BACKGROUND AND PURPOSE: Chronic diabetes is a prevalent systemic disease that impairs neuromotor functioning and often leads to increased risk of falls. Adopting an external focus of attention during motor skill practice has been shown to improve learning outcomes; however, it has not been examined in this population. We examined how attentional focus instructions (internal versus external) affect balance performance and learning in older adults with and without diabetes. METHODS: Fifty-three older adults (27 with diabetes, 63.7 +/- 7.0 years) participated in the randomized, pre-post intervention study. The balance training involved 50 practice trials of a stabilometer task that was novel to all participants. Participants were randomized to receive either internal or external focus task instruction. Task performance was assessed at baseline, during training, and during a retention test. Primary outcomes were changes in balance task performance before and after training. RESULTS: Participants who received external focus instruction showed a significantly greater increase in balance performance than individuals who received internal focus instruction (95% confidence interval, 0.02 to 4.05; p = 0.048). While participants with diabetes exhibited poorer baseline task performance (p = 0.02), both groups improved their relative task performance after training (95% confidence interval, 5.25 to 18.14; p < 0.0001). DISCUSSION AND CONCLUSIONS: Adopting an external focus of attention benefits performance during short-term training of a novel balance task in older adults with and without diabetes. Participants with diabetes were capable of learning the challenging balance task with practice, at a relative rate similar to those without diabetes. This information may be useful for designing interventional strategies to improve physical function and mitigate fall risks in older adults with diabetes.

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