"The Learning Advantages of an External Focus of Attention in Golf"

CSGnet Archive CSG2013
1

[Matti Kolu (2013.10.16.1015 CET)]

"Instructions are a central part in teaching motor skills. When learning a
new motor skill, the learner is usually given instructions regarding the
correct technique. For example, in teaching a turn in downhill skiing,
instructors typically demonstrate and describe to the learner the correct
posture and coordination of the leg, trunk, and arm movements during the
various phases of the turn, how to use the poles, when to shift the weight
from one leg to the other, and so forth. Instructions such as those that
refer to coordinating the performer's body movements are very common in the
teaching of motor skills.

Recently, the effectiveness of such instructions has been questioned,
however. Wulf and Weigelt (1997) showed that giving learners instructions
about how to best produce slalom-type movements on a ski simulator, such as
instructing learners when to exert force on the platform on which they were
standing (e.g., Vereijken, 1991; Vereijken, Whiting, & Beek, 1992), degraded
performance and transfer to a "stress" situation, compared to no
instructions. This study provided preliminary evidence that directing the
performer's attention to her or his own movements can not only disrupt the
execution of automated skills, as was suggested previously (e.g., Bliss,
1892-93; Boder, 1935; Masters, 1992; Schmidt, 1988; Schneider & Fisk, 1983),
but it can also have degrading effects on the acquisition of new skills.
Interestingly, providing learners with instructions was even more
detrimental than no instructions at all.

More importantly, Wulf, Hoss, and Prinz (1998) argued that instructions
might be more beneficial for learning if they direct the learner's attention
to the effects that her or his movements have on the environment (e.g., the
experimental apparatus or sporting equipment). In two experiments, they
demonstrated the greater effectiveness of an "external" focus of attention
(i.e., where the performer's attention is directed to the effect of the
action, as compared to an "internal" focus of attention, where attention is
directed to the action itself). Using a ski-simulator task (Experiment 1),
they found that instructing participants to focus on the force they exerted
on the wheels of the platform was more effective than focusing their
attention on the feet that exerted the force (even though the wheels were
located directly under the feet) in both acquisition and retention. Their
Experiment 2 demonstrated the generalizability of this effect by showing
that the learning of a stabilometer task was also enhanced by an external
focus of attention (markers attached to the board), relative to an internal
attentional focus (feet). Thus, both experiments were consistent in showing
that minor differences in the attentional focus induced by the instructions
given to learners can have a decisive effect not only on performance during
acquisition, when the instructions are given, but also on learning, as
measured by delayed retention tests without instructions."

-- Wulf, Lauterbach, Tonya. The Learning Advantages of an External Focus of
Attention in Golf. June 1, 1999. Research Quarterly for Exercise and Sport

Matti

2

[From Rick Marken (2013.10.16.1140)]

···

Matti Kolu (2013.10.16.1015 CET)

"Instructions are a central part in teaching motor skills. When learning a

new motor skill, the learner is usually given instructions regarding the

correct technique. For example, in teaching a turn in downhill skiing,

instructors typically demonstrate and describe to the learner the correct

posture and coordination of the leg, trunk, and arm movements during the

various phases of the turn, how to use the poles, when to shift the weight

from one leg to the other, and so forth. Instructions such as those that

refer to coordinating the performer’s body movements are very common in the

teaching of motor skills.

Recently, the effectiveness of such instructions has been questioned,

however. Wulf and Weigelt (1997) showed that giving learners instructions

about how to best produce slalom-type movements on a ski simulator, such as

instructing learners when to exert force on the platform on which they were

standing (e.g., Vereijken, 1991; Vereijken, Whiting, & Beek, 1992), degraded

performance and transfer to a “stress” situation, compared to no

instructions. This study provided preliminary evidence that directing the

performer’s attention to her or his own movements can not only disrupt the

execution of automated skills, as was suggested previously (e.g., Bliss,

1892-93; Boder, 1935; Masters, 1992; Schmidt, 1988; Schneider & Fisk, 1983),

but it can also have degrading effects on the acquisition of new skills.

Interestingly, providing learners with instructions was even more

detrimental than no instructions at all.

RM: This is a great find, Matti, and directly relevant to the “Learning” chapter that we are on now in our review of B:CP. What I think they are finding is that when you direct consciousness to a particular level of control, reorganization goes along with it. When you direct attention to levels of control that already work – the “automated skills” mentioned above – the start reorganizing and control deteriorates; this was unnecessary (interfering) reorganization.

MK: More importantly, Wulf, Hoss, and Prinz (1998) argued that instructions

might be more beneficial for learning if they direct the learner’s attention

to the effects that her or his movements have on the environment (e.g., the

experimental apparatus or sporting equipment).

RM: From a PCT perspective this would be directing consciousness (reorganization) to the higher level control systems, the ones that use those lower level (“automated”) systems that work fine. So the focus should be, or example, on the shape of the swing you want to make with the tennis racquet, not with the lower level variations in muscle forces that are used to make the swing (the effect of those muscle forces). As in MOL, the secret to good coaching is helping the learner direct his/her attention to teh appropriate level of control.

Again, really nice find!

Best

Rick

In two experiments, they

demonstrated the greater effectiveness of an “external” focus of attention

(i.e., where the performer’s attention is directed to the effect of the

action, as compared to an “internal” focus of attention, where attention is

directed to the action itself). Using a ski-simulator task (Experiment 1),

they found that instructing participants to focus on the force they exerted

on the wheels of the platform was more effective than focusing their

attention on the feet that exerted the force (even though the wheels were

located directly under the feet) in both acquisition and retention. Their

Experiment 2 demonstrated the generalizability of this effect by showing

that the learning of a stabilometer task was also enhanced by an external

focus of attention (markers attached to the board), relative to an internal

attentional focus (feet). Thus, both experiments were consistent in showing

that minor differences in the attentional focus induced by the instructions

given to learners can have a decisive effect not only on performance during

acquisition, when the instructions are given, but also on learning, as

measured by delayed retention tests without instructions."

– Wulf, Lauterbach, Tonya. The Learning Advantages of an External Focus of

Attention in Golf. June 1, 1999. Research Quarterly for Exercise and Sport

Matti

–
Richard S. Marken PhD
rsmarken@gmail.com
www.mindreadings.com