Mental and Physical Practice: Comparing their Effects on Hand-Eye Coordination Tasks (original) (raw)
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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-...
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)
A longstanding research question in the sport psychology literature has been whether a given amount of mental practice prior to performing a motor skill will enhance one's subsequent performance. The research literature, however, has not provided any clear-cut answers to this question and this has prompted the present, more comprehensive review of existing research using the meta-analytic strategy proposed by . From the 60 studies yielding 146 effect sizes the overall average effect size was .48, which suggests, as did Richardson (1967a), that mentally practicing a motor skill influences performance somewhat better than no practice at all. Effect sizes were also compared on a number of variables thought to moderate the effects of mental practice. Results from these comparisons indicated that studies employing cognitive tasks had larger average effect sizes than motor or strength tasks and that published studies had larger average effect sizes than unpublished studies. These findings are discussed in relation to several existing explanations for mental practice and four theoretical propositions are advanced.
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.
Significance of Mental Rehearsal on Hand- Eye Coordination
2011
The purpose of this study is to investigate the effectiveness of Mental Rehearsal on Hand Eye Coordination. A total of 50 international students participated in this study. All the participants were randomly assigned into a control group (n=25) who traced the maze with no mental rehearsal before the task and experiment group (n= 25) who performed mental rehearsal before starting the task. Both groups preformed two trials. The maze was scored with two variables. One was the number of times the participants touched the maze borders and the other was total distance in centimeters outside the maze borders. Repeated measures analysis of variance was utilized to examine the impact of mental rehearsal and gender across two trials on a hand eye coordination task. Results indicated that three-way interactions for both distance, F (1, 46) = .10, p. = .76, and touch, F (1, 46) = 0.09, p. = .77, were non significant. All two-way interactions for both variables were also non-significant. For dis...
Advances in Physical Education, 2015
The aim of this study was to investigate whether the mental training of motor performance can be useful or not in learning tennis and field hockey strokes (forehand, backhand; push pass, hit) Twenty four male tennis-field hockey novice players participated in the study and were divided into experimental group (N = 12) and group for the scientific treatment of the tests (N = 12). Subjects were recruited from Faculty of Physical Education for Men, Alexandria University, Egypt, with ages between 19 to 20 years old. The experimental group attended 16 sessions (8 for tennis, 8 for field hockey) over six weeks (40 minutes each) and used mental training exercises (relaxation, visualization and concentration-attention control) pertinent to the forehand, backhand in tennis and push pass, hit in field hockey. Two waves of measurements were conducted (before and after the completion of the intervention) with the use of motor assessment tests related to the sport of tennis and field hockey. Each student was evaluated regarding to his technique of forehand, backhand in tennis and push pass, hit in field hockey in order to examine the effectiveness of mental training. Questionnaires were also used to measure visualization and concentration-attention control. The results showed a highly significant improvement in learning forehand, backhand in tennis and push pass in field hockey. However, no statistical difference was found for the performance of the hit stroke in field hockey. In addition, the findings showed also a significant difference between the initial and the final measurement regarding to the ability of concentration and visualization by using questionnaires. The results revealed a value of 0.780 which indicates a good reliability of the tool. As a conclusion, a combination of mental and practical training promises the greatest improvement in performance and learning, because it involves all senses.
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.
2011
The purpose of this research was to study the effec t of mental practice as a practical supplementary on performance and learning of basket ball free shot in male and female university students. 180 right handed university students (90 male, 90 female) with no surgery in shoulder, elbow and wrist were selected randomly. Martin Hall (1997) questionnaire was used to evaluate the ability of all individual’s motion. All subjects were randomly assigned to two experimental groups: practice group (n=30) practicing the task p hysically and mental group (n=30) with internal imagery practice, and control group with n o practice at all (n = 30). Physically group practiced free shot 3 times in a week with 30 block s in a session, mental group did it only mentally. After 12 sessions of practice an acquisit ion test, three day off a retention test was conducted a week later for each group. Data were an alyzed by independent T -test to compare the acquisition and retention test. The results dem on...
Effects of mental practice on rate of skill acquisition
Physical therapy, 1990
The purpose of this study was to investigate the effectiveness of mental practice in increasing the rate of skill acquisition during a novel motor task. Twenty-six subjects were randomly assigned to two groups. The Control Group (n = 13) performed only physical practice; the Experimental Group (n = 13) performed both mental and physical practice. The task was to toss, by flexing the elbow, a Ping-Pong ball held in a cup on a forearm splint to a target. The biceps brachii muscle and the long and lateral heads of the triceps brachii muscle were monitored electromyographically to determine any changes occurring during skill acquisition. The Experimental Group's accuracy improved at a significantly greater rate than that of the Control Group. In addition, the Experimental Group demonstrated changes in timing variables that led to a more efficient movement. These changes included a decrease in time from the onset of muscle activity to peak activity and an increase in the time elapsed...