Utilising an internal focus of attention during preparation and an external focus during execution may facilitate motor learning

Abstract

ABSTRACT Research with athletes and coaches has found that attentional focus strategies are more complex than using an internal or external focus exclusively. Recently Becker et al. [2020, March 1. The effects of attentional focus in the preparation and execution of a standing long jump. Psychological Research, 84(2), 285–291] found that switching attentional focus from internal in movement preparation to external during movement execution provided a benefit over internal focus and control conditions. The purpose of this study was to investigate the effects of attentional switching on motor skill acquisition. 79 participants were randomly divided into an internal (INT), external (EXT), or switching group (IES). Individuals performed 80 acquisition trials of a golf chipping task with their prescribed attentional focus during preparation and execution. 24-hours later 10-trial retention and transfer tests were performed. The primary analysis revealed significant improvement during acquisition (p < .001) but no significant differences between attentional focus groups during acquisition, retention, or transfer. A secondary analysis was performed with individuals low in attentional focus adherence removed (<60%). Groups significantly improved during acquisition (p < .001). For retention IES significantly outperformed INT (p < .05). These results suggest that the detrimental effects of an internal focus are only found during skill execution and not movement preparation. It is possible for learners to benefit from both an internal and external focus so long as the cues are provided during the correct phase of skill performance. Highlights Attentional focus is much more complex than using either an internal or external focus of attention. This study investigated the effects of switching attention during skill acquisition from an internal to external focus. A preliminary analysis revealed no significant differences between attentional focus groups of internal, external, or switching. One reason for this finding was the poor adherence to the prescribed focus cue. A secondary analysis where low adherence individuals were removed revealed a significant difference between the switching group and the internal focus group during retention. These finding suggest that the detrimental effects associated with an internal focus of attention are exclusive to using the focus during task execution. It is possible that an internal focus can still facilitate learning so long as an external focus is used during movement execution.