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Benjaminse A, Nijmeijer EM, Gokeler A, Broekhaar DC, Cortes N. Motivation Unraveled: Giving Choice to Football Players to Improve Anterior Cruciate Ligament Injury Prevention. J Strength Cond Res 2024:00124278-990000000-00537. [PMID: 39178101 DOI: 10.1519/jsc.0000000000004912] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/25/2024]
Abstract
ABSTRACT Benjaminse, A, Nijmeijer, EM, Gokeler, A, Broekhaar, DC, and Cortes, N. Motivation unraveled: giving choice to football players to improve anterior cruciate ligament injury prevention. J Strength Cond Res XX(X): 000-000, 2024-Providing athletes some control over a training session facilitates motor skill acquisition. This is a promising concept to use in anterior cruciate ligament (ACL) injury prevention, as the key for risk reduction is to improve quality of movement. The goal of this study was to better understand why improved motor learning occurred when football players had the opportunity to choose when to receive feedback when practicing sidestep cutting (SSC) movements. Healthy male recreational football players (n = 22, 22.9 ± 1.7 years, 185.5 ± 7.2 cm, 79.3 ± 9.2 kg) were included and assigned to the self-control (SC) or the yoked (YK) group. The players performed anticipated and unanticipated SSC. They received video instructions and were instructed to "copy the movement of the model to the best of their ability." During the training blocks, the SC group could ask for feedback, whereas the YK group could not. Cutting movement assessment scores (CMAS) were measured to test quality of movement and the Intrinsic Motivation Inventory was administered to measure constructs of motivation. In the anticipated condition, SC group showed better scores in immediate post and the retention test compared with pretest (p < 0.001), whereas the YK group showed worse scores in the retention test compared with immediate posttest (p = 0.001). Perceived competence (p = 0.017) and self-efficacy (p = 0.032) were consistent factors that correlated with improved CMAS in the SC group. This has given us innovative insights into underlying mechanisms optimizing the quality of movement, necessary to improve current ACL injury prevention approaches.
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Affiliation(s)
- Anne Benjaminse
- Department of Human Movement Sciences, University Medical Center Groningen, University of Groningen, Groningen, the Netherlands
| | - Eline M Nijmeijer
- Department of Human Movement Sciences, University Medical Center Groningen, University of Groningen, Groningen, the Netherlands
| | - Alli Gokeler
- Exercise Science and Neuroscience Unit, Department of Exercise and Health, Paderborn University, Paderborn, Germany
- Faculty of Health, Master Performance Sport and Health, Amsterdam University of Applied Sciences, Amsterdam, the Netherlands
| | - Dara C Broekhaar
- Department of Human Movement Sciences, University Medical Center Groningen, University of Groningen, Groningen, the Netherlands
| | - Nelson Cortes
- School of Sport, Rehabilitation and Exercise Sciences, University of Essex, Colchester, United Kingdom; and
- Department of Bioengineering, George Mason University, Fairfax, Virginia
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Samadi Z, Abedanzadeh R, Norouzi E, Abdollahipour R. An external focus promotes motor learning of an aiming task in individuals with hearing impairments. Eur J Sport Sci 2024; 24:1143-1151. [PMID: 38940066 PMCID: PMC11295103 DOI: 10.1002/ejsc.12157] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/13/2023] [Revised: 06/15/2024] [Accepted: 06/16/2024] [Indexed: 06/29/2024]
Abstract
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 ± 1.88 years) 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.
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Affiliation(s)
- Zahra Samadi
- Faculty of Sport SciencesDepartment of Motor Behavior and Sport PsychologyShahid Chamran University of AhvazAhvazIran
| | - Rasool Abedanzadeh
- Faculty of Sport SciencesDepartment of Motor Behavior and Sport PsychologyShahid Chamran University of AhvazAhvazIran
| | - Ebrahim Norouzi
- Department of Physical EducationFarhangian UniversityTehranIran
| | - Reza Abdollahipour
- Faculty of Physical CultureDepartment of Natural Sciences in KinanthropologyPalacký University OlomoucOlomoucCzech Republic
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Lewis AF, Bohnenkamp R, Myers M, den Ouden DB, Fritz SL, Stewart JC. Effect of positive social comparative feedback on the resting state connectivity of dopaminergic neural pathways: A preliminary investigation. Neurobiol Learn Mem 2024; 212:107930. [PMID: 38692391 DOI: 10.1016/j.nlm.2024.107930] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/16/2023] [Revised: 04/17/2024] [Accepted: 04/28/2024] [Indexed: 05/03/2024]
Abstract
Positive social comparative feedback is hypothesized to generate a dopamine response in the brain, similar to reward, by enhancing expectancies to support motor skill learning. However, no studies have utilized neuroimaging to examine this hypothesized dopaminergic mechanism. Therefore, the aim of this preliminary study was to investigate the effect of positive social comparative feedback on dopaminergic neural pathways measured by resting state connectivity. Thirty individuals practiced an implicit, motor sequence learning task and were assigned to groups that differed in feedback type. One group received feedback about their actual response time to complete the task (RT ONLY), while the other group received feedback about their response time with positive social comparison (RT + POS). Magnetic resonance imaging was acquired at the beginning and end of repetitive motor practice with feedback to measure practice-dependent changes in resting state brain connectivity. While both groups showed improvements in task performance and increases in performance expectancies, ventral tegmental area and the left nucleus accumbens (mesolimbic dopamine pathway) resting state connectivity increased in the RT + POS group but not in the RT ONLY group. Instead, the RT ONLY group showed increased connectivity between ventral tegmental area and primary motor cortex. Positive social comparative feedback during practice of a motor sequence task may induce a dopaminergic response in the brain along the mesolimbic pathway. However, given that absence of effects on expectancies and motor learning, more robust and individualized approaches may be needed to provide beneficial psychological and behavioral effects.
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Affiliation(s)
- Allison F Lewis
- University of South Carolina, Department of Exercise Science, Columbia, SC, USA
| | - Rachel Bohnenkamp
- University of South Carolina, Department of Exercise Science, Columbia, SC, USA
| | - Makenzie Myers
- University of South Carolina, Department of Exercise Science, Columbia, SC, USA
| | - Dirk B den Ouden
- University of South Carolina, Department of Communication Sciences and Disorders, Columbia, SC, USA
| | - Stacy L Fritz
- University of South Carolina, Department of Exercise Science, Columbia, SC, USA
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Yu CL, Kao CW, Wu JH, Hung E, Chang WC, Yang RT, Wang KP, Hung TM. Effects of self-efficacy on frontal midline theta power and golf putting performance. Front Psychol 2024; 15:1349918. [PMID: 38655217 PMCID: PMC11036087 DOI: 10.3389/fpsyg.2024.1349918] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/06/2023] [Accepted: 03/18/2024] [Indexed: 04/26/2024] Open
Abstract
Introduction Self-efficacy (SE), defined as an individual's belief in their ability to complete a task, is linked to top-down attentional control, influencing motor performance in sports. Although the behavioral effects of SE are well-documented, there is a lack of research on the mechanisms through which SE affects sports performance. Our research aims to elucidate the neurophysiological mechanisms that underlie the impact of self-efficacy on sports performance. Specifically, we intend to explore the effects of low and high SE on frontal midline theta (Fmθ) activity, associated with sustained top-down attention, and on motor performance. Methods We recruited thirty-four professional golfers to perform 60 putts, during which their electroencephalographic activity was monitored. SE levels were assessed using a visual analog scale from 0 to 10 before each putt, with scores categorized into higher or lower SE based on each golfer's individual average score. Results Paired t-tests indicated that trials with higher SE scores had a higher putting success rate than those with lower SE scores (53.3% vs. 46.7%). Furthermore, trials associated with higher SE scores exhibited lower Fmθ activity compared to those with lower SE scores (4.49 vs. 5.18). Discussion Our results suggest that higher SE is associated with reduced top-down attentional control, leading to improved putting performance. These findings support Bandura's theory of SE, which suggests that the effects of efficacy beliefs are mediated by cognitive, motivational, emotional, and decision-making processes. This study sheds light on the intermediate processes of SE by examining its impact on the anticipation of outcomes, sports performance, and attentional control prior to putting.
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Affiliation(s)
- Chien-Lin Yu
- Department of Physical Education and Sport Sciences, National Taiwan Normal University, Taipei, Taiwan
| | - Cheng-Wei Kao
- Department of Physical Education and Sport Sciences, National Taiwan Normal University, Taipei, Taiwan
| | - Jia-Hao Wu
- Department of Physical Education and Sport Sciences, National Taiwan Normal University, Taipei, Taiwan
| | - Eric Hung
- Department of Physical Education and Sport Sciences, National Taiwan Normal University, Taipei, Taiwan
| | - Wei-Chun Chang
- Department of Physical Education and Sport Sciences, National Taiwan Normal University, Taipei, Taiwan
| | - Ren-Ting Yang
- Department of Physical Education and Sport Sciences, National Taiwan Normal University, Taipei, Taiwan
| | - Kuo-Pin Wang
- Center for Cognitive Interaction Technology (CITEC), Bielefeld University, Inspiration 1, Bielefeld, Germany
- Neurocognition and Action, Biomechanics Research Group, Faculty of Psychology and Sports Science, Bielefeld University, Bielefeld, Germany
| | - Tsung-Min Hung
- Department of Physical Education and Sport Sciences, National Taiwan Normal University, Taipei, Taiwan
- Institute for Research Excellence and Learning Science, National Taiwan Normal University, Taipei, Taiwan
- Lifestyles of Health and Sustainability Executive Master of Business Administration, National Taiwan Normal University, Taipei, Taiwan
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Shooli M, Saemi E, Boushehri NS, Seifourian M, Simpson T. Effects of self-controlled practice and focus of attention on free throw accuracy: Exploring optimal theory among skilled basketball players. Hum Mov Sci 2024; 94:103187. [PMID: 38330629 DOI: 10.1016/j.humov.2024.103187] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/01/2023] [Revised: 01/31/2024] [Accepted: 02/01/2024] [Indexed: 02/10/2024]
Abstract
Based on the OPTIMAL theory of motor learning (Wulf & Lewthwaite, 2016), optimal motor performance and learning will occur through the influence of the two motivational factors of enhanced expectancies and autonomy support (self-controlled practice) as well as the attentional factor of the external focus of attention. Recently, some researchers tested this theory on different motor tasks using novices. However, it seems that this theory has not been tested in skilled athletes. Therefore, the aim of the present study was to investigate the effect of self-controlled practice and focus of attention on the accuracy of free throws of skilled basketball players. The participants were 56 skilled adult basketball players (28 men; average age = 27.75 ± 3.31 years; 28 women, average age = 27.18 ± 3.63 years) who were randomly divided into two self-control and yoked groups. Each group performed 80 basketball free throw trials in four different attention conditions (external, internal, holistic, control) as a counterbalance, so that each participant made 20 basketball free throws in each attention condition. The results showed that skilled basketball players in the self-controlled group performed better than the yoked group when they could choose the color of the ball. The results also showed that focusing on external or holistic cues compared to focusing on internal cues improved basketball free throw performance in skilled players. However, the results did not show a difference between external and holistic attention with the control condition. The control condition was also similar to the internal attention condition. In summary, the results of this research could only partially support the OPTIMAL theory and showed that each of the two variables of self-controlled practice and external or holistic focus of attention separately and independently affect the motor performance of skilled basketball players and their additive effect was not observed. It is suggested that coaches try to use autonomy support as well as external or holistic focus of attention in practical situations to improve the motor performance of skilled athletes.
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Affiliation(s)
- Maryam Shooli
- Department of Motor Behavior and Sport Psychology, Faculty of Sport Sciences, Shahid Chamran University of Ahvaz, Ahvaz, Iran
| | - Esmaeel Saemi
- Department of Motor Behavior and Sport Psychology, Faculty of Sport Sciences, Shahid Chamran University of Ahvaz, Ahvaz, Iran.
| | - Nahid Shetab Boushehri
- Department of Motor Behavior and Sport Psychology, Faculty of Sport Sciences, Shahid Chamran University of Ahvaz, Ahvaz, Iran
| | - Mehdi Seifourian
- Department of Sport Management, Faculty of Sport Sciences, Shahid Chamran University of Ahvaz, Ahvaz, Iran
| | - Thomas Simpson
- Department of Sport and Physical Activity, Edge Hill University, Ormskirk, United Kingdom
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Arbinaga F. Resilient Behaviors in Music Students: Relationship with Perfectionism and Self-Efficacy. Behav Sci (Basel) 2023; 13:722. [PMID: 37754000 PMCID: PMC10526033 DOI: 10.3390/bs13090722] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/13/2023] [Revised: 08/24/2023] [Accepted: 08/29/2023] [Indexed: 09/28/2023] Open
Abstract
Self-efficacy and perfectionism play an important role in high-performance activities. This cross-sectional study analyzes the relationship between these constructs and resilience in a sample of 145 music students (57.9% female) with a mean age of 27.77 years. Perfectionism was assessed using the Multidimensional Inventory of Perfectionism in Sport; resilience, using the Resilience Scale; and self-efficacy, using the General Self-Efficacy Scale. Females, compared to males, are more perfectionist, both on the adaptive (Cohen's d = 0.41) and maladaptive scales (Cohen's d = 0.70). However, no gender differences were found in self-efficacy or resilience scores. Music students categorized as highly resilient obtained significantly higher self-efficacy scores (Cohen's d = 1.30). However, no differences were found between high- and low-resilience students in perfectionism scores, the total scale scores, or its adaptive or functional factor (striving for perfection). Differences were found for the maladaptive factor, negative reactions to imperfection, where low-resilience students scored higher on negative reactions to imperfection (Cohen's d = 0.49). Self-efficacy shows significant predictive power for resilience (β = 0.525, p < 0.001). Although functional perfectionism did not significantly predict resilience, a marginal negative relationship was found between dysfunctional perfectionism and resilience (β = -0.156, p = 0.063). The results are discussed concerning their implications for music pedagogy and teacher intervention.
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Affiliation(s)
- Félix Arbinaga
- Department of Clinical and Experimental Psychology, University of Huelva, 21007 Huelva, Spain
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Nijmeijer EM, Elferink-Gemser MT, McCrory S, Cortes N, Benjaminse A. How to improve movement execution in sidestep cutting? Involve me and I will learn. Hum Mov Sci 2023; 90:103115. [PMID: 37329711 DOI: 10.1016/j.humov.2023.103115] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/03/2022] [Revised: 03/29/2023] [Accepted: 06/01/2023] [Indexed: 06/19/2023]
Abstract
Providing choices, i.e., autonomy, to athletes during practice increases intrinsic motivation and positively influences the motor learning process. The effects of autonomy on the timing of feedback (self-controlled timing of feedback) when optimizing the movement execution of sidestep cutting (SSC), a task that is highly related with ACL injury risk, are unknown. The aim of this study was to investigate the effect of self-controlled timing of video and EF-feedback on movement execution of SSC in team sport athletes. Thirty healthy ball team sport athletes (22.9 ± 1.7 years, 185.5 ± 7.2 cm, 79.3 ± 9.2 kg) were recruited from local sports clubs. Participants were alternately assigned to the self-control (SC) or the yoked (YK) group based on arrival and performed five anticipated and five unanticipated 45° SSC trials as pre-, immediate-post and one-week retention test. Movement execution was measured with the Cutting Movement Assessment Score (CMAS). Training consisted of three randomized 45° SSC conditions: one anticipated and two unanticipated conditions. All participants received expert video instructions and were instructed to 'try to do your best in copying the movement of the expert'. The SC group was allowed to request feedback whenever they wanted during training. The feedback consisted of 1) CMAS score, 2) posterior and sagittal videos of the last trial and 3) an external focus verbal cue on how to improve their execution. The participants were told to lower their score and they knew the lower the score, the better. The YK group received feedback after the same trial on which their matched participant in the SC group had requested feedback. Data of twenty-two participants (50% in SC group) was analyzed. Pre-test and training CMAS scores between groups were equal (p > 0.05). In the anticipated condition, the SC group (1.7 ± 0.9) had better CMAS scores than the YK group (2.4 ± 1.1) at the retention test (p < 0.001). Additionally, in the anticipated condition, the SC group showed improved movement execution during immediate-post (2.0 ± 1.1) compared to pre-test (3.0 ± 1.0), which was maintained during retention (p < 0.001). The YK group also improved in the anticipated condition during immediate-post (1.8 ± 1.1) compared to pre-test (2.6 ± 1.0) (p < 0.001) but showed decreased movement execution during retention compared to immediate-post test (p = 0.001). In conclusion, self-controlled timing of feedback resulted in better learning and greater improvements in movement execution compared to the control group in the anticipated condition. Self-controlled timing of feedback seems beneficial in optimizing movement execution in SSC and is advised to be implemented in ACL injury prevention programs.
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Affiliation(s)
- Eline M Nijmeijer
- Department of Human Movement Sciences, University Medical Center Groningen, University of Groningen, Antonius Deusinglaan 1, 9713 AV Groningen, The Netherlands.
| | - Marije T Elferink-Gemser
- Department of Human Movement Sciences, University Medical Center Groningen, University of Groningen, Antonius Deusinglaan 1, 9713 AV Groningen, The Netherlands.
| | - Stuart McCrory
- Sports Medicine, Assessment, Research & Testing (SMART) Laboratory, School of Kinesiology, George Mason University, 9100 Freedom Center Blvd, Manassas, VA 20110, USA.
| | - Nelson Cortes
- School of Sport, Rehabilitation, and Exercise Science, University of Essex, Colchester CO4 3WA, United Kingdom of Great Britain and Northern Ireland; Department of Bioengineering, George Mason University, 4400 University Drive, Fairfax, VA 22030, USA.
| | - Anne Benjaminse
- Department of Human Movement Sciences, University Medical Center Groningen, University of Groningen, Antonius Deusinglaan 1, 9713 AV Groningen, The Netherlands; School of Sport Studies, Hanze University of Applied Sciences, Zernikeplein 17, 9747 AS Groningen, The Netherlands.
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Lewis AF, Bohnenkamp R, Johnson L, den Ouden DB, Wilcox S, Fritz SL, Stewart JC. Effects of positive social comparative feedback on motor sequence learning and performance expectancies. Front Psychol 2023; 13:1005705. [PMID: 36760911 PMCID: PMC9902358 DOI: 10.3389/fpsyg.2022.1005705] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/28/2022] [Accepted: 12/14/2022] [Indexed: 01/25/2023] Open
Abstract
Introduction Positive social comparative feedback indicates to the learner that they are performing better than others. While this type feedback supports motor skill learning in some tasks, the effect of social comparative feedback on implicit motor sequence learning remains unknown. The aim of this study was to determine the effect of positive social comparative feedback on the learning of and expectancies for a motor sequence task. Methods Forty-eight individuals practiced a joystick-based sequence task and were divided into three feedback groups: CONTROL (no performance feedback), RT ONLY (response time only feedback), and RT+POS (response time plus positive social comparison). Participants attended sessions on two consecutive days: Day 1 for repetitive motor practice/skill acquisition and Day 2 for retention testing. Performance related expectancies, like perceived competence, were measured before and after motor practice on Day 1 and at retention on Day 2. Results While all groups improved with practice, the CONTROL group showed better overall performance/learning (faster response times) compared with the RT ONLY group. Despite similar response times, the RT+POS showed higher peak velocities than the RT ONLY group. Overall, the RT+POS and CONTROL demonstrated increases in perceived competence while the RT ONLY group did not. Discussion The results of this study suggest that feedback content is an important consideration during motor practice sessions since feedback without context (RT ONLY) may be detrimental to motor sequence learning. The results also suggest that, if providing performance related feedback during practice of a skill that relies on implicit sequence learning processes, comparative context may be necessary for enhancing expectancies and supporting.
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Affiliation(s)
- Allison F. Lewis
- Department of Exercise Science, University of South Carolina, Columbia, SC, United States
| | - Rachel Bohnenkamp
- Department of Exercise Science, University of South Carolina, Columbia, SC, United States
| | - Lynn Johnson
- Department of Exercise Science, University of South Carolina, Columbia, SC, United States
| | - Dirk B. den Ouden
- Department of Communication Sciences and Disorders, University of South Carolina, Columbia, SC, United States
| | - Sara Wilcox
- Department of Exercise Science, University of South Carolina, Columbia, SC, United States
| | - Stacy L. Fritz
- Department of Exercise Science, University of South Carolina, Columbia, SC, United States
| | - Jill Campbell Stewart
- Department of Exercise Science, University of South Carolina, Columbia, SC, United States,*Correspondence: Jill Campbell Stewart, ✉
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Kaefer A, Chiviacowsky S. Cooperation enhances motor learning. Hum Mov Sci 2022; 85:102978. [PMID: 35882086 DOI: 10.1016/j.humov.2022.102978] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/06/2022] [Revised: 07/11/2022] [Accepted: 07/16/2022] [Indexed: 11/19/2022]
Abstract
Relatedness represents the need to experience satisfaction from interpersonal acceptance and closeness with others and is considered a basic psychological human need. Studies testing the effects of supporting the learners' need for relatedness in motor learning (e.g., Gonzalez & Chiviacowsky, 2018) have manipulated relatedness basically by instructions from the experimenter and using practice and learning at an individual level. A different form of supporting the need for relatedness is through cooperative learning. In different domains, contexts involving cooperative effort strategies and goals were observed to result in greater positive interpersonal relationship and higher goal achievement in relation to individual efforts or competitive conditions. In this experiment, the effects of practice structured in cooperative or competitive ways on the learning of hitting a ball with a racket toward a target was tested. Adolescents practiced in pairs and were assigned to three experimental groups. In the cooperation group, the participants practiced in a cooperative condition while in the competitive group, the participants practiced in a competitive condition. Participants in a control group also practiced in the presence of another participant but were not induced at cooperative or competitive conditions. In the next day all groups performed retention and transfer tests. Questionnaires measured the participants' motivational and affective levels. The results show that cooperation increases intrinsic motivation, positive affect, self-efficacy, and task learning relative to individual efforts or competitive practice. Competition decreases perceived relatedness. The findings add to a growing body of evidence showing the importance of social relatedness for motor performance and learning. They also indicate a positive influential role of cooperation in motor learning.
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Pollok F, Cook DA, Shaikh N, Pankratz VS, Morrey ME, Laack TA. Autonomy and focus of attention in medical motor skills learning: a randomized experiment. BMC MEDICAL EDUCATION 2022; 22:46. [PMID: 35045835 PMCID: PMC8772150 DOI: 10.1186/s12909-021-03020-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 05/19/2021] [Accepted: 11/10/2021] [Indexed: 06/14/2023]
Abstract
BACKGROUND The 'OPTIMAL' (Optimizing Performance Through Intrinsic Motivation and Attention for Learning) theory of motor learning suggests that autonomy, external focus of attention, and perceived competence can improve learning of simple motor tasks. The authors hypothesized that enhanced (vs. routine) autonomy and external (vs. internal) focus of attention would improve first-try performance of two medical motor tasks. METHODS The authors conducted a randomized two-by-two factorial design study with high school students as participants. Task instructions promoted either enhanced or routine autonomy, and either external or internal focus of attention. These conditions were replicated in a crossover design for two common medical tasks (chest compressions on a manikin and a Fundamentals of Laparoscopic Surgery peg transfer task). Primary outcomes were objective measures of task performance (chest compression deviation from target depth; peg transfer time with penalties for errors). Secondary outcomes included subjective perceptions of confidence, autonomy, and workload. RESULTS One hundred thirty-three high school students participated in this study. The primary outcomes concerning enhanced vs. routine autonomy demonstrated no statistically significant difference in either task (chest compression depth deviation: difference -0.7 mm [score range 0 to 37.5 mm]; 95% confidence interval (CI95) -3.85, 2.41; p = .65; peg transfer penalized time: rate ratio 1.03; CI95 0.91, 1.31; p = .79). The authors likewise found no statistically significant difference for external vs. internal focus of attention (depth deviation: difference 1.1 mm; CI95 -2.04, 4.17; p = .50; penalized time: rate ratio 0.89; CI95 0.75, 1.13; p = .33). The authors found no statistically significant differences for either comparison in confidence, autonomy and workload (p > .09; differences ranged from -0.83 to 0.79 [scale range 0 to 10]). CONCLUSIONS First-try performance of chest compressions and peg transfer by novice learners is not significantly affected by enhanced (vs. routine) autonomy or external (vs. internal) focus of attention.
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Affiliation(s)
- Franziska Pollok
- Multidisciplinary Simulation Center, Mayo Clinic, Rochester, MN, USA
- Department of Anesthesiology, University Hospital Hamburg-Eppendorf, Hamburg, Germany
| | - David A Cook
- Multidisciplinary Simulation Center, Mayo Clinic, Rochester, MN, USA
- Division of General Internal Medicine, Department of Internal Medicine, Mayo Clinic, Rochester, MN, USA
| | | | - V Shane Pankratz
- Internal Medicine, University of New Mexico Comprehensive Cancer Center, Albuquerque, NM, USA
- Biostatistics Shared Resource of University of New Mexico Comprehensive Cancer Center, Albuquerque, NM, USA
| | - Mark E Morrey
- Division of Adult Reconstruction, Department of Orthopedic Surgery, Mayo Clinic, Rochester, MN, USA
| | - Torrey A Laack
- Multidisciplinary Simulation Center, Mayo Clinic, Rochester, MN, USA.
- Department of Emergency Medicine, Mayo Clinic Multidisciplinary Simulation Center, 200 First Street SW, Rochester, MN, 55905, USA.
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The Effect of Large Visual Illusion and External Focus of Attention on Gaze Behavior and Learning of Dart Throw Skill. JOURNAL OF MOTOR LEARNING AND DEVELOPMENT 2022. [DOI: 10.1123/jmld.2022-0043] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
Abstract
Research has shown that large visual illusions and an external focus of attention can improve novice’s motor learning. However, the combined effects of these approaches and the underlying mechanisms have yet to be studied. Therefore, the present study examined the effects of a large visual illusion and an external focus on the learning of a dart throwing task in novices and measured the perceptual mechanisms underpinning learning using quiet eye. Forty novice participants were randomly divided into four groups: large visual illusion, external focus of attention, combined large visual illusion and external focus of attention, and control group. The study consisted of a pretest, a practice phase, an immediate retention test, a 24-hr retention test, and a transfer test. Results revealed that all groups increased throwing accuracy and quiet eye duration from pretest to immediate retention. In the immediate retention, 24-hr retention, and transfer test, large visual illusion had greater accuracy and longer quiet eye duration than the control group. In addition, there were no significant differences between the visual illusion and external focus groups for throwing accuracy and quiet eye duration. The findings suggest that combining large visual illusion and external focus can independently improve motor learning but combining these manipulations does not have additive benefits.
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12
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Arundale AJH, Silvers-Granelli HJ, Myklebust G. ACL injury prevention: Where have we come from and where are we going? J Orthop Res 2022; 40:43-54. [PMID: 33913532 DOI: 10.1002/jor.25058] [Citation(s) in RCA: 23] [Impact Index Per Article: 11.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/06/2021] [Revised: 04/06/2021] [Accepted: 04/12/2021] [Indexed: 02/04/2023]
Abstract
Anterior cruciate ligament (ACL) injuries are one of the most common and severe knee injuries across sports. As such, ACL injury prevention has been a focus of research and sports medicine practice for the past three-plus decades. Examining the current research and identifying both clinical strategies and research gaps, the aim of this review is to empower clinicians and researchers with knowledge of where the ACL injury prevention literature is currently and where it is going in the future. This paper examines the mechanism of ACL injury prevention, screening, implementation, compliance, adherence, coronavirus, and areas of future research. Clinical significance: The time lag between research and practical implementation in general healthcare settings can be as long as 17 years; however, athletes playing sports today are unable to wait that long. With effective programs already established, implementation and adherence to these programs is essential. Strategies such as coaching education, increasing awareness of free programs, identifying barriers, and overcoming implementation obstacles through creative collaboration are just a few ways that could help improve both ACL injury prevention implementation and adherence.
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Affiliation(s)
- Amelia J H Arundale
- Department of Rehabilitation, Icahn School of Medicine, Mount Sinai Health System, New York, New York, USA.,Red Bull Athlete Performance Center, Red Bull GmBH, Thalgua, Austria
| | - Holly J Silvers-Granelli
- Velocity Physical Therapy, Santa Monica, California, USA.,Major League Soccer, Medical Research Committee, New York, New York, USA
| | - Grethe Myklebust
- Department of Sports Medicine, Oslo Sports Trauma Research Center, Norwegian School of Sport Sciences, Oslo, Norway
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13
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The Effects of Attentional Focus and Skill Level on the Performance of Golf Putting. JOURNAL OF MOTOR LEARNING AND DEVELOPMENT 2021. [DOI: 10.1123/jmld.2020-0072] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
Abstract
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.
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14
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Philpott C, Utesch T, Belton S, Donovan B, Chambers F, Lester D, O’Brien W. Effects of an 8-Week Intervention Targeting the Veridicality of Actual and Perceived Motor Competence Among Irish Adolescents in Project FLAME. Percept Mot Skills 2021; 128:2186-2210. [PMID: 34325555 PMCID: PMC8414829 DOI: 10.1177/00315125211035090] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
High levels of perceived motor competence and low levels of actual motor competence in youth populations have been reported world-wide. Both perceived and actual motor competence have been deemed independent correlates of health and physical activity (PA) behavior, and past research has indicated that their alignment may be linked to more consistent PA. Moreover, there is potential for a movement-based intervention to strengthen the alignment between perceived and actual motor competence, perhaps then guiding future health, PA, and community sport engagement globally. Thus, the objective of this study was to investigate the effectiveness of an 8-week movement-based intervention on increasing the alignment (i.e., veridicality) between PMC and AMC among Irish adolescent youth. We collected data on adolescents (n = 324; females = 149; M age = 14.5, SD = 0.88 years) across six second-level schools in Ireland, including measurements of actual and perceived, motor competence at pre- and post-intervention. We observed low levels of actual in contrast to high levels of perceived motor competence. We found a small but significant veridical alignment between perceived and actual motor competence, but there was no intervention effect on alignment. Future research should prioritize a longer intervention duration that targets student learning and understanding in order to develop veridical perceptions in adolescents that might sustain their participation in PA.
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Affiliation(s)
- Conor Philpott
- School of Education, Sports Studies and Physical Education,
University College Cork, Cork, Ireland
| | - Till Utesch
- Department of Pedagogical Assessment and Potential Development,
Institute of Educational Sciences, University of Muenster, Münster,
Germany
| | - Sarahjane Belton
- School of Health and Human Performance, Dublin City University,
Dublin, Ireland
| | - Brian Donovan
- School of Education, Sports Studies and Physical Education,
University College Cork, Cork, Ireland
| | - Fiona Chambers
- School of Education, Sports Studies and Physical Education,
University College Cork, Cork, Ireland
| | - Diarmuid Lester
- School of Education, Sports Studies and Physical Education,
University College Cork, Cork, Ireland
| | - Wesley O’Brien
- School of Education, Sports Studies and Physical Education,
University College Cork, Cork, Ireland
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15
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Relatedness support enhances motivation, positive affect, and motor learning in adolescents. Hum Mov Sci 2021; 79:102864. [PMID: 34416491 DOI: 10.1016/j.humov.2021.102864] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/26/2020] [Revised: 08/11/2021] [Accepted: 08/12/2021] [Indexed: 11/23/2022]
Abstract
Social relatedness is a basic psychological need to experience satisfaction of interpersonal acceptance and closeness with others. In this experiment, the effects of social relatedness on the learning of a task (hitting a ball with a racket toward a target) were tested in adolescents. Participants were assigned to three experimental groups. After a pre-test and before practice, participants in the relatedness support (RS) condition received instructions emphasizing recognition, importance, and interest in the participant's experience. Participants in the relatedness frustration (RF) condition received instructions emphasizing disinterest in the participant as a person. Control participants did not receive specific relatedness instructions. One day later, they performed retention and transfer tests. Questionnaires measured participants' motivational and affective levels. The results showed that supporting the relatedness need enhances task learning in adolescents. Motivation and affective levels were also affected. The findings are the first to show that social relatedness affects adolescent's motor performance and learning and reveal underlying mechanisms implicated in such effects.
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16
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Avedesian JM, Singh H, Diekfuss JA, Myer GD, Grooms DR. Loss of Motor Stability After Sports-Related Concussion: Opportunities for Motor Learning Strategies to Reduce Musculoskeletal Injury Risk. Sports Med 2021; 51:2299-2309. [PMID: 34339041 DOI: 10.1007/s40279-021-01527-5] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/19/2021] [Indexed: 11/26/2022]
Abstract
Current best practices to direct recovery after sports-related concussion (SRC) typically require asymptomatic presentation at both rest and during a graduated exercise progression, and cognitive performance resolution. However, this standard of care results in a significantly elevated risk for musculoskeletal (MSK) injury after return-to-sport (RTS). The elevated risk is likely secondary to, in part, residual neurophysiological and dual-task motor stability deficits that remain despite RTS. These deficits present as a loss of autonomous control of gait and posture and an increased need for cognition for motor stability. Thus, the incorporation of strategies that can enhance motor stability and restore autonomous control of gait and posture during SRC recovery and RTS progression may facilitate a reduction of the elevated risk of secondary MSK injury. We provide a theoretical framework for the application of motor learning principles to restore autonomous gait and postural stability after SRC via incorporation, or targeted manipulation, of external focus, enhanced expectations, autonomy support, practice schedule variability, and dual-task strategies during rehabilitation and RTS training.
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Affiliation(s)
- Jason M Avedesian
- Department of Kinesiology and Nutrition Sciences, University of Nevada, Las Vegas, Las Vegas, NV, USA.
- Emory Sports Performance and Research Center, 4450 Falcon Pkwy, Flowery Branch, GA, USA.
| | - Harjiv Singh
- Department of Kinesiology and Nutrition Sciences, University of Nevada, Las Vegas, Las Vegas, NV, USA
| | - Jed A Diekfuss
- Emory Sports Performance and Research Center, 4450 Falcon Pkwy, Flowery Branch, GA, USA
- Department of Orthopaedics, Emory University School of Medicine, Atlanta, GA, USA
| | - Gregory D Myer
- Emory Sports Performance and Research Center, 4450 Falcon Pkwy, Flowery Branch, GA, USA
- Department of Orthopaedics, Emory University School of Medicine, Atlanta, GA, USA
- Emory Sports Medicine Center, Atlanta, GA, USA
- The Micheli Center for Sports Injury Prevention, Waltham, MA, USA
| | - Dustin R Grooms
- Ohio Musculoskeletal and Neurological Institute, Ohio University, Athens, OH, USA
- Division of Athletic Training, School of Applied Health Sciences and Wellness, College of Health Sciences and Professions, Ohio University, Athens, OH, USA
- Division of Physical Therapy, School of Rehabilitation and Communication Sciences, College of Health Sciences and Professions, Ohio University, Athens, OH, USA
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17
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Gose R, Abraham A. Looking beyond the binary: an extended paradigm for focus of attention in human motor performance. Exp Brain Res 2021; 239:1687-1699. [PMID: 33997920 DOI: 10.1007/s00221-021-06126-4] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/29/2020] [Accepted: 04/27/2021] [Indexed: 11/27/2022]
Abstract
Focus of attention (FOA) has been shown to affect human motor performance. Research into FOA has mainly posited it as either external or internal to-the-body (EFOA and IFOA, respectively). However, this binary paradigm overlooks the dynamic interactions among the individual, the task, and the environment, which are core to many disciplines, including dance. This paper reviews the comparative effects of EFOA and IFOA on human motor performance. Next, it identifies challenges within this EFOA-IFOA binary paradigm at the conceptual, definitional, and functional levels, which could lead to misinterpretation of research findings thus impeding current understanding of FOA. Building on these challenges and in effort to expand the current paradigm into a non-binary one, it offers an additional FOA category-dynamic interactive FOA-which highlights the dynamic interactions existing between EFOA and IFOA. Mental imagery is then proposed as a suitable approach for separately studying the different FOA subtypes. Lastly, clinical and research applications of a dynamic interactive FOA perspective for a wide range of domains, from motor rehabilitation to sports and dance performance enhancement, are discussed.
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Affiliation(s)
- Rebecca Gose
- Department of Dance, Franklin College of Arts and Sciences, University of Georgia, 263 Dance Building, 325 Sanford Drive, Athens, GA, 30602, USA.
| | - Amit Abraham
- Department of Physical Therapy, Faculty of Health Sciences, Ariel University, 4077625 , Ariel, Israel
- Navigation and Accessibility Research Center of Ariel University (NARCA), Ariel University, 4077625, Ariel, Israel
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18
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Charlton JM, Eng JJ, Li LC, Hunt MA. Learning Gait Modifications for Musculoskeletal Rehabilitation: Applying Motor Learning Principles to Improve Research and Clinical Implementation. Phys Ther 2021; 101:pzaa207. [PMID: 33351940 PMCID: PMC7899063 DOI: 10.1093/ptj/pzaa207] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/13/2019] [Accepted: 10/04/2020] [Indexed: 12/11/2022]
Abstract
Gait modifications are used in the rehabilitation of musculoskeletal conditions like osteoarthritis and patellofemoral pain syndrome. While most of the research has focused on the biomechanical and clinical outcomes affected by gait modification, the process of learning these new gait patterns has received little attention. Without adequate learning, it is unlikely that the modification will be performed in daily life, limiting the likelihood of long-term benefit. There is a vast body of literature examining motor learning, though little has involved gait modifications, especially in populations with musculoskeletal conditions. The studies that have examined gait modifications in these populations are often limited due to incomplete reporting and study design decisions that prohibit strong conclusions about motor learning. This perspective draws on evidence from the broader motor learning literature for application in the context of modifying gait. Where possible, specific gait modification examples are included to highlight the current literature and what can be improved on going forward. A brief theoretical overview of motor learning is outlined, followed by strategies that are known to improve motor learning, and finally, how assessments of learning need to be conducted to make meaningful conclusions.
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Affiliation(s)
- Jesse M Charlton
- Graduate Programs in Rehabilitation Sciences, University of British Columbia, Vancouver, BC, Canada
- Motion Analysis and Biofeedback Laboratory, University of British Columbia, Vancouver, BC, Canada
| | - Janice J Eng
- Rehabilitation Research Program, Vancouver Coastal Health Research Institute, Vancouver, BC, Canada
- Department of Physical Therapy, University of British Columbia, Vancouver, BC, Canada
| | - Linda C Li
- Department of Physical Therapy, University of British Columbia, Vancouver, BC, Canada
- Arthritis Research Canada, Richmond, BC, Canada
| | - Michael A Hunt
- Motion Analysis and Biofeedback Laboratory, University of British Columbia, Vancouver, BC, Canada
- Department of Physical Therapy, University of British Columbia, Vancouver, BC, Canada
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19
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Targeted Application of Motor Learning Theory to Leverage Youth Neuroplasticity for Enhanced Injury-Resistance and Exercise Performance: OPTIMAL PREP. ACTA ACUST UNITED AC 2021. [DOI: 10.1007/s42978-020-00085-y] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/22/2023]
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20
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Simpson T, Ellison P, Marchant D, Carnegie E. Effects of Attentional Strategies on Novice Dart Throwing, Quiet Eye Duration and Pupillary Responses. J Mot Behav 2021; 54:1-13. [PMID: 33395561 DOI: 10.1080/00222895.2020.1869681] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Abstract
This study examined the effects of focus of attention (FOA) instructions on learning a dart throwing task, quiet eye duration (QED) and pupillary responses. Thirty-six novices (M age = 33.6, SD = 19.7) learned using either (a) internal-focus (arm movement), (b) external-focus (target/dart) or (c) control instructions before completing retention and transfer tests 10 days later. FOA strategies did not significantly benefit dart throwing learning or performance. QED was associated with performance in the transfer task, and pupillary constriction occurred during the QED. The content of FOA instructions may have limited anticipated performance benefits and reduced the FOA influence on QED. Pupillary constriction reflected increased cognitive effort during QED, suggesting an important feature of future precision aiming research.
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Affiliation(s)
- Thomas Simpson
- Department of Sport and Physical activity, Edge Hill University, Ormskirk, UK
| | - Paul Ellison
- Department of Sport and Physical activity, Edge Hill University, Ormskirk, UK
| | - David Marchant
- Department of Sport and Physical activity, Edge Hill University, Ormskirk, UK
| | - Evelyn Carnegie
- Department of Sport and Physical activity, Edge Hill University, Ormskirk, UK
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21
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Banks S, Sproule J, Higgins P, Wulf G. Forward thinking: When a distal external focus makes you faster. Hum Mov Sci 2020; 74:102708. [PMID: 33161321 DOI: 10.1016/j.humov.2020.102708] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/23/2020] [Revised: 10/13/2020] [Accepted: 10/15/2020] [Indexed: 11/19/2022]
Abstract
Studies have demonstrated a benefit to performance and learning of a distal relative to a proximal external focus of attention. That is, focusing on a movement effect that occurs at a greater distance from the body has been found to be more effective than concentrating on a movement effect closer to the body. The present study examined the distance effect in skilled kayakers performing an open, continuous skill. Participants (n = 27) performed a wild water racing sprint of 100 m on Class 2 water. Using a within-participants design, a distal external focus ("Focus on the finish") was compared to a proximal external focus ("Focus on the paddle") as well as to a control condition. The distal focus condition (30.63 s, SD = 3.21) resulted in significantly shorter sprint times than did the proximal (32.07 s, SD = 3.27) and the control (31.96 s, SD = 3.58) conditions (ps < 0.001). The effect size was large (ηp2 = 0.53). There was no significant difference between the proximal and control condition (p = 1.00). The findings demonstrate the importance of adopting a distal, rather than proximal, external focus for skilled athletes performing open, continuous skills under time pressure.
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22
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Can We Capitalize on Central Nervous System Plasticity in Young Athletes to Inoculate Against Injury? ACTA ACUST UNITED AC 2020. [DOI: 10.1007/s42978-020-00080-3] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/06/2023]
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23
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Cardozo P, Cibeira LF, Rigo LC, Chiviacowsky S. Explicit and implicit activation of gender stereotypes additively impair soccer performance and learning in women. Eur J Sport Sci 2020; 21:1306-1313. [PMID: 33045933 DOI: 10.1080/17461391.2020.1833087] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Abstract
AbstractStudies involving the manipulation of instructions regarding the negative characteristics of a group or comparisons with members of another group (explicit activation of stereotypes) have shown that age, weight, and gender stereotypes can be harmful to motor performance and learning. To date, however, no study has observed whether implicit stereotype threats, such as the sex of the coach or experimenter, can also influence the acquisition of motor skills. In the present study, the individual and combined impact of implicit and explicit influences of gender stereotype on women's soccer performance and learning was examined. In a 2 × 2 design, 60 women were divided into four groups according to the presence or absence of explicit (ES) and implicit (IS) stereotypes: ES/IS, ES, IS, and control. The groups with implicit activation practiced in the presence of a male experimenter. The groups with explicit activation received instructions activating the gender negative stereotype. The control group practiced without stereotype activations. The results showed that both explicit and implicit activation additively impaired soccer performance and learning, with both main effects being significant for practice and retention. The ES/IS group showed lower scores on the task relative to the other groups, while the ES and IS groups showed worse scores compared with the control group. The findings suggest that stigmatised populations may be forced to cope with more than one social identity threat while learning sport motor skills and indicate the importance of further studies testing strategies to minimise the deleterious effects of negative stereotypes.
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Affiliation(s)
- Priscila Cardozo
- Escola Superior de Educação Física, Universidade Federal de Pelotas, Pelotas, Brasil
| | - Leon Flôres Cibeira
- Escola Superior de Educação Física, Universidade Federal de Pelotas, Pelotas, Brasil
| | - Luiz Carlos Rigo
- Escola Superior de Educação Física, Universidade Federal de Pelotas, Pelotas, Brasil
| | - Suzete Chiviacowsky
- Escola Superior de Educação Física, Universidade Federal de Pelotas, Pelotas, Brasil
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24
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Singh H, Hockwald A, Drake N, Avedesian J, Lee SP, Wulf G. Maximal force production requires OPTIMAL conditions. Hum Mov Sci 2020; 73:102661. [PMID: 32741751 PMCID: PMC8188754 DOI: 10.1016/j.humov.2020.102661] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/23/2020] [Revised: 07/02/2020] [Accepted: 07/04/2020] [Indexed: 11/24/2022]
Abstract
The OPTIMAL theory of motor learning identifies several motivational and attentional factors that draw out latent motor performance capabilities. One implication of the OPTIMAL theory of motor learning (Wulf & Lewthwaite, 2016) is that standardized motor performance assessments likely do not reflect maximal capabilities unless they are "optimized" with appropriate testing conditions. The present study examined the effects of three key motivational (enhanced expectancies, EE, and autonomy support, AS) and attentional (external focus, EF) variables in the OPTIMAL theory on maximum force production. In Experiment 1, a handgrip strength task was used. EE, AS, and EF were implemented, in a counterbalanced order, on consecutive trial blocks in an optimized group. A control group performed all blocks under neutral conditions. While there were no group differences on Block 1 (baseline), the optimized group outperformed the control group on all other blocks. In Experiment 2, participants performed two one-repetition maximum (1-RM) squat lift tests, separated by one week. Two groups, an optimized group and control group, had similar 1-RM values on the first test performed under neutral conditions. However, on the second test, a group performing under optimized conditions (EE, AS, EF) showed an increase in 1-RM, while there was no change from the first to the second test for a control group. We argue that standard test conditions may not produce true maximal performance. The findings corroborate the importance of key factors in the OPTIMAL theory and should be applied to ensure accurate strength performance assessment.
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25
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Shaw T, Sergent A. Improved Performance After Gluteus Complex Activation in a CrossFit Athlete Presenting With Knee Pain. J Chiropr Med 2020; 18:343-347. [PMID: 32952481 DOI: 10.1016/j.jcm.2019.12.003] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/18/2019] [Revised: 12/09/2019] [Accepted: 12/09/2019] [Indexed: 11/19/2022] Open
Abstract
Objective To describe the case management of a female CrossFit athlete presenting for a functional movement assessment. She had knee pain after 2 months of training for a competition. Clinical Features After her assessment, it was determined that the patient had difficulty using her gluteus maximus musculature in various positions including standing, lying, and quadruped positions despite being a competitive athlete. It was determined via biomechanical testing that the patient's posterior chain firing pattern was predominantly erector spinae vs gluteus complex and hamstrings muscles. Intervention and Outcome Continuation of reactive neuromuscular training gluteus medius/activation exercise was prescribed to establish motor control, endurance, and preactivation while decreasing erector spinae overload for this patient. Conclusion This patient was someone with exceptional strength but poor motor control. Regressing back to the most basic activation exercises, we were able to simulate the proper activation and motor control to decrease pain and improve performance. The athlete's function seemed to improve after a course of care that included basic exercises.
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Affiliation(s)
- Trevor Shaw
- Department of Rehabilitation, Palmer Chiropractic College Florida, Port Orange, Florida
| | - Adam Sergent
- Clinic Affairs, Palmer Chiropractic College Florida, Port Orange, Florida
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Abstract
The present study examined the influence on motor performance of key variables described in the OPTIMAL (Optimizing Performance Through Intrinsic Motivation and Attention for Learning) theory of motor learning: enhanced expectancies for future performance, autonomy support, and an external focus. Participants performed a nine-pin bowling task. In the optimized group, enhanced expectancies, autonomy support, and an external focus were implemented on three successive blocks of 12 trials. In the control group, participants performed all trials under “neutral” conditions. The optimized group outperformed the control group on all blocks. The findings corroborate the importance of key variables in the OPTIMAL theory by demonstrating immediate benefits of their implementation for motor performance.
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Simpson T, Cronin L, Ellison P, Carnegie E, Marchant D. A test of optimal theory on young adolescents' standing long jump performance and motivation. Hum Mov Sci 2020; 72:102651. [DOI: 10.1016/j.humov.2020.102651] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/04/2019] [Revised: 06/01/2020] [Accepted: 06/08/2020] [Indexed: 12/20/2022]
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28
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Drews R, Pacheco MM, Bastos FH, Tani G. Knowledge of Results do not Affect Self-Efficacy and Skill Acquisition on an Anticipatory Timing Task. J Mot Behav 2020; 53:275-286. [PMID: 32496890 DOI: 10.1080/00222895.2020.1772711] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
The literature provides that self-efficacy increases if individuals receive more information of their success during practice with a consequent increase in learning outcomes. The objective of this study was to test the effects of different knowledge of results (KR) frequencies on self-efficacy and motor learning. Two groups with different KR frequencies performed an anticipatory timing task on two consecutive days. To measure self-efficacy, a questionnaire on participant's efficacy was applied at different times. Both groups increased self-efficacy during practice, but we found no evidence of the effect of performance on self-efficacy and no group and self-efficacy effect on retention. These findings demonstrate that different KR frequencies do not affect the self-efficacy and learning of an anticipatory timing task.
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Affiliation(s)
- Ricardo Drews
- Faculty of Physical Education and Physiotherapy, Federal University of Uberlândia, Uberlandia, Brazil.,School of Physical Education, Federal University of Pelotas, Pelotas, Brazil
| | - Matheus Maia Pacheco
- School of Physical Education and Sport, University of São Paulo, Sao Paulo, Brazil
| | | | - Go Tani
- School of Physical Education and Sport, University of São Paulo, Sao Paulo, Brazil
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29
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Chua LK, Wulf G, Lewthwaite R. Choose your words wisely: Optimizing impacts on standardized performance testing. Gait Posture 2020; 79:210-216. [PMID: 32442896 DOI: 10.1016/j.gaitpost.2020.05.001] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/22/2019] [Revised: 02/19/2020] [Accepted: 05/01/2020] [Indexed: 02/02/2023]
Abstract
BACKGROUND The OPTIMAL theory of motor learning identifies motivational (enhanced expectancies, EE, and autonomy support, AS) and attentional (an external attentional focus, EF) factors that affect motor performance and learning [1]. One implication of this theory is that standardized clinical and laboratory assessments of physical capacity and motor performance that do not incorporate optimizing conditions may underestimate true maximal capabilities. The influence of "optimized" conditions on a clinical-applied test of balance control was examined with healthy participants. Given the motor performance benefits of optimized conditions predicted by the OPTIMAL theory, it was hypothesized that providing participants with information that induced EE, provided them with AS, and promoted their use of EF would reduce balance errors and postural sway. METHODS We used as an exemplar assessment, the Balance Error Scoring System (BESS), and center-of-pressure (COP) velocity measurements of postural sway. Participants performed under two different conditions, separated by two days: an optimized (EE, AS, and EF) condition and a control ("neutral") condition, with sample-wide order counterbalancing. In each condition, participants performed three stances (double-leg, single-leg, and tandem) on two support surfaces (firm and foam). Stance order was participant-determined in the optimized condition and, for the control condition, yoked to a participant in the optimized condition. RESULTS Participants committed fewer balance errors in the optimized condition than in the control condition (p < .001) and their resultant COP velocity in the optimized condition was lower than that in the control condition (p = .004). BESS scores were correlated with resultant COP velocity (r = .593, p < .001). SIGNIFICANCE Our results demonstrated the impact of implementing optimized, as opposed to "neutral" control, conditions for better insight into balance capabilities in normal and challenging situations. Practitioners' roles in mediating test situations and using subtle wording to promote optimized performance may have consequential impacts on motor assessment outcomes.
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Affiliation(s)
- Lee-Kuen Chua
- Neurorestoration Center, University of Southern California, Los Angeles, CA, USA; Division of Biokinesiology and Physical Therapy, University of Southern California, Los Angeles, CA, USA.
| | - Gabriele Wulf
- Department of Kinesiology and Nutrition Services, University of Nevada, Las Vegas, NV, USA
| | - Rebecca Lewthwaite
- Division of Biokinesiology and Physical Therapy, University of Southern California, Los Angeles, CA, USA; Rancho Los Amigos National Rehabilitation Center, Downey, CA, USA
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Makaruk H, Porter JM, Bodasińska A, Palmer S. Optimizing the penalty kick under external focus of attention and autonomy support instructions. Eur J Sport Sci 2020; 20:1378-1386. [PMID: 31983301 DOI: 10.1080/17461391.2020.1720829] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Abstract
Penalty kicks often play a decisive role in the most prestigious international football tournaments. The present study investigated whether shooting performance of the penalty kick in football would be improved by providing specific attentional and motivational instructions. Twenty-four experienced male volunteers were asked to kick a ball at one of four targets located in a regulation-sized goal. Using a goalkeeper-independent strategy, subjects performed the penalty kicks under external focus (EF; targets in the goal), autonomy support (AS; choice of target order), combining external focus and autonomy support (EF/AS), and control conditions (C). A goalkeeper tried to save the ball during each attempt. The mean number of scored goals and kicking accuracy of goal scored were used to determine penalty kick performance. The EF/AS combination enhanced the number of goals scored compared to the C condition. No other significant differences were observed between the conditions in the number of goals scored. The EF/AS group displayed greater kicking accuracy of goals scored relative to the AS and C conditions. Also, the kicking accuracy of the EF condition was significantly better than the C condition. Additionally, the results demonstrated that the EF/AS condition resulted in fewer missed shots compared to the C condition. There were no significant differences in blocked shots between the conditions. The findings suggest that promoting an external focus of attention and autonomy support collectively may enhance penalty kick performance.
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Affiliation(s)
- Hubert Makaruk
- Department of Athletics and Swimming, Faculty of Physical Education and Sport, The Jozef Pilsudski University of Physical Education in Warsaw, Biala Podlaska, Poland
| | - Jared M Porter
- Department of Kinesiology, Recreation, and Sport Studies, The University of Tennessee, Knoxville, USA
| | - Anna Bodasińska
- Department of Sport Games, Faculty of Physical Education and Sport, The Jozef Pilsudski University of Physical Education in Warsaw, Biala Podlaska, Poland
| | - Stephanie Palmer
- Department of Kinesiology, Southern Illinois University, Carbondale, USA
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Ziv G, Lidor R, Elbaz L, Lavie M. Preference-Performance Dissociation in Golf Putting. Front Psychol 2020; 11:102. [PMID: 32116914 PMCID: PMC7025568 DOI: 10.3389/fpsyg.2020.00102] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/09/2019] [Accepted: 01/14/2020] [Indexed: 11/18/2022] Open
Abstract
The purpose of the current study was to examine the effectiveness of providing autonomy to learners and the phenomenon of preference-performance dissociation on a closed, self-paced motor task – putting in golf, when using different placements of a visual aid (a large circle) around a golf hole. Seventy-six participants were assigned to four experimental groups: (a) a visual aid placed behind the hole (V-behind group), (b) a visual aid placed in front of the hole (V-in-front group), (c) a visual aid placed around the hole (V-around group), and (d) a visual aid placed according to the participant’s preference (V-pref group). Participants performed five pre-trials, 50 training putts from a distance of 2 m, a retention task (12 putts) from a distance of 2 m, and a transfer task (12 putts) from a distance of 2.5 m. The retention putts and transfer putts were performed 48 h after the training putts. The participants’ subjective assessment of the helpfulness of the circle was also measured. It was found that in the retention task, putting consistency was lower in the V-in-front group compared to the V-around and V-pref groups. However, the subjective assessment of the helpfulness of the circle was higher in the V-in-front group. In addition, the low consistency of the V-in-front group was alleviated in the participants in the V-pref group who chose to place the circle in front of the hole. In contrast, the subjective assessment of the helpfulness of the circle was low in the V-in-front group. These findings suggest that while providing autonomy – that is, when the participant is able to choose for him/herself – can improve motor learning, there may be a dissociation between an individual’s subjective assessment and the actual helpfulness of a visual aid. This dissociation may be termed preference-performance dissociation, and coaches and instructors who teach closed, self-paced motor skills should be aware of the fact that when providing learners with the autonomy to choose a practice aid in order to improve their skills, some may not choose the aid that is effective for them.
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Affiliation(s)
- Gal Ziv
- Motor Behavior Laboratory, The Academic College at Wingate, Wingate Institute, Netanya, Israel
| | - Ronnie Lidor
- Motor Behavior Laboratory, The Academic College at Wingate, Wingate Institute, Netanya, Israel
| | - Liav Elbaz
- Motor Behavior Laboratory, The Academic College at Wingate, Wingate Institute, Netanya, Israel
| | - Matar Lavie
- Motor Behavior Laboratory, The Academic College at Wingate, Wingate Institute, Netanya, Israel
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Shuggi IM, Oh H, Wu H, Ayoub MJ, Moreno A, Shaw EP, Shewokis PA, Gentili RJ. Motor Performance, Mental Workload and Self-Efficacy Dynamics during Learning of Reaching Movements throughout Multiple Practice Sessions. Neuroscience 2019; 423:232-248. [PMID: 31325564 DOI: 10.1016/j.neuroscience.2019.07.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/17/2018] [Revised: 06/29/2019] [Accepted: 07/01/2019] [Indexed: 10/26/2022]
Abstract
The human capability to learn new motor skills depends on the efficient engagement of cognitive-motor resources, as reflected by mental workload, and psychological mechanisms (e.g., self-efficacy). While numerous investigations have examined the relationship between motor behavior and mental workload or self-efficacy in a performance context, a fairly limited effort focused on the combined examination of these notions during learning. Thus, this study aimed to examine their concomitant dynamics during the learning of a novel reaching skill practiced throughout multiple sessions. Individuals had to learn to control a virtual robotic arm via a human-machine interface by using limited head motion throughout eight practice sessions while motor performance, mental workload, and self-efficacy were assessed. The results revealed that as individuals learned to control the robotic arm, performance improved at the fastest rate, followed by a more gradual reduction of mental workload and finally an increase in self-efficacy. These results suggest that once the performance improved, less cognitive-motor resources were recruited, leading to an attenuated mental workload. Considering that attention is a primary cognitive resource driving mental workload, it is suggested that during early learning, attentional resources are primarily allocated to address task demands and not enough are available to assess self-efficacy. However, as the performance becomes more automatic, a lower level of mental workload is attained driven by decreased recruitment of attentional resources. These available resources allow for a reliable assessment of self-efficacy resulting in a subsequent observable change. These results are also discussed in terms of the application to the training and design of assistive technologies.
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Affiliation(s)
- Isabelle M Shuggi
- Department of Kinesiology, School of Public Health, University of Maryland, College Park, MD, USA; Program in Neuroscience and Cognitive Science, University of Maryland, College Park, MD, USA
| | - Hyuk Oh
- Department of Kinesiology, School of Public Health, University of Maryland, College Park, MD, USA; Program in Neuroscience and Cognitive Science, University of Maryland, College Park, MD, USA
| | - Helena Wu
- Department of Kinesiology, School of Public Health, University of Maryland, College Park, MD, USA
| | - Maria J Ayoub
- Department of Kinesiology, School of Public Health, University of Maryland, College Park, MD, USA
| | - Arianna Moreno
- Department of Kinesiology, School of Public Health, University of Maryland, College Park, MD, USA
| | - Emma P Shaw
- Department of Kinesiology, School of Public Health, University of Maryland, College Park, MD, USA; Program in Neuroscience and Cognitive Science, University of Maryland, College Park, MD, USA
| | - Patricia A Shewokis
- School of Biomedical Engineering, Science, and Health Systems, Drexel University, Philadelphia, PA, USA; Nutrition Sciences Department, College of Nursing and Health Professions, Drexel University, Philadelphia, PA, USA
| | - Rodolphe J Gentili
- Department of Kinesiology, School of Public Health, University of Maryland, College Park, MD, USA; Program in Neuroscience and Cognitive Science, University of Maryland, College Park, MD, USA; Maryland Robotics Center, University of Maryland, College Park, MD, USA.
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Ghorbani S, Bund A. Motivational Effects of Enhanced Expectancies for Motor Learning in Individuals With High and Low Self-Efficacy. Percept Mot Skills 2019; 127:263-274. [PMID: 31795913 DOI: 10.1177/0031512519892390] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Previous research has shown that enhanced expectancies can foster a person’s motivational state and facilitate motor learning. However, the effects of enhanced expectancies on motivational state and subsequent motor learning in individuals with varied motivational states (e.g., self-efficacy; SE) are not well understood. This study examined the effects of enhanced expectancies on motivational state and motor learning in individuals with high and low SE by manipulating the type of knowledge of results (KR). We selected 60 participants from 251 male undergraduate students, based on their SE level, and assigned them to four groups: (a) Good Performance KR and High SE, (b) Poor Performance KR and High SE, (c) Good Performance KR and Low SE, and (d) Poor Performance KR and Low SE. We asked participants to throw beanbags at a target with their nondominant hand during an acquisition phase (10 blocks of six trials each) and during subsequent retention and transfer tests. During acquisition, the Good KR groups received KR from their three most accurate trials in each training block, whereas the Poor KR groups received KR from their three poorest attempts in each block. We measured accuracy scores and changes in SE as dependent variables. Results showed that KR from good trials, relative to KR from poor trials, led to better accuracy scores during acquisition and retention and transfer tests, independent of participants’ initial SE levels. Moreover, KR on good trials enhanced SE in the Good KR and Low SE group and kept SE at a high level in the Good KR and High SE group during acquisition and on the retention and transfer tests. These results provide support for the OPTIMAL (optimizing performance through intrinsic motivation and attention for learning) theory of motor learning, and we discuss results in terms of the potential effects of positive feedback on motor performance in professional athletes.
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Affiliation(s)
- Saeed Ghorbani
- Department of Physical Education and Sport Science, Aliabad Katoul Branch, Islamic Azad University, Aliabad Katoul, Iran
| | - Andreas Bund
- Institute of Applied Educational Sciences, University of Luxembourg, Luxembourg
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Aljamal Y, Prabhakar N, Saleem H, Farley DR. Can the Perceived Difficulty of a Task Enhance Trainee Performance? JOURNAL OF SURGICAL EDUCATION 2019; 76:e193-e198. [PMID: 31455577 DOI: 10.1016/j.jsurg.2019.08.005] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/22/2019] [Revised: 07/24/2019] [Accepted: 08/04/2019] [Indexed: 06/10/2023]
Abstract
BACKGROUND Human understanding of how to efficiently train learners in procedural skills is imperfect. The concept of self-efficacy - confidence in one's ability to successfully complete a task - may be useful to learners. Theories of motivation and instructional design suggest there are specific targets for improving learner success. We aimed to study the effects of induced conceptions of ability on motor learning using both undergraduate and medical students. METHODS Forty undergraduate and medical students underwent a 15-minute training session teaching the basics of colonoscopy on a low-cost, moderate fidelity colonoscopy simulation model. Students were then tasked to intubate the cecum of a similarly constructed colonoscopy model with a real colonoscope. Before each task, participants were given a note which either read "90% of your peers completed the task in less than 5 minutes" (positive [+] comparison group) or "10% of your peers completed the task in less than 5 minutes" (negative [-] comparison group). Immediately after receiving the note, participants were then asked to complete a self-efficacy questionnaire, ranking their confidence on a scale from 0 to 10 for successfully completing the task. A NASA TLX was collected to understand the students' mental effort with the task. Participants then underwent stratified randomization into 2 crossover groups (G1 = + note, then - note; G2 = - note, then + note) and again performed the colonoscopy task. Following the session completion, all students had received both notes and crossed over to complete both tasks. Time spent on both tasks and task completion (reaching the cecum) was the measured outcomes. RESULTS Self-efficacy (confidence) levels were significantly higher in the positive note condition for both comparison groups in (p < 0.05). However, task completion rates were higher in the negative note group in Task 1 (p < 0.05) and the same in Task 2 (p = 0.6). Time spent by participants in each task was longer in the negative note groups in both tasks (p = 0.06 in Task 1; p = 0.07 in Task 2). No difference was found between both groups in the mental effort after each task (Table 1). CONCLUSIONS This prospective, cross-over study suggests that performance expectancies can be influenced by preinduced conceptions. Performance was enhanced in Task 1 when participants were given a relatively "low success rate prediction." This may be due to an enhanced focus that led to increased performance-while participants who were given the prediction of a "higher success rate" were more confident but performed less well. The crossover groups for Task 2 performed in a similar manner despite different confidence levels. This study supports the idea that self-efficacy expectations are relevant for trainee education and performance.
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Affiliation(s)
- Yazan Aljamal
- Mayo Clinic Multidisciplinary Simulation Center, Mayo Clinic College of Medicine and Science, Rochester, Minnesota; Department of General Surgery, Mayo Clinic, Rochester, Minnesota.
| | | | - Humza Saleem
- Department of General Surgery, Mayo Clinic, Rochester, Minnesota
| | - David R Farley
- Department of General Surgery, Mayo Clinic, Rochester, Minnesota
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Makaruk H, Porter JM, Sadowski J, Bodasińska A, Zieliński J, Niźnikowski T, Mastalerz A. The effects of combining focus of attention and autonomy support on shot accuracy in the penalty kick. PLoS One 2019; 14:e0213487. [PMID: 31545800 PMCID: PMC6756529 DOI: 10.1371/journal.pone.0213487] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/22/2019] [Accepted: 09/10/2019] [Indexed: 11/18/2022] Open
Abstract
The penalty kick is of great importance in the sport of soccer. Therefore, the aim of this study was to test predictions of the OPTIMAL theory and identify key attentional and motivational factors that impact the accuracy of the penalty kick. The following six groups of moderately skilled participants performed penalty kicks following instructions that directed their focus of attention or impacted their autonomy support: external focus with autonomy support (EF/AS), external focus alone (EF), internal focus with autonomy support (IF/AS), internal focus alone (IF), autonomy support alone (AS) and control (C) groups. The analysis showed that the EF/AS group demonstrated better kicking accuracy relatively to the IF/AS, IF and C groups, but there were no significant differences between the EF/AS and EF or AS groups. Interestingly, the EF/AS group showed higher self-efficacy compared to the EF, IF/AS, IF and C groups. The finding suggest that a combination of attentional and motivational factors may produce benefits in motor performance.
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Affiliation(s)
- Hubert Makaruk
- Department of Athletics and Swimming, The Jozef Pilsudski University of Physical Education in Warsaw, Warsaw, Faculty of Physical Education and Sport in Biala Podlaska, Biala Podlaska, Poland
- * E-mail:
| | - Jared Marak Porter
- Department of Kinesiology, Recreation, and Sport Studies, The University of Tennessee, Knoxville, United States of America
| | - Jerzy Sadowski
- Department of Theory and Technology of Sport, The Jozef Pilsudski University of Physical Education in Warsaw, Warsaw, Faculty of Physical Education and Sport in Biala Podlaska, Biala Podlaska, Poland
| | - Anna Bodasińska
- Department of Sport Games, The Jozef Pilsudski University of Physical Education in Warsaw, Warsaw, Faculty of Physical Education and Sport in Biala Podlaska, Biala Podlaska, Poland
| | - Janusz Zieliński
- Department of Sport Games, The Jozef Pilsudski University of Physical Education in Warsaw, Warsaw, Faculty of Physical Education and Sport in Biala Podlaska, Biala Podlaska, Poland
| | - Tomasz Niźnikowski
- Department of Gymnastics, The Jozef Pilsudski University of Physical Education in Warsaw, Warsaw, Faculty of Physical Education and Sport in Biala Podlaska, Biala Podlaska, Poland
| | - Andrzej Mastalerz
- Department of Biomechanics, The Jozef Pilsudski University of Physical Education in Warsaw, Warsaw, Poland
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Iwatsuki T, Shih HT, Abdollahipour R, Wulf G. More bang for the buck: autonomy support increases muscular efficiency. PSYCHOLOGICAL RESEARCH 2019; 85:439-445. [PMID: 31515626 DOI: 10.1007/s00426-019-01243-w] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/18/2019] [Accepted: 08/28/2019] [Indexed: 12/01/2022]
Abstract
The purpose of this study was to examine whether conditions that provide performers with a sense of autonomy, by giving them choices, would increase movement efficiency. We evaluated neuromuscular activation as a function of choice, using surface electromyography (EMG), during isometric force production. Participants (N = 16) were asked to perform plantar flexions at each of three target torques (80%, 50%, 20% of maximum voluntary contractions) under both choice and control conditions. In the choice condition, they were able to choose the order of target torques, whereas the order was pre-determined in the control condition. Results demonstrated that while similar torques were produced under both conditions, EMG activity was lower in the choice relative to the control condition. Thus, providing performers with a choice led to reduced neuromuscular activity, or an increase in movement efficiency. This finding is in line with the notion that autonomy support readies the motor system for task execution by contributing to the coupling of goals and actions (Wulf and Lewthwaite, Psychon Bull Rev 23:1382-1414, 2016).
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Affiliation(s)
- Takehiro Iwatsuki
- Pennsylvania State University, Altoona College, 3000 Ivyside Park, Altoona, PA, 16601, USA. .,University of Nevada, Las Vegas, Las Vegas, USA.
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Reischl SA, Raza SZ, Adkin AL, Patterson JT, Tokuno CD. Examining changes in corticospinal excitability and balance performance in response to social-comparative feedback. Gait Posture 2019; 73:14-19. [PMID: 31299499 DOI: 10.1016/j.gaitpost.2019.07.129] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/02/2019] [Revised: 06/05/2019] [Accepted: 07/02/2019] [Indexed: 02/02/2023]
Abstract
BACKGROUND Social-comparative feedback informs an individual that their performance was better or worse than the group. Previous studies have found that compared to knowledge of results alone, social-comparative feedback produces a valence response that results in larger improvements in balance performance. However, the neural processes contributing to these motor improvements have not yet been examined. RESEARCH QUESTION Does social-comparative feedback alter corticospinal excitability and consequently, balance performance? METHODS Thirty-six healthy young adults stood and maintained their balance on a stabiliometer for eight trials. After three of the trials, the neutral (i.e., only knowledge of results) group received their performance feedback (i.e., time on balance) while the other two groups also received positive (i.e., performed better than the group) or negative (i.e., performed worse than the group) social-comparative feedback. To measure corticospinal excitability, soleus motor-evoked potentials were elicited using transcranial magnetic stimulation at the beginning of the experiment, after the presentation of feedback, and at the end of the experiment. Pre- and post- ratings of confidence, perceived skill, motivation, and anxiety were also collected. RESULTS The negative feedback group reported decreases in perceived skill (43 ± 29%) and balance confidence (26 ± 28%), while the positive group reported a 13 ± 17% increase in perceived skill. Despite these group differences in feedback perception, all three groups improved their balance performance by ≈35% (p < 0.001) by the eighth trial. However, this improvement in balance performance was not matched by any changes in corticospinal excitability over time (19.2 ± 55.9% change; p = 0.340) or between groups (p = 0.734). SIGNIFICANCE Our findings suggest that social-comparative feedback, as presented in this study, does not affect corticospinal excitability and balance performance differently than knowledge of results (neutral feedback) alone. More arousing and more frequent forms of social-comparative feedback may be necessary for observing larger changes in the functional or neural control of balance.
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Affiliation(s)
| | - Syed Z Raza
- Centre for Neuroscience, Brock University, St. Catharines, ON, Canada
| | - Allan L Adkin
- Department of Kinesiology, Brock University, St. Catharines, ON, Canada; Centre for Neuroscience, Brock University, St. Catharines, ON, Canada
| | - Jae T Patterson
- Department of Kinesiology, Brock University, St. Catharines, ON, Canada; Centre for Neuroscience, Brock University, St. Catharines, ON, Canada
| | - Craig D Tokuno
- Department of Kinesiology, Brock University, St. Catharines, ON, Canada; Centre for Neuroscience, Brock University, St. Catharines, ON, Canada.
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Cook DA, Aljamal Y, Pankratz VS, Sedlack RE, Farley DR, Brydges R. Supporting self-regulation in simulation-based education: a randomized experiment of practice schedules and goals. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2019; 24:199-213. [PMID: 30382496 DOI: 10.1007/s10459-018-9860-z] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/18/2018] [Accepted: 10/17/2018] [Indexed: 06/08/2023]
Abstract
Self-regulated learning is optimized when instructional supports are provided. We evaluated three supports for self-regulated simulation-based training: practice schedules, normative comparisons, and learning goals. Participants practiced 5 endoscopy tasks on a physical simulator, then completed 4 repetitions on a virtual reality simulator. Study A compared two practice schedules: sequential (master each task in assigned order) versus unstructured (trainee-defined). Study B compared normative comparisons framed as success (10% of trainees were successful) versus failure (90% of trainees were unsuccessful). Study C compared a time-only goal (go 1 min faster) versus time + quality goal (go 1 min faster with better visualization and scope manipulation). Participants (18 surgery interns, 17 research fellows, 5 medical/college students) were randomly assigned to groups. In Study A, the sequential group had higher task completion (10/19 vs. 1/21; P < .001), longer persistence attempting an ultimately incomplete task (20.0 vs. 15.9 min; P = .03), and higher efficiency (43% vs. 27%; P = .02), but task time was similar between groups (20.0 vs. 22.6 min; P = .23). In Study B, the success orientation group had higher task completion (10/16 vs. 1/24; P < .001) and longer persistence (21.2 vs. 14.6 min; P = .001), but efficiency was similar (33% vs. 35%; P = .84). In Study C, the time-only group had greater efficiency than time + quality (56% vs. 41%; P = .03), but task time did not differ significantly (172 vs. 208 s; P = .07). In this complex motor task, a sequential (vs. unstructured) schedule, success (vs. failure) orientation, and time-only (vs. time + quality) goal improved some (but not all) performance outcomes.
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Affiliation(s)
- David A Cook
- Mayo Clinic Multidisciplinary Simulation Center, Mayo Clinic College of Medicine and Science, Rochester, MN, USA.
- Division of General Internal Medicine, Mayo Clinic, Mayo 17-W, 200 First Street SW, Rochester, MN, 55905, USA.
| | - Yazan Aljamal
- Mayo Clinic Multidisciplinary Simulation Center, Mayo Clinic College of Medicine and Science, Rochester, MN, USA
- Department of Surgery, Mayo Clinic, Rochester, MN, USA
| | - V Shane Pankratz
- Department of Internal Medicine, University of New Mexico Health Sciences Center, Albuquerque, NM, USA
| | | | | | - Ryan Brydges
- Allan Waters Family Simulation Centre, St. Michael's Hospital, Toronto, ON, Canada
- Department of Medicine, University of Toronto, Toronto, ON, Canada
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Chua LK, Dimapilis MK, Iwatsuki T, Abdollahipour R, Lewthwaite R, Wulf G. Practice variability promotes an external focus of attention and enhances motor skill learning. Hum Mov Sci 2019; 64:307-319. [PMID: 30831389 DOI: 10.1016/j.humov.2019.02.015] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/06/2018] [Revised: 02/17/2019] [Accepted: 02/20/2019] [Indexed: 10/27/2022]
Abstract
Variability in practice has been shown to enhance motor skill learning. Benefits of practice variability have been attributed to motor schema formation (variable versus constant practice), or more effortful information processing (random versus blocked practice). We hypothesized that, among other mechanisms, greater practice variability might promote an external focus of attention on the intended movement effect, while less variability would be more conducive to a less effective internal focus on body movements. In Experiment 1, the learning of a throwing task was enhanced by variable versus constant practice, and variable group participants reported focusing more on the distance to the target (external focus), while constant group participants focused more on their posture (internal focus). In Experiment 2, golf putting was learned more effectively with a random compared with a blocked practice schedule. Furthermore, random group learners reported using a more effective distal external focus (i.e., distance to the target) to a greater extent, whereas blocked group participants used a less effective proximal focus (i.e., putter) more often. While attentional focus was assessed through questionnaires in the first two experiments, learners in Experiment 3 were asked to report their current attentional focus at any time during practice. Again, the learning of a throwing task was more effective after random relative to blocked practice. Also, random practice learners reported using more external focus cues, while in blocked practice participants used more internal focus cues. The findings suggest that the attentional foci induced by different practice schedules might be at least partially responsible for the learning differences.
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Affiliation(s)
| | | | | | | | - Rebecca Lewthwaite
- Rancho Los Amigos National Rehabilitation Center, Downey, USA; University of Southern California, Los Angeles, USA
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Crocco L, McCabe P, Madill C. Principles of Motor Learning in Classical Singing Teaching. J Voice 2019; 34:567-581. [PMID: 30712882 DOI: 10.1016/j.jvoice.2018.12.019] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/18/2017] [Revised: 12/22/2018] [Accepted: 12/26/2018] [Indexed: 10/27/2022]
Abstract
INTRODUCTION Classical singing is a complex and multifaceted skill that requires the amalgamation of multiple cognitive, perceptual and motor functions. The teaching of classical singing is consequently a unique skill that holds further complexity. The singer is required to achieve and maintain consistently high performance development of a specific motor activity, much like the sports athlete. This pilot study examines a method of using the principles of motor learning to more objectively and reliably investigate the teaching behaviors of classical singing teachers. Such a method may establish a nexus between empirical research, teaching quality and learning outcomes in music performance education. METHOD A total of 12 participants were recruited from two Australian conservatoria of music. All participants were fluent in English at tertiary level. Participants included four classical singing teachers and eight classical singing students over the age of 18 years. Eight one-to-one singing lessons between the teacher and student were audio-visually recorded. Content analysis was conducted on the observational data. The principles of motor learning were used as a behavioral framework protocol to allow for the systematic identification of teaching behavior. RESULTS Results presented various findings regarding teaching behaviors in one-to-one classical singing lessons in higher music education. Key findings included (a) common use of instruction, feedback, modeling, and other behaviors (b) uncommon use of motivation, explanation, and perceptual training behaviors, (c) higher use of knowledge of results than knowledge of performance feedback behaviors, (d) high routine use of instruction, modeling, and feedback behaviors each time a student attempted a task, (e) common use of other suggested teachers use behaviors unidentifiable by the behavioral protocol, and (f) the principles of motor learning appear to be a reliable framework for the identification of teaching behaviors in this field. CONCLUSION This study may have implications for how teachers administer and govern their behaviors in one-to-one classical singing lessons. The principles of motor learning may encourage a nexus between empirical research, teaching quality, and learning outcomes. Furthermore, this study provides recommendations for future research on systematically improving teaching and learning in this field.
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Harris DJ, Vine SJ, Wilson MR. An external focus of attention promotes flow experience during simulated driving. Eur J Sport Sci 2018; 19:824-833. [DOI: 10.1080/17461391.2018.1560508] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/13/2022]
Affiliation(s)
- David J. Harris
- School of Sport and Health Sciences, University of Exeter, Exeter, UK
| | - Samuel J. Vine
- School of Sport and Health Sciences, University of Exeter, Exeter, UK
| | - Mark R. Wilson
- School of Sport and Health Sciences, University of Exeter, Exeter, UK
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Visual Illusions Affect Motor Performance, But not Learning in Highly Skilled Shooters. JOURNAL OF MOTOR LEARNING AND DEVELOPMENT 2018. [DOI: 10.1123/jmld.2017-0011] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
Abstract
Enhanced expectancies are an important component of OPTIMAL theory and are thought to contribute to motor performance and learning. There is limited information, however, on the generalizability of OPTIMAL theory to highly skilled individuals. The purpose of this study was to examine the effects of visual illusions, specifically an Ebbinghaus illusion, on the performance and learning of an aiming task using highly skilled 10-m rifle and pistol shooters. Two groups of shooters with international experience were recruited and practiced with perceived larger and smaller targets. Our results indicated that participants who perceived the target larger reported higher self-efficacy immediately after practice. In addition, these participants had higher shooting performance during practice. Our retention test (24 hours later), however, did not produce differences in self-efficacy or shooting performance. Our data suggests that visual illusions are beneficial for motor performance in highly skilled shooters, but may not affect learning in those who are in the latter stages of learning. Further studies should continue examining the role of visual illusions for enhancing expectancies in highly skilled and experienced performers.
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Affiliation(s)
- Takehiro Iwatsuki
- Department of Kinesiology, Penn State Altoona, University of Nevada, Las Vegas, USA
| | - James W. Navalta
- Department of Kinesiology and Nutrition Sciences, University of Nevada, Las Vegas, USA
| | - Gabriele Wulf
- Department of Kinesiology and Nutrition Sciences, University of Nevada, Las Vegas, USA
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Onward and upward: Optimizing motor performance. Hum Mov Sci 2018; 60:107-114. [DOI: 10.1016/j.humov.2018.05.006] [Citation(s) in RCA: 26] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/19/2018] [Revised: 05/07/2018] [Accepted: 05/15/2018] [Indexed: 11/20/2022]
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Popovic T, Caswell SV, Benjaminse A, Siragy T, Ambegaonkar J, Cortes N. Implicit video feedback produces positive changes in landing mechanics. J Exp Orthop 2018; 5:12. [PMID: 29721781 PMCID: PMC5931948 DOI: 10.1186/s40634-018-0129-5] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/17/2018] [Accepted: 04/19/2018] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Implicit (IF) and explicit (EF) feedback are two motor learning strategies demonstrated to alter movement patterns. There is conflicting evidence on which strategy produces better outcomes. The purpose of this study was to examine the effects of reduced IF and EF video feedback on lower extremity landing mechanics. METHODS Thirty participants (24 ± 2 years, 1.7 ± 0.1 m, 70 ± 11 kg) were randomly assigned to three groups: IF (n = 10), EF (n = 10), and control (CG) (n = 10). They performed twelve box-drop jumps three times a week on the training sessions for six weeks. Only IF and EF groups received video feedback on the training sessions. IF was cued to focus their attention on the overall jump, while EF was cued to focus on position of their knees. 3D lower extremity biomechanics were tested on testing sessions with no feedback. All sessions were at least 24 h apart from another. Testing sessions included baseline testing (pretest), testing after 3 training sessions with 100% feedback (pst1), testing after 6 training sessions with 33.3% feedback (pst2), testing after 6 training sessions with 16.6% feedback (Pst3), and testing 1 month after with no feedback (retention - ret). ANOVA compared differences between groups and time at initial contact and peak for hip flexion (HF, °) and abduction angle (HA, °), hip abduction moment (HAM, Nm/kgm), knee flexion (KF, °) and abduction angle (KA, °), knee abduction moment (KAM, Nm/kgm) and VGRF (N) (p < 0.05). RESULTS A significant main effect for group was found between IF and EF groups for HA (IF = - 6.7 ± 4; EF = - 9.4 ± 4.1) and KAM (IF = 0.05 ± 0.2; EF = - 0.07 ± 0.2) at initial contact, and peaks HA (IF = - 3.5 ± 4.5; EF = - 7.9 ± 4.7) and HAM (IF = 1.1 ± 0.6; EF = 0.9 ± 0.4). A significant main effect for time at initial contact for HF (pre = 32.4 ± 3.2; pst2 = 36.9 ± 3.2; pst3 = 37.9 ± 3.7; ret. = 34.1 ± 3.7), HAM (pre = 0.1 ± 0.1; pst1 = 0.04 ± 0.1; pst3 = 0.1 ± 0.01), KA (pre = 0.7 ± 1.1; pst1 = 0.2 ± 1.2; pst3 = 1.7 ± 1), and KAM (pre = 0.003 ± 0.1; pst3 = 0.01 ± 0.1) was found. DISCUSSION/CONCLUSION We found that implicit feedback produced positive changes in landing mechanics while explicit feedback degraded motor learning. Our results indicate that implicit feedback should be used in programs to lower the ACL injury risk. We suggest that implicit feedback should be frequent in the beginning and not be reduced as much following the acquisition phase.
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Affiliation(s)
- Tijana Popovic
- Sports Medicine Assessment, Research & Testing (SMART) Laboratory, George Mason University, 10890 George Mason Circle Bull Run Hall 220, MSN 4E5, Manassas, VA, 20110, USA.,Department of Radiology and Biomedical Imaging, University of California, 185 Berry Street, Lobby 6, Suite 391, San Francisco, CA, 94107, USA
| | - Shane V Caswell
- Sports Medicine Assessment, Research & Testing (SMART) Laboratory, George Mason University, 10890 George Mason Circle Bull Run Hall 220, MSN 4E5, Manassas, VA, 20110, USA
| | | | - Tarique Siragy
- Sports Medicine Assessment, Research & Testing (SMART) Laboratory, George Mason University, 10890 George Mason Circle Bull Run Hall 220, MSN 4E5, Manassas, VA, 20110, USA.,School of Human Kinetics, Faculty of Health Sciences at the University of Ottawa, 75 Laurier Avenue East, Ottawa, ON, K1N 6N5, Canada
| | - Jatin Ambegaonkar
- Sports Medicine Assessment, Research & Testing (SMART) Laboratory, George Mason University, 10890 George Mason Circle Bull Run Hall 220, MSN 4E5, Manassas, VA, 20110, USA
| | - Nelson Cortes
- Sports Medicine Assessment, Research & Testing (SMART) Laboratory, George Mason University, 10890 George Mason Circle Bull Run Hall 220, MSN 4E5, Manassas, VA, 20110, USA.
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Wulf G, Lewthwaite R, Cardozo P, Chiviacowsky S. Triple play: Additive contributions of enhanced expectancies, autonomy support, and external attentional focus to motor learning. Q J Exp Psychol (Hove) 2018; 71:824-831. [DOI: 10.1080/17470218.2016.1276204] [Citation(s) in RCA: 41] [Impact Index Per Article: 6.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
In the OPTIMAL theory of motor learning [Wulf, G., & Lewthwaite, R. (2016). Optimizing performance through intrinsic motivation and attention for learning: The OPTIMAL theory of motor learning. Psychonomic Bulletin & Review, 23, 1382-1414], 3 factors are postulated to facilitate learning: enhanced expectancies (EE) for performance, autonomy support (AS), and an external focus (EF) of attention. In 3 recent studies, combinations of 2 of these variables resulted in superior learning relative to the presence of only 1 variable, or none. We examined whether the combination of all 3 factors would enhance learning relative to combinations of 2 factors. Our design included EE–AS, EE–EF, AS–EF, and AS–EE–EF groups. Participants threw balls at a target with their non-dominant arm. In the EE conditions, they received positive social–comparative feedback. In the AS conditions, they were allowed to throw with their dominant arm on trial blocks chosen by them. In the EF conditions, participants were asked to focus on the target. On a delayed retention test, the AS–EE–EF group outperformed all other groups. The findings provide evidence that enhanced expectancies, autonomy support, and an external focus can contribute in an additive fashion to optimize motor learning.
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Affiliation(s)
- Gabriele Wulf
- Department of Kinesiology and Nutrition Sciences, University of Nevada, Las Vegas, NV, USA
| | - Rebecca Lewthwaite
- Physical Therapy Department, Rancho Los Amigos National Rehabilitation Center, Downey, CA, USA
- Division of Biokinesiology and Physical Therapy, University of Southern California, Los Angeles, CA, USA
| | - Priscila Cardozo
- Department of Physical Education, Federal University of Pelotas, Pelotas, Brazil
| | - Suzete Chiviacowsky
- Department of Physical Education, Federal University of Pelotas, Pelotas, Brazil
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Lewthwaite R, Wulf G. Optimizing motivation and attention for motor performance and learning. Curr Opin Psychol 2017; 16:38-42. [DOI: 10.1016/j.copsyc.2017.04.005] [Citation(s) in RCA: 50] [Impact Index Per Article: 7.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/02/2016] [Revised: 04/05/2017] [Accepted: 04/10/2017] [Indexed: 01/11/2023]
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Rossettini G, Testa M, Vicentini M, Manganotti P. The Effect of Different Attentional Focus Instructions during Finger Movement Tasks in Healthy Subjects: An Exploratory Study. BIOMED RESEARCH INTERNATIONAL 2017; 2017:2946465. [PMID: 28286760 PMCID: PMC5329693 DOI: 10.1155/2017/2946465] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/21/2016] [Accepted: 01/11/2017] [Indexed: 11/18/2022]
Abstract
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.
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Affiliation(s)
- Giacomo Rossettini
- Department of Neuroscience, Rehabilitation, Ophthalmology, Genetics, Maternal and Child Health, University of Genova, Campus of Savona, Via Magliotto 2, 17100 Savona, Italy
| | - Marco Testa
- Department of Neuroscience, Rehabilitation, Ophthalmology, Genetics, Maternal and Child Health, University of Genova, Campus of Savona, Via Magliotto 2, 17100 Savona, Italy
| | | | - Paolo Manganotti
- Clinical Neurology Unit, Department of Medical Science, Surgery and Health, University of Trieste, Via Farneto 3, 34142 Trieste, Italy
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Optimizing performance through intrinsic motivation and attention for learning: The OPTIMAL theory of motor learning. Psychon Bull Rev 2016; 23:1382-1414. [DOI: 10.3758/s13423-015-0999-9] [Citation(s) in RCA: 445] [Impact Index Per Article: 55.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/27/2022]
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Wulf G. An external focus of attention is a conditio sine qua non for athletes: a response to Carson, Collins, and Toner (2015). J Sports Sci 2016; 34:1293-5. [PMID: 26824886 DOI: 10.1080/02640414.2015.1136746] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Abstract
In this invited response to a Letter to the Editor by Carson, Collins, and Toner (2015), I comment on various issues raised by the authors. I highlight the broad range of tasks and dependent measures used in studies comparing the effectiveness of external versus internal foci of attention. These studies--many of which involved sport skills--have consistently found performance or learning benefits when an external focus was adopted. There is no convincing evidence that performers' preferences, or their familiarity with a certain focus, have a moderating effect. Anecdotal evidence reported by coaches who have compared the two types of foci is consistent with research findings. An external focus presumably promotes functional connectivity and contributes to goal-action coupling.
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Affiliation(s)
- Gabriele Wulf
- a Department of Kinesiology and Nutrition Sciences , University of Nevada , Las Vegas , NV , USA
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