Effects of different focus of attention rehabilitative training on gait performance in Multiple Sclerosis patients.

The present investigation studied the effects of different focus of attention training on gait performance. Twelve volunteers with Multiple Sclerosis and with an average disability score (Expanded Disability Status Scale=6.5) were selected from a Medical School and took part in a three-phase intervention including baseline, internal focus, and external focus, for eight weeks. In the baseline condition, the participants walked on a treadmill without any information. In the first (internal-focus) intervention they focused on foot performance and in the second (external-focus) intervention they focused on external markers and auditory information. The results of within-group analysis of variance showed that the external intervention was significantly (p<.05) better than the other conditions for stride length, step length, step speed, and gait energy expenditure, but not for force and stride timing (p>.05). In conclusion, the second (external-focus) intervention was found to be an appropriate perceptual training method and to result in improvements in some of the gait performance parameters.

Effects of focus of attention and type of practice on learning and self-efficacy in dart throwing.

The present investigation studied the effect of focus of attention and type of practice on self-efficacy and learning during a demonstration of the dart-throwing skill. 48 university students (M = 22.5 yr., SD = 3.6) without any experience of dart throwing were divided into four groups according to the type of practice (physical and observational) and focus of attention (internal and external) and practiced a dart-throwing task. Self-efficacy in dart throwing was measured at the pre-test, acquisition, and transfer phases. The internal-focus group concentrated on their limb function, whereas the external-focus group concentrated on the darts and the target during the demonstration. Observational groups only watched during the acquisition phase, then performed the task in the retention and transfer phases. There was a main effect of focus of attention in the retention and transfer phases after controlling self-efficacy, with external focus groups showing higher performance than internal focus groups. External focus of attention could facilitate the acquisition of a motor skill during observation and may build and/or be supported by self-efficacy.