Enhancing motor learning through external-focus instructions and feedback

The study examined the generalizability of the learning advantages produced by instructions that induce an external relative to an internal focus of a ttention (e.g., Wulf, G., Hoss, M., & Print, W. (1998). Instructions for mo tor learning: Differential effects of internal versus external focus of att ention. Journal of Motor Behavior, 30, 169-179.) to the feedback provided t o the learner. Four groups of participants practiced to maintain their bala nce on a stabilometer. Two of these groups were instructed to either focus on their feet (internal focus) or on markers attached to the stabilometer p latform (external focus), while two other groups received concurrent feedba ck about their deviations from the horizontal on a computer screen and were informed that the feedback represented either their feet (feedback/interna l focus) or the markers (feedback/external focus). Both external focus of a ttention and feedback enhanced learning, as measured by a delayed retention test without feedback. Thus, the learning benefits of an external attentio nal focus seem to generalize to the feedback given to the learner. In addit ion, feedback generally enhanced performance and learning, suggesting that one function of feedback might be to promote an external focus of attention . (C) 1999 Elsevier Science B.V. All rights reserved.