Test of Attentional and Interpersonal Style

Determinants of feedback retention in soccer players

“…This evidence should be subject to further research, but part of the explanation may lie in the relationship between a higher task motivation level and mental effort or concentration (Nideffer, 1995). A high level of task motivation, sometimes enthusiastic, means a high involvement in the motor activity itself and a particular focus on the stimuli that come from the activity.…”

“…This strong engagement with the task may impair the retention of FB information. The fact that athletes are overloaded by internal or external stimuli associated with soccer practice (Nideffer, 1995) might actually reduce their retention of external stimuli that come from external sources such as coaches’ feedback and may affect retention of those external stimuli, namely retention of FB. The relationships between the level of motivation (task and ego motivation) and cognitive effort involved (such as the type of attention and concentration during instruction and practice) should be examined in future studies.…”

“…Oleto (2006) also refers to the importance of relevance and acceptance of the information as a qualifier of the FB instructional process. Another variable that has been shown to influence retention of feedback is the athletes’ motivation level (Nideffer, 1995) as there is a relationship between the latter and mental effort and concentration.…”

Anxiety and Attention Shifting in Professional Baseball Players

“…The test of attentional and interpersonal style (TAIS) has suggested 2 types of attentional focus, a dimension of width (broad to narrow) and a directional dimension (internal or external) [30, 31]. In response to each focus type, the response is different: (1) broad-external focus – environmentally aware and ready to react automatically and/or instinctively to something occurring around athletes; (2) broad-internal focus of concentration analysis, strategy and planning; (3) narrow-internal focus – assessing and manipulating internal state in some systematic way to mentally check breathing rate; and (4) narrow-external focus – actually performing some physical (e. g., hitting a ball) or interpersonal (asking a question or confronting an issue) task.…”

“…In response to each focus type, the response is different: (1) broad-external focus – environmentally aware and ready to react automatically and/or instinctively to something occurring around athletes; (2) broad-internal focus of concentration analysis, strategy and planning; (3) narrow-internal focus – assessing and manipulating internal state in some systematic way to mentally check breathing rate; and (4) narrow-external focus – actually performing some physical (e. g., hitting a ball) or interpersonal (asking a question or confronting an issue) task. Increased arousal (anxious and stressful conditions) breaks down attention shifting and narrows the attentional width to be more internally focused [30]. In addition, under stressful situations, there are involuntary biological changes, including heart rate, respiration rate, muscle tension and pupillary constriction which affect athletic performance [13].…”