Children's motor imagery modality dominance modulates the role of attentional focus in motor skill learning

We investigated whether children's motor imagery dominance modulated the relationship between attentional focus and motor learning of a tossing task. One hundred and thirty-eight boys (age: M =10.13, SD = 0.65) completed the Movement Imagery Questionnaire - Children (MIQ-C) to determine imagery modality dominance (kinesthetic, internal-visual, external-visual) and were randomly assigned to either an internal (n = 71) or external (n = 67) attentional focus group. Participants completed 60 trials of a tossing task with their non-dominant hand on day 1. Participants in the internal focus group were asked to focus on the throwing arm, whereas participants in the external focus group were instructed to focus on the ball. A retention test was conducted 24 h later to assess motor learning. Overall, the results from a nested, multiple linear regression analysis indicated the degree to which internal or external focus influences children's throwing accuracy is dependent upon their motor imagery modality dominance. Specifically, higher levels of external-visual imagery dominance resulted in greater motor learning for children adopting an external focus. In contrast, higher values of kinesthetic imagery dominance resulted in reduced motor learning for children who adopted an external focus. Despite the need for future research, we recommend motor imagery modality dominance assessments be considered when investigating the influence of attentional focus on motor learning, particularly when the target population is children.

Automated summary

The study investigated the influence of children's motor imagery dominance on the relationship between attentional focus and motor learning of a tossing task. Results showed that higher levels of external-visual imagery dominance resulted in greater motor learning for children with an external focus, while higher values of kinesthetic imagery dominance led to reduced motor learning for children with an external focus. Recommendations were made for future studies to consider motor imagery modality dominance assessments when exploring the impact of attentional focus on motor learning, especially in children.