Mental Imagery Combined with Physical Practice of Approach Shots for Golf Beginners

2005 ◽  
Vol 101 (1) ◽  
pp. 203-211 ◽  
Author(s):  
M. Brouziyne ◽  
C. Molinaro
Keyword(s):  
Mental Imagery ◽  
Motor Skills ◽  
Mental Training ◽  
Physical Practice ◽  
Improve Performance ◽  
Teaching Technique ◽  
Sporting Activities ◽  
The University

Recent research on motor skills of golf have pointed to the usefulness of mental imagery. In golf, such training is rarely used as a teaching technique for beginners on the grounds that only top professionals stand to gain from mental imagery. This study tested whether mental imagery combined with physical practice can improve golf performance for the approach shot. 23 volunteer beginners, 8 women and 15 men, M age 23.4 yr. ( SD = 3.7), enrolled in the University Physical and Sporting Activities Department, were divided into three groups, using a combination of physical practice of the approach shot plus mental imagery, physical practice only, and a third group engaging in various sporting activities instead of either mental or physical practice of the chip shot. Analysis showed that the beginners' approach shot performance improved most in the group combining physical practice and mental imagery when compared with the group just physically practising the approach shot. It seems mental training can be used effectively to improve performance even with beginners.

Efficacy of Mental Imagery in Enhancing Mental Rehearsal of Motor Skills

1982 ◽  
Vol 4 (1) ◽  
pp. 41-51 ◽  
Author(s):  
E. Dean Ryan ◽  
Jeff Simons
Keyword(s):  
Cognitive Style ◽  
Mental Imagery ◽  
Motor Skills ◽  
Motor Performance ◽  
Visual Images ◽  
Single Session ◽  
Physical Practice ◽  
Mental Rehearsal ◽  
Learning Improvement ◽  
Better Than

To investigate the mental imagery aspect of mental rehearsal, 80 male traffic officers from the California Highway Patrol learned a novel balancing task during a single session. Based on a pretest questionnaire, subjects were categorized as imagers, nonimagers, or occasional imagers and assigned to one of six groups accordingly: imagers asked to use imagery in mental rehearsal, imagers asked to try not to use imagery, nonimagers asked not to use imagery, nonimagers asked to try to use imagery, physical practice, or no practice. It was hypothesized that a person's preferred cognitive style would prove most effective for use in mental rehearsal and that using another style would cause a decrement in learning. Improvement scores indicated no differences between subjects who initially reported typically using imagery and those reported typically not using it, but groups asked to use imagery in mental rehearsal were superior to those asked not to (p<.001). Overall, physical practice was better than the grouped mental rehearsal conditions, and both were better than no practice. Subjects reporting strong visual imagery were superior to those with weak visual images (p<.03), and those reporting strong kinesthetic imagery were superior to those with weak kinesthetic images (p<.03). Regardless of one's typical cognitive style, the use of vivid imagery appears quite important for enhancement of motor performance through mental rehearsal.

Fine motor skills and mental imagery: Is it all in the mind?

2019 ◽  
Vol 186 ◽  
pp. 59-72 ◽  
Author(s):  
Philipp Martzog ◽  
Sebastian Paul Suggate
Keyword(s):  
Mental Imagery ◽  
Motor Skills ◽  
Fine Motor ◽  
Fine Motor Skills ◽  
The Mind

Comparing the Effects of Mental Imagery Rehearsal and Physical Practice on Learning Lumbar Puncture by Medical Students

2011 ◽  
Vol 17 (2) ◽  
pp. 3-6 ◽  
Author(s):  
Rachel Bramson ◽  
Charles W. Sanders ◽  
Mark Sadoski ◽  
Courtney West ◽  
Robert Wiprud ◽  
...  
Keyword(s):  
Medical Students ◽  
Lumbar Puncture ◽  
Mental Imagery ◽  
Physical Practice ◽  
Imagery Rehearsal

Crisis gaming—the Aberystwyth experience

1978 ◽  
Vol 4 (3) ◽  
pp. 233-243 ◽  
Author(s):  
John Baylis
Keyword(s):  
International Politics ◽  
Teaching Technique ◽  
University College ◽  
Undergraduate Programme ◽  
The University

During the last ten years the Department of International Politics at the University College of Wales, Aberystwyth, has been using the technique of crisis gaming as a supplementary part of its undergraduate programme. After being the first university in Britain to introduce crisis gaming as a teaching technique in 1966, the Department's initiative has been fairly widely followed at other British universities and polytechnics, most notably by Edinburgh with the GONEX series of games in 1967, Dr. Michael Nicholson's games at Lancaster1 and more recently by the University of London.

scholarly journals ANALYSIS OF DYNAMICS IN THE DEVELOPMENT OF MOTOR SKILLS OF STUDENTS IN UNIVERSITY OF FORESTRY AFTER THE APPLIED MODEL FOR INCREASING PHYSICAL ABILITY

2019 ◽  
Vol 17 (Suppl.1) ◽  
pp. 668-675
Author(s):  
Zhelyazko Georgiev
Keyword(s):  
Physical Activity ◽  
Motor Skills ◽  
Physical Development ◽  
Applied Model ◽  
Fitness Tests ◽  
Survey Results ◽  
Physical Abilities ◽  
Analysis Of Dynamics ◽  
The University ◽  
High Degree

The optimization of physical activity of students is directly related to the issue of improving their physical abilities. Proper physical development and a high degree of physical activity are essential basis on which they should be built as socially active individuals. The objective of this study is to track and analyses the changes occurred in the physical abilities indicators of students from the University of Forestry after applying a model to develop motor skills. In this survey, 187 students have been involved and evaluated with a test battery, consisted of ten physical fitness tests, conducted at the beginning and at the end of the experiment. We used a variational and comparative analysis to process the survey results.

Approaches on Physical Education Management and Sports Lessons

2018 ◽  
Vol 7 (4) ◽  
pp. 16-28
Author(s):  
Finichiu Marin
Keyword(s):  
Physical Education ◽  
Motor Skills ◽  
Human Body ◽  
Physical Condition ◽  
Gifted Students ◽  
Sport Education ◽  
Education Management ◽  
Motor Experience ◽  
Education Activity ◽  
The University

Physical and sports education, as an institutionalized activity, involves choosing from the multitude and variety of exercises of the most effective and appropriate methods and forms that are based on perceptions, pedagogical, physiological and hygienic criteria according to age, sex and educational objectives. An unmistakable reality in the life of the university youth, physical education activity involves a multitude of manifestations and a large number of gifted students, willing to advance their physical condition, motor capacities and motor experience in current and systematic practice of the physical education lessons or through the organization system of the student sporting competitions. The practice of exercising has as its objective, regardless of the place, the way or the methods used, the learning, formation, consolidation or improvement of the concerned skills and motor skills. Physical and sport education addresses predominantly the physical education of the human body, but also establishes social links and culture between the participants. Physical and sport education lessons appear in different forms of organization, contributing to the increase of its emotional character, which in turn determines the development of creativity, the spirit of self-denial, of struggle, and of the team.

Comparing the effects of physical practice and mental imagery rehearsal on learning basic surgical skills by medical students

2004 ◽  
Vol 191 (5) ◽  
pp. 1811-1814 ◽  
Author(s):  
Charles W. Sanders ◽  
Mark Sadoski ◽  
Rachel Bramson ◽  
Robert Wiprud ◽  
Kim Van Walsum
Keyword(s):  
Medical Students ◽  
Mental Imagery ◽  
Surgical Skills ◽  
Physical Practice ◽  
Imagery Rehearsal
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