THE EFFECTS OF FOCUS OF ATTENTION INSTRUCTIONS ON NOVICES LEARNING SOCCER CHIP

Ano: 2008 | Volume: 2 | Número: 1

Autores: Luiz Antonio Uehara, Chris Button, Keith Davids

Palavras-chave: focus of attention, novices, stage of learning, two-dimensional, soccer chip

Resumo Inglês:

UEHARA, L. A.; BUTTON, C.; DAVIDS, K. The effects of focus of attention instructions
on novices learning soccer chip. Brazilian Journal of Biomotricity, v. 2, n. 1, p. 63-77,
2008. Research has suggested that instructions that direct the learner to focus on the
movements of their body parts are typically less effective than instructions that focus on
the environmental effects of the movement during motor skill acquisition. However, it
has been argued that effects of instructional focus depend on the skill level of
participants and influential constraints such as whether the learners are predominantly
goal oriented. The present study compared the effects of internal and external focus of
attention instructions on two groups of novices during acquisition of a soccer chip skill.
Twelve adult participants practiced chipping a ball with their non-dominant foot over a
barrier towards a circular target. An internal focus instruction group (IFIG) received
instructions throughout practice directing them to attend to the coordination of their body
parts. An external focus instruction group (EFIG) received instructions referring to the
effect of their movements on the environment. Results from both outcome (ball landing
position accuracy and consistency) and qualitative movement form data were
consistent, showing that participants of both groups improved their performance and
were able to retain the skill after a two day break (p < 0.05). However, there were no
significant differences between the groups for either outcome score or for the qualitative
analysis, suggesting that internal focus instructions and external focus instructions were
equally beneficial. These findings suggest that novices with no previous experience of a
skill switch interchangeably from one type of attentional focus to another regardless of prior instructions. Future investigation needs to determine sensitive skill related criteria
that can be used to identify the stage of learning of participants.