Comparison of Motor Learning Effects with a Different Focus of Attention on Movement Form Acquisition

Many studies have demonstrated the effectiveness of external focus of attention (EFA) in motor learning. However, few have investigated its instructional effect on improving movement form. This study compared the motor learning effects of different attentional foci for promoting proper movement form. Thirty healthy young adults were randomly assigned to three groups: internal focus (IFA), external focus (EFA), and control. Participants performed a kneeling forward-reaching task, requiring them to maintain balance while reaching forward with both arms. Performance was evaluated by horizontal reach distance (from the lateral femoral epicondyle to the fingertip) and joint angles (shoulder, hip, and knee). The IFA group received cues to focus on body posture (e.g., "align arms with ears"), the EFA group on the target bar's position (e.g., "reach past the bar"), and the control group received no specific instruction. Compared to the EFA group, the IFA group demonstrated greater improvements in reach distance and form from the early acquisition phase, indicating superior motor learning. These results suggest that IFA-based verbal cues are effective when movement form is essential. Instructional strategies should be tailored to the demands of the task and attentional focus. Findings are discussed in the context of motor learning theory and clinical practice.