The learning of sprint hurdles: A comparative study on increasing contextual interference and blocked practice schedules.

The contextual interference (CI) approach has proposed that a random order of practice for motor skills is superior in facilitating learning compared to a blocked arrangement of practice trials. Two groups of physical education students learned sprint hurdles, employing either an increasing CI practice schedule (n = 23) or a blocked practice schedule (n = 23). In both the practice schedules, the same exercises were used in a different trial order during each learning session. Eleven practice sessions were conducted over a period of six weeks, with two days of practice per week. Ten and 40 days after the acquisition phase, a retention and transfer test were conducted. The results showed no differences between the two practice schedules during the retention tests. However, students practicing with an increasing CI arrangement performed better on the delayed transfer test compared to students which practiced with a blocked schedule. Specifically, the increasing CI group more effectively (p < 0.05) cleared the hurdles due to a lower take-off step angle and longer step length than the blocked practice group. Although utilizing an increase in CI during the learning phase of sprint hurdling produced more persistent learning effects relative to a traditional blocked practice schedule for adult novice learners, further research is warranted to explore the CI effect across a broader range of sport skills.

The location of an internal focus of attention differentially affects motor performance.

Prior research has questioned the appropriateness of internal focus instructions or the juxtaposition to external and control conditions. Moreover, there has been a lack of research conducted to test a variety of internal conditions on motor performance. The purpose of the present study was to address those critiques and add to the attentional focus literature by varying the location of an internal focus while performing a standing long jump. Participants performed a standing long jump during five separate conditions (internal focus: toes, knees, hips, arms; and control). The analysis revealed that all internal focus conditions performed worse than the control condition. Furthermore, the only difference between internal conditions was found between arms and knees, where the knee condition resulted in a significantly shorter jump distance relative to the arms. Regardless of the location specified, all internal focus conditions led to detriments in jump performance when compared to the control condition. These findings add to a large body of work demonstrating the importance of instructional content on motor performance.

The fus test: a promising tool for evaluating fundamental motor skills in children and adolescents.

Fundamental motor skills (FMS) are essential for enjoyable, confident and skillful participation in physical activity across the lifespan. Due to the alarming low level of FMS proficiency in children and adolescents worldwide, the development of motor competency is an urgent issue for physical education. The promotion and implementation of a systematic process of teaching and learning FMS should be a physical education priority. Accordingly, effective assessment tools for evaluating FMS should be adopted or developed. Because FMS assessment for both children and adolescents need further effective solutions, the primary aim of this study was to develop the new age-related test of FMS (Fundamental Motor Skills in Sport test, in Polish: Test Fundamentalnych Umiejetnosci Ruchowych w Sporcie, FUS). The secondary aim of this study was to establish validity and inter-rater, intra-rater, test-retest reliabilities and internal consistency of the FUS test. The FUS test involves six sport skill-based tasks: hurdling, jumping rope, forward roll, ball bouncing, throwing and catching a ball, and kicking and stopping a ball. Two hundred sixty-four Polish students in grades 1-3 (7-9 yrs; n = 81), 4-6 (10-12 yrs; n = 89) and 7-8 (13-14 yrs; n = 94), including 139 girls and 125 boys completed the FUS test. The content validity index for all items was notably high. Both inter-rater and intra-rater reliability showed substantial to almost perfect agreement, with observed agreements for FUS skills between 78.5 and 93.1%. Ball bouncing had a moderate correlation with the forward roll and throwing and catching, while other correlations were low or insignificant. ICC values, ranging from 0.95 to 0.97, confirmed excellent test-retest reliability. The results of our study provide evidence that the FUS test is valid, reliable, and feasible to administer in school settings. Therefore, this tool test has the potential to support deliberate practice and improve motor competence by providing a standardized and structured approach to measuring FMS among school-aged children and adolescents.

Off the shelf: Investigating transfer of learning using commercially available virtual reality equipment.

The evolution of virtual reality (VR) has created the opportunity for a relatively low-cost and accessible method to practice motor skills. Previous studies have demonstrated how motor skill practice in non-immersive virtual environments transfers to physical environments. Though minimal research has investigated motor learning and transfer within immersive VR, multiple experiments provide empirical evidence of positive transfer effects. Most studies have used software engines and modified hardware to enhance the similarities between virtual and physical environments. However, many learners and practitioners currently use commercially available VR intending to enhance real-world performance, though there is very little evidence to support the notion of positive transfer for these systems. Therefore, this experiment aimed to investigate how motor skill practice using a commercially available VR system improved real-world performance and how that compared to physical practice. Participants (n = 68) were randomly selected into one of two groups: virtual reality (VR) practice (n = 33) or real-world (RW) practice (n = 35). The experiment occurred over two consecutive days, with a pretest, posttest, and practice phase occurring each day. The pre- and post-testing phases were identical for both groups and consisted of putting a golf ball 10 times on a carpeted surface towards the center of a target. The practice phases consisted of 60 total putts per day in the respective environment (VR or RW). Participants continuously alternated golf putting holes from three different distances until they accrued 60 total putts. Participants in the RW group performed golf putts to three targets. Participants in the VR group also performed golf putts on three different miniature golf putting holes, using the commercially available Oculus Rift and the Cloudlands VR Minigolf game. The VR putting targets were designed to replicate the putting holes in the physical environment. Separate 2 (group) x 4 (test) repeated measures ANOVAs were used to assess accuracy and club head kinematics. The results revealed a significant main effect for test, but not for group. Post hoc analyses revealed that both groups significantly improved their putting accuracy and club head kinematics at similar rates. The results from this study indicate that the transfer of learning that occurred as a result of practicing in a commercially available VR environment was similarly effective when compared to RW practice.

Directing Attention Externally Produces Consistent Vertical Jump Assessment Results.

Recent research has demonstrated that consistent external attentional focus instructions produce more reliable jumping measurements compared to non-consistent focus of attention instructions. While previous research has examined the effects of different external attentional focus instructions, less is known about different external focus of attention instruction effects during a vertical jump. Given that previous work has demonstrated that consistent external focus of attention instructions produced reliable jumping estimations, we hypothesized that using multiple methods to direct attention externally would produce consistent vertical jump results. Using a within-participant design, college aged students (n = 35) completed two vertical jumps on a VertecTM within five conditions. Each condition was provided different external directing instructions conditions (control; external-lower near, -upper near, -upper far, -unreachable far). Data were analyzed using a repeated measures analysis of variance (ANOVA). Results showed that jump heights in the control and external focus of attention conditions were not significantly different from one another, p = .119. The findings of this study suggest there are numerous external focus of attention instructions that can be provided during a vertical jump producing consistent results.

Can changes of workrate and seat position affect frontal and sagittal plane knee biomechanics in recumbent cycling?

Changes in the workrate and seat position have been linked to changes in internal knee extension moment. However, there is limited research on effects of those changes on knee kinetics in recumbent bike. The purpose of this study was to examine the effects of different seat positions and workrates on KAbM, knee extension moment and perceived effort during stationary recumbent cycling. Fifteen cyclists cycled on a recumbent ergometer in 6 test conditions of pedalling in far, medium and close seat positions in each of the two workrates of 60 and 100 W at the cadence of 80 RPM. A three-dimensional motion analysis system and a pair of instrumented pedals collected kinematic and kinetic data. A 3 ×2 repeated measures ANOVA was used to examine the effect of seat positions and workrates on selected variables of interest. Different seat positions did not change either peak KAbM (p = 0.592) or knee extension moment (p = 0.132). Increased workrates significantly increased peak KAbM (p <0.001 and ηp2 =0.794) and knee extension moment (p <0.001 and ηp2=0.722). This study showed that the far or close seat position did not increase frontal-plane or overall knee joint loading and provided evidence for prescribing recumbent bike for healthy population.

An external focus of attention enhances table tennis backhand stroke accuracy in low-skilled players.

The aim of the study was to determine the impact of internal and external (proximal and distal) attentional focus on table tennis backhand stroke accuracy in low-skilled players. Fifty-one undergraduate physical education (PE) students were randomly assigned to 3 groups: Group G1 (IF) was instructed to focus on the hand holding the paddle, Group G2 (EFP) was instructed to focus on the ball, while Group G3 (EFD) was instructed to focus on targets marked on the tennis table. The experimental groups followed identical instructions except for the instruction about the focus of attention. Participants were asked to score as many points as possible by hitting the ball inside the three smallest targets marked on the tennis table. They were required to do so using a backhand stroke. The practice session consisted of 45 trials in three blocks of backhand (15 trials at each target). A special scoring system was used to determine the accuracy of the strokes. One of the most important findings from the current research was that groups with an external focus of attention revealed significant improvements in accuracy in the post-test, while the group with an internal focus of attention achieved low training effects. No significant difference was observed between G2 (EFP) and G3 (EFD) in the delayed retention test, which indicates that proximal and distal attentional focus had similar effects on table tennis backhand stroke accuracy in low-skilled players.

An Examination of the Contextual Interference Effect and the Errorless Learning Model during Motor Learning.

The purpose of this study was to investigate the combined effects of random and block practice, with errorless and errorful conditions, on motor learning. One hundred-twenty participants (all male, Mage = 21.19 ± 1.4 years) were randomly assigned to one of eight groups. Participants completed a dart throwing task across the experimental phases. In the retention test, evidence supporting the CI effect was found in the 'errorless' conditions, but not in the 'errorful' conditions. In the transfer tests, the findings indicated that the impact of errorless and errorful conditions on participants' automation levels depends on the structure of practice. Participants in the Random-Errorless group performed better in the transfer tests than those in the Random group and the Random-Errorful group, suggesting greater automation levels following errorless practice.

The Effects of Using Imagery to Elicit an External Focus of Attention.

Background: An external focus of attention has been shown to be superior to adopting an internal focus of attention in a variety of motor skills. Purpose: To examine the efficacy of directing attention externally toward an imagined object when performing the standing long jump. This form of practice was compared to a group of participants that practiced the same motor skill while directing their attention toward an object that was physically present in the practice environment. Method: All participants performed a series of standing long-jumps on a rubber mat. Participants were randomly assigned to either an external focus condition where they were instructed to jump as close as possible to a cone that was directly in front of them. Or they were assigned to an imagery condition in which they were instructed to jump toward an imagined cone. Following acquisition trials, a 24-hr retention and transfer test was completed by all participants. Results: Significant improvement was demonstrated by both groups during acquisition, retention and transfer phases compared to the baseline measure. However, no significant differences were observed between the two experimental conditions. Conclusion: The findings of this experiment demonstrate that attention directed externally toward a physical object and an imagined object has a similar effect.

Optimizing the penalty kick under external focus of attention and autonomy support instructions.

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.

The Influence of External Focus Instruction Characteristics on Children's Motor Performance.

PURPOSE: Research has demonstrated that verbal instructions directing attention externally (i.e., toward the effect of the movement) significantly enhance motor skill performance, and this effect is enhanced when the distance of the external focus relative to the body is increased. However, few studies have investigated this distance-of-focus effect in children. The present study aimed to examine the effect of increasing the distance of an external focus on children's motor performance in 2 experiments. METHOD: In Experiment 1, children performed standing long jumps under 3 instructional conditions (control, internal attentional focus, and external attentional focus). In Experiment 2, children performed standing long jumps under 4 instructional conditions (control, internal, proximal external attentional focus, and distal external attentional focus). RESULTS: In Experiment 1, results revealed a statistically significant jump distance advantage for the external focus condition. In Experiment 2, a statistically significant jump distance advantage for the distal external focus condition was found. However, instructional and task characteristics beyond distance of focus may have been influential. CONCLUSIONS: External focus instructions benefit children's jump performance, but specifically when they are supported by a concrete movement goal reflecting relevant performance criteria. These findings highlight the importance of examining the content of instructions and relevant task characteristics provided to children beyond attentional focus to consider their motivational characteristics.

Standing Long Jump Performance With an External Focus of Attention Is Improved as a Result of a More Effective Projection Angle.

Investigators have recently demonstrated that standing long jump performance is enhanced when participants focus their attention externally instead of their leg action but found no differences when examining peak force. The purpose of this study was to examine kinetic and kinematic properties associated with the standing long jump that may explain disparities between an internal and external focus of attention. It was hypothesized that the external focus condition would exhibit greater impulse values and a more optimal projection angle (45°) than the internal condition. Twenty-one participants each performed 5 total jumps: 1 baseline jump, in which no focus instructions were given, followed by 4 remaining jumps in which either internal or external focus instructions were introduced in a counter-balanced manner. Analysis of variance revealed that the external condition jumped significantly farther than the internal and baseline conditions. Analyses of kinetic measures (i.e., peak force and impulse) revealed no significant differences among conditions. However, there was a significant difference between the internal and baseline conditions compared with the external condition with respect to projection angle. Specifically, participants in the external focus condition exhibited an average projection angle of 45.7°, compared with the internal (49.5°) and baseline (49.0°) conditions. Therefore, the observed difference in jump distance among conditions can be explained by the external condition producing a more optimal projection angle. The results of this study partially support the constrained action hypothesis.

Adopting an external focus of attention improves sprinting performance in low-skilled sprinters.

For more than 10 years, researchers have investigated how the focusing of conscious attention influences motor skill execution. This line of investigation has consistently demonstrated that directing attention externally rather than internally improves motor skill learning and performance. The purpose of this study was to test the prediction that participants completing a 20-m sprint would run significantly faster when using an external focus of attention rather than an internal or no-focus of attention. Participants were college-aged volunteers (N = 84; 42 women, 42 men; mean age = 20.32, SD = 1.73 years) with no prior sprint training. This study used a counterbalanced within-participant design. Each participant completed 3 days of testing, with each day utilizing a different focus of attention (i.e. internal, external, or control). Running times were collected automatically using infrared timing gates. Data were analyzed using a 1-way repeated measures analysis of variance (ANOVA). The results of the ANOVA revealed a significant main effect for condition, F (1, 83) = 6565.3, p ≤ 0.001. Follow-up analysis indicated that the trials completed in the external focus condition (mean = 3.75 seconds, SD = 0.43) were significantly faster than trials completed in the internal (mean = 3.87 seconds, SD = 0.64) and control conditions (mean = 3.87 seconds, SD = 0.45). The analysis also indicated that the control and internal conditions were not significantly different. The results of this study extend the findings of previous research and demonstrate sprinting performance can be improved by using an external focus of attention.

Effects of Attentional Focusing Strategies on Muscular Power in Older Women.

The purpose of this study was to evaluate the effects of different foci of attention on parameters related to maximum muscular power in older women. Using a counterbalanced within-participant design, 23 physically active young-old women (age 59-69) completed a maximum effort cycle ergometer test following three types of verbal instructions. The external instruction (EXF) was designed to focus attention on moving the pedals as fast as possible, internal instruction (INF) directed attention toward moving the legs as fast as possible, and a control condition (CON) was created in which participants were instructed to perform the task to the best of their abilities. Results indicated that the EXF and CON conditions resulted in greater muscular power compared with the INF condition. Results also indicated that directing attention internally hindered muscular power performance in older women, which is consistent with the predictions of the constrained action hypothesis.

Instructing skilled athletes to focus their attention externally at greater distances enhances jumping performance.

Numerous studies have demonstrated that using verbal instructions to direct a performers' attention externally significantly enhances motor skill performance. Limited research has also demonstrated that increasing the distance of an external focus relative to the body magnifies the effect of an external focus of attention. The purpose of this study was to investigate the effect of increasing the distance of an external focus of attention on standing long jump performance in a highly trained population. Using a counterbalanced, within-participant design, current collegiate male athletes (n = 38, age = 20.7 years, SD = 2.2 years) performed 2 standing long jumps following 4 different sets of verbal instructions. Subjects completed all 8 trials in 1 testing session, which lasted approximately 20 minutes. One set of instructions was designed to focus attention internally toward the movements of the body (INT), a second set of instructions focused attention externally near the body (EXN), another set of instructions directed attention externally to a target farther from the body (EXF), and the last set of instructions served as a control condition (CON) and encouraged the athlete to use his "normal" focus while jumping. Results indicated that the EXN and EXF conditions elicited jump distances that were significantly greater than the INT and CON conditions. In addition, the participants jumped significantly farther in the EXF condition than the EXN condition. These findings suggest that increasing the distance of an external focus of attention relative to the body, immediately improved standing long jump performance in a highly trained population.

Increasing the distance of an external focus of attention enhances standing long jump performance.

Numerous studies have demonstrated that using verbal instructions to direct a performers attention externally (i.e., toward the effect of the movement) significantly enhances motor skill performance. Limited research has also demonstrated that increasing the distance of an external focus relative to the body magnifies the effect of an external focus of attention. The purpose of this study was to investigate the effect of increasing the distance of an external focus of attention on standing long jump performance. Using a counterbalanced within-participant design, recreationally trained male subjects (n = 35) performed 2 standing long jumps following 3 different sets of verbal instructions (total of 6 jumps; each separated by 1 minute of seated rest). One set of instructions was designed to focus attention externally near the body (EXN); another set of instructions directed attention externally to a target farther from the body (EXF); the last set of instructions served as a control condition (CON) and did not encourage a specific focus of attention. The results indicated that the EXN and EXF conditions elicited jump distances that were significantly greater than the CON condition. In addition, the subjects in the EXF condition jumped significantly farther than those in the EXN condition. These findings suggest that increasing the distance of an external focus of attention, relative to the body, immediately improves standing long jump performance.

Effect of attentional focus strategies on peak force and performance in the standing long jump.

Significant benefits in standing long jump performance have been demonstrated when subjects were provided verbal instructions that promoted an external focus of attention compared with an internal focus of attention, suggesting differences in ground reaction forces. The purpose of the present study was to evaluate peak force and jump performance between internal and external focus of attention strategies. Untrained subjects were assigned to both experimental conditions in which verbal instructions were provided to promote either an external or internal focus of attention. All subjects completed a total number of 5 standing long jumps. The results of the study demonstrated that the external focus of attention condition elicited significantly greater jump distance (153.6 ± 38.6 cm) than the internal focus of attention condition (139.5 ± 46.7 cm). There were no significant differences observed between conditions in peak force (1429.8 ± 289.1 N and 1453.7 ± 299.7 N, respectively). The results add to the growing body of literature describing the training and learning benefits of an external focus of attention. Practitioners should create standardized verbal instructions using an external focus of attention to maximize standing long jump performance.

Systematically increasing contextual interference is beneficial for learning sport skills.

To better understand the contextual interference effect, in two experiments we investigated a form of practice schedule that provided novices with systematic increases in contextual interference. This new type of practice schedule was compared with traditional blocked and random scheduling for two types of sports skills. In Experiment 1, we tested the hypothesis that practising variations of the same task with systematic increases in contextual interference would lead to superior performance compared with blocked or random scheduling. Participants practised golf putting tasks following a blocked, random or increasing schedule, which involved initial blocked trials, followed by serial practice trials, and ended with random scheduling. Participants who followed the increasing schedule had superior retention test performance. In Experiment 2, we tested if these learning benefits were observed when learning tasks controlled by different generalized motor programs. Participants practised three different basketball passes (chest, overhead, single arm) in a blocked, random or increasing schedule. Participants practising with gradual increases in contextual interference performed better on retention and transfer tests than participants practising with blocked or random scheduling. The results of these two expe