Effect of Distance Increase of External Focus of Attention on Tracking Task Learning Under Secondary Task Condition

Numerous studies have demonstrated that using an external focus of attention significantly enhances motor skill performance. However, limited research has been carried out on increasing the distance of an external focus of attention. Therefore, the main purpose of the present study is to determine whether learning tracking task is affected by different attentional focuses.
A sample of 42 participants, after taking a pre-test, were divided randomly into three groups, including distal external group (DEG), proximal external group (PEG), and control group (COG). Proximal external focus group received instructions concerning near body movements; distal external focus group received instructions on the effect of movements in the environment, and control group did not receive any instructions. The participants practiced the tracking task in four blocks of four trials under their own condition of attention. Then, after 48 hours, they participated in a delay retention test under secondary task condition (auditory).
The results indicated that distal external focus group learned the tracking task better than proximal external focus group (P > 0.05), however, control group learned the tracking task less effectively than the other groups.
These findings suggest that increasing the distance of an external focus of attention improves tracking task learning, especially under secondary task, because secondary task condition enhances attention resources and shifts focus of attention to the external environment.