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 attention (e.g., Wulf, G., H oû, M., & Prinz, W. (1998). Instructions for motor learning: Di€erential e€ects of internal versus external focus of attention. Journal of Motor Behavior, 30, 169±179.) to the feedback provided to the learner. Four groups of participants practiced to maintain their balance on a stabilometer. Two of these groups were instructed to either focus on their feet (internal focus) or on markers attached to the stabilometer platform (external focus), while two other groups received concurrent feedback about their deviations from the horizontal on a computer screen and were informed that the feedback represented either their feet (feedback/internal focus) or the markers (feedback/external focus). Both external focus of attention and feedback enhanced learning, as measured by a delayed retention test without feedback. Thus, the learning bene®ts of an external attentional focus seem to generalize to the feedback given to the learner. In addition, feedback generally enhanced performance and learning, suggesting that one function of feedback might be to promote an external focus of attention. Ó 1999 Elsevier Science B.V. All rights reserved. PsycINFO classi®cation: 2330; 2343; 2346