Focus enhancement intervention: A university classroom experience

Abstract

Focus plays an integral role in learning, performance and living across a variety of applied settings (Abernethy, 2001; Orlick, 2008; Werthner, 2002). The purpose of this intervention study was to evaluate to impact of a focus enhancement intervention project delivered in a university classroom context. Interpretive phenomenological analysis of 10 participants' journal from an applied sport and performance psychology course drew out participant's experiences with focus enhancement (Smith & Osborn, 2008). Essential elements of improved focus included exclusive thoughts, present moment focus and sense of connection. The enhanced focus experience emerged as a learning cycle of preparation, action, reflection and lessons learned utilizing goal setting, relaxation techniques, cue words, shifting to a positive focus and creating an optimal focus environment and. These findings have broad potential implications in many life areas.