Immediate Effect of Mental Practice on Performance of a Neurodynamic Skill in Physiotherapy Students: A Randomized Control Trial (original) (raw)
Related papers
Physical practice is superior to mental practice in enhancing cognitive and motor performance
Journal of sport & exercise psychology
Compared varying ratios of physical to mental practice on cognitive (pegboard) and motor (pursuit rotor) task performance among 36 male and 36 female undergraduates assigned to conditions experiencing different amounts of combined mental and physical practice in 7 practice sessions. All treatment conditions, except the pegboard control group, showed significant differential pre- to posttest improvement. Effect sizes and significant linear trends of posttest scores from both tasks showed that as the relative proportion of physical practice increased, performance was enhanced. For all treatment groups, the effect sizes for the cognitive task were larger than for the motor task. Findings are consistent with the symbolic-learning theory explanation for mental practice effects. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Physical Practice is Superior to Mental Practice In Enhancing Cognitive and Motor Task Performance
Journal of Sport and Exercise Psychology, 1991
This study compared varying ratios of physical to mental practice on cognitive (pegboard) and motor (pursuit rotor) task performance. Subjects (36 males and 36 females) were randomly assigned to one of six conditions experiencing different amounts of combined mental and physical practice. Seven practice sessions (four trials per session for the pegboard and eight trials per session for the pursuit rotor) were employed. ANOVA results showed that all treatment conditions, except the pegboard control group, showed significant differential pre- to posttest improvement. Furthermore, effect sizes and significant linear trends of posttest scores from both tasks showed that as the relative proportion of physical practice increased, performance was enhanced. In support of previous meta-analytic research, for all treatment groups, the effect sizes for the cognitive task were larger than for the motor task. These findings are consistent with the symbolic-learning theory explanation for mental-...
Background: Task specific training requires some level of function which is not possible in severely paretic upper limb of the post stroke patients. Mental practice and task observation seem to offer beneficial effect to the upper limb of the patients. However, this effect is not so clear probably due to reduced number of repetition of the tasks practiced. Aim: The aim of this study was to find out whether high repetition of mental practice combined with task observation can provide significant improvement in motor function in patients with severe hemiparesis following stroke. Methods: Twenty five subjects comprising of 18 males and 7 females were randomized into experimental (n=15) and control (n=10) groups. The experimental and control groups received mental practice and task observation and traditional therapy respectively, 3 sessions per day, 7 days per week for 6 weeks. The outcome was evaluated using WMFT and MAL at baseline, 4 weeks and 6 weeks post intervention. Statistical ...
Mental and Physical Practice: Comparing their Effects on Hand-Eye Coordination Tasks
2016
The present study aims to determine whether mental or physical practice is more beneficial immediately prior to a hand-eye coordination task. In order to test this the present experiment uses a game similar to beer/water pong, a common party game among college students, and records the amount of cups made. The study uses a pre-test post-test design to account for individual differences on pong playing ability. In between the two tests, participants underwent either mental or physical practice. Two hypotheses are present for this study: first that all participant’s post-test scores will be higher than their pre-test scores, and second, that participants in the mental practice condition will have higher post-test scores than those in the physical practice condition. Using a 2 (practice) X 2 (trial) ANOVA, it was concluded that there was no statistically significant difference between the two trials, nor between the two different practice conditions. The present study concludes that fu...
The Combination of Mental and Physical Practices is Better for Instruction of a New Skill
Beden Egitimi Ve Spor Bilimleri Dergisi, 2013
The object of the research was to survey effect of mental practice in learning of a new skill. Today, the world of athletics is changing in such performance is using various mental techniques to improve athletic performance is more widespread than ever. No doubt, among different mental techniques, the role of mental practice is more obvious and professional athletes evidently appropriate some time for it. But much research hasn't been done about the fact that to what extent mental practice can be effective in learning new skill. Methods: The subjects were 200 students of Technical university of Mashhad (Shahid Montazeri) that from among all these subjects 64 were selected. These subjects were taking the general course of physical education in the second term of 2010. They were dividing into four groups: 1) control 2) Physical practice 3) Mental practice 4) Mental-physical practice. After being taught the skill of performing the test ("Three steps jump-shot "of handball) they were evaluated in different times. The analysis of the collected information by SPSS and excel software showed: The average age of subjects was 19 and the average tallness of subjects was 174 cm. Some ways of practice among the four examined groups in acquisition and retention of skill stages were obviously different from one another (p <0,05). Based on the results of performed in this research, physical practice, mental practice & mental-physical practice affected on the acquisition and retention of skill stages. In addition, mental practice in the retention of skill stage is affected more than physical practice. So, mental practice is a way to reach to high performance.
Effect of Cognitive Training by Music Therapy
Purpose: Targeting elderly people who live in local areas, by intervening the mixture of music therapy and recognition training, we will clarify if there is a significant difference among before the intervention, and non-intervened term, and after the intervention. Method: The object of studies turned out to become 162 people out of 200 people through the invite applications. We compared the music therapy as once a month for 90 minutes with the group that were intervened for 3 months and the group that were not intervened for 3 months. We conducted the measurement between Montreal Cognitive Assessment test (MoCA test), which is a screening scale of mild cognitive impairment (MCI) and the measurement of the stress level was conducted by doing a comparative test by measuring the amylase of sublingual glands and one-way analysis of variance. In addition, we validated the interphase of cognitive function and the stress level with the use of Pearson's product moment correlation coefficient. Result: Regarding cognitive scores, both immediate replay tasks (p<0.05) and delay playback tasks (p<0.01) had a significant rise after the intervention. In the respect of evaluating the total points of the doubt about the presence of MCI, the score improved after the intervention (p<0.01). The amount of amylase included in the saliva that shows the stress level decreased after the intervention (p<0.05), and there was a correlation found between the stress level and the cognitive scores. Conclusion: After conducting the recognition training that integrates music therapy, there was a significant improvement in the cognitive score and a decrease in the stress level. Thus, this method is beneficial in terms of J Psychiatry Psychiatric Disord 2018; 2 (6): 167-178 168 elderly people to do training without being stressed and from now on we will have to continue to improve the method.
Psychology for Physiotherapists
2009
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Contribution of mental training to the improvement of sports performance
The aim of this study was to assess the influence of mental training on the increase in attention and manual response in certain athletes (skiers). The subjects within are samples are aged 12±5 and 16±1. The athletes who participated in this study are part of ski groups within School sports clubs. The experimental group comprises athletes from Gheorgheni, Baia-Sprie, while the control group includes of athletes from Topliţa, Sibiu, Predeal and Sinaia. We applied the ACRM (focused attention with manual response) test, because it provides information on the ability of remaining focused during activities with imposed pace and with dynamic field of observations. We conducted these tests after applying certain mental training techniques in the experimental group and after comparing the scores with those obtained by the control group. For the analysis, we used the SPSS 15.0 software. For the comparison of means between the groups of subjects, we applied ANOVA for the VP, EP and EX posttest measurements. The purpose was to determine whether the two groups have similar scores before the intervention. We applied mental imagery techniques on certain components of alpine skiing technique, based on hand-eye coordination. We also calculated a t test for dependent samples for VP, EP and EX, in posttest, to the end of establishing whether the intervention led to any alterations. The means and standard deviation for VP are as follows: for the control group 10.00±6.04 and for the experimental group 4.04±3.85; for EP test, the values for control group are 18.54±9.12 and for the experimental group 9.83±4.40; EX – the values obtained for the control group 0.86±0.07 and for the experimental group 0.92±0.05. The values for (t) Student Test were the following: for VP t=4.074, p<0.000; EP t=4.203, p<0.000; EX t=3.279, p<0.002. Considering both the comparative analysis of scores to the tests.