The location of an internal focus of attention differentially affects motor performance.

Prior research has questioned the appropriateness of internal focus instructions or the juxtaposition to external and control conditions. Moreover, there has been a lack of research conducted to test a variety of internal conditions on motor performance. The purpose of the present study was to address those critiques and add to the attentional focus literature by varying the location of an internal focus while performing a standing long jump.

Off the shelf: Investigating transfer of learning using commercially available virtual reality equipment.

The evolution of virtual reality (VR) has created the opportunity for a relatively low-cost and accessible method to practice motor skills. Previous studies have demonstrated how motor skill practice in non-immersive virtual environments transfers to physical environments. Though minimal research has investigated motor learning and transfer within immersive VR, multiple experiments provide empirical evidence of positive transfer effects.

Directing Attention Externally Produces Consistent Vertical Jump Assessment Results.

Recent research has demonstrated that consistent external attentional focus instructions produce more reliable jumping measurements compared to non-consistent focus of attention instructions. While previous research has examined the effects of different external attentional focus instructions, less is known about different external focus of attention instruction effects during a vertical jump. Given that previous work has demonstrated that consistent external focus of attention instructions produced reliable jumping estimations, we hypothesized that using multiple methods to direct attention externally would produce consistent vertical jump results.

Effects of an expert-modeled attentional focus cue structure on skilled jump rope performance and learning.

Instructions that direct attention externally have been shown to enhance motor performance. However, research on skilled performers and on learning effects has produced some distinct findings. Further, many studies have presented an overly simplistic view of attention and learning, such that all-internal focus protocols are contrasted with all-external focus protocols.