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Yamada M, Barclift AD, Raisbeck LD. The Effect of Motor Imagery Practice on an Aiming Task with Attentional Focus Cues. J Mot Behav 2024:1-14. [PMID: 38735557 DOI: 10.1080/00222895.2024.2350721] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/11/2023] [Accepted: 04/29/2024] [Indexed: 05/14/2024]
Abstract
When one directs their attention to an intended effect (external focus of attention, EFOA), motor performance is generally better than when one directs their attention to their own body movements (internal focus of attention, IFOA). However, the effect of attentional focus is unclear when a skill is practiced through motor imagery (MI) in the absence of physical trials. Participants (N = 30, M = 22.33 yrs, SD = 2.69) in the present study completed three physical trials of a reciprocal aiming task before and (24-h) after MI practice. During MI practice, the EFOA (n = 15) and IFOA (n = 15) groups mentally practiced the task with no physical practice with EFOA-MI or IFOA-MI, respectively, for three consecutive days. Our results showed that both groups significantly improved in accuracy (F1,28 = 6.49, p = .017), supporting the benefit of MI in motor skill acquisition. However, a significant effect of attentional focus was not observed (F1.,28 = 0.445, p = 0.51). We discussed two potential explanations: EFOA/IFOA requires physical trials to affect performance, or individuals must use both EFOA and IFOA in the process of creating imagery of the environment and movements, which may obscure the effect of EFOA and IFOA.
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Affiliation(s)
- Masahiro Yamada
- Moss Rehabilitation Research Institute, Neuroplasticity & Motor Behavior Lab, Elkins Park, Pennsylvania, USA
- The University of North Carolina at Greensboro, Greensboro, North Carolina, USA
- Department of Kinesiology, Whittier College, Whittier, California, USA
| | - Amanda D Barclift
- The University of North Carolina at Greensboro, Greensboro, North Carolina, USA
| | - Louisa D Raisbeck
- The University of North Carolina at Greensboro, Greensboro, North Carolina, USA
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2
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Jessey TB, Lin B, Subramanium SV, Kraeutner SN. Disrupting somatosensory processing impairs motor execution but not motor imagery. Hum Mov Sci 2023; 90:103101. [PMID: 37247540 DOI: 10.1016/j.humov.2023.103101] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/20/2022] [Revised: 05/18/2023] [Accepted: 05/20/2023] [Indexed: 05/31/2023]
Abstract
While motor imagery (MI) is thought to be 'functionally equivalent' with motor execution (ME), the equivalence of feedforward and feedback mechanisms between the two modalities is unexplored. Here, we tested the equivalence of these mechanisms between MI and ME via two experiments designed to probe the role of somatosensory processing (Exp 1), and cognitive processing (Exp 2). All participants were engaged in a previously established force-matching task adapted for MI. A reference force was applied (on scale of 1-10, with higher numbers indicative of greater force) to one index finger while participants matched the force with their opposite index finger via ME or MI (control conditions). Participants then rated the force on the same scale of 1-10. Exp 1: Participants (N = 27) performed the task with tactile stimulation (ME+TAC, MI+TAC) in addition to control conditions. Exp 2: Participants (N = 26) performed the task in dual-task conditions (ME+COG, MI+COG) in addition to control conditions. Results indicate that (Exp 1) tactile stimulation impaired performance in ME but not MI. Dual-task conditions (Exp 2) were not shown to impair performance in either practice modality. Findings suggest that while somatosensory processing is critical for ME, it is not for MI. Overall we indicate a functional equivalence between feedforward/back mechanisms in MI and ME may not exist.
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Affiliation(s)
- Tarri B Jessey
- Neuroplasticity, Imagery, and Motor Behaviour Laboratory, Department of Psychology, University of British Columbia, Okanagan Campus, Kelowna V1V1V7, British Columbia, Canada
| | - Beier Lin
- Neuroplasticity, Imagery, and Motor Behaviour Laboratory, Department of Psychology, University of British Columbia, Okanagan Campus, Kelowna V1V1V7, British Columbia, Canada
| | - Soumyaa V Subramanium
- Neuroplasticity, Imagery, and Motor Behaviour Laboratory, Department of Psychology, University of British Columbia, Okanagan Campus, Kelowna V1V1V7, British Columbia, Canada
| | - Sarah N Kraeutner
- Neuroplasticity, Imagery, and Motor Behaviour Laboratory, Department of Psychology, University of British Columbia, Okanagan Campus, Kelowna V1V1V7, British Columbia, Canada; Djavad Mowafaghian Centre for Brain Health, University of British Columbia, Vancouver V6T1Z3, British Columbia, Canada.
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Goble MSL, Raison N, Mekhaimar A, Dasgupta P, Ahmed K. Adapting Motor Imagery Training Protocols to Surgical Education: A Systematic Review and Meta-Analysis. Surg Innov 2021; 28:329-351. [PMID: 33710912 PMCID: PMC8264649 DOI: 10.1177/1553350621990480] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Objective. Motor imagery (MI) is widely used to improve technical skills in sports and has been proven to be effective in neurorehabilitation and surgical education. This review aims to identify the key characteristics of MI protocols for implementation into surgical curricula. Design. This study is a systematic review and meta-analysis. PubMed, MEDLINE, Embase and PsycINFO databases were systematically searched. The primary outcome was the impact of MI training on measured outcomes, and secondary outcomes were study population, MI intervention characteristics, study primary outcome measure and subject rating of MI ability (systematic review registration: PROSPERO CRD42019121895). Results. 456 records were screened, 60 full texts randomising 2251 participants were reviewed and 39 studies were included in meta-analysis. MI was associated with improved outcome in 35/60 studies, and pooled analysis also showed improved outcome on all studies with a standardised mean difference of .39 (95% CI: .12, .67, P = .005). In studies where MI groups showed improved outcomes, the median duration of training was 24 days (mode 42 days), and the median duration of each individual MI session was 30 minutes (range <1 minute-120 minutes). Conclusions. MI training protocols for use in surgical education could have the following characteristics: MI training delivered in parallel to existing surgical training, in a flexible format; inclusion of a brief period of relaxation, followed by several sets of repetitions of MI and a refocusing period. This is a step towards the development of a surgical MI training programme, as a low-cost, low-risk tool to enhance practical skills.
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Affiliation(s)
- Mary S L Goble
- MRC Centre for Transplantation, Guy's Hospital, 4616King's College London, UK
| | - Nicholas Raison
- MRC Centre for Transplantation, Guy's Hospital, 4616King's College London, UK
| | - Ayah Mekhaimar
- MRC Centre for Transplantation, Guy's Hospital, 4616King's College London, UK
| | - Prokar Dasgupta
- MRC Centre for Transplantation, Guy's Hospital, 4616King's College London, UK.,Department of Urology, 4616Guy's and St Thomas' NHS Foundation Trust, King's Health Partners, London, UK
| | - Kamran Ahmed
- MRC Centre for Transplantation, Guy's Hospital, 4616King's College London, UK.,Department of Urology, 4616Guy's and St Thomas' NHS Foundation Trust, King's Health Partners, London, UK
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Apolinário-Souza T, Ferreira BDP, de Oliveira JRV, Nogueira NGDHM, Pinto JAR, Lage GM. Mental practice is associated with learning the relative timing dimension of a task. J Mot Behav 2020; 53:727-736. [PMID: 33234047 DOI: 10.1080/00222895.2020.1852156] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Abstract
Learning about the relative timing dimension of a motor skill is enhanced by factors that promote higher response stability between trials. Conversely, learning the absolute timing dimension is favored by lower trial-to-trial stability. The mental practice may increase response stability during acquisition since there is a low possibility of adjustments made between trials. Thus, this study aimed to test the hypothesis that some factors that increase response stability during the acquisition phase contribute to an enhanced relative timing dimension learning. Our hypothesis is that mental practice shows less relative timing error than the absence of practice. A sequential key-pressing task was practiced with two goals: learn (1) relative timing dimension and (2) absolute timing dimension. Participants were assigned to one of three groups: Physical, Mental, or No practice. The Physical group showed greater learning of both dimensions than the other two groups. The Mental group showed greater learning of relative timing dimension than the No practice group. The results suggest that mental practice produces increased stability, which in turn promotes learning of the relative timing dimension.
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Affiliation(s)
- Tércio Apolinário-Souza
- Department of Human Movement Sciences, Minas Gerais State University, Ibirité, Minas Gerais, Brazil.,Department of Physical Education, Federal University of Minas Gerais, Belo, Minas Gerais, Brazil
| | | | - João Roberto Ventura de Oliveira
- Department of Human Movement Sciences, Minas Gerais State University, Ibirité, Minas Gerais, Brazil.,Department of Physical Education, Federal University of Minas Gerais, Belo, Minas Gerais, Brazil
| | | | | | - Guilherme Menezes Lage
- Department of Physical Education, Federal University of Minas Gerais, Belo, Minas Gerais, Brazil
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La Touche R, Sánchez-Vázquez M, Cuenca-Martínez F, Prieto-Aldana M, Paris-Alemany A, Navarro-Fernández G. Instruction Modes for Motor Control Skills Acquisition: A Randomized Controlled Trial. J Mot Behav 2019; 52:444-455. [PMID: 31359842 DOI: 10.1080/00222895.2019.1645087] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/23/2023]
Abstract
The objective was to compare two different instruction modes used to teach patients with nonspecific chronic low back pain (CLBP) to perform a lumbar motor control task. The three intervention instruction modes used were: common verbal explanation of a motor task based on a motor control therapeutic exercise (MCTE-control group), MTCE instructed using motor imagery (MI) and MCTE instructed using tactile feedback (TF). The main outcome measure was lumbar motor control of the neutral position test. Forty-eight patients with CLBP were randomly allocated into three groups of 16 patients per group. The MI strategy was the most effective mode for developing the motor control task in an accurate and controlled manner, obtaining better outcomes than TF or verbal instruction.
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Affiliation(s)
- Roy La Touche
- Departamento de Fisioterapia, Centro Superior de Estudios Universitarios La Salle, Universidad Autónoma de Madrid, Spain.,Motion in Brains Research Group, Institute of Neuroscience and Sciences of the Movement (INCIMOV), Centro Superior de Estudios Universitarios La Salle, Universidad Autónoma de Madrid, Spain.,Instituto de Neurociencia y Dolor Craneofacial (INDCRAN), Madrid, Spain.,Instituto de Investigación Sanitaria del Hospital Universitario La Paz (IdiPAZ), Madrid, Spain
| | - Macarena Sánchez-Vázquez
- Departamento de Fisioterapia, Centro Superior de Estudios Universitarios La Salle, Universidad Autónoma de Madrid, Spain
| | - Ferran Cuenca-Martínez
- Departamento de Fisioterapia, Centro Superior de Estudios Universitarios La Salle, Universidad Autónoma de Madrid, Spain.,Motion in Brains Research Group, Institute of Neuroscience and Sciences of the Movement (INCIMOV), Centro Superior de Estudios Universitarios La Salle, Universidad Autónoma de Madrid, Spain
| | - María Prieto-Aldana
- Departamento de Fisioterapia, Centro Superior de Estudios Universitarios La Salle, Universidad Autónoma de Madrid, Spain.,Motion in Brains Research Group, Institute of Neuroscience and Sciences of the Movement (INCIMOV), Centro Superior de Estudios Universitarios La Salle, Universidad Autónoma de Madrid, Spain
| | - Alba Paris-Alemany
- Departamento de Fisioterapia, Centro Superior de Estudios Universitarios La Salle, Universidad Autónoma de Madrid, Spain.,Motion in Brains Research Group, Institute of Neuroscience and Sciences of the Movement (INCIMOV), Centro Superior de Estudios Universitarios La Salle, Universidad Autónoma de Madrid, Spain.,Instituto de Neurociencia y Dolor Craneofacial (INDCRAN), Madrid, Spain.,Instituto de Investigación Sanitaria del Hospital Universitario La Paz (IdiPAZ), Madrid, Spain
| | - Gonzalo Navarro-Fernández
- Departamento de Fisioterapia, Centro Superior de Estudios Universitarios La Salle, Universidad Autónoma de Madrid, Spain.,Motion in Brains Research Group, Institute of Neuroscience and Sciences of the Movement (INCIMOV), Centro Superior de Estudios Universitarios La Salle, Universidad Autónoma de Madrid, Spain
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Functional Role of Internal and External Visual Imagery: Preliminary Evidences from Pilates. Neural Plast 2018; 2018:7235872. [PMID: 29849565 PMCID: PMC5924993 DOI: 10.1155/2018/7235872] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/24/2017] [Revised: 02/19/2018] [Accepted: 03/19/2018] [Indexed: 12/05/2022] Open
Abstract
The present study investigates whether a functional difference between the visualization of a sequence of movements in the perspective of the first- (internal VMI-I) or third- (external VMI-E) person exists, which might be relevant to promote learning. By using a mental chronometry experimental paradigm, we have compared the time or execution, imagination in the VMI-I perspective, and imagination in the VMI-E perspective of two kinds of Pilates exercises. The analysis was carried out in individuals with different levels of competence (expert, novice, and no-practice individuals). Our results showed that in the Expert group, in the VMI-I perspective, the imagination time was similar to the execution time, while in the VMI-E perspective, the imagination time was significantly lower than the execution time. An opposite pattern was found in the Novice group, in which the time of imagination was similar to that of execution only in the VMI-E perspective, while in the VMI-I perspective, the time of imagination was significantly lower than the time of execution. In the control group, the times of both modalities of imagination were significantly lower than the execution time for each exercise. The present data suggest that, while the VMI-I serves to train an already internalised gesture, the VMI-E perspective could be useful to learn, and then improve, the recently acquired sequence of movements. Moreover, visual imagery is not useful for individuals that lack a specific motor experience. The present data offer new insights in the application of mental training techniques, especially in field of sports. However, further investigations are needed to better understand the functional role of internal and external visual imagery.
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Frank C, Schack T. The Representation of Motor (Inter)action, States of Action, and Learning: Three Perspectives on Motor Learning by Way of Imagery and Execution. Front Psychol 2017; 8:678. [PMID: 28588510 PMCID: PMC5440750 DOI: 10.3389/fpsyg.2017.00678] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/11/2016] [Accepted: 04/13/2017] [Indexed: 11/23/2022] Open
Abstract
Learning in intelligent systems is a result of direct and indirect interaction with the environment. While humans can learn by way of different states of (inter)action such as the execution or the imagery of an action, their unique potential to induce brain- and mind-related changes in the motor action system is still being debated. The systematic repetition of different states of action (e.g., physical and/or mental practice) and their contribution to the learning of complex motor actions has traditionally been approached by way of performance improvements. More recently, approaches highlighting the role of action representation in the learning of complex motor actions have evolved and may provide additional insight into the learning process. In the present perspective paper, we build on brain-related findings and sketch recent research on learning by way of imagery and execution from a hierarchical, perceptual-cognitive approach to motor control and learning. These findings provide insights into the learning of intelligent systems from a perceptual-cognitive, representation-based perspective and as such add to our current understanding of action representation in memory and its changes with practice. Future research should build bridges between approaches in order to more thoroughly understand functional changes throughout the learning process and to facilitate motor learning, which may have particular importance for cognitive systems research in robotics, rehabilitation, and sports.
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Affiliation(s)
- Cornelia Frank
- Neurocognition and Action – Research Group, Faculty of Psychology and Sports Science, Bielefeld UniversityBielefeld, Germany
- Cognitive Interaction Technology – Cluster of Excellence, Bielefeld UniversityBielefeld, Germany
| | - Thomas Schack
- Neurocognition and Action – Research Group, Faculty of Psychology and Sports Science, Bielefeld UniversityBielefeld, Germany
- Cognitive Interaction Technology – Cluster of Excellence, Bielefeld UniversityBielefeld, Germany
- Research Institute for Cognition and Robotics (CoR-Lab), Bielefeld UniversityBielefeld, Germany
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