Gabriele Wulf

TL;DR: The present experiment was designed to test the predictions of the constrained-action hypothesis, which proposes that when performers utilize an internal focus of attention they may actually constrain or interfere with automatic control processes that would normally regulate the movement, whereas an external focus of Attention allows the motor system to more naturally self-organize.

TL;DR: This article provided a comprehensive review of the literature on the attentional focus effect and found that the performance and learning advantages through instructions or feedback inducing an external focus extend across different types of tasks, skill levels, and age groups.

TL;DR: This review focuses on four factors that have been shown to enhance the learning of motor skills: observational practice; the learner’s focus of attention; feedback, and self‐controlled practice.

TL;DR: The findings reviewed here call into question the generalizability of results from studies using simple laboratory tasks to the learning of complex motor skills and demonstrate the need to use more complex skills in motor-learning research in order to gain further insights into the learning process.

TL;DR: In this paper, the effects of different types of instructions on complex motor skill learning were examined and the hypothesis tested was that external-focus instructions would be more beneficial for learning than internal focus instructions.