Effects of Attentional Focus, Self-Control, and Dyad Training on Motor Learning: Implications for Physical Rehabilitation

Abstract

In this article, the authors review recent studies on 3 factors that have been shown to affect the learning of motor skills-the performer's attentional focus, self-control, and practice in dyads-and discuss their implications for rehabilitation. Research has shown that directing learners' attention to the effects of their movements can be more beneficial for learning than directing their attention to the details of their own actions. Furthermore, giving learners some control over the training regimen has been found to enhance learning, unlike prescriptive training protocols that dictate when feedback will be delivered, how often, and the order that tasks will be practiced. Finally, not only can practice in dyads (or larger groups) reduce the costs of training, but it can also result in more effective learning than individual practice sessions. The incorporation of these factors into rehabilitation practice can potentially enhance the effectiveness and efficiency of rehabilitation.

Developmental coordination disorder in children with attention‐deficit–hyperactivity disorder and physical therapy intervention

“…10 Several mechanisms have been proposed to explain the improvement in motor performance of children with DCD treated with the different techniques: strengthening of the shoulder girdle, 23,25 use of repetitive exercises of increasing frequency, 27 enhancing motivation to perform the exercises through improvement in self-esteem, use of cognitive techniques to sharpen the child's ability to incorporate new tasks, 28 and administration of physical therapy such as group therapy, especially in small groups. 16,23 Conclusion Our study evaluated the impact of a brief physical therapy course on the motor performance of children with both DCD and ADHD. Fifty per cent of treated patients reached normal MABC scores (>15%) by the end of the therapy course, while clinical improvement without attaining normal scores was seen in a further 35%.…”

“…The intervention programme included a cognitive, taskspecific approach; 15 attention to performance of skills, and self-control in the ability to perform the activities was stressed. 16 In addition, knowledge of motor learning and motor control 14 was integrated into the treatment protocol. An important aspect of the intervention was to ensure that each child kept a diary where an individualized, home programme (according to his/her specific needs) was recorded, which had to be performed daily.…”

“…12 The rationale for physical therapy intervention in children with DCD is based on the assumption that muscle strengthening, improving trunk control, and repeated training with increasing degrees of difficulty improve motor control and performance, and the ability to cope with different motor tasks. [13][14][15] McNevin et al, 16 based on multiple studies, concluded that three factors affect the efficiency of physical therapy and enhance the learning of motor skills: the performer's attentional focus; self-control; and practice in small groups.…”

Postural Optimization Training using Functional Reach

“…TAKAKO SHIBATA, RPT 6) , ANNA HOSHI, RPT 7) , KEIGO MYOBA, RPT 8) , HIROYUKI FUJISAWA, RPT PhD ABSTRACT: [Purpose] To determine the motor learning effect of a combination of verbal instructions incorporating internal focus of attention (IFA) with knowledge of performance (KP) on postural optimization training using functional reach (FR).…”

Effects of Self-Controlled Feedback on Balance during Blocked Training for Patients with Cerebrovascular Accident

“…Recent studies have demonstrated that training protocols incorporating some forms of self-control can be effective in motor skill learning 22,23) . In studies of self-controlled feedback, learners decide when they want to receive feedback about their movement in a motor task.…”