Simply Distracting Learners Is Not Enough: More Evidence for the Learning Benefits of an External Focus of Attention

This experiment followed up on previous studies showing learning benefits of instructions directing the performers’ attention to the effects of their movements (external focus) relative to instructions directing attention to the movements themselves (internal focus). The main purpose was to determine whether similar advantages could be achieved by preventing learners from focusing on their movements through the use of an attention-demanding secondary task. Participants practiced balancing on a stabilometer. External and internal focus group participants were instructed to focus on markers attached to the balance platform or on their feet, respectively. A third group was required to shadow a story presented to them while balancing. In addition, a control group without attentional focus instructions or a secondary task was included. The external focus group showed more effective balance learning than the other groups. The results provide evidence for the learning benefits of external focus instructions. In addition, they show that similar advantages cannot be achieved by simply preventing learners from focusing on the task to be learned.