The body of evidence has shown that the external focus of attention (EF) rather than the internal focus of attention (IF) enhances motor skill learning and performance. Within racket sports which require a high level of motor control, anticipation skills, and mental preparedness, effectively directing attention is essential to elicit improvements in athletic performance. The present review aimed to evaluate the scientific evidence concerning the effects of attentional focus instructions on motor learning and performance in racket sports. We systematically reviewed the literature according to the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) guidelines. The study was registered with the Open Science Framework (osf.io/m4zat). Four electronic databases (Web of Science, Scopus, MEDLINE, and SPORTDiscus) were searched for original research publications. Inclusion criteria were: peer-reviewed journals; healthy and free from injury participants; attentional focus literature specific to the external or internal focus; attentional focus related to motor learning or motor performance; studies included at least one comparator (e.g., different attentional focus group, or control groups with neutral or no specific instruction); publications in which task(s) or skill(s) related to one of the racket sports (tennis, table tennis, badminton, squash, or padel). The initial search yielded 2005 studies. Finally, 9 studies were included in the quantitative analysis. Overall, the results indicated that EF benefits the learning and performance of racket sport skills, compared to IF and over control conditions. The findings suggest that coaches and practitioners should consider the adoption of EF to optimize racket skills performance, particularly in novice or low-skilled athletes.

The aim of the study was to determine the impact of internal and external (proximal and distal) attentional focus on table tennis backhand stroke accuracy in low-skilled players. Fifty-one undergraduate physical education (PE) students were randomly assigned to 3 groups: Group G1 (IF) was instructed to focus on the hand holding the paddle, Group G2 (EFP) was instructed to focus on the ball, while Group G3 (EFD) was instructed to focus on targets marked on the tennis table. The experimental groups followed identical instructions except for the instruction about the focus of attention. Participants were asked to score as many points as possible by hitting the ball inside the three smallest targets marked on the tennis table. They were required to do so using a backhand stroke. The practice session consisted of 45 trials in three blocks of backhand (15 trials at each target). A special scoring system was used to determine the accuracy of the strokes. One of the most important findings from the current research was that groups with an external focus of attention revealed significant improvements in accuracy in the post-test, while the group with an internal focus of attention achieved low training effects. No significant difference was observed between G2 (EFP) and G3 (EFD) in the delayed retention test, which indicates that proximal and distal attentional focus had similar effects on table tennis backhand stroke accuracy in low-skilled players.

Preliminary studies have reported that motor control is negatively impacted following an infection of COVID-19. The purpose of this study was to evaluate the effect of COVID-19 on maintaining balance in highly skilled athletes. As part of a larger investigation that was initiated in 2019, twelve professional handball players were recruited to participate in a study that was designed to measure static balance performance. Following the initial pre-test, six participants (body height 184.8 ± 4.7 cm; body weight 85.5 ± 3.3 kg; age 21.3 ± 1.2 years) were infected with COVID-19. The remaining six participants (body height 188.7 ± 2.6 cm; body weight 92.3 ± 3.7 kg; age 26.3 ± 3.3 years) never tested positive for COVID-19 and were presumably not infected with the virus. The experimental design required all the participants to complete an initial balance assessment (pre-test) and a later balance assessment (post-test). To fully analyze our data, we conducted a 2 (condition: COVID, no-COVID) X 2 (test: pre-test, post-test) ANOVA with repeated measures on the second factor. Our analysis revealed that the skilled athletes who contracted COVID-19 had a significant decrease in balance performance from the pre-test that occurred prior to being infected with COVID-19 relative to the post-test that occurred following the COVID-19 infection. Additionally, the skilled athletes who were not infected with COVID-19 did not demonstrate the same deterioration in balance performance in the same period. This study highlights the impact COVID-19 has on static balance performance in a group of highly skilled handball players. Longitudinal studies are needed to fully understand the lasting impacts COVID-19 has on motor behavior.

The holistic focus of attention due to promising motor learning and performance benefits constitutes an desired direction for scientific investigations in sports settings. However, the generalizability of its effect on various motor skills in table tennis requires further investigation. The study aimed to determine the impact of holistic focus of attention and proximal and distal external focus on the accuracy of the table tennis forehand stroke in low-skilled players. Eighty undergraduate physical education students were randomly assigned one of four groups: focus on the ball (GPEF, n = 20), focus on targets marked on the tennis table (GDEF, n = 20), focus on feeling smooth and fluid when playing (GHF, n = 20), and control group was subjected to none of the experimental factors (CNTRL, n = 20). The participant’s task was to score as many points as possible by hitting the ball using the forehand technique in table tennis inside the three smallest targets marked on the tennis table. The data were analysed using one-way ANOVA and mixed-ANOVAs with repeated measures on the last factor. Post-hoc pairwise comparisons (Fisher LSD test) were conducted to estimate the statistical significance of the intra-differences between the results. Partial Eta squared and Cohen’s d were calculated to estimate effect size. The highest improvement of score results was observed in the group with focus on feeling smooth and fluid when playing, while the lowest was observed in the group with focus on the ball both on the post-test and delayed retention test. Nevertheless, each group significantly improved their score results on the post-test and the delayed retention test, which indicates that holistic focus, proximal and distal external focus, had similar effects on the accuracy of the table tennis forehand stroke in low-skilled players. The study found that holistic focus and proximal and distal external focus are equally effective in improving the accuracy of the table tennis forehand stroke for players with lower skill levels. We recommend that coaches and practitioners use holistic and external attentional focus cues to enhance motor skill performance in table tennis. For example, when teaching or improving the table tennis strokes, coaches can apply a holistic cue like “focus on smoothing out your wrist movement” or an external cue like “focus on the target area of the table”.

Background: This study aimed to examine the influence of three different instructions on preschoolers during simple motor task learning. Methods: Fifty-eight children were randomly assigned to one of three practice groups: kinesthetic instruction, verbal instruction, or visual demonstration. The participants performed a novel gymnastics task that involved five upper limb movements in a specific order. Participants were instructed (through kinesthetic, verbal, or visual instructions) to perform the indicated positions. All three groups followed the same experimental design and performed three 5-trial blocks during six practice sessions. The practice sessions occurred twice a week for three weeks. Regardless of the group, all participants completed a total of 90 trials. For each trial, a gymnastics judge assessed the performance.Results: The kinesthetic group score was significantly greater than the verbal group score but not significantly different compared to the visual group score in the post-test. The visual and verbal instructions were similarly effective in the retention test. Conclusion: One of the most important findings from the present study was that the most effective instructions for learning simple motor tasks in preschoolers were not verbal or visual instructions, unlike kinesthetic instructions. It was also proven that the verbal and visual instructions did not reveal differences. The findings provide relevant information to the child development literature and suggest that differences in learners need not result in differences in learning fundamental motor skills.

Evidence on the comparative effectiveness of random, learner-adaptive, and self-controlled practice schedules among skilled athletes remains limited. Their