Gonçalves, Iury Steffenello; https://orcid.org/0009-0003-8778-6228; http://lattes.cnpq.br/0472864873556049
Resumo:
Introduction: Cognitive changes resulting from aging, such as reduced visual selective
attention (VSA) and increased reaction time (RT), can compromise the functional capacity of
older adults. The Pilates Method (PM), characterized as a multicomponent physical exercise,
combines motor and cognitive demands within a single session. In this context, manipulating
attentional focus during practice may influence performance in cognitive and functional
aspects, making it a relevant factor to explore in interventions with this population. Objective:
To examine the influence of attentional focus manipulation during 24 weeks of PM training on
VSA, RT, and functional capacity in older women. Methods: This is an experimental study
involving 62 older women, randomly assigned to three intervention groups: IFG (internal
focus), EFG (external focus), and MFG (mixed focus). The intervention protocol lasted 24
weeks. Specific assessments were conducted for VSA, RT (fast, slow, mean, and total
components), and functional capacity. Statistical analyses were performed using Generalized
Estimating Equations (GEE), with gamma distribution for asymmetric variables and normal
distribution for symmetric variables. Additionally, effect size analyses (Cohen’s d) and
association tests between engagement and focus type (chi-square and Cramer’s V) were
applied. Results: No statistically significant group-by-time interactions were observed.
However, a significant time effect was found for all assessed variables, with effect sizes ranging
from small to moderate. The MFG group showed better performance in functional capacity,
while the EFG group demonstrated significant improvement in VSA over time. Engagement
analysis revealed higher adherence to the protocol in the MFG group (p < 0.001; V = 0.34).
Conclusion: PM practice contributed to improvements in cognitive and motor functions in
older women, regardless of the type of attentional focus adopted. However, specific advantages
were observed for mixed focus in terms of program adherence and for external focus
instructions in improving VSA.