ATTENTION Chapter 8 Created By Dr. J. Michael Jacobs, Professor Shepherd College Shepherdstown WV

ATTENTION  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 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

Alertness  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 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 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 DemonstrationPerformance Broad Narrow External Internal

Attentional (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 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 Choking  Situations Preceding Choking 1. Meaningfulness of Competitive Importance 2. Turning Point in the Event 3. Awareness of Importance of Performance  Physical Dynamics 1. Increased Heart Rate 2. Increased Sweating 3. Increased Breathing Rate 4. INCREASED MUSCULAR TENSION

The Construct of Choking  ATTENTIONAL DYNAMICS 1. Inappropriate Situational Flexibility 2. Narrow Focus 3. Internal Focus  Detriment in Performance 1. Disruption of Coordinated Movement 2. Increased Muscle Tension and Fatigue 3. Timing Issues (too fast / too slow; too early / too late) 4. Relevant Cues NOT Attended to

SELF - 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 Scenarios  POSITIVE SELF - TALK 1. “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 - TALK 1. “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 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 8