Looking beyond the binary: an extended paradigm for focus of attention in human motor performance

Development of an innovative approach to the assessment of eye-hand coordination in a dual-task context in prepubertal children

The purposes of this study were to examine both the validity and reliability of an eye-hand coordination (EHC) test in a dual-task paradigm in prepubertal children and the capacity of this test to discriminate between sex and age. A total of 440 children aged 6 and 11 years participated in this study. To assess EHC, a ball throwing and wall catching test was used in three different conditions (non-interference, auditory, and visual). In each condition, the duration of the test was 90 s. The numbers of successful throws and mistakes in each condition were recorded. The study demonstrated robust validation, with high interclass correlation coefficients (ICCs) indicating excellent reliability. The ICC for the number of EHC successes was.980 (95% confidence interval (CI) = [.969,.987], p < .001), whereas the ICC for EHC mistakes was.856 (95% CI = [.782,.905], p < .001). The standard error of measurement (SEM) was 3.17 (5.36%) for EHC successes and 1.396 (19.86%) for EHC mistakes. In addition, significant differences were observed between boys and girls (p < .05). In conclusion, the EHC test demonstrated good reliability and validity among prepubertal children. These findings validate the tool's robustness for use in research and practice. Moreover, boys showed superior performance, which decreased in the dual-task condition regardless of age, sex, or type of interference.

Use your imagination for better performance. Effects of analogy instruction in motor skills. A systematic review and meta-analysis

This systematic review and meta-analysis examined the effects of analogy instruction (ANA) on motor performance and knowledge declared (KD) compared with explicit learning (EXP) and control conditions. Five databases were included. The study analyzed 16 randomized controlled trials. Subsequent analysis was performed for moderators variables as age, skill, retention, stress situations number of rules, specificity and number of trials. The ANA instruction demonstrated greater efficacy than the control (ES = 0.32, p = 0.03) or EXP condition (ES = 0.29, p = 0.02) in motor tasks performance in general terms. ANA instructions also showed superiority in motor performance when compared to control conditions in retention (ES = 5.72, p = 0.004), and a trend towards significance was found under stress (ES = 1.18, p = 0.05). ANA also showed superiority in motor performance when compared to EXP instruction (ES = 0.29, p = 0.02). ANA demonstrated greater effects than EXP in retention (ES = 7.25, p = 0.01), but not under stress (ES = 0.62, p = 0.18). Sub-analyses demonstrated that children (all p < 0.01) and novices (all p < 0.01) are more likely to benefit from ANA instruction when compared to control or EXP. A subgroup analysis based on quantity of information comparing ANA versus EXP condition shows that ANA is more effective for enhancing motor performance than EXP when the number of rules are similar. Sub-analyses comparing ANA versus CNT shows that as the number of repetitions increases and the task becomes less specific, ANA instruction significantly improves performance. A comparison between ANA and EXP indicates no significant differences in performance regarding the number of repetitions and task specificity. A secondary analysis examined KD of different instructions. KD was greater in EXP instructions (ES = -1.48, p < 0.001) when compared to ANA. Findings suggest that analogy instruction may improve motor performance, especially in novice and child populations. However, caution is needed due to concerns when comparing with other instructional types and environments, as well as due to high heterogeneity in most of the comparisons and high risk of bias in included studies.

Unpacking the black box of voice therapy: A clinical application and revision of the Motor Learning Classification Framework (MLCF)

PURPOSE

Voice therapy is a complex behavioural intervention. Understanding its components is integral for continued advancement of voice therapy research, translation of evidence into the clinical setting and improved client care. The Motor Learning Classification Framework (MLCF) offers an excellent opportunity for increasing such knowledge, specifically in relation to identifying variables that affect motor learning (ML), an important mechanism hypothesised to bring about voice change during voice therapy. The MLCF has shown promising results in identifying speech-language pathologists' (SLPs) use of ML variables during experimentally controlled voice therapy contexts. The purpose of this study was to test the feasibility of applying the framework in the clinical context of everyday voice therapy practice.

METHOD

Data consisted of two video-recorded voice therapy sessions representing usual voice therapy care. Classification of ML variables used by SLPs during the recorded sessions was attempted based on the MLCF.

RESULT

Several problematic features of the framework were identified. Based on deliberations between the authors of the current paper, the MLCF was revised using an iterative process. This resulted in the construction of an updated version of the framework (MLCF-V2). The MLCF-V2 organises ML strategies into two broad categories: directly observable behaviours and learning processes. The framework incorporates greater consideration of theory and empirical evidence supporting motivational, attentional focus and subjective error estimation influences on ML. Several examples of each ML variable are included as well as an attempt to provide clearer classification instruction.

CONCLUSION

It is anticipated that the MLCF-V2 will provide a more useful and reliable classification for use in future investigations of SLPs' use of ML variables during usual voice therapy practice.

Attentional Focus Effects on Lower-Limb Muscular Strength in Athletes: A Systematic Review

ABSTRACT

Pompa, D, Carson, HJ, Beato, M, di Fronso, S, and Bertollo, M. Attentional focus effects on lower-limb muscular strength in athletes: A systematic review. J Strength Cond Res 38(2): 419-434, 2024-Evidence links an athlete's focus of attention to enhancing strength performance. However, additional research is needed to investigate the applicability of studies beyond the tasks and population currently examined. Therefore, we aimed to systematically review studies concerning attentional focus effects on strength characteristics on lower-limb tasks in athletes. Scopus, Web of Science, and EBSCO databases were searched using PRISMA PERSIST guidelines and keywords related to the focus of attention, force production processes, and athletes. Subjects were categorized: world class (tier 5); elite (tier 4); highly trained (tier 3); trained/developmental (tier 2); nonathletes (tiers 1-0); and mixed (different levels). Fifteen of 296 studies met the inclusion criteria. Included studies investigated the focus of attention effects on performance ( n = 6), between skill levels ( n = 2), and for learning ( n = 5), with respect to subject preference ( n = 1); one study did not state the aim. Studies achieved an average risk of bias score of "excellent"; however, findings suffered in the assessment of certainty. Only 2 studies reported an advantage for one type of attentional focus (external focus) across conditions ( g = 0.13-0.42) with tier 2 and mixed tier athletes. Research does not address the needs of elite athletes, and there is limited evidence on each type of strength characteristics and muscle action. There is also a need to incorporate methodological steps to promote task-relevant instructions. Research should focus on contextualized information within professional practice to offer stronger translational implications for athletes and coaches.

Is cognitive control of perception and action via attentional focus moderated by motor imagery?

Motor imagery (MI) has emerged as an individual factor that may modulate the effects of attentional focus on motor skill performance. In this study, we investigated whether global MI, as well as its components (i.e., kinesthetic MI, internal visual MI, and external visual MI) moderate the effect of attentional focus on performance in a group of ninety-two young adult novice air-pistol shooters (age: M = 21.87, SD = 2.54). After completing the movement imagery questionnaire-3 (MIQ-3), participants were asked to complete a pistol shooting experiment in three different attentional focus conditions: (1) No focus instruction condition (control condition with no verbal instruction) (2) an internal focus instruction condition, and (3) an external focus condition. Shot accuracy, performance time, and aiming trace speed (i.e., stability of hold or weapon stability) were measured as the performance variables. Results revealed that shot accuracy was significantly poorer during internal relative to control focus condition. In addition, performance time was significantly higher during external relative to both control and internal condition. However, neither global MI, nor its subscales, moderated the effects of attentional focus on performance. This study supports the importance of attentional focus for perceptual and motor performance, yet global MI and its modalities/perspectives did not moderate pistol shooting performance. This study suggests that perception and action are cognitively controlled by attentional mechanisms, but not motor imagery. Future research with complementary assessment modalities is warranted to extend the present findings.

Focus of Attention in Coach Instructions for Technique Training in Sports: A Scrutinized Review of Review Studies

Literature reports superior performance when focusing one's attention during a movement on environmental effects of that movement (external focus, EF) compared to focusing on the moving body (internal focus, IF). Nevertheless, IF instructions still play an important role in the daily practice of coaches, trainers, and therapists. The current review compiles evidence for focus-of-attention concepts on movement form corrections and technique training. Reviews on the topic and selected additional papers addressing the effect of attentional focus on movement form or on kinetic, kinematic or muscle activity data were included. Both EF and IF instructions affect movement form. The reviews revealed that IF instructions seem to be better applicable to direct movement form changes than EF instructions. In contrast, EF instructions better facilitate optimization within the whole-body coordination, often resulting in better performance outcomes not directly linked to movement pattern changes. Several studies discuss focus-of-attention effects in the context of the optimal feedback control theory expanding on the constrained action hypothesis. In summary, EF and IF instructions both affect form and performance of movements, however, their relative efficacy is situation dependent. The often-purported superiority of EF over IF instructions cannot be generalized to all application contexts.

The Effects of an Associative, Dissociative, Internal, and External Focus of Attention on Running Economy

Much research has been executed to investigate how altering focus of attention impacts performance and feelings of fatigue. Using a within-participant design, the present study examined how an associative and dissociative attentional in addition to an internal and external attentional dimension influenced the running economy of nonprofessional runners. Twelve women (aged 18–30 years old) ran on a treadmill at 70% of their predetermined maximum velocity. Participants ran in four counterbalanced conditions (dissociative-external, dissociative-internal, associative-external, and associative-internal). Average oxygen volume, respiration volume and breathing frequency, heart rate, blood lactate level, and Borg rating of perceived exertion were measured. Our findings revealed when participants adopted a dissociative-external focus of attention, they consumed less oxygen, had lower blood lactate, and a lower rating of perceived exertion compared with trials completed using an associative attention strategy. The findings of this study demonstrate that running economy is improved and feelings of fatigue are lowest when using a combination of a dissociative-external focus of attention.