Abstract
Zusammenfassung. Der vorliegende Beitrag widmet sich der in den letzten Jahren häufig bearbeiteten Frage, wie motorische Lernprozesse durch die Lenkung der Aufmerksamkeit unterstützt werden können. Dabei werden zunächst im Überblick die wesentlichen Ergebnisse vorliegender Arbeiten dargestellt. Es zeigt sich zu Beginn des Lernprozesses ein Vorteil einer Fokussierung auf die mit der Bewegung verbundenen Effekte außerhalb des Körpers im Vergleich zu einer Fokussierung auf die Bewegungsausführung. Eine kritische Betrachtung der zur Erklärung der Befunde häufig angeführten “Constrained-Action”-Hypothese (Wulf, McNevin & Shea, 2001) ergibt, dass diese keine befriedigende Antwort auf die Frage liefert, wie der Lernprozess durch entsprechende Aufmerksamkeitslenkungen gefördert wird. Das zentrale Ziel des Beitrages besteht in der Entwicklung eines theoretischen Rahmens, der die Einordnung der vorliegenden Ergebnisse erlaubt, aus lerntheoretischer Sicht eine Erklärung der Befunde ermöglicht und aus dem sich Forschungsperspektiven ableiten lassen. Aus den vorgenommenen Betrachtungen lässt sich die Hypothese ableiten, dass die Effektivität des genutzten Aufmerksamkeitsfokus sowohl von den Aufgabenanforderungen als auch dem Zeitpunkt im Lernprozess abhängig ist. Daraus ergibt sich eine mögliche Erklärung der vorliegenden Befunde, da die Hervorhebung visueller Informationen über raum-zeitliche Merkmale zu Beginn des Lernprozesses bei vielen Fertigkeiten besonders geeignet für deren Erwerb scheint. Abschließend werden offene Fragen und Forschungsperspektiven aufgezeigt.
Abstract. The present article addresses a frequently discussed issue in recent years: How can the focus of attention support motor-learning processes? A general review of research on this topic reveals that during the initial phase of the learning process, it is more advantageous to focus on the effect outside the body brought about by a particular movement than on the execution of this movement itself. The ”constrained action” hypothesis (Wulf, McNevin, & Shea, 2001) is frequently proposed to explain these findings. However, a detailed examination of this hypothesis reveals that although it may explain the aspects of motor control, it provides no information on the influence of attention on the motor learning process. The core objective of this article is to develop a theoretical framework that will allow an integration of existing results, will explain these results from a motor-learning perspective, and can be used to derive perspectives for future research. This leads to the formulation of a hypothesis proposing that the effectiveness of a focus of attention depends on both the task objectives and the point in time within the learning process. This reveals the benefits of an external focus of attention, because it accentuates visual information about the spatiotemporal properties of the task. In many tasks, learning these properties appears to be important at an early stage in motor learning. The review concludes with a discussion of open questions and potential research perspectives.
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