The influence of attentional focus on the development of skill representation in a complex action |
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| Affiliation: | 1. Neurocognition and Action – Research Group, Faculty of Psychology and Sports Science, Bielefeld University, Universitätsstraße 25, 33615 Bielefeld, Germany;2. Research Institute for Cognition and Robotics (CoR-Lab), Bielefeld University, Universitätsstraße 25, 33615 Bielefeld, Germany;3. Cognitive Interaction Technology – Center of Excellence (CITEC), Bielefeld University, Universitätsstraße 21–23, 33615 Bielefeld, Germany;1. Technische Universität München, Georg-Brauchle-Ring 60/62, 80992 München, Germany;2. University of Konstanz, Sportwissenschaft Fach 30, 78457 Konstanz, Germany;3. University of Bayreuth, Universitätsstraße 30, 95447 Bayreuth, Germany;4. Karlsruhe Institute of Technology, Engler-Bunte-Ring 15, Geb. 40.40, 76131 Karlsruhe, Germany;1. University of Stuttgart, Department for Sport and Exercise Science, Division I Exercise- and Health Sciences, Nobelstr. 15, D-70569 Stuttgart, Germany;2. Bielefeld University, School of Public Health, WHO Collaborating Centre for Child and Adolescent Health Promotion, PO Box 10 01 31, D-33501 Bielefeld, Germany;3. University of Oldenburg, Institute of Sports Science, Ammerländer Heerstr. 114-118, D-26129 Oldenburg, Germany;1. Graduate Institute of Athletics and Coaching Science, National Taiwan Sport University, Taoyuan County, Taiwan;2. Department of Physical Education, Chinese Cultural University, Taipei, Taiwan;3. Graduate Institute of Physical Education, National Taiwan Sport University, Taoyuan County, Taiwan;4. Department of Kinesiology, University of North Carolina at Greensboro, Greensboro, NC, USA;1. School of Kinesiology, University of British Columbia, Canada;2. Department of Integrative Physiology, University of Colorado, Boulder, United States;3. Department of Psychology and Neuroscience, University of Colorado, Boulder, United States |
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| Abstract: | ObjectivesRecent research has indicated that performers' mental representation of a motor skill changes over the course of learning. In the present study, we sought to ascertain whether the type of instructions (instructions that emphasize either an internal or external focus of attention) influences the development of skill representation during motor learning.DesignParticipants without golf experience were recruited to practice a golf putting task over the course of three training days. Participants were randomly assigned to either an internal focus (focus on the swing of the arms; n = 10) or external focus (focus on the speed of the ball roll; n = 10) learning group. Changes in putting performance and mental representation structure were assessed over the course of learning, as well as during a follow-up retention test two days after practice.MethodsMental representation structure was measured employing the structural dimensional analysis of mental representations (SDA-M), which provided psychometric data on the structure of the mental representation in long-term memory. Additionally, the change in putting accuracy and consistency was recorded over the course of learning.ResultsFindings indicated that the external focus group performed with greater accuracy and consistency during training, and revealed a larger degree of development in their mental representation of the putting task.ConclusionsOverall, our findings suggest that facilitating the link between an action and its effect by means of an external focus is crucial for motor performance as well as the development of skill representation. |
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| Keywords: | Mental representation Motor learning SDA-M Attention External focus Golf |
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