Journal of Research in Rehabilitation Sciences

The Effect of Attentional Focus and Frequency of Feedback on Performance and Kinematics in Basketball Free Throwing

Document Type : Original Articles

Authors

1 PhD Candidate, Department of Motor Behavior, School of Physical Education and Sport Sciences, University of Tehran, Tehran, Iran

2 Associate Professor, Department of Motor Behavior, School of Physical Education and Sport Sciences, University of Tehran, Tehran, Iran

3 Department of Motor Behavior, School of Physical Education and Sport Sciences, University of Tehran, Tehran, Iran

4 Assistant Professor, Department of Motor Behavior, School of Physical Education and Sport Sciences, University of Tehran, Tehran, Iran

5 Assistant Professor, Department of Corrective Exercise and Sports Injuries, School of Physical Education and Sport Sciences, University of Tehran, Tehran, Iran

10.22122/jrrs.v14i1.2892

Abstract

Introduction: The purpose of this study was to investigate the effect of attentional focus and frequency of feedback on performance and kinematics in basketball free throwing.Materials and Methods: In this semi-experimental research, fifty students were randomly selected using convenience sampling method, and were randomly divided in one control and 4 experimental groups (internal focus and 33% feedback, internal focus and 100% feedback, external focus and 33% feedback, and external focus and 100% feedback). Experimental groups conducted six blocks of ten attempts (every day two blocks of ten attempts) in one week, and in three sessions of training, and received internal or external focus feedback with the corresponding frequency (33% or 100%). After 72 hours, retention and transfer tests were performed with ten-attempt blocks. Performance (throwing accuracy) and kinematic data (joint angle and range of motion) were collected. Data were analyzed using ANOVA with repeated measures and one way ANOVA.Results: Feedback with external focus (100% and 33%) was more effective in improving throwing performance in retention and transfer tests (P < 0.050). Kinematic data analysis showed that external focus feedback groups had the least maximum flexion in the knee joint in retention test compare to acquisition stage (P < 0.050). Moreover, external focus groups had the least maximum flexion at the knee in retention test compared to internal focus groups (P < 0.050). In range of motion of the knee, external focus groups had more range of motion in retention and transfer tests compared to internal focus groups (P < 0.050).Conclusion: Performance improvement in external focus groups may be limited to certain changes in kinematic data, and in line with constrained-action hypothesis.

Keywords

  1. Wulf, G. Attention and motor skill learning. Champaign, IL: Human Kinetics; 2007.
  2. Salmoni AW, Schmidt RA, Walter CB. Knowledge of results and motor learning: A review and critical reappraisal. Psychol Bull 1984; 95(3): 355-86.
  3. Wulf G, Chiviacowsky S, Schiller E, Avila LT. Frequent external-focus feedback enhances motor learning. Front Psychol 2010; 1: 190.
  4. Hodges NJ, Williams AM. Skill Acquisition in Sport: Research, Theory and Practice. London, uK: Routledge; 2012.
  5. Magill RA. Motor learning and control: Concepts and applications. New York, NY: McGraw-Hill; 2007.
  6. Wulf G. Attentional focus and motor learning: A review of 15 years. International Review of Sport and Exercise Psychology 2013; 6(1): 77-104.
  7. Beilock SL, Bertenthal BI, McCoy AM, Carr TH. Haste does not always make waste: expertise, direction of attention, and speed versus accuracy in performing sensorimotor skills. Psychon Bull Rev 2004; 11(2): 373-9.
  8. Coleman DJ, Jack RL, Cardona H. Ultrasonic evaluation of eyes with keratoprostheses. Am J Ophthalmol 1972; 74(3): 543-54.
  9. Poolton JM, Maxwell JP, Masters RS, Raab M. Benefits of an external focus of attention: common coding or conscious processing? J Sports Sci 2006; 24(1): 89-99.
  10. Munzert J, Maurer H, Reiser M. Verbal-motor attention-focusing instructions influence kinematics and performance on a golf-putting task. J Mot Behav 2014; 46(5): 309-18.
  11. Wulf G, McNevin N, Shea CH. The automaticity of complex motor skill learning as a function of attentional focus. Q J Exp Psychol A 2001; 54(4): 1143-54.
  12. Wulf G, McConnel N, Gartner M, Schwarz A. Enhancing the learning of sport skills through external-focus feedback. J Mot Behav 2002; 34(2): 171-82.
  13. Vance J, Wulf G, Tollner T, McNevin N, Mercer J. EMG activity as a function of the performer's focus of attention. J Mot Behav 2004; 36(4): 450-9.
  14. Lohse KR, Sherwood DE, Healy AF. How changing the focus of attention affects performance, kinematics, and electromyography in dart throwing. Hum Mov Sci 2010; 29(4): 542-55.
  15. Ford P, Hodges NJ, Mark WA. An evaluation of end-point trajectory planning during skilled kicking. Motor Control 2009; 13(1): 1-24.
  16. Asadi A, Farsi A, Abdoli B. Effect of increasing the distance of an external focus of attention on performance and kinematic of horizontal jump in skilled athletes. Motor Behavior 2016; 8(23): 65-78. [In Persian].
  17. Chow JY, Koh M, Davids K, Button C, Rein R. Effects of different instructional constraints on task performance and emergence of coordination in children. Eur J Sport Sci 2014; 14(3): 224-32.
  18. Hejazidinan PM, Aslankhani A, Farokhi A, Shojaei, M. The effect of attentional focus instruction on kinematic and throwing accuracy during dart throwing learning in biginner. Motor Behavior 2011; 3(9): 45-66. [In Persian].
  19. Hudson JL. Shooting Techniques for Smaller Players. Athletic Journal 1985; November: 22-4.
  20. Okubo H, Hubbard M. Dynamics of the basketball shot with application to the free throw. J Sports Sci 2006; 24(12): 1303-14.
  21. Hadavi F. Basketball, basic principles of attack and defense. Tehran, Iran: Bamdad Publications; 2010. [In Persian].
  22. Lam WK, Maxwell JP, Masters RS. Analogy versus explicit learning of a modified basketball shooting task: performance and kinematic outcomes. J Sports Sci 2009; 27(2): 179-91.
  23. Hardy L, Parfitt G. A catastrophe model of anxiety and performance. Br J Psychol. 1991; 82(Pt 2): 163-78.
Journal of Research in Rehabilitation Sciences
Volume 14, Issue 1 - Serial Number 1
March 2018
Pages 25-32