A Two Process Memory-Based Account for Mental and Physical Practice Differences

Raisbeck, Louisa D.; Wyatt, William R.; Shea, John B.

doi:10.1080/00222895.2012.654525

Cited by 9 publications

(14 citation statements)

References 29 publications

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“…This interpretation is in accordance with previous fi ndings of no diff erences between two such conditions ( Zecker, 1982 ;Ryan, 1983 ;Gomes, et al ., 2012 ). On the other hand, other studies have shown best per-410 formance when mental practice was performed before physical practice ( Etnier & Landers, 1996 ;Millard, et al ., 2001;Raisbeck, et al ., 2012 ).…”

Section: Hypothesismentioning

confidence: 99%

“…To investigate the eff ects of mental practice, a combined practice group (mental and physical practice together) is traditionally used ( Feltz & Landers, 1983 ;Overdorf, et al ., 2004 ;Raisbeck, Wyatt, & Shea, 2012 ). This is another concerning aspect of implementation in the mental practice literature.…”

mentioning

confidence: 99%

“…Thus, it is possible to think that the amount of mental practice was not enough for learning the skill, as previously discussed. In both cases, what is learned in mental practice seems to be diff erent from what is learned in physical practice ( Raisbeck, et al ., 2012 ).…”

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confidence: 99%

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Effects of Mental Practice in Novice Learners in a Serial Positioning Skill Acquisition

et al. 2014

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The effects of mental practice in novices were investigated. University students (N = 60) performed a serial aiming task, distributed in 5 groups of 12: mental practice, physical practice, mental-physical practice (first mental then physical practice), physical-mental practice (first physical then mental practice), and a control group that only performed the tests. Participants transported three tennis balls among six containers in a pre-established sequence in a target time. In the acquisition phase and retention test (24 hr. later), the task was the same; in the transfer test, 5 min. after the acquisition phase, sequence and time changed. Six trials were performed in the acquisition phase, and each test consisted of 9 trials. The performance measures were absolute error, constant error, and variable error; a t test and a two-way ANOVA were used to compare the acquisition phase and tests, respectively. Physical practice and both groups of combined conditions presented better performance in tests than the mental practice and control groups. Mental practice without motor experience in the task did not improve motor learning. Prior physical performance is desirable before conducting mental practice.

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Section: Hypothesismentioning

confidence: 99%

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Effects of Mental Practice in Novice Learners in a Serial Positioning Skill Acquisition

et al. 2014

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“…To accomplish optimal learning environments, limitations with respect to motor learning literature should also be considered. Specifically, many classic studies tuse terms such as "practice" or "acquisition" interchangeable with "training", as they have relied on short-term interventions of one or two days and "retention/learning" assessments following rest periods as low as 20 min [139,140] and typically not more than 24 h [78,159,160]. While still important contributions to the literature, the nuanced differences between motor performance and motor learning [79,147] are not always clearly delineated, specifically as to whether a learned behavior may actually be retained for an extended time period.…”

Section: Acl Injury and Neuroplasticity In Youth: An Overlapping Timementioning

confidence: 99%

Can We Capitalize on Central Nervous System Plasticity in Young Athletes to Inoculate Against Injury?

Diekfuss

Hogg

Grooms

et al. 2020

J. of SCI. IN SPORT AND EXERCISE

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There are numerous physical, social, and psychological benefits of exercise, sport and play for youth athletes. However, dynamic activities come with a risk of injury that has yet to be abated, warranting novel therapeutics to promote injuryresistance and to keep an active lifestyle throughout the lifespan. The purpose of the present manuscript was to summarize the extant literature and potential connecting framework regarding youth brain development and neuroplasticity associated with musculoskeletal injury. This review provides the foundation for our proposed framework that utilizes the OPTIMAL (Optimizing Performance Through Intrinsic Motivation and Attention for Learning) theory of motor learning to elicit desirable biomechanical adaptations to support injury prevention (injury risk reduction), rehabilitation strategies, and exercise performance for youth physical activity and play across all facets of sport (Prevention Rehabilitation Exercise Play; PREP). We conclude that both young male and females are ripe for OPTIMAL PREP strategies that promote desirable movement mechanics by leveraging a unique time window for which their heightened state of central nervous system plasticity is capable of enhanced adaptation through novel therapeutic interventions.

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“…De modo geral, quando comparadas situações de nenhum tipo de prática, PM, PF e PF+PM os estudos têm apresentado que a aprendizagem ocorre menos com nenhuma prática seguido de somente PM, somente PF e PF+PM. Sendo importante destacar que nenhuma prática e somente PM são consideravelmente inferiores a somente PF e PF+PM [3][4][5][6][7][8][9][10][11][12][13][14] . A efetividade da PM tem sido explicada de duas formas.…”

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Extroversion, mental practice and imagery in the acquisition of the cartwheel

Moura¹,

Souza²,

Neiva³

et al. 2017

Rev Bras Educ Fís Esporte

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O presente trabalho teve como objetivos (1) investigar os efeitos da prática física (PF) associada à prática mental (PM) com mentalização interna (MI) e externa (ME) na aprendizagem da habilidade “estrela” da ginástica artística e (2) correlacionar escores de extroversão e de desempenho na tarefa. Trinta adolescentes (12,93 ± 0,73 anos) foram designadas a dois grupos: 1) PF seguida de PM com ME (n=15) e 2) PF seguida de PM com MI (n=15). O delineamento constou de pré-teste, aquisição, pós-teste, retenção e transferência (todas as fases foram fi lmadas, exceto a aquisição). Os registros em vídeo foram analisados por meio de uma lista de checagem da estrela. O Eysenck Personality Questionnaire foi utilizado para classifi car as participantes quanto a níveis de extroversão. As análises apontaram que houve melhora de desempenho dentro de cada grupo (do pré-teste para os outros testes), mas que em nenhuma das fases houve qualquer diferença signifi cativa entre os grupos. No entanto, uma correlação positiva e moderada foi detectada entre os escores de extroversão e de desempenho no grupo ME. Esses achados reforçam a importância da PM como estratégia complementar à PF e sinalizam a existência de relação entre extroversão, desempenho da estrela e perspectiva de mentalização.

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A Two Process Memory-Based Account for Mental and Physical Practice Differences

Cited by 9 publications

References 29 publications

Effects of Mental Practice in Novice Learners in a Serial Positioning Skill Acquisition

Effects of Mental Practice in Novice Learners in a Serial Positioning Skill Acquisition

Can We Capitalize on Central Nervous System Plasticity in Young Athletes to Inoculate Against Injury?

Extroversion, mental practice and imagery in the acquisition of the cartwheel

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