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ATTENTION Chapter 8

ATTENTION Chapter 8. Created By Dr. J. Michael Jacobs, Professor Shepherd College Shepherdstown WV. ATTENTION. The ability to FOCUS or CONCENTRATE Effort is REQUIRED There is a LIMITED CAPACITY that increases with age

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ATTENTION Chapter 8

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  1. ATTENTION Chapter 8 Created By Dr. J. Michael Jacobs, Professor Shepherd College Shepherdstown WV

  2. ATTENTION • The ability to FOCUS or CONCENTRATE • Effort is REQUIRED • There is a LIMITED CAPACITY that increases with age • SELECTIVE ATTENTION is the ability to Focus or Concentrate on some issues while also Ignoring others. This is a conscious act andATHLETES NEED TO DO THIS!

  3. Distribution of Attention • Attention is focused on Objective and Subjective issues • Objective – Those things Outside the Person • Subjective – Those things Within the Person • Both are all about us at all times and can cloud our ability to really sort out the IMPORTANT issues • PRACTICE / ROUTINES can improve Attention Ability

  4. Alertness • STAYING on Task • Controlled by FATIGUE (Mental/Physical) and DIFFICULTY (Simplicity/Complexity) of the Task • TWO Types of ERRORS: 1. OMISSION (not doing what should be done) 2. COMMISSION (Doing what should not be done) Rice – Short Segments & New Activities

  5. Activation and Attention • The more sufficiently aroused/activated, the higher the performance • 5 Variables to Activation 1. Stimulus Intensity, 2. Stimulus Complexity, 3. Meaningfulness, 4. Environment and 5. Physical Exertion • Adjusting these will affect a person’s ability to FOCUS or CONCENTRATE

  6. Attentional Focus Styles • Attentional Focus runs along TWO dimensions • Internal/External (I) and Broad/Narrow (--) • Broad Internal is used when we watch a demonstration and start to Perceive the skill • Narrow Internal is used during practice • Broad External is used when we evaluate our performance or the game situation • Narrow External is used when performing

  7. Internal External Practice Analysis Broad Narrow Demonstration Performance

  8. Attentional (Perceptual) Narrowing • The more ACTIVATED, and the Narrower the field of attention the better the performance • Beginners subjected to the Game Situation are unable to Focus and display poor performance • As Levels of Learning go forward, the ability to Focus increases and game strategy is possible • You must Learn to Focus and Play by Playing!

  9. Measuring Attention • In Motor Learning experiments TWO scenarios are used when Measuring Attention. • 1. DUAL TASK involves measuring accuracy and speed on one task while performing another task at the same time. • 2. PROBE TECHNIQUE measures speed and accuracy on a set task while periodically interjecting a second task. If flow is interrupted on the Target Task then the Probe Task breaks focus

  10. The Construct of Choking • Situations Preceding Choking • Meaningfulness of Competitive Importance • Turning Point in the Event • Awareness of Importance of Performance • Physical Dynamics • Increased Heart Rate • Increased Sweating • Increased Breathing Rate • INCREASED MUSCULAR TENSION

  11. The Construct of Choking • ATTENTIONAL DYNAMICS • Inappropriate Situational Flexibility • Narrow Focus • Internal Focus • Detriment in Performance • Disruption of Coordinated Movement • Increased Muscle Tension and Fatigue • Timing Issues (too fast / too slow; too early / too late) • Relevant Cues NOT Attended to

  12. SELF - TALK • Self - Talk is a silent Monolog that can AID or DETER Performance • With Proper Self - Talk the Performer can Enhance the Possibilities of Positive Performance • With Improper Self - Talk the Performer can Negate the Possibilities of Positive Performance • The Type of Self - Talk the Performer Engages in is TOTALLY up to the Person • Why Would Anyone Ever “Beat Themselves Up” or How Long Would a Caddie Last that Gave Negative Comments?

  13. SELF - TALK Scenarios • POSITIVE SELF - TALK • “Next Time Swing Faster and Stronger” • “Be Patient, You’ll Get Another Chance” • “Increase your Focus” • “Focus, Breath, Relax” or “Dollar Bills!” • NEGATIVE SELF - TALK • “How Stupid Was THAT!” • “I Will Never Be Able to Do This” • “I Just Can’t Shoot” • “I’m Terrible”

  14. ATTENTION and Information Processing • In tasks that require high external or internal Perceptual Processing, Attention is CRITICAL • The more attentive the Better the Processing of Information and the better the DECISIONS made • EXECUTION demands primary Attention to the Task • Studies show that as level of learning increases, the better the ATTENTION Ability

  15. END of Chapter 8

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