Singer’s (1988; 1993) research led others to begin to question the role of focus of attention in instruction when teaching new motor skills. Recent studies by Wulf and colleagues (e.g., Shea, C.H., & Wulf, G., 1999; Wulf, Lauterbach, & Toole, 1999) have examined the effectiveness of instructions for motor skill learning as a function of the focus of attention they induced. These studies showed that giving learners instructions that refer to the coordination of their body movements-- which are typically used in teaching motor skills-- are not optimal for learning. When instructions that directed learners’ attention to their body movements (internal focus of attention) were compared to instructions that directed their attention to the effects of their movements on the environment of the apparatus, or implement (external focus of attention), the results consistently demonstrated more effective learning when using an external focus of attention.
Singer (1988) developed a very practical 5-step approach to instruction in order to take the learners’ mind off of the movement, and to focus on the intended effects of the movement. Singer (2000) revised the 5-step approach after years of testing the previous 5-step strategies. Although the previous 5-step strategies showed success in performance, the latest edition is more applicable for today’s learners. Therefore, it is of important interest to physical skill educators to be aware of this research, and implement more external focus instructions, and/or the 5-step approach when teaching new motor skills to students. In addition, Singer (2001) has done an excellent review of the research in this domain, as well as outlining ways in which learners may reach automaticity of learning much faster in terms of their locus of focus instruction.
Strategies
for Controlling Locus of Focus
¨ Demonstrate the skill to be learned with emphasis placed on the implement
(e.g, racquet, baseball bat, or basketball)
¨ If there is no implement used (e.g., running, swimming, etc.) have students focus on the target, or goal for the movement (e.g., finish line in 50 yd. dash, the “T” at the end of the pool before turning around, etc.).
¨ Try to keep from bombarding a learner of a complex skill with the traditional “internal focus” information. After explaining how the arms, etc., should look during the tennis swing-- make sure you give the learner something external to focus on, before the learner attempts the skill (e.g., the path of the racquet, or when more advanced; the intended outcome--where the learner wants the ball to go).
¨ Utilize Singer’s (2000) revised 5-Step approach: 1) readying by establishing a routine that involves optimal body positioning, confidence, expectations, and emotions; 2) imaging a picture and the feeling of performing an act at one’s best; 3) focusing attention on a relevant external cue or thought; 4) executing with a quiet mind; and 5) evaluating, if time permits evaluation of the act and the outcome as well as the implementation of the previous four strategies.
References
Shea, C.H., & Wulf, G. (1999). Enhancing motor learning through external focus
instruction and feedback. Human Movement Science, 18, 553-571.
Singer, R.N. (2000). Performance and human factors: Considerations about cognition
and attention for self-paced and externally-paced events. Ergonomics, 43, 1661-
1680.
Singer, R.N. (2001). Unpublished manuscript.
Singer, R.N. (1988). Strategies and metastrategies in learning and performing self-paced
athletic skills. The Sport Psychologist, 2, 49-68.
Singer, R.N., Lidor, R., & Cauraugh, J.H. (1993). To be aware or not aware? What to
think
about while learning and performing a motor skill. The Sport
Psychologist,
7, 19-30.
Wulf, G., Lauterbach, B., & Toole, T. (1999). The learning advantages of an external
focus of attention in golf. Research Quarterly for Exercise and Sport, 70, 120-
126.