Abstract
We present a neurophysiological hypothesis for the role of motor imagery (MI) and action observation (AO) training in the motor learning process. The effects of movement representation in the brain and those of the cortical–subcortical networks related to planning, executing, adjusting, and automating real movements share a similar neurophysiological activity. Coupled with the influence of certain variables related to the movement representation process, this neurophysiological activity is a key component of the present hypothesis. These variables can be classified into four domains: physical, cognitive–evaluative, motivational–emotional, and direct-modulation. The neurophysiological activity underlying the creation and consolidation of mnemonic representations of motor gestures as a prerequisite to motor learning might differ between AO and MI. Together with variations in cognitive loads, these differences might explain the differing results in motor learning. The mirror neuron system appears to function more efficiently through AO training than MI, and AO is less demanding in terms of cognitive load than MI. AO might be less susceptible to the influence of variables related to movement representation.
Highlights
Movement representation training represents a revolution in the field of cognitive neuroscience and in experimental and sports psychology owing to its potential in various fields of study [1,2]
Results showed that multiple sessions of action observation training (AO) training induced a shift of the speed of execution of finger tapping movements toward the observed one and a change in motor resonance
Rizzolatti et al 1996, 2004 [88,89] reported that the mirror neuron system, which offers the neuroanatomical support for these movement representation techniques, is widely involved in the motor learning process through movement representation
Summary
Movement representation training represents a revolution in the field of cognitive neuroscience and in experimental and sports psychology owing to its potential in various fields of study [1,2]. This theory tries to establish a theoretical framework in which, during IM, the brain constructs a visual model between the body and the environment These models produce or direct an efferent sensorimotor copy in order to provide expectations or predictions of sensory feedback. These models can be run later to create new motor images, predict results of different actions, or build new motor plans. The first phase is the cognitive, characterized by the presentation of a novel gesture and the process of cognitive capture, wherein relevant information is gathered to form strategies to respond to the new demands This phase includes an information gathering stage and a configuration of movement representation (i.e., the image of the motor gesture is constructed) [12].
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