Implicit learning processes involved in the acquisition of sensorimotor skills

The effects of different types of focusing strategies on complex motor learning were investigated. Participants attempted a basketball shot from the “free-throw” line. Training consisted of focusing strategies that participants could use to accomplish the task. Primarily, participants in the internal-focus group concentrated on body movements. Participants in the external-focus group focused on external environmental stimuli. During the testing phase, half of the participants were instructed to shoot in the opposite of their previously declared preferred focus. The others were instructed to shoot using their preferred focusing strategy. This procedure produced four conditions: “external-focused preferred” group instructed to use external-focus strategy (EE), “external-focused preferred” group instructed to use internal-focus strategy (EI), “internal-focused preferred” group instructed to use external-focus strategy (IE), and “internal-focused preferred” group instructed to use internal-focus strategy (II).; The statistical analysis utilized was a 2 x 2 x 2 ANOVA with repeated measures on a pretest-posttest factor. This analysis investigated whether a shift in prepost (P) scores had taken place and whether the type of instruction (I) that one was “forced” to use influenced a prepost shift. The potential shift of prepost scores may also depend on the participants' preferred focus (F). The ANOVA detected a trend for the three-way interaction.; The data on participants stating a preference for an internal focus found no significant differences. For participants preferring an internal focus the change in prepost scores was significant. The II and IE groups demonstrated a prepost shift.; For participants stating a preference for an external focus, there was a significant difference in the prepost shift. The sizes of the prepost change for participants using an internal instructed focus compared to those using an external instructed focus were not the same. The next analysis investigated the prepost test when preferred focus is external and the instructed focus is external. This prepost shift was significant. Finally, when the preferred focus is external and the instructed focus is internal the prepost shift was not significant.; The data indicate that El was the only group that did not show significant improvement. This finding suggests that an external focus is superior.