Quellen: P&P Essentials Companion

I. Quellen Schmerzwissenschaft:

  1. Arntz & Claassens (2004) “The meaning of pain influences its experienced intensity”
  2. Butler & Moseley (2015) “15 Years of Explaining Pain - The Past, Present and Future”
  3. Butler, Moseley (2017) “Explain Pain Supercharged”
  4. Brazenor, Malham, Teddy (2021) “Can Central Sensitization after injury persist as an autonomous pain generator? - A comprehensive search for evidence”
  5. Gebhart, Schmidt (2013) ”Encyclopedia of Pain”
  6. Gifford (2014) “Aches and Pains”
  7. Hebb (1949) “The Organization of Behavior: A Neuropsychological Theory”
  8. IASP (2021) “Ressourcen”
  9. Moseley & Arntz (2007) “The context of a noxious stimulus affects the pain it evokes”
  10. Nijs et al. (2019) “Treatment of central sensitization in patients with chronic pain: time for change?”
  11. Silbernagel, Despopoulos, Draguhn (2018) “Taschenatlas Physiologie”
  12. Treede (2016) “Gain Control Mechanisms in the Nociceptive System”
  13. Vergne-Salle, Bertin (2021) “Chronic pain and neuroinflammation”
  14. Welter (2015) “Neuroplastizität und Schmerz: Multisensorische Stimulation als Therapieverfahren bei (sub-)akutem Schmerz”
  15. Wiech, Lin, Brodersen, Bingel, Ploner & Tracey (2010) “Anterior Insula Integrates Information about Salience into Perceptual Decisions about Pain”

II. Quellen Motorisches Lernen:

  1. Araujo, Vilar & Pinder (2013) “An Ecological Dynamics Approach to Skill Acquisition: Implications for Development of Talent in Sport”
  2. Bergmann, Gray, Wachsmuth, Höner (2021) “Perceptual-Motor and Perceptual-Cognitive Skill Acquisition in Soccer: A Systematic Review on the Influence of Practice Design and Coaching Behavior”
  3. Bernstein (1967) “The Coordination And Regulation Of Movements”
  4. Chow, Davids, Button & Shuttleworth (2009) “Nonlinear pedagogy : implications for teaching games for understanding”
  5. Bonneh, Donner, Cooperman, Heeger & Sagi (2014) “Motion-Induced Blindness and Troxler Fading: Common and Different Mechanisms”
  6. Davids, Renshaw, Pinder, Araújo & Vilar (2012) “Principles of Motor Learning in Ecological Dynamics A comment on Functions of Learning and the Acquisition of Motor Skills (With Reference to Sport)”
  7. Eagleman (2020) “Livewired”
  8. Gray (2021) “How We Learn to Move: A Revolution in the Way We Coach & Practice Sports Skills”
  9. Martinez-Conde, Macknik & Hubel (2004) “The role of fixational eye movements in visual perception”
  10. Orth, van der Kamp, Memmert & Savelsbergh (2017) “Creative Motor Actions As Emerging from Movement Variability”
  11. Seifert, Button & Davids (2013) “Key Properties of Expert Movement Systems in Sport”
  12. Seifert & David (2016) ”Ecological Dynamics: a theoretical framework for understanding sport performance, physical education and physical activity”
  13. Shumway-Cook, Woollacott (2017) “Motor Control: Translating Research Into Clinical Practice”
  14. Young & Benton (2018) "Heart-rate variability: A biomarker to study the influence of nutrition on physiological and psychological health?”

III. Quellen OPTIMAL-Theorie:

  1. Ávila, L. T. G., Chiviacowsky, S., Wulf, G., & Lewthwaite, R. (2012). Positive social-comparative feedback enhances motor learning in children. Psychology of Sport and Exercise, 13(6), 849–853. https://doi.org/10.1016/j.psychsport.2012.07.001
  2. Badami, R., VaezMousavi, M., Wulf, G., & Namazizadeh, M. (2012). Feedback about more accurate versus less accurate trials: differential effects on self-confidence and activation. Research quarterly for exercise and sport, 83(2), 196–203. https://doi.org/10.1080/02701367.2012.10599850
  3. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://doi.org/10.1037/0033-295X.84.2.191
  4. Bandura, A. (1993). Perceived Self-Efficacy in Cognitive Development and Functioning, Educational Psychologist, 28:2, 117-148. https://doi.org/10.1207/s15326985ep2802_3
  5. Bandura, A. (1997). Self-efficacy: The exercise of control. W H Freeman/Times Books/ Henry Holt & Co.
  6. Bell, J. J., & Hardy, J. (2009). Effects of attentional focus on skilled performance in golf. Journal of Applied Sport Psychology, 21(2), 163–177. https://doi.org/10.1080/10413200902795323
  7. Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit Theories of Intelligence Predict Achievement Across an Adolescent Transition: A Longitudinal Study and an Intervention. Child Development, 78(1), 246–263. https://doi.org/10.1111/j.1467-8624.2007.00995.x
  8. Chambon, V., & Haggard, P. (2012). Sense of control depends on fluency of action selection, not motor performance. Cognition, 125(3), 441–451. https://doi.org/10.1016/j.cognition.2012.07.011
  9. Chauvel, G., Wulf, G., & Maquestiaux, F. (2015). Visual illusions can facilitate sport skill learning. Psychonomic bulletin & review, 22(3), 717–721. https://doi.org/10.3758/s13423-014-0744-9
  10. Chen, D. D., Hendrick, J. L., & Lidor, R. (2002). Enhancing self-controlled learning environments: The use of self-regulated feedback information. Journal of Human Movement Studies, 43, 69–86.
  11. Chiviacowsky, S., Wulf, G., de Medeiros, F. L., Kaefer, A., & Tani, G. (2008). Learning benefits of self-controlled knowledge of results in 10-year-old children. Research quarterly for exercise and sport, 79(3), 405–410. https://doi.org/10.1080/02701367.2008.10599505
  12. Chiviacowsky, S., Wulf, G., & Lewthwaite, R. (2012). Self-controlled learning: the importance of protecting perceptions of competence. Frontiers in psychology, 3, 458. https://doi.org/10.3389/fpsyg.2012.00458
  13. Chiviacowsky, S., Wulf, G., Lewthwaite, R., & Campos, T. (2012). Motor learning benefits of self-controlled practice in persons with Parkinson's disease. Gait & posture, 35(4), 601–605. https://doi.org/10.1016/j.gaitpost.2011.12.003
  14. Chiviacowsky, S., Wulf, G., & Wally, R. (2010). An external focus of attention enhances balance learning in older adults. Gait & posture, 32(4), 572–575. https://doi.org/10.1016/j.gaitpost.2010.08.004
  15. Chiviacowsky, S., Wulf, G., Wally, R., & Borges, T. (2009). Knowledge of results after good trials enhances learning in older adults. Research quarterly for exercise and sport, 80(3), 663–668. https://doi.org/10.1080/02701367.2009.10599606
  16. Chua, L. K., Jimenez-Diaz, J., Lewthwaite, R., Kim, T., & Wulf, G. (2021). Superiority of external attentional focus for motor performance and learning: Systematic reviews and meta-analyses. Psychological bulletin, 147(6), 618–645. https://doi.org/10.1037/bul0000335
  17. Deci, E. L., & Ryan, R. M. (2008). Self-determination theory: A macrotheory of human motivation, development, and health. Canadian Psychology / Psychologie canadienne, 49(3), 182–185. https://doi.org/10.1037/a0012801
  18. Drews, R., Chiviacowsky, S., & Wulf, G. (2013). Children’s Motor Skill Learning is Influenced by Their Conceptions of Ability. Journal of Motor Learning and Development, 1(2), 38-44. Retrieved Oct 20, 2023, from https://doi.org/10.1123/jmld.1.2.38
  19. Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256–273. https://doi.org/10.1037/0033-295X.95.2.256
  20. Eitam, B., Kennedy, P. M., & Higgins, E. T. (2013). Motivation from control. Experimental Brain Research, 229(3), 475–484. https://doi.org/10.1007/s00221-012-3370-7
  21. Freedman, S. E., Maas, E., Caligiuri, M. P., Wulf, G., & Robin, D. A. (2007). Internal versus external: oral-motor performance as a function of attentional focus. Journal of speech, language, and hearing research : JSLHR, 50(1), 131–136. https://doi.org/10.1044/1092-4388(2007/011)
  22. Freudenheim, A. M., Wulf, G., Madureira, F., & Corrêa, S. C. P. (2010). An external focus of attention results in greater swimming speed. International Journal of Sports Science & Coaching, 5, 533–542.
  23. Hartman J. M. (2007). Self-controlled use of a perceived physical assistance device during a balancing task. Perceptual and motor skills, 104(3 Pt 1), 1005–1016. https://doi.org/10.2466/pms.104.3.1005-1016
  24. Hooyman, A., Wulf, G., & Lewthwaite, R. (2014). Impacts of autonomy-supportive versus controlling instructional language on motor learning. Human movement science, 36, 190–198. https://doi.org/10.1016/j.humov.2014.04.005
  25. Huet, M., Camachon, C., Fernandez, L., Jacobs, D. M., & Montagne, G. (2009). Self-controlled concurrent feedback and the education of attention towards perceptual invariants. Human movement science, 28(4), 450–467. https://doi.org/10.1016/j.humov.2008.12.004
  26. Hutchinson, J. C., Sherman, T., Martinovic, N., & Tenenbaum, G. (2008). The effect of manipulated self-efficacy on perceived and sustained effort. Journal of Applied Sport Psychology, 20(4), 457–472. https://doi.org/10.1080/10413200802351151
  27. Ille, A., Selin, I., Do, M. C., & Thon, B. (2013). Attentional focus effects on sprint start performance as a function of skill level. Journal of sports sciences, 31(15), 1705–1712. https://doi.org/10.1080/02640414.2013.797097
  28. Jackson, B. H., & Holmes, A. M. (2011). The effects of focus of attention and task objective consistency on learning a balancing task. Research quarterly for exercise and sport, 82(3), 574–579. https://doi.org/10.1080/02701367.2011.10599791
  29. Janelle, C. M., Barba, D. A., Frehlich, S. G., Tennant, L. K., & Cauraugh, J. H. (1997). Maximizing performance feedback effectiveness through videotape replay and a self-controlled learning environment. Research quarterly for exercise and sport, 68(4), 269–279. https://doi.org/10.1080/02701367.1997.10608008
  30. Johnson, L., Burridge, J. H., & Demain, S. H. (2013). Internal and external focus of attention during gait re-education: an observational study of physical therapist practice in stroke rehabilitation. Physical therapy, 93(7), 957–966. https://doi.org/10.2522/ptj.20120300
  31. Kal, E. C., van der Kamp, J., & Houdijk, H. (2013). External attentional focus enhances movement automatization: a comprehensive test of the constrained action hypothesis. Human movement science, 32(4), 527–539. https://doi.org/10.1016/j.humov.2013.04.001
  32. Karsh, N., & Eitam, B. (2015). I control therefore I do: judgments of agency influence action selection. Cognition, 138, 122–131. https://doi.org/10.1016/j.cognition.2015.02.002
  33. Kriegler-Kastelic, G. (2018). Selbstwirksamkeitserwartungen. Universität Wien. https://infopool.univie.ac.at/startseite/universitaeres-lehren-lernen/selbstwirksamkeitserwartungen/
  34. Laufer, Y., Rotem-Lehrer, N., Ronen, Z., Khayutin, G., & Rozenberg, I. (2007). Effect of attention focus on acquisition and retention of postural control following ankle sprain. Archives of physical medicine and rehabilitation, 88(1), 105–108. https://doi.org/10.1016/j.apmr.2006.10.028
  35. Leotti, L. A., & Delgado, M. R. (2011). The inherent reward of choice. Psychological science, 22(10), 1310–1318. https://doi.org/10.1177/0956797611417005
  36. Lewthwaite, R., Chiviacowsky, S., Drews, R., & Wulf, G. (2015). Choose to move: The motivational impact of autonomy support on motor learning. Psychonomic bulletin & review, 22(5), 1383–1388. https://doi.org/10.3758/s13423-015-0814-7
  37. Lewthwaite, R., & Wulf, G. (2010). Social-comparative feedback affects motor skill learning. Quarterly journal of experimental psychology (2006), 63(4), 738–749. https://doi.org/10.1080/17470210903111839
  38. Lohse K. R. (2012). The influence of attention on learning and performance: pre-movement time and accuracy in an isometric force production task. Human movement science, 31(1), 12–25. https://doi.org/10.1016/j.humov.2011.06.001
  39. Lohse, K. R., Jones, M., Healy, A. F., & Sherwood, D. E. (2014). The role of attention in motor control. Journal of experimental psychology. General, 143(2), 930–948. https://doi.org/10.1037/a0032817
  40. Lohse, K. R., Sherwood, D. E., & Healy, A. F. (2010). How changing the focus of attention affects performance, kinematics, and electromyography in dart throwing. Human movement science, 29(4), 542–555. https://doi.org/10.1016/j.humov.2010.05.001
  41. Lohse, K. R., Sherwood, D. E., & Healy, A. F. (2011). Neuromuscular effects of shifting the focus of attention in a simple force production task. Journal of motor behavior, 43(2), 173–184. https://doi.org/10.1080/00222895.2011.555436
  42. Mangels, J. A., Butterfield, B., Lamb, J., Good, C., & Dweck, C. S. (2006). Why do beliefs about intelligence influence learning success? A social cognitive neuroscience model. Social cognitive and affective neuroscience, 1(2), 75–86. https://doi.org/10.1093/scan/nsl013
  43. Marchant D. C. (2011). Attentional focusing instructions and force production. Frontiers in psychology, 1, 210. https://doi.org/10.3389/fpsyg.2010.00210
  44. Marchant, D. C., Greig, M., Bullough, J., & Hitchen, D. (2011). Instructions to adopt an external focus enhance muscular endurance. Research quarterly for exercise and sport, 82(3), 466–473. https://doi.org/10.1080/02701367.2011.10599779
  45. Marchant, D. C., Greig, M., & Scott, C. (2009). Attentional focusing instructions influence force production and muscular activity during isokinetic elbow flexions. Journal of strength and conditioning research, 23(8), 2358–2366. https://doi.org/10.1519/JSC.0b013e3181b8d1e5
  46. McNevin, N. H., Shea, C. H., & Wulf, G. (2003). Increasing the distance of an external focus of attention enhances learning. Psychological research, 67(1), 22–29. https://doi.org/10.1007/s00426-002-0093-6
  47. McKay, B., Lewthwaite, R., & Wulf, G. (2012). Enhanced expectancies improve performance under pressure. Frontiers in psychology, 3, 8. https://doi.org/10.3389/fpsyg.2012.00008
  48. Neumann D. L. (2019). A Systematic Review of Attentional Focus Strategies in Weightlifting. Frontiers in sports and active living, 1, 7. https://doi.org/10.3389/fspor.2019.00007
  49. Neumann, D. L., & Brown, J. (2013). The effect of attentional focus strategy on physiological and motor performance during a sit-up exercise. Journal of Psychophysiology, 27(1), 7–15. https://doi.org/10.1027/0269-8803/a000081
  50. Ong, N. T., Bowcock, A., & Hodges, N. J. (2010). Manipulations to the timing and type of instructions to examine motor skill performance under pressure. Frontiers in psychology, 1, 196. https://doi.org/10.3389/fpsyg.2010.00196
  51. Palmer, K., Chiviacowsky, S., & Wulf, G. (2016). Enhanced expectancies facilitate golf putting. Psychology of Sport and Exercise, 22, 229–232. https://doi.org/10.1016/j.psychsport.2015.08.009
  52. Pascua, L. A., Wulf, G., & Lewthwaite, R. (2015). Additive benefits of external focus and enhanced performance expectancy for motor learning. Journal of sports sciences, 33(1), 58–66. https://doi.org/10.1080/02640414.2014.922693
  53. Patterson, J. T., & Carter, M. (2010). Learner regulated knowledge of results during the acquisition of multiple timing goals. Human Movement Science, 29(2), 214–227. https://doi.org/10.1016/j.humov.2009.12.003
  54. Porter, J. M., Nolan, R. P., Ostrowski, E. J., & Wulf, G. (2010). Directing attention externally enhances agility performance: a qualitative and quantitative analysis of the efficacy of using verbal instructions to focus attention. Frontiers in psychology, 1, 216. https://doi.org/10.3389/fpsyg.2010.00216
  55. Porter, J.M., Wu, W., & Partridge, J.A. (2010). Focus of Attention and Verbal Instructions: Strategies of Elite Track and Field Coaches and Athletes.
  56. Post, P. G., Fairbrother, J. T., & Barros, J. A. (2011). Self-controlled amount of practice benefits learning of a motor skill. Research quarterly for exercise and sport, 82(3), 474–481. https://doi.org/10.1080/02701367.2011.10599780
  57. Post, P. G., Fairbrother, J. T., Barros, J. A. C., & Kulpa, J. D. (2014). Self-Controlled Practice Within a Fixed Time Period Facilitates the Learning of a Basketball Set Shot. Journal of Motor Learning and Development, 2(1), 9-15. Retrieved Oct 23, 2023, from https://doi.org/10.1123/jmld.2013-0008
  58. Reeve, J., & Tseng, C. (2011). Cortisol reactivity to a teacher’s motivating style: the biology of being controlled versus supporting autonomy. Motivation and Emotion, 35, 63-74.
  59. Rosenqvist, O. & Skans, O.N. (2015). Confidence enhanced performance?–The causal effects of success on future performance in professional golf tournaments. Journal of Economic Behavior & Organization, 117(C), 281–295. https://doi.org/10.1016/j.jebo.2015.06020
  60. Saemi, E., Porter, J. M., Ghotbi-Varzaneh, A., Zarghami, M., & Maleki, F. (2012). Knowledge of results after relatively good trials enhances self-efficacy and motor learning. Psychology of Sport and Exercise, 13(4), 378–382. https://doi.org/10.1016/j.psychsport.2011.12.008
  61. Sanli, E. A., Patterson, J. T., Bray, S. R., & Lee, T. D. (2013). Understanding Self-Controlled Motor Learning Protocols through the Self-Determination Theory. Frontiers in psychology, 3, 611. https://doi.org/10.3389/fpsyg.2012.00611
  62. Schücker, L., Anheier, W., Hagemann, N., Strauss, B., & Völker, K. (2013). On the optimal focus of attention for efficient running at high intensity. Sport, Exercise, and Performance Psychology, 2(3), 207–219. https://doi.org/10.1037/a0031959
  63. Shmuelof, L., & Krakauer, J. W. (2011). Are we ready for a natural history of motor learning?. Neuron, 72(3), 469–476. https://doi.org/10.1016/j.neuron.2011.10.017
  64. Shohamy, D., & Adcock, R. A. (2010). Dopamine and adaptive memory. Trends in cognitive sciences, 14(10), 464–472. https://doi.org/10.1016/j.tics.2010.08.002
  65. Singh, H., Shih, H. T., Kal, E., Bennett, T., & Wulf, G. (2022). A distal external focus of attention facilitates compensatory coordination of body parts. Journal of sports sciences, 40(20), 2282–2291. https://doi.org/10.1080/02640414.2022.2150419
  66. Stevens, D., Anderson, D. I., O'Dwyer, N. J., & Mark Williams, A. (2012). Does self-efficacy mediate transfer effects in the learning of easy and difficult motor skills?. Consciousness and cognition, 21(3), 1122–1128. https://doi.org/10.1016/j.concog.2012.03.014
  67. Stoate, I., & Wulf, G. (2011). Does the attentional focus adopted by swimmers affect their performance? International Journal of Sports Science & Coaching, 6(1), 99–108. https://doi.org/10.1260/1747-9541.6.1.99
  68. Stoate, I., Wulf, G., & Lewthwaite, R. (2012). Enhanced expectancies improve movement efficiency in runners. Journal of sports sciences, 30(8), 815–823. https://doi.org/10.1080/02640414.2012.671533
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  71. Trempe, M., Sabourin, M., & Proteau, L. (2012). Success modulates consolidation of a visuomotor adaptation task. Journal of experimental psychology. Learning, memory, and cognition, 38(1), 52–60. https://doi.org/10.1037/a0024883
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  74. Wulf, G. (2013). Attentional focus and motor learning: A review of 15 years. International Review of Sport and Exercise Psychology, 6(1), 77–104. https://doi.org/10.1080/1750984X.2012.723728
  75. Wulf, G., & Adams, N. (2014). Small choices can enhance balance learning. Human movement science, 38, 235–240. https://doi.org/10.1016/j.humov.2014.10.007
  76. Wulf, G., Chiviacowsky, S., & Cardozo, P. L. (2014). Additive benefits of autonomy support and enhanced expectancies for motor learning. Human movement science, 37, 12–20. https://doi.org/10.1016/j.humov.2014.06.004
  77. Wulf, G., Chiviacowsky, S., & Drews, R. (2015). External focus and autonomy support: two important factors in motor learning have additive benefits. Human movement science, 40, 176–184. https://doi.org/10.1016/j.humov.2014.11.015
  78. Wulf, G., Chiviacowsky, S., & Lewthwaite, R. (2010). Normative feedback effects on learning a timing task. Research quarterly for exercise and sport, 81(4), 425–431. https://doi.org/10.1080/02701367.2010.10599703
  79. Wulf, G., Chiviacowsky, S., & Lewthwaite, R. (2012). Altering mindset can enhance motor learning in older adults. Psychology and aging, 27(1), 14–21. https://doi.org/10.1037/a0025718
  80. Wulf, G., Clauss, A., Shea, C. H., & Whitacre, C. A. (2001). Benefits of self-control in dyad practice. Research quarterly for exercise and sport, 72(3), 299–303. https://doi.org/10.1080/02701367.2001.10608964
  81. Wulf, G., Dufek, J. S., Lozano, L., & Pettigrew, C. (2010). Increased jump height and reduced EMG activity with an external focus. Human movement science, 29(3), 440–448. https://doi.org/10.1016/j.humov.2009.11.008
  82. Wulf, G., Freitas, H. E., & Tandy, R. D. (2014). Choosing to exercise more: Small choices increase exercise engagement. Psychology of Sport and Exercise, 15(3), 268–271. https://doi.org/10.1016/j.psychsport.2014.01.007
  83. Wulf, G., Landers, M., Lewthwaite, R., & Töllner, T. (2009). External focus instructions reduce postural instability in individuals with Parkinson disease. Physical therapy, 89(2), 162–168. https://doi.org/10.2522/ptj.20080045
  84. Wulf, G., & Lewthwaite, R. (2009). Conceptions of ability affect motor learning. Journal of motor behavior, 41(5), 461–467. https://doi.org/10.3200/35-08-083
  85. Wulf, G., & Lewthwaite, R. (2016). Optimizing performance through intrinsic motivation and attention for learning: The OPTIMAL theory of motor learning. Psychonomic bulletin & review, 23(5), 1382–1414. https://doi.org/10.3758/s13423-015-0999-9
  86. Wulf, G., Lewthwaite, R., & Hooyman, A. (2013). Can Ability Conceptualizations Alter the Impact of Social Comparison in Motor Learning. Journal of Motor Learning and Development, 1, 20-30.
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  88. Yagishita, S., Hayashi-Takagi, A., Ellis-Davies, G. C., Urakubo, H., Ishii, S., & Kasai, H. (2014). A critical time window for dopamine actions on the structural plasticity of dendritic spines. Science (New York, N.Y.), 345(6204), 1616–1620. https://doi.org/10.1126/science.1255514
  89. Zachry, T., Wulf, G., Mercer, J., & Bezodis, N. (2005). Increased movement accuracy and reduced EMG activity as the result of adopting an external focus of attention. Brain research bulletin, 67(4), 304–309. https://doi.org/10.1016/j.brainresbull.2005.06.035
  90. Zarghami, M., Saemi, E., & Fathi, I. (2012). External focus of attention enhances discus throwing performance. Kinesiology, 44(1), 47–51.