ABSTRACT

Directing the attentional focus towards intended movement effects could enhance individual performance. This meta-analysis examines the immediate effects of an instructed external (proximal/distal) and internal attentional focus on an experimental group and a control group on their performance. A systematic review was done following the PRISMA guidelines. A total of 3833 reports were scanned. Of these, 83 were included in the systematic review, and 61 studies were included into the meta-analysis. The meta-analysis was additionally split into the original categories, which included the instructions as mentioned in the paper, and the adapted classifications, for which the instructions were reclassified based on the definition by [Wulf, G. (2013). Attentional focus and motor learning: A review of 15 years. International Review of sport and Exercise psychology, 6(1), 77–104. doii:10.1080/1750984X.2012.723728 and McNevin, N. H., Shea, C. H., & Wulf, G. (2003). Increasing the distance of an external focus of attention enhances learning. Psychological Research, 67(1), 22–29. doii:10.1007/s00426-002-0093-6]. In line with the constrained-action hypothesis, an external attentional focus instruction enhanced the immediate performance compared to an internal attentional focus instruction (SMD_adapted = 0.24) and the control group (SMD_adapted SMD = 0.31). Also, consistent with the constrained-action hypothesis, distal external attentional focus instructions showed performance-enhancing effects compared to proximal external attentional focus instructions (SMD_adapted = 0.23). However, most comparisons showed moderate to substantial heterogeneity and wide prediction intervals. Therefore, the results cannot be generalized for all tasks and skill levels.

摘要

将注意力集中在预期的运动效果上可以提高个人表现。该荟萃分析检查了指示的外部（近端/远端）和内部注意力集中在实验组和对照组对其表现的直接影响。按照 PRISMA 指南进行了系统评价。共扫描了 3833 份报告。其中，83 项纳入系统评价，61 项研究纳入荟萃分析。荟萃分析另外分为原始类别，其中包括论文中提到的说明，以及根据 [Wulf, G. (2013) 的定义对说明进行重新分类的改编分类。注意力集中和运动学习：15 年回顾。运动和运动心理学国际评论，6 (1), 77–104。doii:10.1080/1750984X.2012.723728 和 McNevin, NH, Shea, CH, & Wulf, G. (2003)。增加外部注意力焦点的距离可以增强学习。心理学研究，67（1），22-29。doii:10.1007/s00426-002-0093-6]。_{根据约束动作假设，与内部注意焦点指令（SMD适应} = 0.24）和对照组（SMD_适应）相比，外部注意焦点指令增强了即时性能SMD = 0.31)。此外，与约束动作假设一致，与近端外部注意焦点指令相比，远端外部注意焦点指令显示出性能增强效果（SMD_适应 = 0.23）。然而，大多数比较显示出中度至显着的异质性和较宽的预测区间。因此，不能将结果推广到所有任务和技能水平。