Are attentional instruction and feedback type affect on learning of postural and supra-postural tasks?

Shams, Amir; Dehkordi, Parvaneh Shamsipour; Tahmasbi, Farshid; Sangari, Mandana

doi:10.1007/s10072-020-04278-9

Cited by 4 publications

(2 citation statements)

References 29 publications

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“…1 Specifically, directing an individual's attention to the effects of the movement (an external focus) has been demonstrated to be superior to directing attention to body movements (an internal focus). 2 This attentional focus effect has been widely replicated in various motor skills, including skills requiring accuracy, 3,4 balance, 5,6 and kinematic skills such as ballet 7 and landing mechanic corrections. 8,9 The benefits of external focus over internal focus have generally been demonstrated in both novices and skilled individuals, 10,11 but not every time.…”

Section: Introductionmentioning

confidence: 95%

How external and internal focus are used in the field: A review

Yamada

Higgins

Raisbeck

2021

International Journal of Sports Science & Coaching

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The external focus and internal focus effects on motor performance and skill acquisition have been extensively examined and reviewed in laboratory research. However, the use of attentional focus in the field has not been summarized. Therefore, the present study conducted a systematic review of literature regarding the use of external/internal focus by practitioners (therapists and coaches) and recipients (patients and athletes). From 1999 to 2020, twelve studies examined how external/internal focus were used in the field. Results showed both therapists and coaches predominantly used internal focus; athletes tended to use more internal focus but varied by sports; and attentional focus varied between practice and competition. Additionally, the present review also consistently found that external/internal focus accounted for a small proportion relative to other foci outside the external/internal focus paradigm. Importantly, the differences in results were largely dependent upon the type of assessment ( e.g. closed-ended and open-ended questionnaires). Future research needs to investigate the relative importance of external/internal focus as opposed to other foci, as well as that affect a shift of attentional focus from one type to another.

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Section: Introductionmentioning

confidence: 95%

How external and internal focus are used in the field: A review

Yamada

Higgins

Raisbeck

2021

International Journal of Sports Science & Coaching

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“…More recently, Moradi et al [ 20 ] reported that balance training (for seven weeks) was able to improve postural control in children with ADHD, maybe due to an adaptive mechanism of the sensory process and cerebellar integration in this population. Interestingly, Shams et al [ 21 ], in a large group of subjects with ADHD, pointed out the role of attention in maintaining postural control capabilities; the authors improved the postural control of these subjects by training their attention capabilities.…”

Section: Introductionmentioning

confidence: 99%

Motor Capabilities in Children with ADHD Are Improved after Brief Visuopostural Training

Caldani

Acquaviva

Moscoso

et al. 2023

Neurology International

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Children with ADHD show poor motor control. The aim of the present study was to test whether children with ADHD improved their motor performances (oculomotor as well as posture) after a short visuopostural training period. Two groups (G1 trained and G2 non-trained), each comprising 15 children with ADHD matched in IQ (intelligence quotient), sex, and age, participated in the study. Eye movements and postural sway were measured before (T1) and after (T2) 10 min of visuopostural training for the trained group and after 10 min of resting for the non-trained group. Training consisted of a visual search task performed while the child was standing on an unstable platform. At T1, oculomotor and postural abilities were statistically similar for both groups of children with ADHD (trained and non-trained). At T2, significant improvements in both oculomotor and postural capabilities were observed for the trained group but not for the non-trained group. These findings suggest that a short visuopostural training period could help children with ADHD to learn how to focus their visual attention in order to improve motor performance. Visuopostural training could allow a better integration of sensory inputs via central mechanisms, leading to improvement in both oculomotor and postural control. Further studies on a larger number of children with ADHD will be needed to confirm these findings and explore the eventual possible persistence of the training effect.

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