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This study aimed to test Lang's bioinformational theory by comparing the effects of layered stimulus and response training (LSRT) with imagery practice on improvements in imagery ability and performance of a motor skill (golf putting) in 24 novices (age, M = 20.13 years; SD = 1.65; 12 female) low in imagery ability. Participants were randomly assigned to a LSRT (introducing stimulus and response propositions to an image in a layered approach), motor imagery (MI) practice, or visual imagery (VI) practice group. Following baseline measures of MI ability and golf putting performance, the LSRT and MI practice groups imaged successfully performing the golf putting task 5 times each day for 4 days whereas the VI practice group imaged the ball rolling into the hole. Only the LSRT group experienced an improvement in kinesthetic MI ability, MI ability of more complex skills, and actual golf putting performance. Results support bioinformational theory by demonstrating that LSRT can facilitate visual and kinesthetic MI ability and reiterate the importance of imagery ability to ensure MI is an effective prime for movement execution.

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Introducing the use of a semistructured video diary room to investigate students' learning experiences during an outdoor adventure education groupwork skills course',

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This study investigates the initial development of groupwork skills through outdoor adventure education (OAE) and the factors that predict the extent of this development, using the first two levels of Kirkpatrick’s model of training evaluation. University students ( N = 238) completed questionnaires measuring their initial reactions to OAE (Level 1 of the Kirkpatrick model) and learning from pre- to post-course (Level 2). There were high levels of enjoyment and satisfaction with OAE, and significant self-reported improvements in the use of groupwork skills, attitudes toward groupwork, and groupwork self-efficacy. Learning and intention to transfer learning to the university setting were both positively predicted by students’ perceived use of groupwork skills before OAE, course satisfaction, enjoyment, groupwork self-efficacy, and attitude toward groupwork. These findings demonstrate that OAE increases students’ use of interpersonal groupwork skills, and that this is predicted by positive beliefs at baseline and favorable reactions to the learning experience.