Attentional Focus and Feedback Frequency Among First Graders in Physical Education

Petranek, Laura J; Bolter, Nicole D.; Bell, Ken

doi:10.1123/jtpe.2018-0080

Cited by 14 publications

(21 citation statements)

References 21 publications

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“…The results showed best practices of auditory modalities such as verbal and sound cues by physical education teachers and physical education majors for children's fundamental movement skills. Moreover, Petranek, Bolter & Bell (2018) examined the type and frequency of instructions and feedback among younger children performing an overhead throw. 65 first grade students were participants in four experimental groups (external-high, external-low, internal-high, internal-low feedback).…”

Section: Discussionmentioning

confidence: 99%

Effects of knowledge of results feedback on more accurate versus less accurate trials on intrinsic motivation, self-confidence and anxiety in volleyball serve

Afrouzeh

Konukman

Lotfinejad

et al. 2020

Physical Culture and Sport. Studies and Research

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Feedback has been shown to influence the extent and rate of learning. The purpose of this research was to investigate the effects of Knowledge of Results (KR) on more accurate trials versus KR on less accurate trials on intrinsic motivation, self-confidence and anxiety changes. Participants were 60 female students with a mean age of 16 years (SD = 0.4). Participants practiced volleyball serve task in 4 session (each session included 6 blocks and each block included 6 trials) that subjects received feedback on 3 trials out of 6 trials at the completion of each 6-trial block. While one group was provided KR about the accuracy of the 3 best serves in each block, another group was given KR about the 3 poorest serves. Participants completed the intrinsic motivation inventory and the Competitive State Anxiety Inventory-2 (CSAI-2) twice as pre-test and post-test. Both groups increased their service scores across practice blocks. On the retention test without KR, which was performed seven day after the practice phase, the more accurate trials group had higher accuracy scores than the less accurate trials group. The present findings demonstrated that feedback after relatively accurate as opposed to inaccurate trials enhanced learner’s perceived competence whereas KR on less accurate trials decreased. In addition, results demonstrated that feedback after relatively accurate as opposed to inaccurate trials enhanced learner’s perceived competence whereas KR on less accurate trials decreased.

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Section: Discussionmentioning

confidence: 99%

Effects of knowledge of results feedback on more accurate versus less accurate trials on intrinsic motivation, self-confidence and anxiety in volleyball serve

Afrouzeh

Konukman

Lotfinejad

et al. 2020

Physical Culture and Sport. Studies and Research

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“…For example, Becker and Smith (2013) only found a benefit of an external focus of attention in the complex task of riding a pedalo without handles, but not for riding the pedalo with handles. One study showed better performance during retention for the internal focus groups (Petranek et al, 2019). In the transfer tests, two studies showed better performance following practice with an external focus of attention (Hadler et al, 2014;Teixeira da Silva et al, 2017), whereas two studies (Emanuel et al, 2008;Petranek et al, 2019) showed better performance in the internal focus group.…”

Section: Implicit Vs Explicit (Practice-retention-transfer-realized Intervention)mentioning

confidence: 94%

“…In addition, five studies also included a control condition in which no additional instructions with a specific attentional focus were provided (Chow et al, 2014;Flores et al, 2015;Hadler et al, 2014;Perreault & French, 2016;Tse & van Ginneken, 2017). One study also included a comparison between a proximal (close to the person) and distal (directed towards a goal) external focus of attention (Flores et al, 2015), and two studies also manipulated the frequency of feedback for both attentional foci (high vs. low frequency) (Petranek et al, 2019;Wulf et al, 2010). Eight studies included a transfer test, which are described in (Table 3).…”

Section: Study Characteristics and Methodsmentioning

confidence: 99%

Implicit motor learning in primary school children: A systematic review

Abswoude

Mombarg

Groot

et al. 2021

Journal of Sports Sciences

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The aim of this study was to assess the current state of evidence and methodological quality of studies on implicit and explicit motor learning in both typically developing children and children with developmental disorders. A systematic literature review was conducted on the experimental literature published up to April 2020. A total of 25 studies were included. Studies were evaluated on methodological quality, paradigm used, and level of evidence. The results showed that implicit paradigms are as effective as explicit paradigms in both groups of children. Studies are predominantly experimental in nature involving mostly upper limb aiming tasks. The few studies that were performed outside the lab (n = 5) suggest superior efficacy of the implicit paradigm. Methodological quality varied between studies and was not always of sufficient standard to allow conclusions. In particular, manipulation checks were only performed in 13 studies (52% of all studies), limiting conclusions. Further progress can be made by focussing on improving methodological quality through retention testing by the inclusion of a control group, by the inclusion of a manipulation check, and via assessment of relevant co-variables, such as working memory, age, and motor competence.

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“…For adults, a benefit to an external focus has been found in various motor balance tasks and sport skills (Shea & Wulf, 1999; Totsika & Wulf, 2003; Wulf, McNevin, & Shea, 2001; Wulf & Su, 2007; Zachry, Wulf, Mercer, & Bezodis, 2005). Among children and adolescents, results have been far more variable, with some studies showing an external focus benefit (Abdollahipour & Psotta, 2017; Coker, 2018; Perreault & French, 2015) while others showing an internal focus benefit (Emanuel, Jarus, & Bart, 2008; Petranek, Bolter, & Bell, 2018) or no differences between an internal and external focus (Palmer, Matsuyama, Irwin, Porter, & Robinson, 2017; Perreault & French, 2016).…”

Section: Introductionmentioning

confidence: 99%

“…In general, children develop automaticity more slowly and less completely than adults (Ruitenberg, Abrahamse, & Verwey, 2013), making automaticity difficult to achieve with unfamiliar tasks. Furthermore, the two published studies demonstrating an internal focus benefit for children used unfamiliar tasks by asking first graders to practice an overhand throw with a goal of proper form (Petranek et al., 2018) or asking young children (mean age = 9.4 years) to practice a dart throwing task (Emanuel et al., 2018). In contrast, children (mean age = 8.75 years) who were asked to perform a more familiar task practiced in physical education classes such as catching a tennis ball and adolescents (mean age = 12.7 years) who were asked to perform standing long jumps benefitted from an external focus (Abdollahipour and Psotta, 2017; Coker, 2018).…”

Section: Introductionmentioning

confidence: 99%

Influence of Attentional Focus Instructions on Motor Performance Among Adolescents With Severe Visual Impairment

et al. 2019

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Substantial research has demonstrated that an external (vs. internal) attentional focus enhances motor performance among various populations. Interest has recently grown in examining the effects of attentional focus among individuals with visual impairments (VI), and, to date, research results have been conflicting with some studies supporting a potential benefit to an external focus among adults with VI, while a study of children with severe VI was inconclusive regarding this benefit. The present investigation compared the effects of an internal versus an external attentional focus on a discrete throwing task among adolescents with severe VI. We recruited 13 participants with a visual acuity score of less than 6/60 and had them throw a Goalball (25 cm ball with bells often used in competitive sports designed for people with VI) as fast as possible for three familiarization trials, three internal focus trials, and three external focus trials. These participants threw the ball with significantly higher velocity when using an external focus than in other conditions, indicating a benefit from an external focus for this population when performing this discrete task.

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Attentional Focus and Feedback Frequency Among First Graders in Physical Education

Cited by 14 publications

References 21 publications

Effects of knowledge of results feedback on more accurate versus less accurate trials on intrinsic motivation, self-confidence and anxiety in volleyball serve

Effects of knowledge of results feedback on more accurate versus less accurate trials on intrinsic motivation, self-confidence and anxiety in volleyball serve

Implicit motor learning in primary school children: A systematic review

Influence of Attentional Focus Instructions on Motor Performance Among Adolescents With Severe Visual Impairment

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