Any kind of learning to be efficient requires attention. In order to obtain a skill whether cognitive or motor, in the process of acquisition (especially in the early stages) not only the mere presence of attentive focus is important, but also quality of it makes difference for the outcome. I have talked about motor learning and skill acquisition previously (follow the corresponding links), but today I want to expand on the inherent component of any learning that is attention.
At this point it is not a mystery for anyone that keeping focus on the subject of study is an important factor in learning, but it is also important to consider the “how” in this matter. The relation between perceptual input and motor output is not anecdotal. Motor actions critically depend on cognitive factors, these influences are mostly noticed in complex environments that place high demand on attention and memory. Interplay between attention and motor action can create a better outcome in both training and rehabilitation. (J. Song, 2019)
We can divide focus of attention that we use during physical activity in two types
- Internal Focus of Attention (IFA) – when focus is directed to specific body segments while producing the movement
- External Focus of Attention (EFA) – when focus is directed to the specific outcome or the effects produced by the movement on the environment
It has been shown by G. Rossetini et al (2017) that for fine motor skill such as finger control in movement task (piano in this study) EFA produced better performance. The participants were driving their attention toward the proprioceptive information of the finger rather than internal coordination, which led to a better outcome in learning the skill. K. van der Kamp and H. Houdijk made the same finding in 2013 on the example of cyclic leg extension and flexion task that shown better performance when the attention was directed externally; the same study also showed that EFA causes more automatized and fluid movement. A number of other studies showed that instructions that indicate to centralize focus of attention externally cause in better learning of a new skill as compared to internal focus of attention (Wulf G, Prinz W, 1998; Wulf G, shea C, 2001).
Although many studies indicate, that EFA is more effective in motor learning that IFA, it can vary depending on the skill and situation. For example a study conducted on circus performers showed that for people with high level of skill, the difference of attentional focus does not have a significant effect when learning a new skill (Wulf G, 2008).
In a setting of rehabilitation, various studies have shown better results achieved by providing the patients with instructions to keep their focus of attention externally. That seems to be true for the gait and posture re-education (Johnson et al, 2003), physical injuries (Laufer Y et al, 2007) and age related impairment of the Central Nervous System (Wulf G, Landers M et al, 2009). Same results were observed in stroke patients’ rehabilitation (Johnson L, 2013)
Observation of difference in focus of attention strategy in high-level performers and athletes during competition has shown that constant switching between self-monitoring and external attention is used, mostly giving the priority to IFA, depending on the specific situation. Schucker et al (2014) have shown that internal focus was helpful for the performance in experienced individuals, when external focus resulted in automatizing movement of an athlete, thus hampering an outcome. The series of other findings suggests that experienced athletes should learn to identify their most effective focus strategy and apply it accordingly to the situation (Brick et al, 2014).
It is important to include that recent study conducted with stroke patients that used newest fMRI imaging, concluded that different kinds of attention applied to the same motor task induce activity in different brain regions. (Raisbeck LD, Dieckfus JA et al, 2019). This is a very helpful information that can move forward rehabilitation of stroke patients across the board and stimulate further investigation in the question at hand.
In conclusion, both coaches and athletes should use different strategies of cognitive facilitation for learning a new skill as well as for improving and sustaining the quality of performance. Same is true for a setting of rehabilitation program. Both IFA and EFA can have a positive impact on learning new skills, performance and rehabilitation when applied according to the situation. It is responsibility of the coach to create an environment where his athletes learn to monitor their performance through changing the focus of attention and understanding how to implement it in their practice. Ability to work with these strategies creates mindful approach to learning and better understanding of one’s own structure and its mechanisms, both cognitive and motor, and their interplay. Implementing consciously different kind of focused attention and/or providing clear instructions for the latter should enhance the autonomy, strengthen coupling goals with actions and create optimal condition for performance.