The only exception to this pattern of results is sometimes seen with highly skilled athletes who show similar performances in external focus and control conditions but degraded performance with an internal focus. One possible reason for this result is that people spontaneously focus on their body movements if they are not specifically asked to adopt an external focus. Interestingly, when the effectiveness of external and internal focus conditions is compared to that of control conditions without focus instructions, performance in the control condition is typically similar to that with internal focus instructions, and external focus instructions result in more effective outcomes than both. When the goal is to produce a certain amount of force, concentrating on the device, such as a weight bar or force platform, against which the force is exerted generally results in greater accuracy than focusing on the effector, such as the arms or legs.
In swimming or running, performance (speed) is enhanced when performers focus on the force they are exerting against the water or ground as opposed to the movement of their arms or legs exerting the force, respectively. Similarly, in dart throwing, accuracy is increased with an external focus on the flight of the dart or bull’s eye. For example, the accuracy in hitting golf balls is greater when performers focus on the swing of the club or on the intended ball trajectory (external focus), rather than on the swing of their arms or on their wrists (internal focus).
Flowstate muscle club and movement free#
Learning advantages of an external focus have also been shown for many sport skills, such as hitting golf balls, shooting basketball free throws, throwing darts, serving in volleyball or kicking in soccer, kayaking, swimming, and running. Since then, numerous researchers have replicated the benefits of an external focus for other tasks. The results showed that the learning of those tasks was enhanced when participants’ attention was directed to the movements of the platform on which they were standing as compared to the movements of their feet. The first study, by Gabriele Wulf and Rebecca Lewthwaite, demonstrated learning advantages of instructions inducing an external relative to an internal focus of attention using dynamic balance tasks. Numerous studies have assessed movement effectiveness as a function of attentional focus using outcome measures such as deviations from a balanced position, the accuracy in hitting a target or producing forces, or movement speed. There is considerable evidence for the superiority of an external focus of attention with respect to both the effectiveness and efficiency of movements.
These foci have differential effects on motor performance-sometimes seen almost immediately-as well as more long-term effects on motor learning. An important distinction is that between an external focus of attention on the intended movement effect, as on an implement versus an internal focus on body movements. Numerous studies have shown that what a performer focuses or concentrates on while executing a motor skill has an impact how well that person performs the skill. The effect of an individual’s focus of attention on motor performance and learning has long intrigued both researchers and practitioners.
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