{"title":"注意焦点与个体知觉:系统回顾","authors":"M. Yamada, Lauren Q. Higgins, L. Raisbeck","doi":"10.1123/JMLD.2020-0054","DOIUrl":null,"url":null,"abstract":"Although multiple review studies have supported the superior effects of an external compared with internal focus, these reviews are based on performance outcomes. Currently, the literature lacks knowledge regarding the effects of external/internal foci on individuals’ perceptions, which may provide further explanations for how attentional focus affects performance. Therefore, the present study conducted a systematic review of survey/questionnaire data of participants’ thoughts and emotions from laboratory studies. The authors used ERIC, SPORTDiscus, PsycArticle, CINAHL Plus, Health Source Nursing Academic edition, and PubMed search engines. Literature specific to external/internal focus effects on motor learning or performance were reviewed (N = 37). The results showed that participants generally adhered to the assigned attentional focus instruction and there was a trend that preference may affect the attentional focus effects, but the results were inconsistent regarding if attentional focus cues affected the magnitude of adherence and mental demands. There were substantial differences in methodologies and theoretical issues of measuring these data. Future studies should adopt inferential statistics, choose theoretically relevant questions in a priori manner, or, at minimum, propose a hypothesis for the selected question.","PeriodicalId":37368,"journal":{"name":"Journal of Motor Learning and Development","volume":"46 1","pages":"1-17"},"PeriodicalIF":0.8000,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Attentional Focus and Individuals’ Perceptions: A Systematic Review\",\"authors\":\"M. Yamada, Lauren Q. Higgins, L. Raisbeck\",\"doi\":\"10.1123/JMLD.2020-0054\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Although multiple review studies have supported the superior effects of an external compared with internal focus, these reviews are based on performance outcomes. Currently, the literature lacks knowledge regarding the effects of external/internal foci on individuals’ perceptions, which may provide further explanations for how attentional focus affects performance. Therefore, the present study conducted a systematic review of survey/questionnaire data of participants’ thoughts and emotions from laboratory studies. The authors used ERIC, SPORTDiscus, PsycArticle, CINAHL Plus, Health Source Nursing Academic edition, and PubMed search engines. Literature specific to external/internal focus effects on motor learning or performance were reviewed (N = 37). The results showed that participants generally adhered to the assigned attentional focus instruction and there was a trend that preference may affect the attentional focus effects, but the results were inconsistent regarding if attentional focus cues affected the magnitude of adherence and mental demands. There were substantial differences in methodologies and theoretical issues of measuring these data. Future studies should adopt inferential statistics, choose theoretically relevant questions in a priori manner, or, at minimum, propose a hypothesis for the selected question.\",\"PeriodicalId\":37368,\"journal\":{\"name\":\"Journal of Motor Learning and Development\",\"volume\":\"46 1\",\"pages\":\"1-17\"},\"PeriodicalIF\":0.8000,\"publicationDate\":\"2021-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Motor Learning and Development\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1123/JMLD.2020-0054\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"PSYCHOLOGY, DEVELOPMENTAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Motor Learning and Development","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1123/JMLD.2020-0054","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"PSYCHOLOGY, DEVELOPMENTAL","Score":null,"Total":0}
Attentional Focus and Individuals’ Perceptions: A Systematic Review
Although multiple review studies have supported the superior effects of an external compared with internal focus, these reviews are based on performance outcomes. Currently, the literature lacks knowledge regarding the effects of external/internal foci on individuals’ perceptions, which may provide further explanations for how attentional focus affects performance. Therefore, the present study conducted a systematic review of survey/questionnaire data of participants’ thoughts and emotions from laboratory studies. The authors used ERIC, SPORTDiscus, PsycArticle, CINAHL Plus, Health Source Nursing Academic edition, and PubMed search engines. Literature specific to external/internal focus effects on motor learning or performance were reviewed (N = 37). The results showed that participants generally adhered to the assigned attentional focus instruction and there was a trend that preference may affect the attentional focus effects, but the results were inconsistent regarding if attentional focus cues affected the magnitude of adherence and mental demands. There were substantial differences in methodologies and theoretical issues of measuring these data. Future studies should adopt inferential statistics, choose theoretically relevant questions in a priori manner, or, at minimum, propose a hypothesis for the selected question.
期刊介绍:
The Journal of Motor Learning and Development (JMLD) publishes peer-reviewed research that advances the understanding of movement skill acquisition and expression across the lifespan. JMLD aims to provide a platform for theoretical, translational, applied, and innovative research related to factors that influence the learning or re-learning of skills in individuals with various movement-relevant abilities and disabilities.