Effects of attentional focus on motor performance: A meta-analysis

Attentional strategies are crucial for motor learning and performance. To optimize motor performance, strategies such as verbal cues focusing the learner’s attention have been an important tool for coaches, teachers, and occupational therapists. For many performers, such as athletes, fine art performers, or for occupational patients, an individual’s focus of attention can have a significant influence on the performance of motor skills and performance outcomes. There is converging evidence that directing motor learners’ attentional focus to movement effects (external attentional focus) enhances motor skill learning. The purpose of this study is to conduct a meta-analysis on the effect of external attentional focus versus internal attentional focus on motor performance. A total of 111 experiments were included in this meta-analysis. Experimental studies used in this meta-analysis were obtained from 34 different peer-reviewed journals. A total of 3301 participants were included in this study. At a 95% confidence interval, the fixed effect model was .468 for the lower limit and .628 for the upper limit. It was concluded that a medium effect size (Hedge’s g) was an important indicator that instructing motor skill students/clients to focus their attention on the effect of the movements (external attentional focus) induces a more automatic control of the motor control system and was more beneficial to motor performance relative to an internal attentional focus. It was determined that there was no publication bias.

Embargo status: Restricted from online display. To request an access exception, click on the PDF link to the left.