In Search of Attentional Focus Effects With Dual Tasks and Warm Up Protocols

Abstract

Previous research has consistently demonstrated that an external focus of attention enhances motor performance and learning compared to an internal focus. However, limited evidence exists regarding the role of attentional focus in dual-task contexts or its interaction with warm-up protocols. The purpose of this dissertation was to examine the effects of attentional focus on motor learning and information processing under dual-task conditions, and to investigate whether warm-up type moderates these effects. Three experiments were conducted with healthy young adults (18–40 years). Experiment 1 employed a between-groups design in which participants were randomly assigned to either an internal or external focus group. The dual task involved producing a force curve while maintaining balance, with acquisition and retention tests administered across two laboratory visits. Results revealed that external focus produced significantly smaller temporal and force area errors compared to internal focus, indicating enhanced motor learning. Experiment 2 utilized a within-subjects design in which participants completed a visual reaction time task while simultaneously counting auditory beeps under both focus conditions. Findings demonstrated that external focus produced significantly faster reaction times and premotor times than internal focus, suggesting enhanced central processing efficiency. Experiment 3 employed a between-groups design to examine whether warm-up type moderated attentional focus effects. Participants were randomly assigned to either a task-specific warm-up (BlazePod LED emphasizing external focus) or a general aerobic warm-up (stationary cycling), then performed a dual-task paradigm. Results indicated that task-specific warm-ups further support the benefits of external focus by priming attentional strategies aligned with task demands. Collectively, these findings demonstrate that an external focus of attention enhances motor learning and central processing efficiency under dual-task conditions, and that task-specific warm-ups may further optimize performance. These outcomes advance theoretical understanding of attentional focus in dual-task performance and inform practical applications for sport, rehabilitation, and educational training.