Examining the effectiveness of focus of attention instructions on the learning of a badminton long serve in novice students: movement automaticity hypothesis

Abstract

ABSTRACT The superiority of an external focus of attention in motor performance and learning has been confirmed in many studies. However, less research has been done on how well the focus of attention performs under various conditions, such as when performing a dual-task. Recent research also suggests a holistic focus may provide a similar benefit to motor learning and performance. The current study investigates how an internal, external, and holistic focus influences motor learning in single and dual-task conditions. Sixty adolescent girls aged 14–17 without previous experience in the badminton long serve were selected as a sample and participated in the study. Participants were divided randomly into four groups: internal focus (pay attention to the performer's arm), external focus (pay attention to the racket), holistic focus (pay attention to smooth movement), and control group (no attentional focus instructions). Badminton long serves were performed in the acquisition phase (5 sessions), three retention tests (after 48 h, after one week, after one month), transfer and dual-task (with cognitive task) tests were assessed with accuracy as a dependent variable. Both external and holistic focus groups served more accurately in the retention and transfer phase (including dual-task transfer). A holistic focus also enhanced performance throughout acquisition relative to a control group. A holistic and external focus can be used to enhance motor learning. This benefit may be due to enhanced movement automaticity. Practitioners should consider the use of both holistic and external focus cues when giving instructions.