Visual Versus Kinesthetic Mental Imagery Efficacy for the Retention and Transfer of a Closed Motor Skill in Young Children
The main purposes of this study were (a) to compare the effects of mental imagery combined with physical practise and specific physical practise on the retention and transfer of a closed motor skill in young children; (b) to determine the mental imagery (visual vs. kinesthetic), which is the most ef...
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| Published in | Canadian journal of experimental psychology Vol. 62; no. 3; pp. 174 - 187 |
|---|---|
| Main Authors | , , |
| Format | Journal Article |
| Language | English |
| Published |
Old Chelsea, PQ
Educational Publishing Foundation
01.09.2008
Canadian Psychological Association |
| Subjects | |
| Online Access | Get full text |
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| Abstract | The main purposes of this study were (a) to compare the effects of mental imagery combined with physical practise and specific physical practise on the retention and transfer of a closed motor skill in young children; (b) to determine the mental imagery (visual vs. kinesthetic), which is the most efficient for retention and transfer of a closed motor skill; and (c) to verify the relationship between movement image vividness and motor performance. As for the secondary purpose, it was to compare the effects of gender on motor learning. Participants (
n
= 96) were selected from 3 primary schools. These participants were divided into 6 groups and submitted to different experimental conditions. The experimental task required the participants to throw, with the nondominant hand (left hand), a ball toward a target composed of 3 concentric circles. The results demonstrated that performance obtained by the mental imagery (visual or kinesthetic) combined with physical practise group was, during the retention phase, equivalent to that produced by the specific physical practise group but significantly superior during the transfer of closed motor skill. These results showed the potential benefits of mental imagery as a retention strategy intended for motor skills and performance enhancement. Such results could be explained by the similarity of 3 principal functional evidences shared by mental and physical practise: behavioural, central, and peripheral (as suggested by
Holmes & Collins, 2001
).
Les buts principaux de cette étude étaient (a) de comparer les effets de l'imagerie mentale combinée à la pratique physique et la pratique physique spécifique sur la rétention et le transfert d'une habileté motrice fermée chez des enfants en bas âge ; (b) de déterminer la forme d'imagerie mentale (visuelle vs kinesthésique) la plus efficace pour la rétention et le transfert d'une habileté motrice fermée ; et (c) de vérifier la relation entre la saillance de l'image du mouvement et la performance motrice. Le but secondaire était de comparer l'effet du genre sur la performance motrice pendant l'exécution d'une habileté motrice fermée. Les participants (
n
= 96) ont été recrutés dans trois écoles primaires. Ils ont été divisés en six groupes et soumis à différentes conditions expérimentales. La tâche expérimentale exigeait que les participants lancent une balle sur une cible composée de trois cercles concentriques, à l'aide de leur main non-dominante (main gauche). La performance a été évaluée durant le prétest, le traitement, le test de rétention et le test de transfert. Les résultats ont démontré que la performance obtenue avec une combinaison d'imagerie mentale (visuelle ou kinesthésique) et de pratique physique équivaut à celle produite par la pratique physique spécifique durant la phase de rétention, mais est significativement supérieure durant le transfert de l'habileté motrice fermée. Ces résultats soulignent les avantages potentiels de l'imagerie mentale comme stratégie de rétention pour les habiletés motrices et l'amélioration des performances. De tels résultats peuvent être expliqués en vertu de la similitude entre trois composantes fonctionnelles principales partagées par la pratique mentale et physique : comportementale, centrale et périphérique (tel que suggéré par
Holmes & Collins, 2001
). |
|---|---|
| AbstractList | The main purposes of this study were (a) to compare the effects of mental imagery combined with physical practise and specific physical practise on the retention and transfer of a closed motor skill in young children; (b) to determine the mental imagery (visual vs. kinesthetic), which is the most efficient for retention and transfer of a closed motor skill; and (c) to verify the relationship between movement image vividness and motor performance. As for the secondary purpose, it was to compare the effects of gender on motor learning. Participants (n = 96) were selected from 3 primary schools. These participants were divided into 6 groups and submitted to different experimental conditions. The experimental task required the participants to throw, with the nondominant hand (left hand), a ball toward a target composed of 3 concentric circles. The results demonstrated that performance obtained by the mental imagery (visual or kinesthetic) combined with physical practise group was, during the retention phase, equivalent to that produced by the specific physical practise group but significantly superior during the transfer of closed motor skill. These results showed the potential benefits of mental imagery as a retention strategy intended for motor skills and performance enhancement. Such results could be explained by the similarity of 3 principal functional evidences shared by mental and physical practise: behavioural, central, and peripheral (as suggested by Holmes & Collins, 2001). [PUBLICATION ABSTRACT] The main purposes of this study were (a) to compare the effects of mental imagery combined with physical practise and specific physical practise on the retention and transfer of a closed motor skill in young children; (b) to determine the mental imagery (visual vs. kinesthetic), which is the most efficient for retention and transfer of a closed motor skill; and (c) to verify the relationship between movement image vividness and motor performance. As for the secondary purpose, it was to compare the effects of gender on motor learning. Participants (n = 96) were selected from 3 primary schools. These participants were divided into 6 groups and submitted to different experimental conditions. The experimental task required the participants to throw, with the nondominant hand (left hand), a ball toward a target composed of 3 concentric circles. The results demonstrated that performance obtained by the mental imagery (visual or kinesthetic) combined with physical practise group was, during the retention phase, equivalent to that produced by the specific physical practise group but significantly superior during the transfer of closed motor skill. These results showed the potential benefits of mental imagery as a retention strategy intended for motor skills and performance enhancement. Such results could be explained by the similarity of 3 principal functional evidences shared by mental and physical practise: behavioural, central, and peripheral (as suggested by Holmes & Collins, 2001). (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract) The main purposes of this study were (a) to compare the effects of mental imagery combined with physical practise and specific physical practise on the retention and transfer of a closed motor skill in young children; (b) to determine the mental imagery (visual vs. kinesthetic), which is the most efficient for retention and transfer of a closed motor skill; and (c) to verify the relationship between movement image vividness and motor performance. As for the secondary purpose, it was to compare the effects of gender on motor learning. Participants (n = 96) were selected from 3 primary schools. These participants were divided into 6 groups and submitted to different experimental conditions. The experimental task required the participants to throw, with the nondominant hand (left hand), a ball toward a target composed of 3 concentric circles. The results demonstrated that performance obtained by the mental imagery (visual or kinesthetic) combined with physical practise group was, during the retention phase, equivalent to that produced by the specific physical practise group but significantly superior during the transfer of closed motor skill. These results showed the potential benefits of mental imagery as a retention strategy intended for motor skills and performance enhancement. Such results could be explained by the similarity of 3 principal functional evidences shared by mental and physical practise: behavioural, central, and peripheral (as suggested by Holmes & Collins, 2001). The main purposes of this study were (a) to compare the effects of mental imagery combined with physical practise and specific physical practise on the retention and transfer of a closed motor skill in young children; (b) to determine the mental imagery (visual vs. kinesthetic), which is the most efficient for retention and transfer of a closed motor skill; and (c) to verify the relationship between movement image vividness and motor performance. As for the secondary purpose, it was to compare the effects of gender on motor learning. Participants (n = 96) were selected from 3 primary schools. These participants were divided into 6 groups and submitted to different experimental conditions. The experimental task required the participants to throw, with the nondominant hand (left hand), a ball toward a target composed of 3 concentric circles. The results demonstrated that performance obtained by the mental imagery (visual or kinesthetic) combined with physical practise group was, during the retention phase, equivalent to that produced by the specific physical practise group but significantly superior during the transfer of closed motor skill. These results showed the potential benefits of mental imagery as a retention strategy intended for motor skills and performance enhancement. Such results could be explained by the similarity of 3 principal functional evidences shared by mental and physical practise: behavioural, central, and peripheral (as suggested by Holmes & Collins, 2001). Les buts principaux de cette étude étaient (a) de comparer les effets de l'imagerie mentale combinée à la pratique physique et la pratique physique spécifique sur la rétention et le transfert d'une habileté motrice fermée chez des enfants en bas âge ; (b) de déterminer la forme d'imagerie mentale (visuelle vs kinesthésique) la plus efficace pour la rétention et le transfert d'une habileté motrice fermée ; et (c) de vérifier la relation entre la saillance de l'image du mouvement et la performance motrice. Le but secondaire était de comparer l'effet du genre sur la performance motrice pendant l'exécution d'une habileté motrice fermée. Les participants (n = 96) ont été recrutés dans trois écoles primaires. Ils ont été divisés en six groupes et soumis à différentes conditions expérimentales. La tâche expérimentale exigeait que les participants lancent une balle sur une cible composée de trois cercles concentriques, à l'aide de leur main non-dominante (main gauche). La performance a été évaluée durant le prétest, le traitement, le test de rétention et le test de transfert. Les résultats ont démontré que la performance obtenue avec une combinaison d'imagerie mentale (visuelle ou kinesthésique) et de pratique physique équivaut à celle produite par la pratique physique spécifique durant la phase de rétention, mais est significativement supérieure durant le transfert de l'habileté motrice fermée. Ces résultats soulignent les avantages potentiels de l'imagerie mentale comme stratégie de rétention pour les habiletés motrices et l'amélioration des performances. De tels résultats peuvent être expliqués en vertu de la similitude entre trois composantes fonctionnelles principales partagées par la pratique mentale et physique : comportementale, centrale et périphérique (tel que suggéré par Holmes & Collins, 2001). The main purposes of this study were (a) to compare the effects of mental imagery combined with physical practise and specific physical practise on the retention and transfer of a closed motor skill in young children; (b) to determine the mental imagery (visual vs. kinesthetic), which is the most efficient for retention and transfer of a closed motor skill; and (c) to verify the relationship between movement image vividness and motor performance. As for the secondary purpose, it was to compare the effects of gender on motor learning. Participants (n = 96) were selected from 3 primary schools. These participants were divided into 6 groups and submitted to different experimental conditions. The experimental task required the participants to throw, with the nondominant hand (left hand), a ball toward a target composed of 3 concentric circles. The results demonstrated that performance obtained by the mental imagery (visual or kinesthetic) combined with physical practise group was, during the retention phase, equivalent to that produced by the specific physical practise group but significantly superior during the transfer of closed motor skill. These results showed the potential benefits of mental imagery as a retention strategy intended for motor skills and performance enhancement. Such results could be explained by the similarity of 3 principal functional evidences shared by mental and physical practise: behavioural, central, and peripheral (as suggested by Holmes & Collins, 2001). The main purposes of this study were (a) to compare the effects of mental imagery combined with physical practise and specific physical practise on the retention and transfer of a closed motor skill in young children; (b) to determine the mental imagery (visual vs. kinesthetic), which is the most efficient for retention and transfer of a closed motor skill; and (c) to verify the relationship between movement image vividness and motor performance. As for the secondary purpose, it was to compare the effects of gender on motor learning. Participants ( n = 96) were selected from 3 primary schools. These participants were divided into 6 groups and submitted to different experimental conditions. The experimental task required the participants to throw, with the nondominant hand (left hand), a ball toward a target composed of 3 concentric circles. The results demonstrated that performance obtained by the mental imagery (visual or kinesthetic) combined with physical practise group was, during the retention phase, equivalent to that produced by the specific physical practise group but significantly superior during the transfer of closed motor skill. These results showed the potential benefits of mental imagery as a retention strategy intended for motor skills and performance enhancement. Such results could be explained by the similarity of 3 principal functional evidences shared by mental and physical practise: behavioural, central, and peripheral (as suggested by Holmes & Collins, 2001 ). Les buts principaux de cette étude étaient (a) de comparer les effets de l'imagerie mentale combinée à la pratique physique et la pratique physique spécifique sur la rétention et le transfert d'une habileté motrice fermée chez des enfants en bas âge ; (b) de déterminer la forme d'imagerie mentale (visuelle vs kinesthésique) la plus efficace pour la rétention et le transfert d'une habileté motrice fermée ; et (c) de vérifier la relation entre la saillance de l'image du mouvement et la performance motrice. Le but secondaire était de comparer l'effet du genre sur la performance motrice pendant l'exécution d'une habileté motrice fermée. Les participants ( n = 96) ont été recrutés dans trois écoles primaires. Ils ont été divisés en six groupes et soumis à différentes conditions expérimentales. La tâche expérimentale exigeait que les participants lancent une balle sur une cible composée de trois cercles concentriques, à l'aide de leur main non-dominante (main gauche). La performance a été évaluée durant le prétest, le traitement, le test de rétention et le test de transfert. Les résultats ont démontré que la performance obtenue avec une combinaison d'imagerie mentale (visuelle ou kinesthésique) et de pratique physique équivaut à celle produite par la pratique physique spécifique durant la phase de rétention, mais est significativement supérieure durant le transfert de l'habileté motrice fermée. Ces résultats soulignent les avantages potentiels de l'imagerie mentale comme stratégie de rétention pour les habiletés motrices et l'amélioration des performances. De tels résultats peuvent être expliqués en vertu de la similitude entre trois composantes fonctionnelles principales partagées par la pratique mentale et physique : comportementale, centrale et périphérique (tel que suggéré par Holmes & Collins, 2001 ). |
| Author | Zinsser, Nathaniel Taktek, Khaled St-John, Bob |
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| ContentType | Journal Article |
| Copyright | 2008 Canadian Psychological Association 2008 INIST-CNRS Copyright Canadian Psychological Association Sep 2008 2008, Canadian Psychological Association |
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| Editor | Grondin, Simon |
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| Keywords | imagerie kinesthésique rétention kinesthetic imagery imagerie mentale visual imagery motor performance imagerie visuelle performance motrice retention mental imagery Human Mental imagery Visual imagery Memory Motor skill Practice Cognition Experimental study Learning Acquisition process School age Transfer Motricity Child Comparative study |
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| Publisher | Educational Publishing Foundation Canadian Psychological Association |
| Publisher_xml | – name: Educational Publishing Foundation – name: Canadian Psychological Association |
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R. – volume: 86 start-page: 181 year: 1995 end-page: 190 article-title: Interference effects of mental imagery on a motor task publication-title: British Journal of Psychology contributor: fullname: Bernoties, L. – volume: 41 start-page: 287 year: 1987 end-page: 302 article-title: "Paradox" sex differences in self-reported imagery publication-title: Canadian Journal of Psychology contributor: fullname: Harshman, R. A. – volume: 74 start-page: 1037 year: 1995 end-page: 1045 article-title: Modulation of muscle responses evoked by transcranial magnetic stimulation during the acquisition of new fine motor skills publication-title: Journal of Neurophysiology contributor: fullname: Cammarota, A. – volume: 238 start-page: 33 year: 1988 end-page: 38 article-title: rCBF landscapes during performance and motor ideation of a graphic gesture publication-title: European Archives of Psychiatry & Neurological Sciences contributor: fullname: Ingvar, D. 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J. – volume: 6 start-page: 230 year: 1992 end-page: 241 article-title: The effect of mental-imagery training on performance enhancement with 7-10-year-old children publication-title: Sport Psychologist contributor: fullname: Orlick, T. – volume: 21 start-page: 95 year: 1999 end-page: 112 article-title: Efficacy of external and internal visual imagery perspectives for the enhancement of performance on tasks in which form is important publication-title: Journal of Sport & Exercise Psychology contributor: fullname: Hardy, L. – volume: 56 start-page: 1479 year: 1985 end-page: 1498 article-title: Emergence and characterization of sex differences in spatial ability: A meta-analysis publication-title: Child Development contributor: fullname: Peterson, A. C. – volume: 30 start-page: 125 year: 2006 end-page: 162 article-title: Mental representation: Fundamental principles and ontogenetic perspectives publication-title: Journal of Mental Imagery contributor: fullname: Taktek, K. – volume: 31 start-page: 607 year: 2005 end-page: 632 article-title: Stratégies pédagogiques et apprentissage d'une tâche motrice discrète chez des enfants de huit à dix Ans publication-title: Revue des Sciences de l'Éducation contributor: fullname: Rigal, R. – volume: 10 start-page: 23 year: 1986 end-page: 30 article-title: An instrument for assessing imagery of movement: The Vividness of Movement Imagery Questionnaire (VMIQ) publication-title: Journal of Mental Imagery contributor: fullname: Isaac, A. – volume: 63 start-page: 162 year: 1992 end-page: 170 article-title: Alternating actual and imagery practice: Preliminary theoretical considerations publication-title: Research Quarterly for Exercise and Sport contributor: fullname: Roenker, D. 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A. G. |
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| Snippet | The main purposes of this study were (a) to compare the effects of mental imagery combined with physical practise and specific physical practise on the... |
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| StartPage | 174 |
| SubjectTerms | Biological and medical sciences Child Child development Childhood Development Children & youth Cognitive ability Developmental psychology Environmental conditions Female Fundamental and applied biological sciences. Psychology Human Humans Imagery Imagination Kinesthesis Kinesthetic Perception Male Mental Processes Motor ability Motor Performance Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Psychomotor Performance Retention Retention (Psychology) Studies Transfer (Psychology) Visual Perception |
| Subtitle | Efficacy for the Retention and Transfer of a Closed Motor Skill in Young Children |
| Title | Visual Versus Kinesthetic Mental Imagery |
| URI | http://psycnet.apa.org/journals/cep/62/3/174 https://www.ncbi.nlm.nih.gov/pubmed/18778146 https://www.proquest.com/docview/200347890 https://www.proquest.com/docview/614526114 https://search.proquest.com/docview/69522895 |
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