LAUSR

ABSTRACT It is well established that adopting an external focus of attention (EF) enhances motor learning when contrasted to an internal focus (IF) or a neutral condition. Despite consistent evidence for this performance-enhancing effect of an EF, recent studies show that coaches predominantly induce an IF in the communication with athletes. It remains, however, unknown whether and to what degree coach-, content- or player-related factors have an impact on the focus of attention during youth tennis training. Therefore, we recorded all statements from 10 tennis coaches during six training sessions with a total of 87 youth athletes aged 18 years or younger. All statements were categorized according to the focus they induced (IF, EF, neutral, best place to hit the ball, mix, no focus) and the form of communication (instruction, feedback). Of the relevant statements (n = 3049), 45.1% promoted an EF, whereas 33.1% induced an IF. Evaluation of coaches-, player- and content-specific features (education, age of coach/player, training content, skill level) showed that more statements with an IF were given when training beginners. The data also show more statements with an EF for instructions (59.0%) compared to feedback (43.0%). Our results contrast with other sports where instructions with an IF predominate. Thus, instrumented sports with external targets (e.g. tennis) might be better suited for inducing an EF. The data also show that coaches are more likely to use IF when communicating with beginners. Consequently, an EF should not be induced in every possible situation, even if this is often communicated so far. Highlights This study shows for the first time that statements that induce an external focus of attention predominate in tennis. This result contrasts with results from other sports and suggests that racquet sports may be better suited for inducing an external attentional focus. This study shows that coaches adapt their communication to the performance level of their athletes. The use of an external focus of attentions predominates when working with tennis players. However, the likelihood of inducing an EF is even higher when working with skilled tennis players when compared to beginners. The way of communication (feedback vs. instruction) influences how coaches phrase their statements to athletes. The analysis revealed that coaches use more statements with an external focus of attentions for instructions compared to feedback.