Effect of Mental Rehearsal with Part and Whole Demonstration Models on Acquisition of Backstroke Swimming Skills

1982 ◽  
Vol 54 (3_suppl) ◽  
pp. 1067-1070 ◽  
Author(s):  
Katsuaki Yamamoto ◽  
Kimihiro Inomata
Keyword(s):  
Motor Imagery ◽  
Motor Performance ◽  
Image Formation ◽  
Physical Practice ◽  
General Motor ◽  
Mental Rehearsal ◽  
Differential Effects ◽  
Dependent Variables ◽  
Part Model

36 undergraduates were randomly divided into three groups: (1) mental rehearsal with a whole model demonstration, (2) mental rehearsal with a progressive part model demonstration, and (3) controls. Each group participated in a 1-wk. swimming program (140 min. a day) and took 3 tests related to vividness of general motor imagery, swimming imagery, and accuracy of the imagined skill. Dependent variables were speed and distance scores for performance of the backstroke. There were no differential effects of the two demonstrations on motor performance and image formation in the acquisition of skill. Some trends were observed, however. Physical practice as well as mental rehearsal increased vividness and accuracy of imaging the swimming stroke. The effect of mental rehearsal on vividness of imaging a skill was somewhat related to vividness of general motor imagery.

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.

Motor Learning Without Doing: Trial-by-Trial Improvement in Motor Performance During Mental Training

2010 ◽  
Vol 104 (2) ◽  
pp. 774-783 ◽  
Author(s):  
Rodolphe Gentili ◽  
Cheol E. Han ◽  
Nicolas Schweighofer ◽  
Charalambos Papaxanthis
Keyword(s):  
Eye Movement ◽  
Motor Imagery ◽  
Physical Training ◽  
Motor Performance ◽  
Training Group ◽  
Movement Duration ◽  
Mental Training ◽  
Physical Practice ◽  
Imagery Training ◽  
Movement Training

Although there is converging experimental and clinical evidences suggesting that mental training with motor imagery can improve motor performance, it is unclear how humans can learn movements through mental training despite the lack of sensory feedback from the body and the environment. In a first experiment, we measured the trial-by-trial decrease in durations of executed movements (physical training group) and mentally simulated movements (motor-imagery training group), by means of training on a multiple-target arm-pointing task requiring high accuracy and speed. Movement durations were significantly lower in posttest compared with pretest after both physical and motor-imagery training. Although both the posttraining performance and the rate of learning were smaller in motor-imagery training group than in physical training group, the change in movement duration and the asymptotic movement duration after a hypothetical large number of trials were identical. The two control groups (eye-movement training and rest groups) did not show change in movement duration. In the second experiment, additional kinematic analyses revealed that arm movements were straighter and faster both immediately and 24 h after physical and motor-imagery training. No such improvements were observed in the eye-movement training group. Our results suggest that the brain uses state estimation, provided by internal forward model predictions, to improve motor performance during mental training. Furthermore, our results suggest that mental practice can, at least in young healthy subjects and if given after a short bout of physical practice, be successfully substituted to physical practice to improve motor performance.

Using motor imagery practice for improving motor performance – A review

2021 ◽  
Vol 150 ◽  
pp. 105705
Author(s):  
Aija Marie Ladda ◽  
Florent Lebon ◽  
Martin Lotze
Keyword(s):  
Motor Imagery ◽  
Motor Performance

scholarly journals Comparative study between school and motor performance in children aged 6 to 11 years according to teachers’ perceptions

2019 ◽  
Vol 32 ◽  
Author(s):  
Glória Maria Vilella-Cortez ◽  
Heloisa Helena Marrara Ferreira ◽  
Geruza Perlato Bella
Keyword(s):  
School Performance ◽  
Motor Skills ◽  
Motor Development ◽  
Motor Performance ◽  
Chronological Age ◽  
General Motor ◽  
Chi Square ◽  
Poor School Performance ◽  
Chi Square Test ◽  
Poor School

Abstract Introduction: Motor skills are enlarged during schooling age, with possible relation between motor and school performance. Objective: Compare motor skills of children with good and poor school performance, according to the teacher’s perception in the classroom. Method: School children aged 6 to 11 years were divided into two groups; poor school performance (PSP) and good school performance (GSP) and evaluated using the Motor Development Scale (MDS). The chronological age, general motor age and the motor quotient of each area evaluated were compared between the groups using the Mann-Whitney Test. The Chi-square test was used to associate the motor performance classification and the school performance. Results: Chronological age was similar between groups, although the general motor age was smaller in the PSP. The general motor quotient and the motor quotients in the areas of body scheme, spatial and temporal organization were significantly smaller in PSP. Most children were classified by the MDS as Low Normal or Medium Normal motor skills in both groups; however in the GSP, 27.5% of the children had a High Normal or Superior motor development and only 2.5% were classified as Very Inferior or Inferior. In the PSP, 12.5% had a Very Inferior or Inferior performance and only 6.25% had a High Normal or Superior performance (p < 0.05 - chi-square test). Conclusion: Results show a direct connection between poor school performance and motor skill difficulties, which illustrates the relation between motor and cognitive skills.

Functional Activity Mapping of the Perirolandic Cortex During Motor Performance and Motor Imagery

1996 ◽  
pp. 49-51 ◽  
Author(s):  
C. A. Porro ◽  
V. Cettolo ◽  
M. P. Francescato ◽  
M. E. Diamond ◽  
P. Baraldi ◽  
...  
Keyword(s):  
Motor Imagery ◽  
Functional Activity ◽  
Motor Performance

The Effects of Image Speed on the Performance of a Soccer Task

2008 ◽  
Vol 22 (1) ◽  
pp. 1-17 ◽  
Author(s):  
Jenny O ◽  
Krista J. Munroe-Chandler
Keyword(s):  
Real Time ◽  
Motor Imagery ◽  
Group Performance ◽  
Slow Motion ◽  
Control Group ◽  
Physical Practice ◽  
Error Performance ◽  
Post Intervention ◽  
Motion Imagery ◽  
And Control

The current study tested the timing element of the PETTLEP approach to motor imagery (Holmes & Collins, 2001) by examining the effects of 3 imagery conditions on the performance of a soccer dribbling task. The imagery conditions were also compared with physical-practice and control-group performance. Ninety-seven participants were randomly assigned to 1 of 5 conditions: real-time imagery, slow-motion imagery, slow motion concluded with real-time imagery, physical practice, or control. Results indicated that all 4 experimental groups significantly improved time and error performance to the same degree after the intervention. The control group significantly improved time but not error performance from pre- to post-intervention. The results of the current study provide inconclusive findings related to the timing element of the PETTLEP approach to motor imagery, however, and do suggest that slow motion might be a viable imagery characteristic. Limitations regarding the examination of slow-motion imagery, possible implications of its use, and suggestions for future image-speed research are discussed.

Differential effects of age on motor performance in two mouse strains

1981 ◽  
Vol 2 (3) ◽  
pp. 221-227 ◽  
Author(s):  
Donald K. Ingram ◽  
Edythe D. London ◽  
Mark A. Reynolds ◽  
Steven B. Waller ◽  
Charles L. Goodrick
Keyword(s):  
Motor Performance ◽  
Mouse Strains ◽  
Differential Effects

Differential effects of dopaminergic medication on basic motor performance and executive functions in Parkinson's disease

2012 ◽  
Vol 50 (10) ◽  
pp. 2506-2514 ◽  
Author(s):  
Jochen Michely ◽  
Michael T. Barbe ◽  
Felix Hoffstaedter ◽  
Lars Timmermann ◽  
Simon B. Eickhoff ◽  
...  
Keyword(s):  
Parkinson’S Disease ◽  
Parkinson's Disease ◽  
Executive Functions ◽  
Motor Performance ◽  
Differential Effects ◽  
Dopaminergic Medication
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