The locus of focus: the effect of switching from a preferred to a non-preferred focus of attention

Focusing strategies are known to play a significant role in motor performance, with individuals who use an internal focus on body movement typically showing poorer outcomes than those who focus on features of the external environment. Focus of attention and switching of one's focus are examined in the context of two different complex motor skills along with a factor not previously examined systematically, individual preference. In both experiments, participants were introduced to focusing strategies that might be employed when attempting a sensorimotor task. Explanations of both strategies were given to participants. Specifically, for an internal focus, participants were instructed to concentrate on their body movements, while for an external focus, they were instructed to focus on aspects in the environment. They were then asked which strategy they preferred. Participants then continued either with their preferred focus or were instructed to switch to their non-preferred focus. The advantage that the external focus typically enjoys turns out not to be a simple one and interacts with individual preference and with the "forced-opposite" manipulation. Our results support the growing consensus that encouraging individuals to adopt an internal focusing strategy is counterproductive in complex sensorimotor tasks. They also suggest that individual preferences play a role.     

Techniques and considerations for determining isoinertial upper-body power

Power is an integral aspect of many sports. Although power output of the lower body is often measured during jumping and cycling movements, much less is known about power as pertains to the upper body musculature. Recently, isoinertial methods--with constant gravitational load--of power testing have become common, but little is known of the reliability and criterion validity of these tests as they pertain to sport performance. In addition, the varied methodology makes a lucid model more evasive. The aims of this review are to examine the various methods of assessing upper body power, to establish its role in predicting athletic performance, and to assess the body of literature that has assessed power output of the upper extremities by isoinertial methods. To our knowledge, only two studies on isoinertial upper-body power have shown a direct correlation to sporting ability (Baker, 2001; Baker et al., 2001); therefore, many unanswered questions exist as to the efficacy of these tests as predictors of athletic ability or as a method to track athletes' training over time. From this review we hope to allow the sport coach to assess the overall utility of these tests in terms of availability, safety and external validity.     

"Show and tell" in the gymnasium revisited: developmental differences in modeling and verbal rehearsal effects on motor skill learning and performance.

Little research has investigated the observational learning process from a developmental perspective. The purpose of this study was to extend previous research by considering two factors: performance versus learning and sequencing versus form scores. Children (N = 60) comprising two age groups (5-0 to 6-11 and 8-0 to 9-11 years) were randomly assigned to verbal rehearsal only, model only, or model plus verbal rehearsal conditions. The task was a 6-part motor skill sequence in which proper sequencing and quality of form were assessed. A 2 x 3 x 4 (age group by model type by trial blocks) repeated measures MANOVA revealed a significant three-way interaction. Older children performed equally well under any of the model type conditions during both performance and learning. For younger children, a model plus rehearsal was superior to rehearsal only on sequence and form at performance and learning and superior to model only on sequence scores during the first two performance trial blocks. Model only and model plus rehearsal conditions were equally effective on form scores. These results suggest that age differences exist in the modeling of motor skills under conditions varying in model type, sequence and form scores, and performance and learning phases.     

The effects of reinvestment of conscious processing on switching focus of attention

The effects of switching focusing strategies on complex motor skill learning were investigated using a dart-throwing task. Participants were screened for reinvestment of conscious processing by completing the Reinvestment Scale (RS) of Masters, Polman, and Hammond (1993). After an initial baseline phase, two focusing strategies were described. Low and high reinvestors were then asked which of the strategies was used during baseline. Regardless of preference, they were requested to change focus. Novice dart-players used either a nonpreferred internal focus (EI), in which they were asked to concentrate on movements of their body, or a nonpreferred external focus (JE), in which they were asked to focus on the effects of their movements. This procedure produced two separate groups, El and 1E. Those scoring low and high on the RS were separated, thus producingfourgroups. Participants in the El high group were the least successful. These results support the findings of earlier studies suggesting that switching to an El is detrimental. Additionally, it appears that high reinvestors switching from a preferred 1E to a nonpreferred El are the most susceptible to unsuccessful performance.     

Sport Commitment Among Competitive Female Gymnasts

The purpose of this study was to examine age and competitive level differences in the relationship between determinants and level of sport commitment. Gymnasts (N = 304) comprised three age groups (8–11, 11–14.5, and 14.5–18 years) and two competitive levels (Levels 5–6 and 8–10). Multiple regression analyses revealed: (a) perceived costs and social constraints from parents and best friends were the strongest predictors of commitment for the youngest gymnasts, (b) perceived costs, personal investments, and parent social constraints predicted commitment for 11–14.5-year-old gymnasts, and (c) perceived competence and costs predicted commitment for the oldest gymnasts. Competitive level differences also emerged; for Level 5–6 gymnasts, personal investments, perceived costs, coach social support, and social constraints by coach, best friend, and teammates were predictors of commitment. Personal investments and teammate social constraints were significant predictors for Level 8–10 gymnasts. Developmental factors and additional determinants are important to consider in further studies of the sport commitment model.     

A cross-cultural perspective of parental influence on female adolescents' achievement beliefs and behaviors in sport and school domains

Little is known about parental socialization processes for youth participants from different cultural backgrounds. The purpose of this study was to examine parental influence on self-perceptions, task values, and achievement behaviors among female adolescents from two cultures using Eccles' expectancy-value theory (Eccles et al., 1983). Twelve Anglo Canadian and nine East Indian female adolescents were interviewed about perceptions of parental influence on expectancy-value constructs for sport and academic domains. Inductive and deductive content analyses were performed to identify lower and higher order themes from interview responses. Similarities and differences in perceived parental influence emerged for girls of both cultural groups and in both domains. Our findings support links among expectancy-value constructs and highlight cultural variations in parental socialization of achievement cognitions and behaviors in multiple domains.