External focus and autonomy support: Two important factors in motor learning have additive benefits

Wulf, Gabriele; Chiviacowsky, Suzete; Drews, Ricardo

doi:10.1016/j.humov.2014.11.015

Cited by 71 publications

(90 citation statements)

References 45 publications

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“…The benefits of the external focus of attention have been the subject of many studies in different tasks and populations [30][31][32][33][34][35] . From this perspective, Porter et al 36 found benefits in inducing adult's focus on attention in a Sprint task.…”

Section: Discussionmentioning

confidence: 99%

Influências do sexo na atenção e na aprendizagem de habilidades motoras

2016

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RESUMOO estudo investigou a influência do foco de atenção na aprendizagem de crianças, em uma tarefa de equilíbrio dinâmico. Setenta e quatro crianças (38 meninas e 36 meninos) com média de idade de 8,03 anos participaram do estudo. A tarefa consistia no deslocamento do Pedalo ® em um percurso de 7 metros, sem apoios. Os participantes foram divididos em três grupos, para cada sexo, em relação a instrução: Foco Externo Próximo (FP); Foco Externo Distante (FD); Controle (C). Os resultados mostraram que na aquisição, os meninos desempenharam melhor a tarefa (p=0,022). Nas fases de transferências, apenas a fase T2 apresentou diferença significativa (p=0,014), com desempenho melhor dos meninos e, em relação ao foco de atenção, o foco externo distante mostrou-se superior do que o grupo controle, em ambas as fases de transferência (p=0,034; p=0,018). Conclui-se que direcionar a atenção a certa distância do corpo, os meninos potencializam sua aprendizagem. Palavras-chave: Atenção. Crianças. Equilíbrio postural. ABSTRACTThe aim of this study was to investigate the influence of focus of attention in learning of boys and girls, in a balance task. Seventy-four children (38 girls and 36 boys) with a mean age of 8,03 years participated in the study. The task involved participants to ride a Pedalo, without support. The participants were divided in six groups, three for each sex, in relation to the instruction: Proximal External Focus (FP); Distal External Focus (FD); Control (C). The results showed that, in acquisition phase, boys outperformed girls (p=0,022). In transfers tests, only T2 showed a significant difference (p=0,014), with better performance of boys and, for the focus of attention, the distant external focus was higher than the control group in both transfers tests (p=0,034; p=0,018). Thus, directing the focus of attention externally, at a greater distance from the body, can enhance learning of boys.

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Section: Discussionmentioning

confidence: 99%

Influências do sexo na atenção e na aprendizagem de habilidades motoras

2016

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“…My focus is on two recent articles in this journal (Wulf, Chiviacowsky, & Cardozo, 2014;Wulf, Chiviacowsky, & Drews, 2015), although as I will show, the issues are not limited to only those studies. Wulf et al (2014) studied the individual and combined influences of autonomy support and enhanced expectancies in novice participants learning to throw overhand with their non-dominant arm.…”

Section: The Problemmentioning

confidence: 99%

“…I comment on the inappropriateness of this assessment for determining performance variability, which is an important characteristic of skill learning. The standard errors reported by Wulf et al (2014Wulf et al ( , 2015 are confusing or ambiguous to performance as measured in the task. They do not reflect the precision of performance that one might expect.…”

Section: Introductionmentioning

confidence: 99%

“…Two recent studies in this journal (Wulf, Chiviacowsky, & Cardozo, 2014;Wulf, Chiviacowsky, & Drews, 2015) assessed the additive effects of autonomy support and enhanced expectancies and autonomy support and external focus on learning a novel throwing skill. Participants learned to throw with their non-dominant arm at a target consisting of nine concentric circles with a center bull's eye.…”

Section: Introductionmentioning

confidence: 99%

“…This problem is not limited to the two studies in this commentary, but remains a continuing one in many studies of motor learning. Questions are also raised concerning the absence of any kinematic or kinetic measures of throwing performance in Wulf et al (2014Wulf et al ( , 2015.…”

Section: Introductionmentioning

confidence: 99%

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