Effects Of Mental Practice Research Articles

Physical practice, mental practice or both: a systematic review with meta-analysis

Introduction: Previous research has reached positive conclusions regarding the effects of mental practice on performance and learning of a motor skill. The purpose of this study was to use the aggregate data meta-analytic approach to assess the impact of physical practice (PP), mental practice (MP), and the combination of both on acquisition, retention, and transfer tests in motor skill performance. Methodology: Twenty-seven studies published up to 2022 were included by searching six databases. Random effects model using the standardized mean difference effect size (ES) was used to pool results. Results: A total of 42 ES, were calculated and separated into pairwise comparisons for acquisition, retention, and transfer phase. In the acquisition phase, it was found that MP was more effective than no practice (ES=0.508; n=25; CI=0.29,0.72), PP was more effective than no practice (ES=1.78; n=15; CI=0.97,2.60), CP was more effective than no practice (ES=1.16; n=12; CI=0.57,1.75), PP was more effective than MP (ES=-1.16; n=23; CI=-1.88,-0.45), PP had similar results as CP (ES=-0.01; n=16; CI=-0.31,0.28), and CP was more effective than MP (ES=0.61; n=12; CI=0.17,1.04). In the retention phase, it was found that MP was more effective than no practice (ES=1.11; n=5; CI=0.44,1.79), PP was more effective than no practice (ES=1.03; n=4; CI=0.08, 1.99), PP was more effective than MP (ES=-1.29; n=9; CI=-3.12,0.54), PP had similar results as CP (ES=0.16; n=8; CI=-0.29,0.63), CP had similar results as MP (ES=-0.06; n=3; CI=-1.22,1.09). In the transfer phase, it was found that MP was more effective than no practice (ES=1.12; n=5; CI=0.01,1.59), PP had similar results as no practice (ES=0.41; n=5; CI=-0.02,0.85), and PP was more effective than MP (ES=0.50; n=6; CI=0.12,0.87). Age, skill level, type of mental practice, total of sessions, and type of skill were considered as possible moderator variables. Conclusions: Mental practice does not replace physical practice, however, under some conditions, physical practice can be complemented with mental practice.

WTP6.14 The Effectiveness of Mental Practice in Surgical Skills Practice and Acquisition: A Review

Abstract Aims Mental practice (MP) is an established method to enhance performance in other disciplines. The aim of this review is to assess whether the principles of MP are transferable to surgery and describe how it has been applied in our field so far. Methods A narrative review was conducted according to the four steps described by Demiris et. al. Results This review describes the different types of MP and their role on motor skill acquisition. The process of preparation, delivery and assessment of a MP session is described here in a reproducible manner; providing a ‘user guide’ to surgeons. MP has been shown in several reports to be an effective means in learning surgical skills, from basic surgical technique to the steps of a procedure. It has also been described as a technique applicable to both surgical trainees and established surgeons. Ten RCTs demonstrated a favourable effect of MP on technical skills and one trial showed that MP with MI is equivalent to additional physical practice. On the contrary two RCTs showed MP to be inferior or have no impact compared to other types of preparation. Reduced MP duration was identified as one of the possible reasons for a lack of positive results. Conclusion Mental practice is a feasible method for rehearsing surgical skills and procedures that has been demonstrated to enhance skills acquisition and surgical performance. Larger scale, randomised controlled trials are needed to standardise the duration, number of repetitions, and practical considerations for mental practice in surgery.

Effect of mental practice and mirror therapy on upper extremity function and activities of daily living in patients with stroke: a pilot study

Effect of mental practice and mirror therapy on upper extremity function and activities of daily living in patients with stroke: a pilot study

Effectiveness of mental practice for limb dysfunction in patients who have experienced a stroke: a systematic review and meta-analysis.

Stroke is the second largest cause of death in adults and the principal cause of long-term severe adult disability worldwide. Approximately 70% of patients present with upper limb weakness following stroke. One intervention for the treatment of upper limb impairment post-stroke is mental practice. This article critically appraises a systematic review which assesses the effectiveness of mental practice for limb dysfunction in patients who have experienced stroke.

Pengaruh Mental Training dan Konsentrasi Terhadap Ketepatan Pukulan Overhead Smash dalam Permainan Bulu Tangkis

Sports coaching and development is part of efforts to improve the quality of Indonesian people directed at improving physical, mental and spiritual health and aimed at forming personality traits and discipline. Mental training includes thoughts, views and images, which in essence is the empowerment of the function of thinking as a controller of the body's actions and responses. The purpose of this study was to determine the differences in the effect of mental practice of goal setting and learning to shift attention to the accuracy of the overhead smash in badminton games, to determine high and low concentrations on the accuracy of the overhead smash and to analyze mental training and concentration on the accuracy of the overhead smash. This study uses a factorial design method because it is used to conduct experiments with two or more independent variables. The research sample is 40 players. The results showed that there were differences in the effect of mental training goal setting and learning to shift attention on the accuracy of the overhead smash in badminton games with an F count of 16,045 > F table of 4,095. There are differences in the effect of low and high concentration on the accuracy of the overhead smash with F count > F table = 9,850.> 5,860. There is an interaction between mental training and concentration on the accuracy of the badminton smash with a description of the value of Fcount > Ftable = 6,580 > 4,095. Learning to shift attention and high concentration exercises, have a better effect on the accuracy of the overhead smash in badminton games.

The Effect of Mental Practice with Dominant and Non-Dominant Hand on Immediate and Delayed Retention of Badminton Backhand Short Service

The Effect of Mental Practice with Dominant and Non-Dominant Hand on Immediate and Delayed Retention of Badminton Backhand Short Service

Decay or interference accounts of forgetting: A replication of Waugh and Norman’s (1965) study

Forgetting − the loss of information − in short-term memory occurs either owing to interference with other information or decay over time. According to an influential study by Waugh and Norman (1965), retroactive interference causes forgetting. The current study attempted to reproduce this conclusion in a Bangladeshi culture with stronger statistical power. Thirty four undergraduate students were examined at two different stimulus presentation paces (slow/fast pace) with varying numbers of interfering digits. The presentation pace was used to index decay, and the number of interfering items was used to index interference. The findings of a direct replication effort revealed that recall performance decreased with increasing interfering items, although the pattern of decreased performance did not reflect the original study. Furthermore, the slow pace condition yielded better outcomes than the fast pace compared to decay account. The findings pave the way for reconsidering how retroactive interference influences mental practice effects.

Effects of mental practice on mobility of individuals in the early subacute post-stroke phase: A randomized controlled clinical trial

IntroductionOnly a small number of clinical trials were designed to investigate Mental Practice (MP)'s use for gait rehabilitation in individuals in the early subacute post-stroke phase. This trial aims to investigate the effect of mental practice on mobility rehabilitation in the early subacute phase after a stroke in comparison to a control group. MethodsRandomized controlled clinical trial with 16 individuals diagnosed with a stroke between 50 and 80 years of age. Mobility was evaluated using Timed Up and Go and the Five-Minute Walk Test. In addition, lower extremity muscular strength, Timed Up and Go Assessment of Biomechanical Strategies, quality of life, and depression were evaluated. ResultsBefore and after intervention (within-subjects), mental practice group showed improved mobility in Timed Up and Go (p = 0.01,r = 0.59), muscular strength for bending the right hip (p = 0.04, r = 0.50), for right knee bending (p = 0.03,r = 0.53), and in biomechanical performance of Timed Up and Go Assessment of Biomechanical Strategies(p = 0.01,r = 0.63). Control group showed improvement in neither mobility nor in muscular strength after intervention. Comparing the scores between the groups after intervention (between-subjects), no differences were found for any of the study's outcomes. In the analysis of deltas (gains), it was observed that mental practice group volunteers had a reduction in Timed Up and Go (p = 0.27,r = 0.29) and an increase in total Timed Up and Go Assessment of Biomechanical Strategies scores (p = 0.14,r = 0.36). ConclusionMental Practice was not associated with mobility, muscular strength, mental health, and quality of life improvement for patients in the early subacute post-stroke phase as compared to a control group.

Effectiveness of Mental Practice on Balance in Normal Young Adults

Context: Mental practice (MP) is a method in which, mental imagery is used to train the performance of a task without performing any visible physical practice. The effects of the MP are dependent on factors such as the characteristics of the learner and the task, practice settings, the learning phase, and form of MP. Balance is defined as the condition of an object when the resultant load actions (forces or movement) acting upon it are zero. Good balance is important for many activities. Exercises that improve balance can help prevent falls. There are limited studies which focus on the effect of MP on balance using clinical tests for balance assessment. Hence, the aim of the study is to find the effectiveness of MP on balance using the clinical test on normal younger adults. Aim: To compare the effects of MP and balance training on Unipedal Stand Test, 1 Repetition Maximum and modified Clinical test for sensory interaction on balance in younger adults. Materials and Methods: 60 subjects who followed inclusion criteria were taken and divided into experimental and control groups (n = 30) respectively. The experimental group was given MP and balance training whereas the control group received only balance training for 4 weeks. Outcome measures were assessed before and after the intervention. Statistical Analysis Used: Intergroup analysis was done by MannWhitney U-test and within group analysis were done by Wilcoxon rank test for all outcome measures with pre, post data. The results showed significant improvement in balance, ankle muscular strength, and sensory organization in the experimental group. Conclusion: This study shows that MP in combination with the balance training leads to improvement in balance in normal younger adults.

Effects of mental practice strategies associated with physical therapy on gait and risk of falls in Parkinson disease: experimental study

Objective: To compare the effects of mental practice (MP) strategies associated with physical therapy on gait and risk of falls in people with Parkinson's disease (PD). Method: We included 35 people of both sexes with mild to moderate idiopathic PD allocated into four groups; 1- Control group (CG), 2- Image-guided mental practice group (IGMP), 3- Audio-guided mental practice group (AGMP) and 4- Unguided mental practice group (UMP). The subjects in the experimental groups underwent 15 sessions of motor physical therapy and mental practice, while the CG received only physical therapy. The sessions were held twice a week, 40 minutes for motor physical therapy and 1 minutes for the corresponding Mental Practice protocol. To evaluate the spatiotemporal parameters of the gait, the 10-meter Walking Test was used and the risk of falls using the Timed Up and Go (TUG). Results: The IGPM group presented significant results for the time (p= 0.027) and gait speed (p= 0.025) when compared to the results of the CG. Cadence and risk of falls had no major effect for the group. The UMP and AGMP groups did not present statistically significant results for TC10m and TUG when compared with CG. Conclusion: The results of this study suggest that image-guided mental practice training associated with motor physical therapy is more effective in increasing gait speed than other MP strategies.

Comparison Between the Effectiveness of Mental Practice and Physical Practice using Cup Stacking on Hand Function in the Elderly

Objective: The objective of this study was to investigate the effect of mental vs. physical cup stacking practice in healthy people aged over 65 years.Material and Methods: Healthy elderly, who met the inclusion criteria, were randomized into 2 groups—physical practice and mental practice. Both groups received cup stacking training according to the specific condition of the group. This study collected data on the immediate effects of the training using the Jebsen Hand Function Test (JHFT) for both hands, the dominant and the non-dominant ones. The movement time during cup stacking and reaction time were measured. The paired t-test and the independent t-test were selected to analyze the differences within and between groups, respectively.Results: There were 39 participants in each group. It was found that the movement time related to stacking cups and the JHFT movement time of the non-dominant hand was significantly lower in the physical practice group compared with the mental practice group. Besides, after training, the movement time for stacking cups and the JHFT movement time of both hands was significantly lower in both groups. However, a statistically nonsignificant result for reaction time was found in the mental practice group after training.Conclusion: This study shows that both mental and physical training can enhance the ability to learn hand movement in the elderly. In further studies, the inclusion of the retention of training effects after practice, a different training approach, and a feedback method should be considered.

The effect of mental practice on music memorization

Mental practice (MP) in music refers to the ability to rehearse music in the mind without any muscular movements or acoustic feedback. While previous studies have shown effects of the combination of MP and physical practice (PP) on instrumental performance, here we aimed to assess MP and PP effects on memory abilities. During a 1-week music practice protocol, classical guitarists were asked to practise a new musical piece using either a combination of MP and PP or PP alone. We asked participants to perform the piece and notate it at 3 different times: Day 1 and Day 7 of the 1-week practice protocol and 10 days after its completion (follow-up session). Results showed that the combination of MP and PP improves both notation and performance tasks compared with PP alone. Furthermore, we observed a clearer difference in memory performance in the follow-up session as compared with that in Day 7. Our results show that musicians can use both MP and PP to improve long-term retention and to reduce physical workload and playing-related overuse injuries. Therefore, we encourage music educators to teach MP in the classrooms rather than letting students discover it in a serendipitous way.

A Study on the Effect of Mental Practice Using Motor Evoked Potential-Based Neurofeedback.

This study aimed to investigate whether the effect of mental practice (motor imagery training) can be enhanced by providing neurofeedback based on transcranial magnetic stimulation (TMS)-induced motor evoked potentials (MEP). Twenty-four healthy, right-handed subjects were enrolled in this study. The subjects were randomly allocated into two groups: a group that was given correct TMS feedback (Real-FB group) and a group that was given randomized false TMS feedback (Sham-FB group). The subjects imagined pushing the switch with just timing, when the target circle overlapped a cross at the center of the computer monitor. In the Real-FB group, feedback was provided to the subjects based on the MEP amplitude measured in the trial immediately preceding motor imagery. In contrast, the subjects of the Sham-FB group were provided with a feedback value that was independent of the MEP amplitude. TMS was applied when the target, moving from right to left, overlapped the cross at the center of the screen, and the MEP amplitude was measured. The MEP was recorded in the right first dorsal interosseous muscle. We evaluated the pre-mental practice and post-mental practice motor performance in both groups. As a result, a significant difference was observed in the percentage change of error values between the Real-FB group and the Sham-FB group. Furthermore, the MEP was significantly different between the groups in the 4th and 5th sets. Therefore, it was suggested that TMS-induced MEP-based neurofeedback might enhance the effect of mental practice.

Immediate Effect of Mental Practice on Performance of a Neurodynamic Skill in Physiotherapy Students: A Randomized Control Trial

Background: Mental Practice (MP), "the cognitive rehearsal of a task in the absence of overt physical movement," has been used successfully in teaching and rehearsing complex psychomotor tasks in several domains, including sports; music; and recently, in surgical skills acquisition. This study investigates the implementation of MP on performance of a neurodynamic skill in third year undergraduate Physiotherapy students. Method: It was a randomized control trial (single-blind) conducted in a Physiotherapy institute. A convenient sample of 40 III year undergraduate students who were novice for the topic were recruited. Some important preliminary steps involved development and validation of the tools used in the study viz. an audio script to guide mental imagery practice and an OSPE checklist to assess the outcome. The OSPE checklist was procedural specific for ULNT-1 and included stations for cognitive, psychomotor and affective domains. A neurodynamic skill (ULNT-1 Median nerve) was taught to all the students (n = 38, 2 drop outs) by a teacher as a didactic lecture followed by physical practice which was supervised and guided by the same teacher. After randomization, the intervention group (n=19) received MP guided by a structured audio script as a single session for 20 minutes delivered to all the participants together in a group. The control group participants (n=19) intended to serve as a basis of comparison and received no intervention. Pre- and post-intervention assessment was done by a set of examiners who were blinded to the intervention. Comparative analysis was done within the group using Wilcoxon sign rank test and between the groups using unpaired t test. Results: MP group showed significant improvement in cognitive, psychomotor, affective domain and total score of OSPE post intervention whereas the control group did not show significant difference except for the total score. Between group comparison showed significant differences in all the domains and total score in favor of the MP group. Also, the extent of improvement (effect size calculated using Cohen’s d) was more in the mental practice group than in the control group. Conclusion: MP as an adjunct to physical practice is a time-and cost-effective strategy to augment traditional training and enhance performance of a neurodynamic skill in Physiotherapy students. This preliminary evidence supported by robust scientific base and ease of integration should facilitate adoption of MP in Physiotherapy education. We recommend future studies to further explore the potential of this promising tool.

Effects of Mental Practice of Visual Target Tracking Exercise on Speed of Exercise Performance

Effects of Mental Practice of Visual Target Tracking Exercise on Speed of Exercise Performance

Does mental practice still enhance performance? A 24 Year follow-up and meta-analytic replication and extension

ObjectivesMotor imagery (MI) is a dynamic mental state during which the representation of a given motor movement is rehearsed in working memory without overt motor output. Mental practice (MP; also known as motor imagery practice) is the systematic application of MI for the cognitive rehearsal of a task in the absence of overt physical movements. Although MP is known to enhance skilled performance, debate still exists about the magnitude and moderators of these imagery effects. Against this background, and amid concerns about the “reproducibility crisis” in psychology, it seems timely to revisit, update and extend a key meta-analysis of MP effects published over two decades ago – namely, that of Driskell, Copper, and Moran (1994). To this end, the present paper reports a methodological replication of the Driskell et al’s (1994) meta-analysis of MP effects. Design & methodIncluded are 37 studies on MP effects published between 1995 and 2018. Nine factors were selected to examine the extent to which they moderate the effectiveness of mental practice, providing a window into the conditions under which mental practice is most effectively implemented. Practice Type (Mental or Physical), Expertise, Duration of practice (both program and session), Task Type, and Control Type were retained as factors of interest from the original Driskell et al. (1994) meta-analysis. In order to further explore the nuance of mental practice implementation, we additionally examined the Imagery Type, the Performance Measure used, Activity Type (team versus individual activities) and the Setting of the intervention. ResultsFollowing publication bias analyses, our results confirm that overall, MP has a small but significant positive effect on performance (r = 0.131). Moderators of this beneficial effect were MP duration, type of task and type of imagery used. ConclusionsWe conclude that MP has an enduring positive influence on performance.

Effects of Mental Practice on Acquired Motor Skill

Effects of Mental Practice on Acquired Motor Skill

The Effectiveness of Mental Practice Interventions on Psychological Health in Stroke Patients: A Systematic Review

Abstract Objective Motor impairments after stroke can lead to limitations in functional performance and mental health. Previous systematic reviews and meta-analyses have mainly assessed randomized clinical trials of mental practice interventions (MPI) among stroke patients, focusing on physical outcomes. However, mentally rehearsing a motor movement might increase a patient’s self-confidence within the recovery process and thus also lead to positive effects on psychological outcomes. Therefore, we aim to investigate the effectiveness of MPI on psychological health outcomes. Methods We performed a systematic review of RCTs according to PRISMA guidelines. 16.125 records were identified through PubMed, Web of Science, Science Direct, and Cochrane resulting in 8.573 documents after duplicates were removed. After excluding 8.507 documents during title and abstract screening, 64 could be full-text screened. All clinical and randomized controlled trials designed to investigate the effects of mental practice on psychological health in adult patients after stroke were considered eligible. Results Six studies met the eligibility criteria and were included in the qualitative analysis. The six included studies partly showed positive effects of MPI on psychological health such as quality of life, stroke-specific quality of life, fall-related self-efficacy, positive and negative affect but not on anxiety and depression. Overall, the methodological power is lacking. The included studies differ substantially regarding study design, sample size, intervention protocol and psychological health operationalization. Conclusions The results show inconsistent effects of MPI on psychological health. More systematic research is needed to investigate the effects of MPI on psychological health and give several recommendations for future research.

Effects of adjuvant mental practice using inverse video of the unaffected upper limb in subacute stroke: a pilot randomized controlled study.

Mental practice has shown some positive effects on arm and hand ability and mobility after stroke. This study's objective was to investigate the adjuvant effects of mental practice using an inverse video of the unaffected limb in subacute stroke patients with severe motor impairment on motor improvement, functional outcomes, and activities of daily living. Participants (n = 20) with severe hemiplegia after a unilateral first-ever stroke within 6 months were divided into two groups. The intervention group performed additional mental practice using an inverse video of the unaffected limb for 20 minutes before every session of their rehabilitation program. The primary outcomes were the Fugl-Meyer assessment for the upper extremity (FMA-UE) and manual function test (MFT). Assessments were performed at baseline and after 4 weeks of rehabilitation intervention. Significant differences were found from baseline to postintervention assessments within both groups on FMA-UE and FIM scores, whereas there were no statistically significant differences in mean FMA-UE, MFT, and FIM scores between groups. We cannot draw conclusions about the superiority of adjuvant mental practice training using inverse video compared with conventional occupation therapy alone in subacute poststroke patients.

Mental practice combined with repetitive task practice to rehabilitate handwriting in children.

Handwriting dysfunction contributes to 40% of all school-based referrals to occupational therapy. Empirically based handwriting interventions are needed to remediate the negative effects of handwriting dysfunction on a child's occupational performance. This study examined the effectiveness of mental practice (MP) combined with repetitive task practice (RTP) to rehabilitate handwriting in children. Twenty typically developing first and second graders with impaired handwriting received RTP twice a week for 4 weeks, then engaged in MP combined with RTP for the same duration. Using the Minnesota Handwriting Assessment (MHA), they were assessed across four time points: baseline (1), after RTP (2), after MP combined with RTP (3), and follow-up (4). Children significantly improved and retained this increase on all variables of MHA ( p < .001) after MP combined with RTP. After RTP, the only significant improvement occurred in handwriting form ( p < .001). MP may be a potential therapeutic addition to RTP in rehabilitating global handwriting dysfunction.