The Effects of Attentional Focus on Test–Retest Reliability of Jumping Tasks

ABSTRACT

This study examined the test–retest reliability of the standing long jump (SLJ) and the countermovement jump (CMJ) following consistent and non-consistent attentional focus cuing instructions in physically active young adults (n = 30). The systematic error (as standardize change in mean), random error (as typical error), the Bland and Altman method (limits of agreement, LOA), intraclass correlation coefficient (ICC), and two-way ANOVA with repeated measures were used to evaluate the reliability of measurements. Jump distance in the SLJ and jump height in the CMJ demonstrated acceptable reliability within the consistent and non-consistent attentional conditions. However, the consistent attentional condition resulted in smaller systematic errors, lower random errors, stronger ICCs, and narrower LOAs in comparison to the non-consistent condition. The present findings indicate that providing a consistent focus of attention instructions produced more reliable jump distance and jump height compared to providing a non-consistent focus of attention instructions to physically active adults.

KEYWORDS:

• Assessment
• instruction
• attention
• countermovement jump
• standing long jump