Effects of different instructional constraints on task performance and emergence of coordination in children

CHOW, Jia Yi, KOH, Michael, DAVIDS, Keith, BUTTON, Chris and REIN, Robert (2014). Effects of different instructional constraints on task performance and emergence of coordination in children. European Journal of Sport Science, 14 (3), 224-232.

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Official URL: http://dx.doi.org/10.1080/17461391.2013.780097
Link to published version:: 10.1080/17461391.2013.780097


Abstract The objectives of this study were to determine the impact of different instructional constraints on standing board jump (sbj) performance in children and understand the underlying changes in emergent movement patterns. Two groups of novice participants were provided with either externally or internally focused attentional instructions during an intervention phase. Pre- and post-test sessions were undertaken to determine changes to performance and movement patterns. Thirty-six primary fourth-grade male students were recruited for this study and randomly assigned to either an external, internal focus or control group. Different instructional constraints with either an external focus (image of the achievement) or an internal focus (image of the act) were provided to the participants. Performance scores (jump distances), and data from key kinematic (joint range of motion, ROM) and kinetic variables (jump impulses) were collected. Instructional constraints with an emphasis on an external focus of attention were generally more effective in assisting learners to improve jump distances. Intra-individual analyses highlighted how enhanced jump distances for successful participants may be concomitant with specific changes to kinematic and kinetic variables. Larger joint ROM and adjustment to a comparatively larger horizontal impulse to a vertical impulse were observed for more successful participants at post-test performance. From a constraints-led perspective, the inclusion of instructional constraints encouraging self-adjustments in the control of movements (i.e., image of achievement) had a beneficial effect on individuals performing the standing broad jump task. However, the advantage of using an external focus of attentional instructions could be task- and individual-specific.

Item Type: Article
Additional Information: Published online: 04 Apr 2013
Research Institute, Centre or Group: Centre for Sports Engineering Research
Identification Number: 10.1080/17461391.2013.780097
Depositing User: Carole Harris
Date Deposited: 09 Dec 2013 15:18
Last Modified: 03 Mar 2015 17:10
URI: http://shura.shu.ac.uk/id/eprint/7475

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