Effect of internal versus external focus of attention on implicit motor learning in children with developmental coordination disorder

Motor learning in children with developmental coordination disorder: The role of focus of attention and working memory

“…This is the first study that examines the effect of feedback with either an internal or external focus of attention on a novel, complex motor task in a group of children with pDCD. A priori, we hypothesized a beneficial effect of an external focus, but our results are in line with the study of Jarus et al (2015) who also failed to show any differences in motor learning with an internal or external focus of attention in children with DCD using a computerized tracking task. These findings suggest that practice itself, regardless of the attentional focus, contributes to improvements in performance in children with pDCD.…”

The Influence of External Focus Instruction Characteristics on Children’s Motor Performance

“…Although beneficial effects of external focus instruction and feedback have been found for children's motor performance and learning (e.g., Palmer et al 2017), this has not been consistently observed (e.g., Jarus et al, 2015;Perreault & French, 2016). These findings are in line with the constrained action hypothesis (Wulf, McNevin, & Shea, 2001).…”

Cognitive and neuroimaging findings in developmental coordination disorder: new insights from a systematic review of recent research

“…Three of these focused on procedural learning, one on learning with an internal/external focus of attention, and one on learning balance control . The rate of procedural learning did not differ between groups using either a serial reaction time task, a perceptual‐motor procedural learning task, or a sequential finger tapping task …”

“…Consolidation of learning was also demonstrated by Biotteau et al under dual‐task conditions supporting ‘true’ learning effects (not mere practice effects). On a more complex continuous tracking task (using a joystick), implicit learning was compromised in DCD . Whether these children are able to ‘catch up’ after more extensive practice is an issue for future work, as is the effect of training procedures that better encourage children to adopt an external focus of attention …”

“…On a more complex continuous tracking task (using a joystick), implicit learning was compromised in DCD. 67 Whether these children are able to 'catch up' after more extensive practice is an issue for future work, as is the effect of training procedures that better encourage children to adopt an external focus of attention. 138 The gradual integration of ecological and cognitive neuroscience perspectives is evident in recent task-oriented approaches to intervention, including neuromotor task training, 139 as well as the use of tangible computing in rehabilitation of DCD and cerebral palsy.…”