External versus internal focus enhances motor performance and learning in children with different visuospatial working memory capacities
Jazyk angličtina Země Nizozemsko Médium print-electronic
Typ dokumentu časopisecké články
PubMed
39908719
DOI
10.1016/j.humov.2025.103327
PII: S0167-9457(25)00008-9
Knihovny.cz E-zdroje
- Klíčová slova
- Children, External focus, Internal focus, Motor learning, Working memory capacity,
- MeSH
- dítě MeSH
- krátkodobá paměť * fyziologie MeSH
- lidé MeSH
- motorické dovednosti * fyziologie MeSH
- pozornost * fyziologie MeSH
- psychomotorický výkon * fyziologie MeSH
- učení fyziologie MeSH
- vnímání prostoru fyziologie MeSH
- zraková percepce fyziologie MeSH
- Check Tag
- dítě MeSH
- lidé MeSH
- mužské pohlaví MeSH
- Publikační typ
- časopisecké články MeSH
Research has shown that external focus (EF) instructions-directing attention to intended movement effects (e.g., ball's or dart's path)-are more effective for enhancing motor performance and learning than internal focus (IF) instructions, which focus on body movements (e.g., arm or foot motion). Nonetheless, the impact of visuospatial working memory capacity (WMC) in this context, especially among children, has been less investigated. This research sought to examine the effects of EF compared to IF on the skill acquisition and motor learning of a dart-throwing task among children with both high and low visuospatial WMC. Forty-eight boys aged 9-11 (Mage: 9.67 ± 0.76 years) were grouped by high or low WMC based on spatial span and memory tests, then assigned to receive either EF or IF instructions. The experiment comprised three stages: practice, retention, and two transfer tests, including throwing from a longer distance and a dual-task scenario with added cognitive load (tone counting). Results showed that EF outperformed IF at all stages. While WMC did not affect performance during practice and retention, children with low WMC performed better than those with high WMC during the longer distance test. In dual-task conditions, an EF continued to surpass an IF, whilst the WMC exerted no significant impact. The present findings suggest that an EF relative to an IF promotes more automatic movement and enhanced multitasking, while the impact of visuospatial WMC was less than expected, highlighting the benefits of EF in teaching motor skills to children, regardless of visuospatial WMC.
Department of Physical Education Farhangian University P O Box 14665 889 Tehran Iran
Department of Sport Science School of Humanities Damghan University Damghan Iran
Faculty of Physical Education and Sport Sciences Ferdowsi University of Mashhad Mashhad Iran
High Institute of Sport and Physical Education of Sfax University of Sfax Sfax Tunisia
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