ATTENTION Chapter 8ATTENTION Chapter 8

Created By Dr. J. Michael Jacobs, ProfessorShepherd College Shepherdstown WV

ATTENTIONATTENTION The ability to FOCUS or CONCENTRATE Effort is REQUIRED There is a LIMITED CAPACITY that increases with

age SELECTIVE ATTENTION is the ability to Focus or

Concentrate on some issues while also Ignoring others. This is a conscious act and ATHLETES NEED TO DO THIS!

Distribution of AttentionDistribution of Attention Attention is focused on Objective and Subjective issues Objective – Those things Outside the Person Subjective – Those things Within the Person Both are all about us at all times and can cloud our ability to

really sort out the IMPORTANT issues PRACTICE / ROUTINES can improve Attention Ability

AlertnessAlertness STAYING on Task Controlled by FATIGUE (Mental/Physical) and

DIFFICULTY (Simplicity/Complexity) of the Task TWO Types of ERRORS: 1. OMISSION (not doing what

should be done) 2. COMMISSION (Doing what should not be done)

Rice – Short Segments & New Activities

Activation and AttentionActivation and Attention The more sufficiently aroused/activated, the

higher the performance 5 Variables to Activation 1. Stimulus Intensity, 2.

Stimulus Complexity, 3. Meaningfulness, 4. Environment and 5. Physical Exertion

Adjusting these will affect a person’s ability to FOCUS or CONCENTRATE

Attentional Focus StylesAttentional Focus Styles Attentional Focus runs along TWO dimensions Internal/External (I) and Broad/Narrow (--) Broad Internal is used when we watch a demonstration

and start to Perceive the skill Narrow Internal is used during practice Broad External is used when we evaluate our

performance or the game situation Narrow External is used when performing

Analysis Practice

Demonstration Performance

Broad Narrow

• External• External

Internal

Attentional (Perceptual) NarrowingAttentional (Perceptual) Narrowing

The more ACTIVATED, and the Narrower the field of attention the better the performance

Beginners subjected to the Game Situation are unable to Focus and display poor performance

As Levels of Learning go forward, the ability to Focus increases and game strategy is possible

You must Learn to Focus and Play by Playing!

Measuring AttentionMeasuring Attention

In Motor Learning experiments TWO scenarios are used when Measuring Attention.

1. DUAL TASK involves measuring accuracy and speed on one task while performing another task at the same time.

2. PROBE TECHNIQUE measures speed and accuracy on a set task while periodically interjecting a second task. If flow is interrupted on the Target Task then the Probe Task breaks focus

The Construct of ChokingThe Construct of Choking

Situations Preceding Choking1. Meaningfulness of Competitive Importance2. Turning Point in the Event3. Awareness of Importance of Performance

Physical Dynamics1. Increased Heart Rate2. Increased Sweating3. Increased Breathing Rate4. INCREASED MUSCULAR TENSION

The Construct of Choking The Construct of Choking

ATTENTIONAL DYNAMICS1. Inappropriate Situational Flexibility2. Narrow Focus3. Internal Focus

Detriment in Performance1. Disruption of Coordinated Movement2. Increased Muscle Tension and Fatigue3. Timing Issues (too fast / too slow; too early / too late)4. Relevant Cues NOT Attended to

SELF - TALKSELF - TALK

Self - Talk is a silent Monolog that can AID or DETER Performance

With Proper Self - Talk the Performer can Enhance the Possibilities of Positive Performance

With Improper Self - Talk the Performer can Negate the Possibilities of Positive Performance

The Type of Self - Talk the Performer Engages in is TOTALLY up to the Person

Why Would Anyone Ever “Beat Themselves Up” or How Long Would a Caddie Last that Gave Negative Comments?

SELF - TALK ScenariosSELF - TALK Scenarios

POSITIVE SELF - TALK1. “Next Time Swing Faster and Stronger”2. “Be Patient, You’ll Get Another Chance”3. “Increase your Focus”4. “Focus, Breath, Relax” or “Dollar Bills!” NEGATIVE SELF - TALK1. “How Stupid Was THAT!”2. “I Will Never Be Able to Do This”3. “I Just Can’t Shoot”4. “I’m Terrible”

ATTENTION and Information ProcessingATTENTION and Information Processing

In tasks that require high external or internal Perceptual Processing, Attention is CRITICAL

The more attentive the Better the Processing of Information and the better the DECISIONS made

EXECUTION demands primary Attention to the Task Studies show that as level of learning increases, the

better the ATTENTION Ability

END of Chapter 8END of Chapter 8