Focus of Attention in Motor Learning of Disc Golf Putting

The Effect of Attentional Focus on Performance and Learning in Disc Golf

What was the problem?

In precision-based sports, performance and learning are strongly influenced by how an athlete directs their attention during movement execution. Previous research on attentional focus has largely concluded that an external focus leads to superior performance compared to an internal focus. However, many of these studies are based on single-session experiments and immediate performance outcomes, rather than learning effects over time. Furthermore, there is limited research examining how different types of attentional focus affect beginners during a structured training process. This project addressed the question of how internal and external attentional focus influence performance and learning in novice disc golf players during a multi-session training intervention.

How did we approach it?

The project was designed as an experimental training study with novice disc golf players. The theoretical framework was grounded in motor learning theory, attentional focus theory, and the constrained action hypothesis. Participants were divided into groups based on initial performance level and were then assigned either an internal or an external focus point during training. The internal focus directed attention toward body mechanics, while the external focus directed attention toward the flight and movement of the disc.

The training programme was structured using principles from distributed practice, practice variability, and contextual interference to support learning rather than short-term performance gains. Performance was assessed through pre-tests, mid-tests, and post-tests, allowing for analysis of improvement, consistency, and retention. Observations and quantitative measurements were used to evaluate how attentional focus influenced both immediate performance and learning-related changes over time.

What happened?

Across the training period, clear differences emerged between the focus conditions. Participants assigned an external focus generally demonstrated more efficient movement patterns, greater consistency, and improved performance in post-tests. These participants appeared to rely more on automatic motor processes, supporting the constrained action hypothesis. In contrast, participants using an internal focus often showed more conscious control of movement, which in some cases limited performance improvements.

The results also indicated that while performance could fluctuate during training sessions, learning-related improvements were most evident in retention measures rather than immediate outcomes. This highlighted the importance of distinguishing between short-term performance and long-term learning when evaluating training interventions.

What were the key takeaways?

The project demonstrated that attentional focus plays a significant role not only in performance but also in motor learning for beginners. An external focus was shown to better support automaticity, efficiency, and consistency over time, particularly when combined with appropriate training structure. Key takeaways include the importance of designing instruction that aligns with the learner’s level, focusing on movement effects rather than body mechanics, and evaluating learning through retention rather than immediate performance alone. The project underlines the value of theory-driven training design in sports skill acquisition.

Skills Demonstrated

• Experimental research design

• Application of motor learning and attentional focus theory

• Quantitative performance and learning analysis

• Training and instructional design

• Movement observation and evaluation

• Theory-driven interpretation of results