Chua Lee-Kuen, Dimapilis Maria Katrina, Iwatsuki Takehiro, Abdollahipour Reza, Lewthwaite Rebecca, Wulf Gabriele
University of Nevada, Las Vegas, USA.
University of Nevada, Las Vegas, USA.
Hum Mov Sci. 2019 Apr;64:307-319. doi: 10.1016/j.humov.2019.02.015. Epub 2019 Mar 1.
Variability in practice has been shown to enhance motor skill learning. Benefits of practice variability have been attributed to motor schema formation (variable versus constant practice), or more effortful information processing (random versus blocked practice). We hypothesized that, among other mechanisms, greater practice variability might promote an external focus of attention on the intended movement effect, while less variability would be more conducive to a less effective internal focus on body movements. In Experiment 1, the learning of a throwing task was enhanced by variable versus constant practice, and variable group participants reported focusing more on the distance to the target (external focus), while constant group participants focused more on their posture (internal focus). In Experiment 2, golf putting was learned more effectively with a random compared with a blocked practice schedule. Furthermore, random group learners reported using a more effective distal external focus (i.e., distance to the target) to a greater extent, whereas blocked group participants used a less effective proximal focus (i.e., putter) more often. While attentional focus was assessed through questionnaires in the first two experiments, learners in Experiment 3 were asked to report their current attentional focus at any time during practice. Again, the learning of a throwing task was more effective after random relative to blocked practice. Also, random practice learners reported using more external focus cues, while in blocked practice participants used more internal focus cues. The findings suggest that the attentional foci induced by different practice schedules might be at least partially responsible for the learning differences.
实践中的变异性已被证明可增强运动技能学习。实践变异性的益处归因于运动图式的形成（可变练习与固定练习），或更费力的信息处理（随机练习与分组练习）。我们推测，在其他机制中，更大的实践变异性可能会促进对预期运动效果的外部注意力焦点，而较小的变异性则更有利于对身体动作进行效果较差的内部注意力焦点。在实验1中，可变练习与固定练习相比，投掷任务的学习得到了增强，可变组参与者报告更多地关注与目标的距离（外部焦点），而固定组参与者更多地关注自己的姿势（内部焦点）。在实验2中，与分组练习计划相比，随机练习能更有效地学习高尔夫球推杆。此外，随机组学习者报告在更大程度上使用了更有效的远端外部焦点（即与目标的距离），而分组组参与者更频繁地使用了效果较差的近端焦点（即推杆）。在前两个实验中，注意力焦点是通过问卷调查来评估的，而在实验3中，要求学习者在练习过程中的任何时候报告他们当前的注意力焦点。同样，随机练习后投掷任务的学习比分组练习更有效。此外，随机练习学习者报告使用了更多的外部焦点线索，而在分组练习参与者中，使用了更多的内部焦点线索。这些发现表明，不同练习计划所引发的注意力焦点可能至少部分地导致了学习差异。
