Effects of attentional focus and gaze instruction during observational learning of a basketball free-throw |
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| Affiliation: | 1. Department of Motor Behavior, Faculty of Sport Sciences, Alzahra University, Tehran, Iran;2. Department of Physical Education and Sport Science, Yadegar-e-Imam Khomeini (RAH) Shahre-rey Branch, Islamic Azad University, Tehran, Iran;3. Department of Kinesiology, New Mexico State University, Las Cruces, NM, USA;1. Département des sciences de l''activité physique, Université du Québec à Trois-Rivières, 3351, boulevard des Forges, Trois-Rivières, QC G8Z 4M3, Canada;2. École de kinésiologie et des sciences de l''activité physique de la Faculté de médecine, Université de Montréal, 2100 Edouard Montpetit Blvd. #6219, Montreal, QC H3T 1J4, Canada;3. Centre de recherche du CHU Sainte-Justine, 5858 Côte-des-Neiges Rd, Montreal, QC H3S 1Z1, Canada;4. Department of Family Medicine, McGill University, 5858 Côte-des-Neiges Rd, Montreal, QC H3S 1Z1, Canada;5. Human Kinetics Department, St Francis Xavier University, 4130 University Ave, Antigonish, NS B2G 2W5, Canada;6. Département de kinésiologie, Université Laval, 2300, rue de la Terrasse, Quebec, QC G1V 0A6, Canada;7. Département de Pédiatrique, Faculté de médecine, Université de Montréal, 3175, chemin Côte Sainte-Catherine, Montréal, QC H3T 1C5, Canada;1. Centre for Interdisciplinary Research in Rehabilitation and Social Integration, CIUSSS-CN, IRDPQ, Québec, Canada;2. Department of Rehabilitation, Faculty of Medicine, Université Laval, Québec, Canada;3. School of Physical and Occupational Therapy, McGill University, Québec, Canada;4. Feil and Oberfeld Research Centre, Jewish Rehabilitation Hospital – CISSS Laval site of Centre for Interdisciplinary Research in Rehabilitation of Greater Montreal (CRIR), Québec, Canada;1. Department of Sports Sciences, Exercise and Health, University of Trás-os-Montes and Alto Douro, Vila Real, Portugal;2. Research Center in Sports Sciences, Health Sciences and Human Development, CIDESD, CreativeLab Research Community;3. University of Maia, UMAIA, Maia, Portugal;4. Departamento de Desporto e Saúde, Escola de Saúde e Desenvolvimento Humano, Universidade de Évora, Évora, Portugal;5. Comprehensive Health Research Centre (CHRC), Universidade de Évora, Évora, Portugal;6. Portugal Football School, Portuguese Football Federation, Oeiras, Portugal;1. Department of Physical Education and Sport Sciences, Aristotle University of Thessaloniki, Thessaloniki, Greece;2. Department of Experimental Psychology, Justus Liebig University Giessen, Giessen, Germany;3. Department of Human Movement Sciences, Vrije Universiteit Amsterdam, Amsterdam Movement Sciences, Amsterdam, the Netherlands;1. Department of Physical Therapy, California State University Northridge, Northridge, CA, USA;2. Department of Biological Sciences, University of Southern California, Los Angeles, CA, USA;3. Department of Psychology, University of Southern California, Los Angeles, CA, USA;4. Department of Biomedical Engineering, University of Southern California, Los Angeles, CA, USA |
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| Abstract: | Observational learning has long been used to instruct individuals on how to perform a novice motor skill. Recently, research has shown a benefit to instructing learners to focus externally when viewing a video model (Asadi, Aiken, Heidari, & Kochackpour, 2021). Research has also highlighted the effectiveness of modeling correct gaze behaviors when learning a cognitive task (Jarodzka, van Gog, Dorr, Scheiter, & Gerjets, 2013). The purpose of the present study was to investigate the effectiveness of combining these two modalities. 40 individuals with a mean age of 21.77 ± 1.40 performed a novel motor task where they were asked to either focus internally or externally, and were provided with traditional instruction or were provided with an experienced performer's gaze behaviors while viewing a video demonstration. It was observed that both the external focus groups and the gaze instructed groups performed a basketball free-throw more accurately and had longer periods of quiet eye than an internal focus or traditional verbal instruction (p's < 0.05). Eye tracking also allowed for the assessment of attentional focus adherence. Participants focused on the instructed cues significantly more than irrelevant task aspects or a different focus types (p's < 0.05). These results highlight the effectiveness of cuing a learner to focus externally during observational learning. It also highlights the usefulness of providing correct gaze behaviors when observing a model. |
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