Expert and Novice Performers Respond Differently to Attentional Focus Cues for Speed Jump Roping

Adopting a holistic focus of attention promotes adherence and improves performance in college track and field athletes

Research on novices suggests that an external focus improves performance over an internal focus. For experienced performers the results on attentional focus have been mixed. Recently Becker, Georges, and Aiken (2019) suggested that a holistic focus may be a useful substitute when an external focus is not appropriate. The purpose of this study was to investigate attentional focus within track and field athletes performing an underhand shot throw. 18 female athletes performed an underhand shot throw (4 kg) under three focus conditions: internal, external, and holistic. Participants also rated their adherence to each attentional focus manipulation. Repeated-measures ANOVAs with Sidak post-hoc were used to analyze both underhand shot throw distance and focus adherence. A significant main effect for condition was observed for distance (F = 6.14, p = .005). A holistic threw farther than an internal focus (p < .001) with no difference between internal and external (p = .380), or holistic and external foci (p = .312). For adherence, a significant main effect for condition was observed (F = 4.56, p = .018) with holistic focus adhering to the cue significantly more than internal focus (p < .019). The results of this study are in line with research that found a benefit for a holistic focus with novice performers (Becker et al., 2019). Mullen and Hardy (2010) also found a benefit for the golf putt, basketball shot, and long jump with skilled performers adopting a focus on the global or holistic aspect of the skill.

Effects of an expert-modeled attentional focus cue structure on skilled jump rope performance and learning

Instructions that direct attention externally have been shown to enhance motor performance. However, research on skilled performers and on learning effects has produced some distinct findings. Further, many studies have presented an overly simplistic view of attention and learning, such that all-internal focus protocols are contrasted with all-external focus protocols. Contrary to this approach, skilled performers have reported adopting combined focus strategies, revealing the need to test more realistic instructional protocols. The current study provided an experimental test of focus instructions that were modeled after the strategies of elite jump rope athletes. Four groups of skilled jump rope athletes practiced novel skills under various focus instructions. The internal focus (IF) and external focus (EF) groups were given traditional internal and external focus instructions, respectively. The expert modeled (EM) group was given a set of instructions that were based on experts' reported focus strategies. The expert modeled-autonomous (EM-A) group was allowed to choose how they used each of the expert-modeled instructions. All groups completed a baseline assessment, four practice sessions, and a learning assessment. Results of a chi-square test of independence revealed no relationship between group assignment and performance during baseline or practice. There was a significant relationship between group assignment and performance during the learning assessment (p < .05). Specifically, the IF group performed below expected values while the EM group performed better than expected. Findings support previous research showing learning detriments associated with internal focus instructions and also provide new insight into the advantages of using instructional approaches that are modeled after experts' strategies. Implications and suggestions for future research are discussed.

Looking beyond the binary: an extended paradigm for focus of attention in human motor performance

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.

The effect of attentional focusing strategies on EMG-based classification

Earlier studies showed that external focusing enhances motor performance and reduces muscular activity compare to internal one. However, low activity is not always desired especially in case of Human-Machine Interface applications. This study is based on investigating the effects of attentional focusing preferences on EMG based control systems. For the EMG measurements via biceps brachii muscles, 35 subjects were asked to perform weight-lifting under control, external and internal focus conditions. The difference between external and internal focusing was found to be significant and internal focus enabled higher EMG activity. Besides, six statistical features, namely, RMS, maximum, minimum, mean, standard deviation, and variance were extracted from both time and frequency domains to be used as inputs for Artificial Neural Network classifiers. The results found to be 87.54% for ANN1 and 82.69% for ANN2, respectively. These findings showed that one's focus of attention would be predicted during the performance and unlike the literature, internal focusing could be also useful when it is used as an input for HMI studies. Therefore, attentional focusing might be an important strategy not only for performance improvement to human movement but also for advancing the study of EMG-based control mechanisms.

Skilled swimmers maintain performance stability under changing attentional focus constraints

Focusing attention externally, rather than internally, has generally proved advantageous as it avoids interfering with self-organzing processes. However, some research has suggested that this may not necessarily be the case with highly skilled individuals who by definition possess a greater capacity to either adapt or maintain stability under varied task constraints. This study aimed to address this gap by comparing the performance of skilled athletes under internal and external attentional focus conditions using the swimming dive start as a task vehicle. Using a counterbalanced repeated measures design, skilled swimmers performed dive starts in conditions of differing attentional focus - internal and external attentional focus. Kinetic and kinematic variables were collected and statistical analyses conducted to compare differences between conditions. The results revealed no differences in outcome performance (relative peak power, horizontal velocity, and time to 5 m) between internal and external focus conditions. However, remaining kinematic and kinetic measures revealed that all movement events occurred earlier in the movement sequence, suggesting superior self-organization of movement in the external focus condition. An external focus may be beneficial for the organization of movement control in skilled swimmers, but may not have an immediate impact upon the outcome of the task.

Optimal Instructions to Maximize Attack Efficiency in Beginners and Experienced Fencers

This study aimed to determine the instruction that maximizes fencing attack performance and to explore the sensitivity of a novel efficiency index (EI) that considers reaction time, attack velocity, and absolute error to discriminate between beginners and experienced fencers. Instructions that directed attentional focus internally (react as fast as possible and perform the attack movement as fast as possible) or externally (be as accurate as possible) were provided prior to stimulus presentation. The EI did not differ between the instructions in any group (p > .05), the instructions "react as fast as possible" and "be as accurate as possible" promoted in beginners the highest and the lowest EI, and the EI was higher for fencers. Our findings suggest that the EI could be recommended as a general index of fencing attack efficiency.