When might an internal focus prove beneficial? An exploration of attentional focus instructions and learner experience

Abstract

Utilizing an external focus of attention has consistently been reported as being beneficial relative to an internal focus. Recent reviews have questioned the universality of this effect and proposed that an internal focus of attention may enhance skill acquisition in some instances. Traditional viewpoints of the stages of learning suggest early learners focus on the movement itself while an effective motor pattern is being developed, and shift attention to target outcomes in later stages. The purpose of the present study was to determine how an internal focus, external focus, and shifting between these strategies during practice impact the learning of a bowling task. Participants (N = 63) who self-reported beginner and intermediate experience level with the task were randomly assigned to practice with an internal focus (INT), external focus (EXT), or transition from an internal to external focus at the midpoint of practice (INT-EXT). They completed 50 practice trials across three days, and 10-trial retention and transfer tests two days later. Accuracy scores were analyzed using factorial ANOVAs for different study phases. Results indicated that beginners in the INT group bowled more accurately during retention and transfer (p < .05) than those in the EXT and INT-EXT groups. No differences were observed among intermediate learners. This study provides initial evidence that at the earliest stage of learning an internal focus promoted learning relative to an external focus or internal-to-external focus transition. This finding warrants further replication but suggests the external focus benefit may not be as universal as previously reported.