Effects of an Emphasis on Conceptualizing Techniques during Early Learning of a Gross Motor Skill

Egstrom, Glen H.

doi:10.1080/10671188.1964.10613343

Cited by 15 publications

(14 citation statements)

References 7 publications

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“…They found that the combination of 10 physical practices, 10 mental practices, 10 more physical practices, and 10 final mental practices in a session led to greater improvement than either 40 trials of mental practice alone or 40 trials of physical practice alone. The finding that combined practice can be better than, or at least equal to, physical practice alone is consistent with findings from other researchers (Egstrom, 1964; Oxendine, 1969; Ross, 1985; Singer, 1972; Weinberg, 1982).…”

Section: What We Think We Knowsupporting

confidence: 91%

Mental practice in sport psychology: Where have we been, where do we go?

Suinn¹

1997

Clinical Psychology: Science and Practice

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Research on mental practice for sport perfomunce enhancement is reviewed in this uticle, which discusses cumnt trends in the use of mental practice by elite athletes and coaches, research findings that appear conciusive, trends supported by research resuits, and theories to explain mental practice. Recornmendations for research designs include op.rationalIy doiining 'mentai practice," organizing classiflutions of UU studied, desuibing mental practice content, ururing equal trials, matching participants, using placebo controls and collecting follow-up data, and considering more complex research designs. Recommendations for practice include (a) teaching imagory skills, (b) Including reiuutlon, (c) increasing rapdtions of Mais, (a) defining the content predsely, (8) using stimulus and rosponse proporitlons, and (9 .Ikmating physical and mental practice.

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Section: What We Think We Knowsupporting

confidence: 91%

Mental practice in sport psychology: Where have we been, where do we go?

Suinn¹

1997

Clinical Psychology: Science and Practice

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“…The most common finding is that PP results in better performance than MP, which in turn improves performance compared no practice (Egstrom, 1964;McBride & Rothstein, 1979;Mendoza & Wichman, 1978). Other studies have demonstrated no difference between MP and PP though both produce better performance than no practice (Kohl & Roenker, 1980;Rawlings, Rawlings, Chen & Yilk, 1972;White, Ashton, Ashton & Lewis, 1979;Wrisberg & Ragdale, 1979).…”

Section: Movement Imagerymentioning

confidence: 90%

“…Other studies have demonstrated no difference between MP and PP though both produce better performance than no practice (Kohl & Roenker, 1980;Rawlings, Rawlings, Chen & Yilk, 1972;White, Ashton, Ashton & Lewis, 1979;Wrisberg & Ragdale, 1979). A combination of PP and MP has been found to produce an improvement in performance which is equal to PP (Egstrom, 1964;Stebbins, 1968) and even greater than PP (McBride & Rothstein, 1979;White et al, 1979). …”

Section: Movement Imagerymentioning

confidence: 99%

Psychophysiological correlates of dynamic imagery

Williams

Rippon

Stone³

et al. 1995

British J of Psychology

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Brain Electrical Activity Maps were recorded from 20 subjects whilst performing: (a) the Vandenberg & Kuse Mental Rotation Test (MRT) and: (b) the Isaac, Marks & Russell Vividness of Movement Imagery Questionnaire (VMIQ), and under control conditions. Subjects were classified as good or poor imagers, first on the basis of their VMIQ scores, and secondly on their MRT scores. Alpha, beta 1 and beta 2 at different cortical regions were compared between groups and between task performance and control conditions. During MRT significant reductions in alpha amplitude were found over both right and left parietal areas and over the left frontal region. In beta 1 non‐significant trends in the same direction were observed in the same regions found to be significant in alpha. Non‐significant trends in beta 2 were observed over the right parietal and frontal regions. No differences in amplitude at any frequency band were found between good and poor VMIQ scorers but subjects with high MRT scores showed greater alpha amplitude at many sites in the parietal, parieto‐occipital and frontal areas than subjects with low MRT scores. During VMIQ testing the VMIQ high imagers showed a non‐significant trend towards higher alpha amplitude at frontal regions and some scattered parietal and occipital sites and significantly higher levels of beta 2 in the left frontal region. However, no differences were found between imagery and control conditions. The results confirm the involvement of motor as well as spatial processes in dynamic imagery.

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“…Sackett (1934Sackett ( , 1935 used the expression 'symbolic rehearsal ' and Perry (1939) the term 'imaginary practice'. In the 1960s and 1970s, 'mental practice' (Clark, 1960), 'introspective rehearsal' and 'conceptualization' (Egstrom, 1964), 'covert rehearsal' (Corbin, 1967) and 'mental rehearsal' (Rawlings & Rawlings, 1974) were other terms used to describe the procedure. During the same period in the area of sports psychology, there was some enthusiasm for using mental practice as a way of increasing game or motor performance (e.g.…”

Section: The Imagination Effectmentioning

confidence: 99%

Cognitive load and the imagination effect

Leahy

Sweller

2004

Applied Cognitive Psychology

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When presented with a procedure or concept to learn, imagining the procedure or concept may be an effective instructional technique compared to conventional studying, thus generating an imagination effect. However, it was hypothesized that the importance of learning through imagining as an instructional technique depends on modes of presentation. Experiment 1 tested adults studying or imagining contour maps as participants and was designed to verify the generality of the imagination effect. Imagination instructions were superior to study instructions on subsequent test questions. Experiment 2 further investigated the effect by comparing much younger students (Grade 4), studying or imagining temperature/time graphs presented in either a split-attention (spatially separated diagram and text) or an integrated (spatially combined diagram and text) format. Results on a subsequent test indicated that the Grade 4 students found imagining beneficial to their learning, compared with studying the material but the effect was only obtained using an integrated rather than a split-attention format. Experiment 3 was conducted to obtain verbal protocols from Grade 4 imagination and study groups using the same instructional materials to throw light on the cognitive mechanisms behind the imagination effect. ), resulting in the imagination effect. An imagining strategy is used when the learner reads the instructional material and then, either closes or averts his or her eyes and imagines the relevant procedure. To illustrate, if the instructions involve the steps in solving a problem such as 'Using the temperature/time graph, at what time was it 30 degrees?', the learner is instructed to read a worked example demonstrating the solution first, and then imagine completing these steps.There are theoretical grounds, discussed below, for hypothesizing that this imagination effect interacts with cognitive load phenomena such as the split-attention effect. Splitattention occurs when learners must split their attention between and mentally integrate disparate sources of information. For example, a diagram and spatially separated text, which refers to it, are better learned if the text is integrated into the diagram rather than presented adjacent to the diagram in split-attention format.

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Effects of an Emphasis on Conceptualizing Techniques during Early Learning of a Gross Motor Skill

Cited by 15 publications

References 7 publications

Mental practice in sport psychology: Where have we been, where do we go?

Mental practice in sport psychology: Where have we been, where do we go?

Psychophysiological correlates of dynamic imagery

Cognitive load and the imagination effect

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