Efeitos de diferentes focos de atenção na aprendizagem de uma tarefa de equilíbrio em crianças

Abstract

Recent studies have shown that children’s motor learning can be enhanced by directing learner’s attention to the effects of their movements on the environment (external focus), than to their body (internal focus). The purpose of the current study was to examine the effects of different types of focus of attention, in the learning of a balance task in children. In each age group, four groups were given different instructions inducing: a distal external focus (an orange marker positioned after the finish line – DEF group), a proximal external focus (pushing the platforms under each foot forward – PEF group), an internal focus (pushing their feet forward – IF group), or no specific instructions regarding attentional focus (control group – C), before they began practicing. The task involved participants to ride a Pedalo along a distance of 7m, marked by starting and finishing lines. One day after practice two different transfer tests (speed pressure, and hands on the head and speed pressure) were conducted, consisting each of five trials. The results showed that older participants presented faster movement times than younger participants. Also, while both kinds of external focus groups outperformed the IF groups in the first test, only the DEF groups presented higher learning than C groups on the first test, and then IF groups on the second test. The findings demonstrate that the benefits of external focus of attention, for children’s motor learning, can be boosted by instructions inducing distal external focus.