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The perception of painful bodily sensations is usually negatively associated with endurance performance, and dissociative strategies are routinely recommended to divert attention away from these signals. The effectiveness of disso...
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The perception of painful bodily sensations is usually negatively associated with endurance performance, and dissociative strategies are routinely recommended to divert attention away from these signals. The effectiveness of dissociative strategies has not been clearly established, but associative strategies seem to benefit physically trained individuals. The purpose of this study was to clarify and compare the effects of these two strategies on the maintenance of physical effort in a physically active population. We hypothesised that an associative focus would increase endurance performance more than a dissociative focus. The participants (572: 161 women and 411 men) performed muscular endurance tasks until exhaustion in associative and dissociative conditions. The aerobic fitness level could be tested in 285 participants using a maximum aerobic speed field test. To perform additional statistical analyses, two fitness-level groups were created based on the median. Our results showed that participants performed better in the associative condition than the dissociative condition, and complementary analyses revealed that association specifically improved performance in the higher aerobic fitness group. These results suggest that monitoring afferent painful signals could be an interesting attentional strategy and that individuals can develop abilities to tolerate and apprehend this sensory feedback. These results are discussed in relation to a recent interoceptive model of physical effort.
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Apply It! center dot Explore how attentional focused cues affect performance based on exercise modality and intensity. center dot Identify how and when to apply cues that target internal or external focus to optimize training for clients.
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Previous studies (e.g., Wulf, H??, & Prinz, 1998) have shown that motor learning can be enhanced by directing performers' attention to the effects of their movements ("external focus"), rather than to the body movements producing the effect ("internal focus"). The purpose of the present study was to test the hypothesis that increasing the distance between the body and the action effects might further enhance the learning advantages associated with an external focus of attention. The distance of the external effect was manipulated by instructing three groups of participants learning to balance on a stabilometer to focus on markers attached to the platform located at different distances from their feet. Specifically, two groups were to focus on distant markers on the outside ("far-outside") or inside ("far-inside") of the platform, respectively, whereas another group was instructed to focus on markers close to their feet ("near"). In a retention test administered after two days of practice, all three external-focus groups showed generally more effective balance learning than an internal-focus control group. In addition, the far-outside and far-inside groups demonstrated similar performances, and both were more effective than the near group. Furthermore, the far-outside and far-inside groups showed higher-frequency movement adjustments than the near group. These results suggest that focusing on more distant effects results in enhanced learning by promoting the utilization of more natural control mechanisms. The findings are in line with a "constrained action" hypothesis that accounts for the relatively poorer learning associated with an attentional focus directed towards effects in close proximity to the body, or towards the body itself....
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Previous studies (e.g., Wulf, H??, & Prinz, 1998) have shown that motor learning can be enhanced by directing performers' attention to the effects of their movements ("external focus"), rather than to the body movements producing the effect ("internal focus"). The purpose of the present study was to test the hypothesis that increasing the distance between the body and the action effects might further enhance the learning advantages associated with an external focus of attention. The distance of the external effect was manipulated by instructing three groups of participants learning to balance on a stabilometer to focus on markers attached to the platform located at different distances from their feet. Specifically, two groups were to focus on distant markers on the outside ("far-outside") or inside ("far-inside") of the platform, respectively, whereas another group was instructed to focus on markers close to their feet ("near"). In a retention test administered after two days of practice, all three external-focus groups showed generally more effective balance learning than an internal-focus control group. In addition, the far-outside and far-inside groups demonstrated similar performances, and both were more effective than the near group. Furthermore, the far-outside and far-inside groups showed higher-frequency movement adjustments than the near group. These results suggest that focusing on more distant effects results in enhanced learning by promoting the utilization of more natural control mechanisms. The findings are in line with a "constrained action" hypothesis that accounts for the relatively poorer learning associated with an attentional focus directed towards effects in close proximity to the body, or towards the body itself.
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This article describes the role of attention training and brainwave synchrony training in the resolution of stress- and pain-related symptoms. It describes the origin of Open Focus attention training as it was distilled from obser...
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This article describes the role of attention training and brainwave synchrony training in the resolution of stress- and pain-related symptoms. It describes the origin of Open Focus attention training as it was distilled from observations of space-generated brain wave activity. It provides a map of the various attentional styles and associated EEG activity.
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Instructions directing learner attention externally are known to be more effective than instructions which focus attention internally during motor skill acquisition in adults. However, evidence in children is scarce. Therefore, th...
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Instructions directing learner attention externally are known to be more effective than instructions which focus attention internally during motor skill acquisition in adults. However, evidence in children is scarce. Therefore, the present study compared effects of internal and external focus of attention in children of 3-9 years during acquisition of motor skills. A cross-sectional study was conducted over 10 months on school-going children. A total of 540 children from 3 to 9 years of age participated. Children were divided into two groups: internal focus and external focus instruction groups. Each group had to perform two motor tasks. The two groups, within each age group, were compared using independent "t" test. Children between 3 and 5 years performed better with internal focus of attention (3-4 years: p < 0.009 for task 1 and p < 0.002 for task 2; 4-5 years: p < 0.000 for task 2). Children in the age group of 3-5 years performed better with instructions for internal focus during motor skill acquisition. However, there was no significant difference in focus among children beyond 5 years.
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Instructions directing learner attention externally are known to be more effective than instructions which focus attention internally during motor skill acquisition in adults. However, evidence in children is scarce. Therefore, th...
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Instructions directing learner attention externally are known to be more effective than instructions which focus attention internally during motor skill acquisition in adults. However, evidence in children is scarce. Therefore, the present study compared effects of internal and external focus of attention in children of 3-9 years during acquisition of motor skills. A cross-sectional study was conducted over 10 months on school-going children. A total of 540 children from 3 to 9 years of age participated. Children were divided into two groups: internal focus and external focus instruction groups. Each group had to perform two motor tasks. The two groups, within each age group, were compared using independent "t" test. Children between 3 and 5 years performed better with internal focus of attention (3-4 years: p < 0.009 for task 1 and p < 0.002 for task 2; 4-5 years: p < 0.000 for task 2). Children in the age group of 3-5 years performed better with instructions for internal focus during motor skill acquisition. However, there was no significant difference in focus among children beyond 5 years.
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The aim of this study was to investigate the effect of different volleyball-specific attentional focus instructions on arm velocities of a volleyball spike in young female volleyball players using the Statistical Parametric Mappin...
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The aim of this study was to investigate the effect of different volleyball-specific attentional focus instructions on arm velocities of a volleyball spike in young female volleyball players using the Statistical Parametric Mapping method. Twelve young female volleyball players (13.6±0.6 years old, 1.8±0.8 years of experience in volleyball training) were asked to perform a volleyball spike in a standing position in three different attentional focus conditions including internal focus (IF, i.e., pull back your elbow prior to transfer momentum), external focus, (EF, i.e., imagine cracking a whip to transfer momentum), and control (CON, i.e., no-focus instruction). A Qualisys 3D motion capture-system was used to track reflective markers attached to the arm, forearm, and hand. Consequently, four phases of the volleyball spike including wind-up, cocking, acceleration, and follow-through were analyzed. A one-way repeated measure ANOVA using one-dimensional statistical parametric mapping (SPM1d) showed that players achieved greater velocities in the hand (p<.01), forearm (p < .01), and arm (p<.01) using the EF instructions from the start of the wind-up phase to the acceleration phase. Post-hoc (SPM1d-ttests-paired) analyses indicated significantly greater arm, forearm, and hand velocities during the EF condition, compared to CON (p < .01, p < .01, and p < .01 respectively) and IF (p < .01, p < .01, and p < .01 respectively) conditions. These findings suggest that EF instructions had an immediate impact on increasing volleyball spike velocity from the start of the wind-up phase to the acceleration phase prior to ball contact.
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We examined how differences in attention influence how expert and novice basketball players encode into memory the specific structural information contained within patterns of play from their sport. Our participants were primed du...
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We examined how differences in attention influence how expert and novice basketball players encode into memory the specific structural information contained within patterns of play from their sport. Our participants were primed during a typical recall task to focus attention on either attacking or defending player formations before being asked to recall the attended or unattended portion of the pattern. Adherence to the instructional set was confirmed through an analysis of gaze distributions. Recall performance was superior for the experts relative to the novices across both the attended and unattended attacking and defensive pattern structures. Expert recall of attacker positions was unchanged with and without attention, whereas recall accuracy for the positions of defenders diminished without attention, as did the novices' recall of both attack and defense formations. The findings suggest that experienced performers are better than novices at encoding the elements from a complex and dynamic pattern in the absence of focused attention, with this advantage being especially evident in relation to the recall of attacking structure. Some revision of long-term memory theories of expertise will be necessary to accommodate these findings.
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We examined the relationship between the attentional selection of perceptual information and of information in working memory (WM) through four experiments, using a spatial WM-updating task. Participants remembered the locations o...
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We examined the relationship between the attentional selection of perceptual information and of information in working memory (WM) through four experiments, using a spatial WM-updating task. Participants remembered the locations of two objects in a matrix and worked through a sequence of updating operations, each mentally shifting one dot to a new location according to an arrow cue. Repeatedly updating the same object in two successive steps is typically faster than switching to the other object; this object switch cost reflects the shifting of attention in WM. In Experiment 1, the arrows were presented in random peripheral locations, drawing perceptual attention away from the selected object in WM. This manipulation did not eliminate the object switch cost, indicating that the mechanisms of perceptual selection do not underlie selection in WM. Experiments 2a and 2b corroborated the independence of selection observed in Experiment 1, but showed a benefit to reaction times when the placement of the arrow cue was aligned with the locations of relevant objects in WM. Experiment 2c showed that the same benefit also occurs when participants are not able to mark an updating location through eye fixations. Together, these data can be accounted for by a framework in which perceptual selection and selection in WM are separate mechanisms that interact through a shared spatial priority map.
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Low-skill golfers coordinate the movements of their head and putter with an allocentric, isodirectional coupling, which is opposite to the allocentric, antidirectional coordination pattern used by experts (Lee, Ishikura, Kegel, Go...
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Low-skill golfers coordinate the movements of their head and putter with an allocentric, isodirectional coupling, which is opposite to the allocentric, antidirectional coordination pattern used by experts (Lee, Ishikura, Kegel, Gonzalez, & Passmore, 2008). The present study investigated the effects of four vision conditions (full vision, no vision, target focus, and ball focus) on head-putter coupling in low-skill golfers. Performance in the absence of vision resulted in a level of high isodirectional coupling that was similar to the full vision condition. However, when instructed to focus on the target during the putt, or focus on the ball through a restricted viewing angle, low-skill golfers significantly decoupled the head - putter coordination pattern.. However, outcome measures demonstrated that target focus resulted in poorer performance compared with the other visual conditions, thereby providing overall support for use of a ball focus strategy to enhance coordination and outcome performance. Focus of attention and reduced visual tracking were hypothesized as potential reasons for the decoupling.
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