Abstract
Action observation training and motor imagery training have independently been studied and considered as an effective training strategy for improving motor skill learning. However, comparative studies of the two training strategies are relatively few. The purpose of this study was to investigate the effects of action observation training and motor imagery training on the development of mental representation structure and golf putting performance as well as the relation between the changes in mental representation structure and skill performance during the early learning stage. Forty novices were randomly assigned to one of four groups: action observation training, motor imagery training, physical practice and no practice. The mental representation structure and putting performance were measured before and after 3 days of training, then after a 2-day retention period. The results showed that mental representation structure and the accuracy of the putting performance were improved over time through the two types of cognitive training (i.e., action observation training and motor imagery training). In addition, we found a significant positive correlation between changes in mental representation structure and skill performance for the action observation training group only. Taken together, these results suggest that both cognitive adaptations and skill improvement occur through the training of the two simulation states of action, and that perceptual-cognitive changes are associated with the change of skill performance for action observation training.
Highlights
Motor learning means a relatively permanent change in the competence of skill performance, resulting from systematic and repeated practice (e.g., Magill, 2000)
The purpose of the present study was to investigate the influence of action observation training and motor imagery training on the development of mental representation, as well as the performance of motor skill
This study was designed to compare the effects of the two cognitive training interventions for both mental representation structure and skill performance, as well as to examine the relationship between the change of mental representation structure and the change of skill performance
Summary
Motor learning means a relatively permanent change in the competence of skill performance, resulting from systematic and repeated practice (e.g., Magill, 2000). Research has shown that cognitive training, such as motor imagery and action observation training, can be applied effectively to facilitate skill learning, either alone, or combined with physical practice (e.g., Hodges and Williams, 2012). Motor imagery training has been used as an effective means to facilitate motor learning and performance (e.g., Driskell et al, 1994; Murphy, 1994; Schack et al, 2014). The combination has been proven to be as effective, or even more effective, than either motor imagery or physical practice alone (e.g., Hall et al, 1992; Liu et al, 2014; Bajaj et al, 2015). These findings show that motor imagery training can be an effective type of cognitive training as a complement to physical practice to enhance motor outcomes
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
