Physical Education School, Federal University of Pelotas, Pelotas, RS, Brazil.
J Intellect Disabil Res. 2013 Jul;57(7):627-34. doi: 10.1111/j.1365-2788.2012.01569.x. Epub 2012 May 8.
The present study examined whether the learning benefits of an external focus of attention (i.e., on the movement effect) relative to an internal focus (i.e. on the movement), found previously in non-disabled children and adults would also be found in children with intellectual disabilities (IDs).
Participants (n = 24; average age: 12.2 years) with mild intellectual deficiency (IQ = 51-69) practiced throwing beanbags at a target. In the external focus group, participants were instructed to direct their attention to the movement of the beanbag, while in the internal focus group, participants were asked to direct their attention to the movement of their hand. The practice phase consisted of 40 trials, and attentional focus reminders were given after every third trial. Learning was assessed 1 day later by retention and transfer (greater target distance) tests, each consisting of 10 trials. No focus reminders were given on that day.
The external focus group demonstrated more effective learning than the internal focus group, as evidenced by more accurate tosses on the transfer test.
The present findings show that instructions that induce an external focus of attention can enhance motor learning in children with IDs.
本研究考察了相对于内部焦点（即手部运动），外部焦点（即运动效果）对注意力的引导是否能使先前在非智障儿童和成人中发现的学习效益，也能在智障儿童（ID）中得到体现。
参与者（n=24；平均年龄：12.2 岁）中患有轻度智力障碍（智商=51-69），练习将豆袋投向目标。在外部焦点组中，参与者被指示将注意力集中在豆袋的运动上，而在内部焦点组中，参与者被要求将注意力集中在手部运动上。练习阶段包括 40 次试投，每三次试投后给予注意力集中提示。1 天后通过保留和转移（更大目标距离）测试评估学习情况，每个测试包括 10 次试投。那天没有给予注意力集中提示。
外部焦点组的学习效果优于内部焦点组，表现在转移测试中投掷更准确。
本研究结果表明，引导外部注意力集中的指导可以增强智障儿童的运动学习。
