Chow Jia Yi, Koh Michael, Davids Keith, Button Chris, Rein Robert
a Physical Education and Sports Science , Nanyang Technological University , Singapore , Singapore.
Eur J Sport Sci. 2014;14(3):224-32. doi: 10.1080/17461391.2013.780097. Epub 2013 Apr 4.
The objectives of this study were to determine the impact of different instructional constraints on standing board jump (sbj) performance in children and understand the underlying changes in emergent movement patterns. Two groups of novice participants were provided with either externally or internally focused attentional instructions during an intervention phase. Pre- and post-test sessions were undertaken to determine changes to performance and movement patterns. Thirty-six primary fourth-grade male students were recruited for this study and randomly assigned to either an external, internal focus or control group. Different instructional constraints with either an external focus (image of the achievement) or an internal focus (image of the act) were provided to the participants. Performance scores (jump distances), and data from key kinematic (joint range of motion, ROM) and kinetic variables (jump impulses) were collected. Instructional constraints with an emphasis on an external focus of attention were generally more effective in assisting learners to improve jump distances. Intra-individual analyses highlighted how enhanced jump distances for successful participants may be concomitant with specific changes to kinematic and kinetic variables. Larger joint ROM and adjustment to a comparatively larger horizontal impulse to a vertical impulse were observed for more successful participants at post-test performance. From a constraints-led perspective, the inclusion of instructional constraints encouraging self-adjustments in the control of movements (i.e., image of achievement) had a beneficial effect on individuals performing the standing broad jump task. However, the advantage of using an external focus of attentional instructions could be task- and individual-specific.
本研究的目的是确定不同的教学约束对儿童立定跳远（sbj）成绩的影响，并了解新兴运动模式的潜在变化。在干预阶段，为两组新手参与者提供了外部或内部聚焦的注意力指导。进行了前测和后测，以确定成绩和运动模式的变化。三十六名小学四年级男学生被招募参加本研究，并随机分配到外部聚焦组、内部聚焦组或对照组。向参与者提供了不同的教学约束，要么是外部聚焦（成绩的图像），要么是内部聚焦（动作的图像）。收集了成绩分数（跳跃距离）以及关键运动学（关节活动范围，ROM）和动力学变量（跳跃冲量）的数据。强调外部注意力聚焦的教学约束通常在帮助学习者提高跳跃距离方面更有效。个体内部分析突出显示，成功参与者跳跃距离的增加可能与运动学和动力学变量的特定变化同时出现。在测试后成绩中，更成功的参与者观察到更大的关节活动范围以及对水平冲量与垂直冲量的相对更大调整。从约束导向的角度来看，在运动控制中纳入鼓励自我调整的教学约束（即成绩的图像）对立定跳远任务的个体表现有有益影响。然而，使用外部注意力聚焦指导的优势可能因任务和个体而异。
