Effects of attentional focus, self-control, and dyad training on motor learning: Implications for physical rehabilitation

Physical Therapy

Volumn 80, Issue 4, 2000, Pages 373-385

  McNevin, Nancy H ^a   Wulf, Gabriele ^a   Carlson, Christine ^a  

^a NONE

Author keywords

Motor learning; Practice; Therapy

Indexed keywords

ATTENTION; HUMAN; LEARNING; MOTOR PERFORMANCE; PHYSIOTHERAPY; REVIEW; SELF CONTROL; TRAINING;

EID: 0034011399     PISSN: 00319023     EISSN: None     Source Type: Journal    
DOI: 10.1093/ptj/80.4.373     Document Type: Review

References (58)

1. Winstein CJ. Knowledge of results and motor learning: implications for physical therapy. Phys Ther. 1991;71:140-149.
2. Fuhrer MJ, Keith RA. Facilitating patient learning during medical rehabilitation: a research agenda. Am J Phys Med Rehabil. 1998;77: 557-561.
3. Newell KM. Coordination, control and skill. In: Goodman D, Wilberg RB, Franks IM, eds. Differing Perspectives in Motor Learning, Memory, and Control. Amsterdam, the Netherlands: Elsevier Science Publishers; 1985:295-317.
4. Swinnen SP. Information feedback for motor skill learning: a review. In: Zelaznik HN, ed. Advances in Motor Learning and Control. Champaign, Ill: Human Kinetics; 1996:36-66.
5. Baumeister RF. Choking under pressure: Self-consciousness and paradoxical effects of incentives on skillful performance. J Pers Soc Psychol. 1984;46:610-620.
6. Bliss CB. Investigations in reaction time and attention. Studies From the Yale Psychological Laboratory. 1892-1893;1:1-55.
7. Boder DP. The influence of concomitant activity and fatigue upon certain form and reciprocal hand movements and its fundamental components. Comparative Psychology Monographs. 1935;11(4).
8. Gallwey WT. The Inner Game of Tennis. New York, NY: Bantam Books; 1982.
9. Schneider W, Fisk AD. Attention theory and mechanisms for skilled performance. In: Magill RA, ed. Memory and Control of Action. Amsterdam, the Netherlands: North-Holland Publishing Co; 1983:119-143.
10. Vallacher RR, Wegner DM. What do people think they're doing? Action identification and human behavior. Psychol Rev. 1987;94:3-15.
11. Wulf G, Weigelt C. Instructions about physical principles in learning a complex motor skill: To tell or not to tell. . . . Res Q Exerc Sport. 1997;68:362-367.
12. Singer RN, Lidor R, Cauraugh JH. To be aware or not aware: What to think about while learning and performing a motor skill. Sports Psychology. 1993;7:19-30.
13. Wulf G, Höß M, Prinz W. Instructions for motor learning: differential effects of internal vs external focus of attention. Journal of Motor Behavior. 1998;30:169-179.
14. Wulf G, Lauterbach B, Toole T. The learning advantages of an external focus of attention in golf. Res Q Exerc Sport. 1999;70:120-126.
15. Shea CH, Wulf G. Enhancing motor learning through external-focus instructions and feedback. Human Movement Science. 1999;18: 553-571.
16. Magill RA, Chamberlin CJ, Hall KG. Verbal knowledge of results as redundant information for learning an anticipation timing skill. Human Movement Science. 1991;10:485-507.
17. Vander Linden DW, Cauraugh JH, Greene TA. The effect of frequency of kinetic feedback on learning an isometric force production task in nondisabled subjects. Phys Ther. 1993;73:79-87.
18. Schmidt RA, Wulf G. Continuous concurrent feedback degrades skill learning: implications for training and simulation. Hum Factors. 1997;39:509-525.
19. Winstein CJ, Pohl PS, Cardinale C, et al. Learning a partial-weight-bearing skill: effectiveness of two forms of feedback. Phys Ther. 1996; 76:985-993.
20. Henry FM. Dynamic kinesthetic perception and adjustment. Res Q. 1953;24:176-187.
21. Newell KM, Slifkin AB. The nature of movement variability. In: Piek J, ed. Motor Control and Human Skill: A Multidisciplinaty Approach. Champaign, Ill: Human Kinetics; 1998:143-160.
22. Morris ME, Iansek R, Matyas TA, Summers JJ. The pathogenesis of gait hypokinesia in Parkinson's disease. Brain. 1994;117:1169-1181.
23. Morris ME, Iansek R, Matyas TA, Summers JJ. Stride length regulation in Parkinson's disease: normalization strategies and underlying mechanisms. Brain. 1996;119:551-568.
24. Janelle CM, Barba DA, Frehlich SG, et al. Maximizing performance effectiveness through videotape replay and a self-controlled learning environment. Res Q Exerc Sport. 1997;68:269-279.
25. Janelle CM, Kim J, Singer RN. Subject-controlled performance feedback and learning of a closed motor skill. Percept Mot Skills. 1995; 81:627-634.
26. Titzer R, Shea JB, Romack J. The effect of learner control on the acquisition and retention of a motor task. Journal of Sport and Exercise Psychology. 1993;15(suppl):S84.
27. Wulf G, Toole T. Physical assistance devices in complex motor skill learning: benefits of a self-controlled practice schedule. Res Q Exerc Sport. 1999;70:265-272.
28. Carver S, Scheier MR. Origins and functions of positive and negative affects: a control-process view. Psychol Rev. 1990;97:19-35.
29. Paris SG, Winograd P. How metacognition can promote academic learning and instruction. In: Jones BF, Idol L, eds. Dimensions of Thinking and Cognitive Instruction. Hillsdale, NJ: Lawrence Erlbaum Associates Inc; 1990:15-51.
30. Pinard A. Metaconsciousness and metacognition. Canadian Psychology. 1995;33:27-41.
31. Zimmerman BJ. A social cognitive view of self-regulated academic learning. J Educ Psychol. 1989;81:329-339.
32. McCombs ML. Self-regulated learning and achievement: a phenomenological view. In: Zimmerman BJ, Schunk DH, eds. Self-Regulated Learning and Academic Achievement: Theory, Research, and Practice. New York, NY: Springer-Verlag; 1989:51-82.
33. Watkins D. Students' perceptions of factors influencing tertiary learning. Higher Education Research Developments. 1984;3:33-50.
34. Chen D, Singer RN. Self-regulation and cognitive strategies in sport participation. International Journal of Sports Psychology. 1992;23:277-300.
35. Shea JB, Morgan RL. Contextual interference effects on the acquisition, retention, and transfer of a motor skill. J Exp Psychol: Hum Learn Mem. 1979;5:179-187.
36. Nicholson DE, Schmidt RA. Scheduling information feedback to enhance training effectiveness. Proceedings of the Human Factors Society 35th Annual Meeting. Santa Monica, Calif: Human Factors Society; 1991:1400-1403.
37. Schmidt RA. Frequent augmented feedback can degrade learning: Evidence and interpretations. In: Requin J, Stelmach GE, eds. Tutorials in Motor Neuroscience. Dordrecht, the Netherlands: Kluwer Academic Publishers; 1991:59-75
38. Winstein CJ, Schmidt RA. Reduced frequency of knowledge of results enhances motor skill learning. J Exp Psychol: Learn Mem Cogn. 1990;16:677-691.
39. Wulf G, Schmidt RA. The learning of generalized motor programs: reducing the relative frequency of knowledge of results enhances memory. J Exp Psychol: Learn Mem Cogn. 1989;15:748-757.
40. Wulf G, Shea CH, Whitacre CA. Physical guidance benefits in learning a complex motor skill. Journal of Motor Behavior. 1998;30: 367-380.
41. Winne PH. Inherent details in self-regulated learning. Educational Psycholog. 1995;30:173-187.
42. Bandura A. Perceived self-efficacy in cognitive development and functioning. Educational Psychology. 1993;28:117-148
43. Boekaerts M. Self-regulated learning at the junction of cognition and motivation. European Psychology. 1996;1:100-112.
44. Hardy L, Nelson D. Self-regulation training in sport and work. Ergonomics. 1988;31:1573-1583.
45. McCullagh P, Weiss MR, Ross D. Modeling considerations in motor skill acquisition and performance: an integrated approach. In: Pandolf K, ed. Exercise and Sport Science Reviews. Baltimore, Md: Williams & Wilkins; 1989:475-513.
46. Adams JA. Use of the model's knowledge of results to increase the observer's performance. Journal of Human Movement Studies. 1986;12: 89-98.
47. Lee TD, White MA. Influence of an unskilled model's practice schedule on observational motor learning. Human Movement Science. 1990;9:349-367.
48. Shebilske WL, Regian JW, Arthur W, Jordan JA. A dyadic protocol for training complex skills. Hum Factors. 1992;34:369-374.
49. Jordan JA. The Effectiveness of Individual and Dyadic Training Protocols for Complex Skill Acquisition in Space Fortress: A Meta-analysis [dissertation]. College Station, Tex: Texas A&M University; 1997.
50. Shea CH, Wright DL, Wulf G, Whitacre C. Physical and observational practice afford unique learning opportunities. Journal of Motor Behavior. In press.
51. Shea CH, Wulf G, Whitacre CA. Enhancing training efficiency and effectiveness through the use of dyad training. Journal of Motor Behavior. 1999;31:119-125.
52. Bandura A. Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, NJ: Prentice-Hall; 1986.
53. Kohl RM, Shea CH. Pew (1966) revisited: Acquisition of hierarchical control as a function of observational practice. Journal of Motor Behavior. 1992;24:247-260.
54. Boyce BA. Effects of assigned versus participant-set goals on skill acquisition and retention of a selected shooting task. Journal of Teaching Physical Education. 1992;11:220-234.
55. Burton D. Goal setting in sport. In: Singer RN, Murphey M, Tennant LK, eds. Handbook of Research on Sport Psychology. New York, NY: Macmillan; 1994:467-491.
56. Kyllo LB, Landers DM. Goal setting in sport and exercise: a research synthesis to resolve the controversy. Journal of Sports and Exercise Psychology. 1995;17:117-137.
57. Weinberg RS. Goal setting and performance in sport and exercise settings: a synthesis and critique. Med Sci Sports Exerc. 1994;26:469-477.
58. Prislin R, Jordan JA, Worchel S, et al. Effects of group discussion on acquisition of complex skills. Hum Factors. 1996;38:404-416.