Effects of Mental Practice on Tank Gunnery Performance

Abstract

Abstract : The objectives of the present research were (a) to determine whether mental practice instruction enhances gunnery skill acquisition, and (b) to identify individual differences that relate to the use and effectiveness of mental practice. Three measures of individual differences were obtained: (a) the GT composite from the ASVAB, (b) Rotter's (1966) Internal/External (I/E) Scale, and (c) Betts' Questionnaire Upon Mental Imagery. Intact platoons of entry-level soldiers were assigned to either an experimental group that received mental practice instruction in addition to their normal gunnery training on the Institutional Conduct-of-Fire Trainer (I-COFT) or to a control group who received only normal I-COFT gunnery training. Students were pretested on their gunnery skills using a standardized I-COFT exercise. Students also completed a questionnaire that assessed their use and evaluation of mental practice techniques. Results from the questionnaire indicated that soldiers in the control group mentally rehearsed gunnery without instruction to do so, although soldiers in the experimental group were more likely to use commonly prescribed mental practice techniques. Two problems, however, make it difficult to reach conclusions about the effectiveness of mental practice in this experiment: (a) students in the control group spontaneously used mental practice group in gunnery performance may have masked any gains due to mental practice.