attention results in improved motor learning and performance as compared to adopting an internal focus of attention. The purpose of this study was to determine the effects of an internal and external attentional focus cue on children’s object control skill performance during a commonly used motor skill assessment.

Methods: Using a within-participant design, a total of 44 children (Mage?=?7.7 years, 20 boys and 24 girls) completed all three attentional focus conditions. The object control subscale of the Test of Gross Motor Development-2nd Edition (TGMD-2; Ulrich, 2000. Test of Gross Motor Development-2. Austin: Pro-Ed.) served as the motor skill assessment in present study. The TGMD-2 is a normed and criteria-referenced assessment frequently used to assess fundamental motor skill competence in children. The object control subtest of the TGMD-2 assesses a child’s ability to complete six fundamental motor skills – striking a stationary ball, stationary dribble, catch, kick, overhand throw, and underhand roll. All participants completed the object control subtest of the TGMD-2 under three different attentional focus conditions: baseline (i.e. neutral focus), internal, and external. The internal cue focused on movement performance and the external cue focused on movement outcome. In all three conditions, a video demonstration of proper skill performance was used to ensure no difference in visual demonstration, but the overlaying audio was changed to encompass each attentional focus condition. Children’s motor performance was recorded and later coded by a single researcher blinded to the study. A repeated-measures analysis of variance was used to determine if children’s motor scores changed among the three conditions.

Results: Findings demonstrated that children’s performance differed among the three conditions (F(2,43)?=?3.5, p?Post hoc analysis revealed that children scored significantly better in the external cue condition compared to the baseline (difference?=?1.98, p?Conclusion: Children performed better when given a verbal instruction to focus their attention externally rather than a verbal instruction with no attentional focus cue. No significant differences exist between the internal and external focus condition or between the neutral and internal condition. Our findings align with the literature and support that external attentional focus cues have a positive effect on motor performance. From a teaching and learning standpoint, using consistent instructions appears to be essential for young learners. Slight changes in verbal cues can have a significant effect on how well children execute fundamental motor skills.  相似文献   

3.
The present study was designed to fill a gap in the literature on attentional focus and sports performance. Specifically, in contrast to most previous studies in which an external focus was directed at an implement, we used a gymnastics skill that did not involve the use of an implement. Furthermore, while most studies used only outcome measures of performance, we also assessed movement quality. Twelve-year-old gymnasts performed a maximum vertical jump with a 180-degree turn while airborne, with their hands crossing in front of their chest during the turn under three different focus conditions. Under the external focus condition, participants were asked to focus on the direction in which a tape marker, which was attached to their chest, was pointing after the turn. Under the internal focus condition, they were asked to focus on the direction in which their hands were pointing after the turn. Under the control condition, no focus instructions were given. The external focus condition resulted in both superior movement form and greater jump height than did the other two conditions, which produced comparable results. The present findings show that, similar to other tasks, the performance of form-based skills can be enhanced relatively easily by appropriate external focus instructions.  相似文献   

4.
Abstract

We conducted two experiments to assess the effect attentional focus has on learning a complex motor skill and subsequent performance under secondary task loading. Participants in Experiment 1 learnt a golf putting task (300 practice trials) with a single instruction to either focus on their hands (internal focus) or the movement of the putter (external focus). No group differences were evident during learning or retention. Differences between the groups were only apparent under secondary task load; the external group's performance remained robust, while the internal group suffered a drop in performance. Verbal protocols demonstrated that the internal group accumulated significantly more internal knowledge and more task-relevant knowledge in general than the external group. Experiment 2 was designed to establish whether greater internal focus knowledge or greater explicit rule build up in general was responsible for performance breakdown. Two groups were presented with a set of six internal or external rules. Again, no performance differences were found during learning or retention. During the secondary task, both groups experienced performance deterioration. It was concluded that accumulation of explicit rules to guide performance was responsible for the internal group's breakdown in performance under secondary task loading and may be responsible for some of the performance differences reported previously.  相似文献   

5.
Performing and learning motor skills has been shown to be enhanced if the performer adopts an external relative to internal focus (or no focus) of attention (Wulf 2007). The present study examined the generalizability of this effect to top-level performers (balance acrobats). Participants performed a balance task (standing on an inflated rubber dish) under each of three attentional focus conditions: (a) external focus (i.e., minimize movements of the disk), (b) internal focus (i.e., minimize movements of the feet), and (c) control conditions (no focus instructions). While there were no differences between conditions in the amount of postural sway, the frequency of movement adjustments was higher in the control condition, relative to both external and internal focus conditions. This suggests that movement automaticity and postural stability were greatest when the balance experts were free to adopt their "normal" focus of attention. The finding implies that there may be a limit to the performance-enhancing effects of external focus instructions for top-level performers. The findings are discussed in terms of action control levels and possible changes in the optimal attentional focus with the performer's level of expertise.  相似文献   

6.
We conducted two experiments to assess the effect attentional focus has on learning a complex motor skill and subsequent performance under secondary task loading. Participants in Experiment 1 learnt a golf putting task (300 practice trials) with a single instruction to either focus on their hands (internal focus) or the movement of the putter (external focus). No group differences were evident during learning or retention. Differences between the groups were only apparent under secondary task load; the external group's performance remained robust, while the internal group suffered a drop in performance. Verbal protocols demonstrated that the internal group accumulated significantly more internal knowledge and more task-relevant knowledge in general than the external group. Experiment 2 was designed to establish whether greater internal focus knowledge or greater explicit rule build up in general was responsible for performance breakdown. Two groups were presented with a set of six internal or external rules. Again, no performance differences were found during learning or retention. During the secondary task, both groups experienced performance deterioration. It was concluded that accumulation of explicit rules to guide performance was responsible for the internal group's breakdown in performance under secondary task loading and may be responsible for some of the performance differences reported previously.  相似文献   

7.
Abstract

The objectives of this study were to determine the impact of different instructional constraints on standing board jump (sbj) performance in children and understand the underlying changes in emergent movement patterns. Two groups of novice participants were provided with either externally or internally focused attentional instructions during an intervention phase. Pre- and post-test sessions were undertaken to determine changes to performance and movement patterns. Thirty-six primary fourth-grade male students were recruited for this study and randomly assigned to either an external, internal focus or control group. Different instructional constraints with either an external focus (image of the achievement) or an internal focus (image of the act) were provided to the participants. Performance scores (jump distances), and data from key kinematic (joint range of motion, ROM) and kinetic variables (jump impulses) were collected. Instructional constraints with an emphasis on an external focus of attention were generally more effective in assisting learners to improve jump distances. Intra-individual analyses highlighted how enhanced jump distances for successful participants may be concomitant with specific changes to kinematic and kinetic variables. Larger joint ROM and adjustment to a comparatively larger horizontal impulse to a vertical impulse were observed for more successful participants at post-test performance. From a constraints-led perspective, the inclusion of instructional constraints encouraging self-adjustments in the control of movements (i.e., image of achievement) had a beneficial effect on individuals performing the standing broad jump task. However, the advantage of using an external focus of attentional instructions could be task- and individual-specific.  相似文献   

8.
We assessed the effects on basketball free throw performance of two types of verbal directions with an external attentional focus. Novices (n = 16) were pre-tested on free throw performance and assigned to two groups of similar ability (n = 8 in each). Both groups received verbal instructions with an external focus on either movement dynamics (movement form) or movement effects (e.g. ball trajectory relative to basket). The participants also observed a skilled model performing the task on either a small or large screen monitor, to ascertain the effects of visual presentation mode on task performance. After observation of six videotaped trials, all participants were given a post-test. Visual search patterns were monitored during observation and cross-referenced with performance on the pre- and post-test. Group effects were noted for verbal instructions and image size on visual search strategies and free throw performance. The 'movement effects' group saw a significant improvement in outcome scores between the pre-test and post-test. These results supported evidence that this group spent more viewing time on information outside the body than the 'movement dynamics' group. Image size affected both groups equally with more fixations of shorter duration when viewing the small screen. The results support the benefits of instructions when observing a model with an external focus on movement effects, not dynamics.  相似文献   

9.
We assessed the effects on basketball free throw performance of two types of verbal directions with an external attentional focus. Novices ( n = 16) were pre-tested on free throw performance and assigned to two groups of similar ability ( n = 8 in each). Both groups received verbal instructions with an external focus on either movement dynamics (movement form) or movement effects (e.g. ball trajectory relative to basket). The participants also observed a skilled model performing the task on either a small or large screen monitor, to ascertain the effects of visual presentation mode on task performance. After observation of six videotaped trials, all participants were given a post-test. Visual search patterns were monitored during observation and cross-referenced with performance on the pre- and post-test. Group effects were noted for verbal instructions and image size on visual search strategies and free throw performance. The 'movement effects' group saw a significant improvement in outcome scores between the pre-test and post-test. These results supported evidence that this group spent more viewing time on information outside the body than the 'movement dynamics' group. Image size affected both groups equally with more fixations of shorter duration when viewing the small screen. The results support the benefits of instructions when observing a model with an external focus on movement effects, not dynamics.  相似文献   

10.
Purpose: A large pool of evidence supports the beneficial effect of an external focus of attention on motor skill performance in adults. In children, this effect has been studied less and results are inconclusive. Importantly, individual differences are often not taken into account. We investigated the role of working memory, conscious motor control, and task-specific focus preferences on performance with an internal and external focus of attention in children. Methods: Twenty-five children practiced a golf putting task in both an internal focus condition and external focus condition. Performance was defined as the average distance toward the hole in 3 blocks of 10 trials. Task-specific focus preference was determined by asking how much effort it took to apply the instruction in each condition. In addition, working memory capacity and conscious motor control were assessed. Results: Children improved performance in both the internal focus condition and external focus condition (?p2 = .47), with no difference between conditions (?p2 = .01). Task-specific focus preference was the only factor moderately related to the difference between performance with an internal focus and performance with an external focus (r = .56), indicating better performance for the preferred instruction in Block 3. Conclusion: Children can benefit from instruction with both an internal and external focus of attention to improve short-term motor performance. Individual, task-specific focus preference influenced the effect of the instructions, with children performing better with their preferred focus. The results highlight that individual differences are a key factor in the effectiveness in children’s motor performance. The precise mechanisms underpinning this effect warrant further research.  相似文献   

11.
In the current experiment, we examined optimal focus for novices during a movement sequence in which performance was measured on accurate movement form/technique. A novel gymnastics routine was practiced under either an internal skill-relevant, internal skill-irrelevant, external, or no attention focus. Retention and transfer tests were then completed. During acquisition, adopting an internal irrelevant focus significantly improved performance, whereas an external focus degraded performance. There were no significant group differences in the retention and transfer tests. This suggests that learning of movement form/technique did not benefit from a specific focus of attention. The results are interpreted via an attentional capacity viewpoint and the notion that form tasks do not always contain obvious movement effects central to common coding and the constrained action hypothesis.  相似文献   

12.
Purpose: Suprapostural task performance (manual tracking) and postural control (sway and frequency) were examined as a function of attentional focus, age, and tracking difficulty. Given the performance benefits often found under external focus conditions, it was hypothesized that external focus instructions would promote superior tracking and reduced postural sway for both age groups, most notably as a function of tracking difficulty. Method: Postural sway, frequency of postural adjustments, and tracking accuracy under two levels of task difficulty were assessed for younger (M age = 20.98 years) and older (M age = 70.80 years) participants while they manually tracked a pursuit-rotor target. Participants received instructions to focus on either their actions (internal focus) or the effect of their actions (external focus). Results: Analyses revealed a beneficial effect of an external focus on suprapostural performance on the less-difficult (0.5 Hz) tracking task, and this performance was associated with a modest improvement in medial-lateral postural sway. Conclusion: The findings offer limited support for external focus-of-attention benefits under a mildly challenging tracking task. While older adults tend to adopt a conservative postural control strategy regardless of tracking task difficulty, external focus instructions on a suprapostural task promoted a modest, beneficial shift in postural control.  相似文献   

13.
Training to reduce landing forces is a common component of anterior cruciate ligament injury prevention programmes. The purpose of this study was to compare the effects of training incorporating instructions promoting an internal versus external attentional focus on landing forces in adolescent rugby athletes. Twenty-two rugby athletes were randomly allocated to groups that received instructions promoting an internal versus an external focus during a two week training programme. Landing forces were recorded before and after completion of the programme. During follow-up testing, landings were performed with and without a secondary cognitive task. Both groups exhibited a similar reduction in landing forces following training for trials performed without the secondary cognitive task. However, the groups responded differently when the secondary cognitive task was imposed. Athletes who were trained with an internal focus demonstrated a prominent increase in landing forces for trials that included the secondary cognitive task (vs. trials performed without the secondary cognitive task), whereas the secondary cognitive task had minimal influence for athletes who were trained with an external focus. It appears that training with an external focus may promote adaptations in landing mechanics that can be implemented more automatically.  相似文献   

14.
Achieving a state of flow is associated with positive experiences and improved sporting performance (Jackson &; Csikszentmihalyi, 1999). Focused attention is a fundamental component of the flow experience, but to date there has been little investigation of whether attention plays a causal role in creating flow, or is a product of it. Consequently, this study aimed to test the effect of an attentional focus manipulation on flow and performance in a simulated driving task. It was predicted that an external focus would lead to improved visuomotor control, greater flow experience and improved performance. Thirty-three participants from a student population completed the driving task under both internal and external focus instructions. Eye movements and steering wheel movements were recorded during each race. Participants reported greater flow experience (p?d?=?1.78) and enhanced outcome expectancies (p?=?.02, d?=?0.41) under external, compared to internal focus conditions, however, there was no effect on visuomotor control (gaze-steering coordination and steering entropy) or racing performance (ps?>?0.28). These findings suggest that adopting an external focus of attention may contribute to positive performance states such as flow.  相似文献   

15.
Over the past 15 years, research on focus of attention has consistently demonstrated that an external focus (i.e., on the movement effect) enhances motor performance and learning relative to an internal focus (i.e., on body movements). This article provides a comprehensive review of the extant literature. Findings show that the performance and learning advantages through instructions or feedback inducing an external focus extend across different types of tasks, skill levels, and age groups. Benefits are seen in movement effectiveness (e.g., accuracy, consistency, balance) as well as efficiency (e.g., muscular activity, force production, cardiovascular responses). Methodological issues that have arisen in the literature are discussed. Finally, our current understanding of the underlying mechanisms of the attentional focus effect is outlined, and directions for future research are suggested.  相似文献   

16.
Abstract

In the current experiment, we examined optimal focus for novices during a movement sequence in which performance was measured on accurate movement form/technique. A novel gymnastics routine was practiced under either an internal skill-relevant, internal skill-irrelevant, external, or no attention focus. Retention and transfer tests were then completed. During acquisition, adopting an internal irrelevant focus significantly improved performance, whereas an external focus degraded performance. There were no significant group differences in the retention and transfer tests. This suggests that learning of movement form/technique did not benefit from a specific focus of attention. The results are interpreted via an attentional capacity viewpoint and the notion that form tasks do not always contain obvious movement effects central to common coding and the constrained action hypothesis.  相似文献   

17.
Purpose: Considerable research supports the motor-learning advantage associated with an external focus of attention; however, very few studies have attempted to generalize these findings to children especially with attentional focus feedback. Therefore, the purpose of this study was to determine the effect of attentional focus feedback on motor learning in children. Method: Boys (n = 14) and girls (n = 14) aged 9 to 11 years old were randomly assigned to 1 of 2 gender-stratified groups: (a) internal-focus feedback or (b) external-focus feedback. Following initial instructions and task demonstration, participants performed 100 modified free throws over 2 days while receiving feedback statements respective to their attentional focus condition. Approximately 24 hr later, participants performed a retention test consisting of 20 additional free throws. Participants were also asked to respond to a retrospective verbal report at the end of each day to serve as a manipulation check. Results: Results of the analysis revealed a statistically significant learning advantage for participants receiving external-focus feedback, and retrospective verbal reports provide support for the self-invoking trigger and constrained action hypotheses. Conclusions: Future research should continue to incorporate retrospective verbal reports and explore potential causal links between internal attentional focus and self-evaluation.  相似文献   

18.
Abstract

The influence of internal (movement focus) and external (outcome focus) attentional-focusing instructions on muscular endurance were investigated using three exercise protocols with experienced exercisers. Twenty-three participants completed a maximal repetition, assisted bench-press test on a Smith's machine. An external focus of attention resulted in significant (p < .05) improvements in performance compared to the internal focus of attention, but not the control condition. Seventeen participants completed repetitions to failure at 75% 1-RM on free bench-press and squat exercises. In both tasks, externally focused instructions resulted in significantly greater repetitions to failure than control and internal focus conditions (p < .05). These results support previous research showing beneficial effects of externally focused instructions on movement efficiency.  相似文献   

19.
The influence of internal (movement focus) and external (outcome focus) attentional-focusing instructions on muscular endurance were investigated using three exercise protocols with experienced exercisers. Twenty-three participants completed a maximal repetition, assisted bench-press test on a Smith's machine. An external focus of attention resulted in significant (p < .05) improvements in performance compared to the internal focus of attention, but not the control condition. Seventeen participants completed repetitions to failure at 75% 1-RM on free bench press and squat exercises. In both tasks, externally focused instructions resulted in significantly greater repetitions to failure than control and internal focus conditions (p < .05). These results support previous research showing beneficial effects of externally focused instructions on movement efficiency.  相似文献   

20.
In this study, we examined the influence of internal and external attention instructions on the performance of a pitch shot by golfers who were either highly skilled (mean handicap = 4) or low skilled (mean handicap = 26). Ten golfers in each skill group used a 9-iron to pitch a ball as close as possible to an orange pylon, which was located at distances of 10, 15, 20 or 25 m from the golfer. Focus of attention was manipulated within participants (counterbalanced across golfers). Under internal focus of attention instructions, the participants were told to concentrate on the form of the golf swing and to adjust the force of their swing depending on the distance of the shot. For the external focus of attention conditions, the participants were told to concentrate on hitting the ball as close to the target pylon as possible. The most intriguing finding was an interaction of skill with focus of attention instructions for variability in performance. Similar to the findings of Wulf and colleagues, the highly skilled golfers performed better with external attention instructions than with internal focus instructions. In contrast, the low-skill golfers performed better with the internal than with the external focus of attention instructions. These findings are discussed relative to theoretical issues in motor learning and practical issues for golf instruction.  相似文献   

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