Motor Performance of Children with Mild Mental Disabilities after Using Mental Imagery

Abstract

In order to improve motor performance, mental imagery procedures have evolved over the years with nondisabled subjects. Studies researching the concept of using mental imagery with special populations (Surburg, & Stumpner, 1987; Surburg, 1991; Surburg, Porretta, & Sutlive, 1995) are very few in number. This study examined the efficacy of using mental imagery in developing skill on a motorically oriented task (pursuit rotor) and a cognitively oriented task (peg board) on middle school students with mild mental disabilities (MMD). Thirty subjects were assigned randomly to a physical, imagery, or no-practice control group to perform either a peg board or pursuit rotor task. For each motor task, there was a pretest followed by appropriate treatment regime and a posttest session. The dependent variables were the number of pegs placed in appropriate order for the peg board task and time on target for the pursuit rotor task. Results were that imagery practice enhanced the motor performance of children with MMD on both the peg board (cognitively oriented task) and pursuit rotor (motorically oriented task).

An Evaluative Case Study of a Psychological Skills Training Program for Athletes with Intellectual Disabilities

“…Surburg (1991), using a reaction time-movement time task, and Porretta and Surburg (1995), using a coincidence timing task, both showed that imagery plus practice improved performance beyond practice alone. Likewise, Screws and Surburg (1997) demonstrated that imagery practice enhanced performance by individuals with mild mental disabilities on both a cognitively oriented task (peg board) and a motorically oriented task (pursuit rotor). Porretta and Surburg (1995) postulated that the findings may occur because imaging successful performance increases self-confidence and motivation.…”

“…Despite calls by Asken and Goodling (1986) and Travis and Sachs (1991), there remains a paucity of research in the area of sport psychology and athletes with intellectual disabilities (Porretta & Moore, 1996. The majority of the work that exists in this domain has been descriptive in nature (e.g., Hanrahan, 1995Hanrahan, , 1998 or focused on individual psychological skills in a laboratory setting (e.g., Screws & Surburg, 1997;Surburg, Porretta, & Sutlive, 1995). Nevertheless, by examining this work and adapting findings from studies completed in nonsport settings, a case can be made for the likely success of PST for athletes with intellectual disabilities.…”

The Effect of Mental Training on Motor Performance of Tennis and Field Hockey Strokes in Novice Players

“…Several studies have demonstrated that the use of mental imagery, combined with physical practice, contributes to the optimization of motor performance (Jones & Stuth, 1997;Martin & Hall, 1995;Overby et al, 1997Overby et al, -1998Screws & Surburg, 1997;Taktek, 2004;Wrisberg & Anshel, 1989), but mental training is less effective than practical training, mental training is more effective than no training, mental training cannot replace physical training, but can considerably enhance it (Driskell et al, 1994;Mayer & Herrman, 2009). …”

Psychological Skills Training for Athletes With Disabilities

“…Students with mild intellectual impairments (IQs ranging from 50 to 70) have been shown to enhance their performances in cognitive tasks (e.g., peg board) and motor tasks (e.g., pursuit rotor) through the use of imagery (Screws & Surburg, ). Combining physical practice with imagery has found to result in significantly better performances than physical practice alone for participants with intellectual disabilities (Surburg, Porretta, & Sutlive, ).…”