Attentional Focus Instructions Research Articles

The effects of attentional focus instructions on biomechanical parameters of single-leg drop-landing

The effects of attentional focus instructions on biomechanical parameters of single-leg drop-landing

External Focus of Attention Reduces Cartilage Load During Drop Landings.

The aim of the present study was to examine the effects of attentional focus instructions on acute changes in the transverse relaxation time (T2) of the femorotibial cartilage and in cartilage volume during repeated drop-jump landings. Ten healthy females (Mage = 20.4 ± 0.8 years) performed a drop landing task from a 50 cm high box over the course of 3 days (50 repetitions each day) across three attentional focus conditions: external focus (EF: focus on landing as soft as possible), internal focus (IF: focus on bending your knees when you land), and control (CON: no-focus instruction), which was counterbalanced across focus conditions. T2 mapping and the volume of femorotibial cartilage were determined from magnetic resonance imaging scans at 1.5 T for the dominant knee before and after completing the drop landings in each attentional focus condition per day. Results indicated a smaller change in cartilage T2 relaxation time and volumetry in the central load-bearing lateral cartilage under the EF, compared to IF and CON. Moreover, the change in T2 and cartilage volume was greater for lateral tibial cartilage as compared to femoral cartilage and was independent of attentional focus instructions. No significant acute quantitative changes were observed in the medial compartment. The peak vertical ground reaction force was found to be the lowest under the EF, compared to IF and CON. These findings suggest that external focus of attention may reduce cartilage load, potentially aiding in the control or management of cartilage injuries during landing in female athletes.

The effects of attentional focus instructions on approach jump performance

Introduction Attentional focus has been shown to significantly influence motor learning and performance, with external focus instructions enhancing performance compared to internal focus instructions. Research has also demonstrated that novice performance is improved when instructed to focus on skill execution processes rather than outcomes. However, this effect remains untested in complex jumping skills crucial to numerous sports. Purpose This study aimed to investigate the effect of internally and externally directed process and outcome focus instructions on approach jump height and approach speed in novice participants. Methods Twelve individuals aged 18 to 22 participated across three sessions: Familiarization, Test Session 1, and Test Session 2. During the test sessions, participants executed approach jumps in various conditions, each emphasizing specific cues: External Focus-Outcome, Internal Focus-Outcome, External Focus-Process, and Internal Focus-Process. Jump-and-Reach Height, Estimated Jump Height by Flight Time, and Approach Speed were assessed through 2 × 2 repeated measures ANOVAs. Results External focus and outcome conditions led to the highest jump-and-reach height ( p < .05). Process conditions yielded faster approach speed compared to outcome conditions ( p < .001), irrespective of internal or external focus direction. Estimated jump height by flight time was similar across all conditions. Conclusions The study suggests that benefits of external focus and process instructions for novices may apply only to certain performance variables in complex motor skills. Practical Applications Practitioners can optimize novices’ performance using various process- and outcome-based instructions. External, outcome-based cues enhance overall task performance, while process-based cues may improve specific technical components.

Effects of attentional focus on quiet standing balance control in individuals with non-specific chronic low back pain

Despite the widespread research about the effects of attentional focus on balance control in different populations, to the best of our knowledge, no study has yet investigated the effects of attentional focus instructions on balance control in individuals with chronic low back pain (CLBP). Therefore, this study was aimed to compare the effects of internal focus (IF) and external focus (EF) of attention on quiet standing balance control between individuals with CLBP and healthy controls. Twenty individuals with CLBP and 20 healthy controls were enrolled in this quasi-experimental study. The participants were asked to stand still with eyes open and eyes closed while performing three tasks: baseline standing with no focus instructions, internally focusing on their feet, and externally focusing on two markers were placed on the force platform. Statistical analyses showed a significant main effect of group for mean total velocity (p = 0.02), area (p = 0.01), and displacement in mediolateral (ML) direction (p = 0.003). Moreover, a significant main effect of vision was observed for mean total velocity (p < 0.001), area (p < 0.001), and displacement in anteroposterior (AP) (p < 0.001) and ML directions (p < 0.001). Also, the results revealed a significant main effect of attentional focus for mean total velocity (p < 0.001), area (p < 0.001), and displacement in AP (p < 0.001) and ML directions (p = 0.01). Our results showed that in both healthy controls and individuals with CLBP, EF led to improve quiet standing balance control compared to IF and control conditions. From a clinical perspective, it may be useful for physical therapists to consider the use of instruction cues that direct performer's attention away from the body for improving quiet standing balance control in individuals with CLBP.

An external focus promotes motor learning of an aiming task in individuals with hearing impairments.

Research has shown that external relative to internal focus (IF) instructions may improve motor performance as well as cognitive function (e.g., attentional stability and task-focus). The aim of the study was to examine the influence of attentional focus instructions on skill acquisition and learning of an aiming task in individuals with hearing impairments. The participants (N=39, Mage=17.87±1.88years) performed a bowling task with their dominant hand to knock down as many pins as possible. On day 1, they were randomly divided into three attentional focus groups; IF (focus on your throwing hand), external focus (EF) (focus on the pins), and control (no-focus) instructions. Each participant performed 36 trials, divided into 3 blocks of 12 trials. Attentional focus instructions were given before each block, with a brief reminder provided after each 3 trials. On day 2, retention and transfer (further distance) tests were performed. Results showed that while there were no significant differences between groups in the pre-test, the EF group outperformed both IF and control groups in retention and transfer tests. No significant difference was found between the control and IF. The findings suggest that the advantages of the external relative to the IF and no-focus instructions may generalize to individuals with hearing impairments.

Response of Knee Joint Biomechanics to Landing Under Internal and External Focus of Attention in Female Volleyball Players.

The aim of this study was to examine the effect of attentional focus instructions on the biomechanical variables associated with the risk of anterior cruciate ligament injury of the knee joint during a drop landing task using a time series analysis. Ten female volleyball players (age: 20.4 ± 0.8years, height: 169.7 ± 7.1cm, mass: 57.6 ± 3.1kg, experience: 6.3 ± 0.8years) performed landings from a 50cm height under three different attentional focus conditions: (1) external focus (focus on landing as soft as possible), (2) internal focus (focus on bending your knees when you land), and (3) control (no-focus instruction). Statistical parameter mapping in the sagittal plane during the crucial first 30% of landing time showed a significant effect of attentional focus instructions. Despite the similarity in landing performance across foci instructions, adopting an external focus instruction promoted reduced vertical ground reaction force and lower sagittal flexion moment during the first 30% of execution time compared to internal focus, suggesting reduced knee loading. Therefore, adopting an external focus of attention was suggested to reduce most biomechanical risk variables in the sagittal plane associated with anterior cruciate ligament injuries, compared to internal focus and control condition. No significant differences were found in the frontal and horizontal planes between the conditions during this crucial interval.

The effect of internal, external, and holistic focus of attention on standing long jump performance in novice and skilled karatekas.

An important application for training instructions is found in directing one's attentional focus. This direction can occur in different internal, external, or holistic forms. However, comparison between these three forms of instructions is a relatively recent development rarely reported at different skill levels or various sports including karate. Therefore, the present study attempts to investigate the effects of three forms of instructions on standing long jump performance in skilled and novice karatekas. The participants were 60 skilled and novice karatekas (all females; mean age: 21.32±1.65) who completed 12 standing long jump trials under different focus conditions (3 trials for each condition: internal, external, holistic and control condition) in a counterbalanced order. Our findings suggested significant main effects, indicating that skilled karatekas outperformed the novices. The findings also showed that regardless of skill levels, the participants exhibited similar performance under external and holistic focus conditions while performance in both of these conditions was superior compared to performance under internal focus and control conditions. No difference was observed between the control and internal focus conditions. It seems that skilled and novice karatekas may benefit from holistic and external focus of attention instructions which enhance their motor performance. Thus, it is recommended that coaches should incorporate these two types of attentional focus instructions into their training sessions.

The Effects of Holistic, External, and Internal Attentional Focus Instructions on Power and Kinematics of the Hang Power Snatch in Highly Skilled Weightlifters.

Athletes across various sports seek to enhance their power generation and force production by incorporating weightlifting exercises into their training. Therefore, integrating partial weightlifting movements could be sensible due to their simplified execution. Our research aimed to investigate which of four attentional focus strategies (external, internal, holistic, and neutral) would have the greatest impact on performance in terms of power variables for highly experienced weightlifting athletes in a practical training setting. Twelve highly skilled Olympic weightlifters volunteered for the study. They performed 48 single repetitions of the hang power snatch with each of the four attentional focus strategies. Results of the ANOVA did not reveal a significant main effect for maximum velocity, power measurement and displacement. Despite extensive research demonstrating how attentional focus affects performance differently, even among highly skilled populations, the lack of observed effects in our study underscores the challenges of conducting research in applied settings.

Attentional focus strategies in racket sports: A systematic review.

The body of evidence has shown that the external focus of attention (EF) rather than the internal focus of attention (IF) enhances motor skill learning and performance. Within racket sports which require a high level of motor control, anticipation skills, and mental preparedness, effectively directing attention is essential to elicit improvements in athletic performance. The present review aimed to evaluate the scientific evidence concerning the effects of attentional focus instructions on motor learning and performance in racket sports. We systematically reviewed the literature according to the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) guidelines. The study was registered with the Open Science Framework (osf.io/m4zat). Four electronic databases (Web of Science, Scopus, MEDLINE, and SPORTDiscus) were searched for original research publications. Inclusion criteria were: peer-reviewed journals; healthy and free from injury participants; attentional focus literature specific to the external or internal focus; attentional focus related to motor learning or motor performance; studies included at least one comparator (e.g., different attentional focus group, or control groups with neutral or no specific instruction); publications in which task(s) or skill(s) related to one of the racket sports (tennis, table tennis, badminton, squash, or padel). The initial search yielded 2005 studies. Finally, 9 studies were included in the quantitative analysis. Overall, the results indicated that EF benefits the learning and performance of racket sport skills, compared to IF and over control conditions. The findings suggest that coaches and practitioners should consider the adoption of EF to optimize racket skills performance, particularly in novice or low-skilled athletes.

A crossover study on attentional focus and gross motor performance in individuals with Down syndrome.

Little is known about the effect of using an attentional focus instruction on motor performance in people with intellectual disabilities. Therefore, this study explored the effects of different attentional focus instructions on gross motor skill performances in individuals with Down syndrome. Seven community-dwelling participants (age 25.2±3.2 yrs, height 1.70±0.04 m, body mass 72.0±6.3 kg) voluntarily participated in the study. Motor performance on 5-meter running (5m sprint), vertical jump (countermovement jump with arm swing, CMJ), broad jump (standing broad jump, SBJ), forward medball throw (FMBT) or overhead medball backward throw (OMBT) and rising-up from a chair (five repetition sit-to-stand, 5STS) were recorded while performing internal-focus (IF) or external-focus (EF) instructions. EF induced significantly (p<0.05) better performance than IF in CMJ (EF: 15±9 cm; IF: 11±8 cm, median ±interquartile range), SBJ (EF: 0.8±1.05 m; IF: 0.5±1.0 m), FMBT (EF: 1.5±1.4 m; IF: 1.4±1.1 m), OMBT (EF: 4.0±1.5 m; IF: 3.6±1.1 m) and 5STS (EF: 14.2±5.4; IF:15.3±7.7 s). The time over the 5m sprint tended to be shorter with EF (4.0±2.0 s) than IF (5.05±3.3 s) but the difference did not reach the statistical significance (p = 0.29). Physical trainers and school teachers should be encouraged to manage different types of attentional focus instructions to improve cognitive and gross motor performances in persons with Down syndrome.

The effects of attentional focus instructions on the performance of a persistent form-based skill in gymnastics

The effects of attentional focus instructions on the performance of a persistent form-based skill in gymnastics

Flywheel Romanian Deadlift: Intra- and Inter-Day Kinetic and Kinematic Reliability of Four Inertial Loads Using Cluster Sets.

The primary aim of this study was to investigate the intra- and inter-day reliability of flywheel cluster set training in concentric power (CON), eccentric power (ECC), and ECC overload during the Romanian deadlift exercise (RDL). A secondary aim was to assess the acute effect of internal and external attentional focus instructions on mean power when performing the flywheel RDL. Fourteen collegiate male field sport athletes (age, 23.3 ± 3.7 years; mass, 80.8 ± 9.9 kg; height, 1.79 ± 0.06 m) were randomized into internal (n = 7) or external (n = 7) attentional focus groups and attended four testing sessions, with a between-session separation of 7 days. Sessions consisted of four cluster sets of fifteen repetitions "excluding momentum repetitions" (4 × (5 + 5 + 5)) using a specific inertial load (0.025, 0.050, 0.075, and 0.100 kg·m-2) for a given set in a randomized ascending or descending order. Cluster sets were separated by a 45 s intra-set rest period. Both instructional focus groups attained familiarization, although the time taken to achieve familiarization (outcome stability) differed between groups. The external instructional group attained familiarization post-session 2 (Cohen's d (ES), ES = 0.11-0.65) with little volatility between performance measures (CV% = 4.61-9.59). Additionally, the internal group reported inconsistencies among all inertial loads, reporting large differences in MP in the 0.100 kg·m-2 inertial load from day 2 to day 3 (ES = 1.22) and both 0.050 kg·m2 (p = 0.010) and 0.075 kg·m-2 (p = 0.016) between day 3 and day 4. The flywheel RDL cluster set approach is a reliable training modality for maintaining mean power output during cluster set repetitions.

Attentional Focus Strategies for Promoting Children's Motor Learning: A Scoping Review With a Learner-Task-Environment Framework.

There is emerging evidence that attentional focus instructions and feedback may help children with motor learning. However, information relevant to learner characteristics, settings, and contexts in which attentional focus strategies can be used has not been synthesized. Therefore, in this review, we adopted a learner-task-environment framework to map the evidence to date related to attentional focus strategies in children's motor learning. We adapted the framework for scoping reviews put forth by Arksey and O'Malley (2005) and the enhanced protocol recommended by the Joanna Briggs Institute (Peters et al., 2021). Two researchers (a) identified the research question, (b) identified relevant studies, (c) selected studies, (d) charted the data, and (e) collated, summarized, and reported these results. We included 30 papers, all of which used an experimental or quasi-experimental design. Most studies have focused on typically developing children and those in middle childhood as learners. The movement tasks in these studies included isolated fundamental movement skills and sport-related tasks. All but one study were situated in non-clinical settings (i.e., school, laboratory). We found limited use of attentional focus strategies for learning movement tasks in early childhood, especially among children with neurodevelopmental disorders. Movement tasks were mostly isolated skills, and there was extremely limited application to clinical settings.

Effects of mental fatigue and attentional focus on muscular endurance performance

ABSTRACT Mental fatigue shows consistent detrimental effects on physically-demanding tasks including running and muscular endurance tasks. Several strategies to mitigate these effects have been assessed; however, it is also important to explore factors that may combine with mental fatigue to amplify performance decrements. The present study investigated potential moderating effects of attentional focus on the mental fatigue – endurance performance relationship. Undergraduates (N = 78) completed two wall-sit tasks to volitional failure prior to, and following, a cognitive task. Using a 2 X 2 randomised factorial design, half the participants completed a mentally fatiguing cognitive task (incongruent Stroop; HF), while the other half performed a non-mentally fatiguing task (documentary viewing; LF). Prior to the second wall-sit task, half the participants in each of the HF and LF groups were given attentional focus instructions to focus internally (INT) and the other half to focus externally (EXT). Both the mental fatigue (p < .001) and attentional focus (p < .001) manipulations were found to be successful. Planned comparisons showed no significant effects of attentional focus or mental fatigue on wall-sit endurance performance. However, a large effect size was observed between the HF/INT group and the other three groups (d = −1.56). Overall, data indicate a potential moderating effect of attentional focus such that internal focus and high mental fatigue may combine to have detrimental effects on physical endurance performance.

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

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.

Efficacy of cognitive attentional focus instructions and training schedule on cognitive performance in elderly men

Introduction: Cognitive-motor skills form a large part of human life, and for many years researchers and educators have attempted to identify factors that influence their implementation. Aim: The present study aimed to investigate the effectiveness of cognitive attentional focus instructions and exercise schedule on cognitive performance in elderly men. Method: The present study was a semi-experimental method with a pretest-posttest design and 4 experimental groups. Sixty elderly men from Ahvaz city aged 60-80 years were selected by voluntary random sampling in 2020 and randomly divided into four experimental groups (variable practice-internal attention, variable practice-external attention, constant practice-external attention, and constant practice-internal attention). The dartboard attached to the wall served as a tool. The research groups had 10 sessions and each session consisted of 3 blocks of 10 trials. Thus, the test was performed 48 hours after the subjects' last training session. Data were analyzed using one-way ANOVA and mixed repeated measures analysis of variance. Results: The results of one-way ANOVA showed that there was a significant difference between the groups in the posttest phase (P=0.001, F=11.43). Tukey's post hoc test was used to test the differences. The results showed a significant difference between the variable practice-external attention group with variable practice-internal attention (P=0.011), constant practice-external attention (P=0.001), and constant practice-internal attention (P=0.001) groups. However, no difference was found between the other study groups at this stage. Conclusion: Based on the research results, the combined group with variable practice-external attention performed better than the other groups. Considering that the variable practice-external attention training group showed better cognitive performance, geriatric sneakers and professionals are recommended to use the combined advantage of these two methods in their training plans.

Attentional focus effects on joint covariation in a reaching task

Adopting an external focus of attention (EF) has been found beneficial over internal focus (IF) for performing motor skills. Previous studies primarily examined focus of attention (FOA) effects on performance outcomes (such as error and accuracy), with relatively less emphasis on movement coordination. Given that human movements are kinematically and kinetically abundant (Gefland & Latash, 1998), FOA instructions may change how motor abundance is utilized by the CNS. This study applied the uncontrolled manifold analysis (UCM) to address this question in a reaching task. Healthy young adults (N = 38; 22 ± 1 yr; 7 men, 31 women) performed planar reaching movements to a target using either the dominant or nondominant arm under two different FOA instructions: EF and IF. Reaching was performed without online visual feedback and at a preferred pace. Joint angles of the clavicle-scapula, shoulder, elbow, and wrist were recorded, and their covariation for controlling dowel endpoint position was analyzed via UCM. As expected, IF led to a higher mean radial error than EF, driven by increases in aiming bias and variability. Consistent with this result, the UCM analysis showed that IF led to higher goal-relevant variance among the joints (VORT) compared to EF starting from the first 20% of the reach to the end. However, the goal-irrelevant variance (VUCM)—index of joint variance that does not affect the end-effector position—did not show FOA effects. The index of stability of joint coordination with respect to endpoint position (ΔV) was also not different between the EF and IF. Consistent with the constrained action hypothesis, these results provide evidence that IF disrupted goal-relevant joint covariation starting in the early phases of the reach without affecting goal-irrelevant coordination.

The order of attentional focus instructions affects how postural control processes compensate for multisensory mismatch: a crossover study

Directing attention during balance training can have an immediate and lasting impact on a patient's balance and ultimately decrease the risk of future falls. However, it is unclear how attention can best be utilized to improve postural control. The current study uses a 2 × 2 crossover design to investigate the potential impact of receiving multiple verbal instructions during a single session of sensorimotor control testing for balance. Twenty-eight healthy adults were tasked to balance on a rocker board while immersed in virtual reality (VR). The VR created a multisensory mismatch between visual VR motion and body motion. The strength of the relationship between visual motion and body motion was measured to assess visual dependence. Alpha and theta frequency bands in electroencephalography (EEG) recordings were also analyzed to identify potential neural correlates of visual dependence and postural stability. Participants were randomized into two groups: one group was first instructed to keep the board leveled (external focus) and then instructed to keep both feet leveled (internal focus) to help maintain stability. The other group was given these two instructions in reverse order. Analyses focused on time, instruction, and group effects from receiving multiple instructions. Results revealed that when participants are given external focus first, and internal focus second, they are more likely to demonstrate lower visual dependence and better postural stability throughout the entire session than participants given internal focus first and external focus second. However, channel-level EEG analyses did not reveal differences between the groups. Current findings suggest that the order of attentional focus instructions may influence how the postural control system resolves sensory incongruence during a single testing session.

The Effect of Attentional Focus on Real-Time Conscious Motor Processing During Tandem Walking in Young Adults

The theory of reinvestment in experimental psychology suggested that automated performance could be degraded if attention was internally diverted to the process of skill execution. This study examined the role of attentional focus instructions on real-time conscious motor processing (i.e., reinvestment) during tandem walking. Thirty-six young adults (mean age = 20.94, SD = 1.43 years) participated; their electroencephalography T3–Fz coherence (i.e., real-time reinvestment) was measured during three walking conditions with different attentional focus instructions: external focus, internal focus, and control conditions. The results suggested that attentional focus instructions did not significantly affect real-time conscious motor processing during tandem walking in young adults, possibly due to the low level of motor task complexity of walking by young adults. The Movement-Specific Reinvestment Scale appears to be not sensitive enough to reflect the real-time reinvestment during gait-related movements in young adults.

External focus of attention enhances arm velocities during volleyball spike in young female players.

The aim of this study was to investigate the effect of different volleyball-specific attentional focus instructions on arm velocities of a volleyball spike in young female volleyball players using the Statistical Parametric Mapping method. Twelve young female volleyball players (13.6 ± 0.6 years old, 1.8 ± 0.8 years of experience in volleyball training) were asked to perform a volleyball spike in a standing position in three different attentional focus conditions including internal focus (IF, i.e., pull back your elbow prior to transfer momentum), external focus, (EF, i.e., imagine cracking a whip to transfer momentum), and control (CON, i.e., no-focus instruction). A Qualisys 3D motion capture-system was used to track reflective markers attached to the arm, forearm, and hand. Consequently, four phases of the volleyball spike including wind-up, cocking, acceleration, and follow-through were analyzed. A one-way repeated-measure ANOVA using one-dimensional statistical parametric mapping (SPM1d) showed that players achieved greater velocities in the hand (p < 0.01), forearm (p < 0.01), and arm (p < 0.01) using the EF instructions from the start of the wind-up phase to the acceleration phase. Post-hoc (SPM1d-t-tests-paired) analyses indicated significantly greater arm, forearm, and hand velocities during the EF condition, compared to CON (p < 0.01, p < 0.01, and p < 0.01 respectively) and IF (p < 0.01, p < 0.01, and p < 0.01 respectively) conditions. These findings suggest that EF instructions had an immediate impact on increasing volleyball spike velocity from the start of the wind-up phase to the acceleration phase prior to ball contact.