Western Kentucky University, 1906 College Heights Blvd. Bowling Green, KY 42101-1089, United States.
University of Tennessee, Knoxville, 1122 Volunteer Boulevard Knoxville, TN 37996-3400, United States.
Hum Mov Sci. 2021 Dec;80:102889. doi: 10.1016/j.humov.2021.102889. Epub 2021 Oct 29.
Instructions that direct attention externally have been shown to enhance motor performance. However, research on skilled performers and on learning effects has produced some distinct findings. Further, many studies have presented an overly simplistic view of attention and learning, such that all-internal focus protocols are contrasted with all-external focus protocols. Contrary to this approach, skilled performers have reported adopting combined focus strategies, revealing the need to test more realistic instructional protocols. The current study provided an experimental test of focus instructions that were modeled after the strategies of elite jump rope athletes. Four groups of skilled jump rope athletes practiced novel skills under various focus instructions. The internal focus (IF) and external focus (EF) groups were given traditional internal and external focus instructions, respectively. The expert modeled (EM) group was given a set of instructions that were based on experts' reported focus strategies. The expert modeled-autonomous (EM-A) group was allowed to choose how they used each of the expert-modeled instructions. All groups completed a baseline assessment, four practice sessions, and a learning assessment. Results of a chi-square test of independence revealed no relationship between group assignment and performance during baseline or practice. There was a significant relationship between group assignment and performance during the learning assessment (p < .05). Specifically, the IF group performed below expected values while the EM group performed better than expected. Findings support previous research showing learning detriments associated with internal focus instructions and also provide new insight into the advantages of using instructional approaches that are modeled after experts' strategies. Implications and suggestions for future research are discussed.
指导注意力集中于外部的方法已被证明可以提高运动表现。然而，针对熟练运动员和学习效果的研究得出了一些截然不同的发现。此外，许多研究对注意力和学习提出了过于简单化的观点，例如将所有内部焦点协议与所有外部焦点协议进行对比。与这种方法相反，熟练的运动员报告采用了综合焦点策略，这表明需要测试更现实的教学协议。本研究提供了对模仿精英跳绳运动员策略的焦点指令的实验测试。四组熟练的跳绳运动员在各种焦点指令下练习新技能。内部焦点 (IF) 和外部焦点 (EF) 组分别接受传统的内部和外部焦点指令。专家模拟 (EM) 组接受了一组基于专家报告的焦点策略的指令。专家模拟自主 (EM-A) 组被允许选择如何使用每个专家模拟指令。所有组都完成了基线评估、四次练习和学习评估。独立性卡方检验的结果显示，组分配与基线或练习期间的表现之间没有关系。组分配与学习评估期间的表现之间存在显著关系 (p <.05)。具体来说，IF 组的表现低于预期值，而 EM 组的表现好于预期。研究结果支持了先前关于与内部焦点指令相关的学习障碍的研究，同时也为使用模仿专家策略的教学方法的优势提供了新的见解。讨论了对未来研究的影响和建议。
