It is commonly reported that transcranial magnetic stimulation (TMS) of the motor cortex during action observation and motor imagery results in increases in the amplitude of motor evoked potentials (MEPs) in muscles specific to the observed or imagined action. This study aimed to determine whether MEP amplitude was related to the motor imagery ability of participants. Participants were 15 healthy, right-handed adults (5 male), with a mean age of 29.7 years. Motor imagery ability was measured using the Vividness of Movement Imagery Questionnaire-2 (VMIQ-2) and a hand rotation task. TMS was delivered during observation and imagery of a finger-thumb opposition sequence and MEPs were measured in the abductor pollicis brevis. Significant increases in MEP amplitude, from baseline, were recorded during observation and imagery conditions. The change in amplitude to both observation and imagery was expressed as a percentage of baseline amplitude. There was a significant correlation between MEP change for the imagery condition and imagery ability, with greater change linked to more vivid images and faster response times. The relationship between MEP change for the observation condition and imagery ability was less salient. This is the first study to show that the strength of corticospinal activation during imagery, which may be a determinant of the effectiveness of imagery training, is related to imagery ability in the general population, and has implications for clinical programs.

Experts in a skill produce movement-related cortical potentials (MRCPs) of smaller amplitude and later onset than novices. This may indicate that, following long-term training, experts require less effort to plan motor skill performance. However, no longitudinal evidence exists to support this claim. To address this, EEG was used to study the effect of motor skill training on cortical activity related to motor planning. Ten non-musicians took part in a 5-week training study learning to play guitar. At week 1, the MRCP was recorded from motor areas whilst participants played the G Major scale. Following a period of practice of the scale, the MRCP was recorded again at week 5. Results showed that the amplitude of the later pre-movement components were smaller at week 5 compared to week 1. This may indicate that, following training, less activity at motor cortex sites is involved in motor skill preparation. This supports claims for a more efficient motor preparation following motor skill training.

Sport and exercise psychologists provide some interventions for clients based on limited direct evidence and partial understanding of the mechanisms that underpin their efficacy. The authors review a recent technique, transcranial magnetic stimulation (TMS), which offers a tested procedure for investigating cortical activity during observation and imagery processes. They provide a detailed description of the TMS protocol and highlight some of the key studies that inform sport and exercise psychology research. Finally, the authors offer some thoughts on the direct application to practice.

Transcranial magnetic stimulation (TMS) studies indicate that the observation of other people's actions influences the excitability of the observer's motor system. Motor evoked potential (MEP) amplitudes typically increase in muscles which would be active during the execution of the observed action. This ‘motor resonance’ effect is thought to result from activity in mirror neuron regions, which enhance the excitability of the primary motor cortex (M1) via cortico-cortical pathways. The importance of TMS intensity has not yet been recognised in this area of research. Low-intensity TMS predominately activates corticospinal neurons indirectly, whereas high-intensity TMS can directly activate corticospinal axons. This indicates that motor resonance effects should be more prominent when using low-intensity TMS. A related issue is that TMS is typically applied over a single optimal scalp position (OSP) to simultaneously elicit MEPs from several muscles. Whether this confounds results, due to differences in the manner that TMS activates spatially separate cortical representations, has not yet been explored. In the current study, MEP amplitudes, resulting from single-pulse TMS applied over M1, were recorded from the first dorsal interosseous (FDI) and abductor digiti minimi (ADM) muscles during the observation of simple finger abductions. We tested if the TMS intensity (110% vs. 130% resting motor threshold) or stimulating position (FDI-OSP vs. ADM-OSP) influenced the magnitude of the motor resonance effects. Results showed that the MEP facilitation recorded in the FDI muscle during the observation of index-finger abductions was only detected using low-intensity TMS. In contrast, changes in the OSP had a negligible effect on the presence of motor resonance effects in either the FDI or ADM muscles. These findings support the hypothesis that MN activity enhances M1 excitability via cortico-cortical pathways and highlight a methodological framework by which the neural underpinnings of action observation can be further explored.

The influence of motor skill learning on movement-related brain activity was investigated using electroencephalography. Previous research has indicated that experienced performers display movement-related cortical potentials (MRCPs) of smaller amplitude and later onset compared to novices. Unfortunately, previous studies have lacked ecological validity with experimenters recording the MRCP prior to simple motor tasks and applying the results to more complex motor skills. This study replicated previous research using an ecologically valid motor skill; recording the MRCP from a group of experienced guitarists and a control group of non-musicians while they played a simple scale on the guitar. Results indicated no difference between groups in early motor planning. In contrast, the later, negative slope and motor potential components were of smaller amplitude and the negative slope began later in the experienced guitarists. The data may indicate that, for experienced guitarists, a reduced level of effort is required during the motor preparation phase of the task. These findings have implications for musical instrument learning as well as motor skill acquisition in general.

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