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Published on: September 11, 2017
Role of focus of attention in learning a fundamental movement skill in preschool children with differing perceived
Jinhao He1, Jingpu Guo2, Ranyue Qin1
1School of Physical Education, Sichuan University, Chengdu 610065, China.
Insights
Preschoolers with low perceived motor competence (PMC) learn movement skills better with internal focus instructions. High PMC preschoolers showed no benefit from either internal or external focus on throwing performance.
Area of Science:
- Child Motor Development
- Motor Learning
- Attentional Focus in Children
Background:
- Perceived motor competence (PMC) influences motor skill acquisition in children.
- Attentional focus (internal vs. external) is a key variable in motor learning research.
- Understanding how PMC moderates attentional effects is crucial for effective motor skill instruction.
Purpose of the Study:
- To investigate if preschoolers' perceived motor competence (PMC) moderates the impact of attentional focus on throwing performance.
- To differentiate effects on movement outcome (throwing distance) and movement form (throwing score).
- To inform targeted motor learning strategies for young children.
Main Methods:
- 32 preschoolers (aged 5-6 years) were categorized into high/low PMC groups.
- Participants received either internal or external focus instructions during a throwing task.
- Throwing distance (outcome) and TGMD-3 scores (form) were measured, along with PMC using the PMSC.
Main Results:
- Children with high PMC did not benefit from either internal or external focus instructions for throwing.
- Children with low PMC demonstrated improved movement form learning with internal focus instructions.
- Throwing distance (movement outcome) was not significantly affected by attentional focus in either group.
Conclusions:
- Internal focus instructions can enhance motor learning, specifically movement form, in preschoolers with low perceived motor competence.
- Attentional focus strategies may need to be tailored based on an individual child's perceived motor competence.
- Further research is needed to explore PMC differences and the underlying mechanisms of attentional focus in child motor learning.
Abstract:
This study examined whether preschoolers' (N = 32, 19 boys and 13 girls, aged 5-6 years, aged M = 5.3, SD = 0.49 years) perceived motor competence (PMC) moderates the effects of focus of attention (internal vs. external) on throwing performance. We evaluated both movement outcome and movement form, and used throwing distance as an alternative movement outcome to the accuracy outcome measures often used in previous studies. Movement outcome (throwing distance) was measured using the standard measuring tape, and movement form (throwing score) was assessed using the Test of Gross Motor Development-Third Edition (TGMD-3). The latest version of the Pictorial Scale for Perceived Movement Skill Competence (PMSC aligned with the TGMD-3) was used to assess the participants' PMC. 32 children were assigned to high/low-PMC groups receiving internal or external focus instructions, followed by acquisition (30 trials), retention, and transfer tests (10 trials each). Results revealed (1) for children with high PMC, neither their movement outcome nor movement form benefited from any attentional focus; (2) for children with low PMC, their movement form achieved better learning under the guidance of internal focus, while movement outcome were not affected by attentional focus. This indicates that matching appropriate attentional focus instructions for children with low PMC is beneficial to their motor learning. Future research should further explore differences in children with different PMC and the mechanisms linking them to attentional focus.
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