Document Type : Original research study
Authors
1 Assistant professor of Motor Behavior- Shiraz University
2 Ferdowsi University of Mashhad- Faculty of Sport Sciences
Abstract
The purpose of this study was to investigate the effect of different methods of practice a pre-performance routine on mental representation and performance levels of volleyball overhand float-serve. For this purpose, 80 female (age= 19±2.2) were randomly divided into eight groups including Physical, Mental, Observational, and different combination of these conditions. Participants, according to their grouping, practiced the intended task for one week. One week later, a retention test was performed. Performance accuracy and structure of mental representation of participants were measured as dependent variables. Results showed that in the accuracy measure, group which utilized all three kinds of performance had the higher accuracy and the imagery and observation groups had the lowest accuracy. These results were interpreted according to the dynamic system view and the importance of online feedback in the process of motor learning.
Keywords
Main Subjects
1. Bajaj, S., Butler, A. J., Drake, D., & Dhamala, M. (2015). Functional organization and restoration of the brain motor-execution network after stroke and rehabilitation. Frontiers in human neuroscience, 9, 173.
2. Bandura, A., & Walters, R. H. (1977). Social learning theory (Vol. 1): Prentice-hall Englewood Cliffs, NJ.
3. Bird, G., Osman, M., Saggerson, A., & Heyes, C. (2005). Sequence learning by action, observation and action observation. British journal of psychology, 96(3), 371-388.
4. Coelho, C. J., Nusbaum, H. C., Rosenbaum, D. A., & Fenn, K. M. (2012). Imagined actions aren't just weak actions: Task variability promotes skill learning in physical practice but not in mental practice. Journal of Experimental Psychology: Learning, Memory, and Cognition, 38(6), 1759.
5. Cohn, P. J., Rotella, R. J., & Lloyd, J. W. (1990). Effects of a cognitive-behavioral intervention on the preshot routine and performance in golf. The Sport Psychologist, 4(1), 33-47.
6. Driskell, J. E., Copper, C., & Moran, A. (1994). Does mental practice enhance performance? Journal of applied psychology, 79(4), 481.
7. Farah, M. J. (1989). The neural basis of mental imagery. Trends in neurosciences, 12(10), 395-399.
8. Foster, D. J., Weigand, D. A., & Baines, D. (2006). The effect of removing superstitious behavior and introducing a pre-performance routine on basketball free-throw performance. Journal of Applied Sport Psychology, 18(2), 167-171.
9. Frank, C. (2014). Mental Representation and Learning in Complex Action: A Perceptual-Cognitive View on Mental and Physical Practice (doctoral dissertation). Bielefeld: Bielefeld University.
10. Gatti, R., Tettamanti, A., Gough, P., Riboldi, E., Marinoni, L., & Buccino, G. (2013). Action observation versus motor imagery in learning a complex motor task: a short review of literature and a kinematics study. Neuroscience letters, 540, 37-42.
11. Holmes, P., & Calmels, C. (2008). A neuroscientific review of imagery and observation use in sport. Journal of motor behavior, 40(5), 433-445.
12. Jeannerod, M. (2001). Neural simulation of action: a unifying mechanism for motor cognition. Neuroimage, 14(1), S103-S109.
13. Kelly, S. W., Burton, A., Riedel, B., & Lynch, E. (2003). Sequence learning by action and observation: Evidence for separate mechanisms. British journal of psychology, 94(3), 355-372.
14. Kim, T., Frank, C., & Schack, T. (2017). A systematic investigation of the effect of action observation training and motor imagery training on the development of mental representation structure and skill performance. Frontiers in human neuroscience, 11, 499.
15. Kolscher, B. M. (1984). The Effects of a Mental and Physical Routine Upon the Performance of Three Female Volleyball Servers:" a Multiple Baseline Study Across Subjects in a Practice Setting". Doctoral dissertation, University of Virginia.
16. Larssen, B. C., Ong, N. T., & Hodges, N. J. (2012). Watch and learn: seeing is better than doing when acquiring consecutive motor tasks. PloS one, 7(6), e38938.
17. Latash, M. L. (2012). Fundamentals of motor control. London. Academic Press.
18. Latash, M. L., & Zatsiorsky, V. (2015). Biomechanics and motor control: defining central concepts. London. Academic Press.
19. Lee, S., Lee, K., & Kwon, S. (2015). Developing and Instructing Pre-Performance Routines for Tenpin Bowling Competitions. Perceptual and motor skills, 120(3), 673-686.
20. Lidor, R. (2004). Developing metacognitive behaviour in physical education classes: The use of task-pertinent learning strategies. Physical Education & Sport Pedagogy, 9(1), 55-71.
21. Lidor, R., & Mayan, Z. (2005). Can beginning learners benefit from preperformance routines when serving in volleyball? The Sport Psychologist, 19(4), 343-363.
22. Liu, H., Song, L.-p., & Zhang, T. (2014). Mental practice combined with physical practice to enhance hand recovery in stroke patients. Behavioural neurology, 2014.
23. Moradi, N., & Fazeli, D. (2017). Investigation of effect of routine introuduction, imagery and mixed methods on performance and mental representation of volleyball overhand float-serve. Journal of Sport Psychology Studies, 20; 149-68. (In Persian).
24. Moran, A. P. (1996). The psychology of concentration in sport performers: A cognitive analysis. London. Psychology Press.
25. Ong, N. T., Larssen, B. C., & Hodges, N. J. (2012). In the absence of physical practice, observation and imagery do not result in updating of internal models for aiming. Experimental brain research, 218(1), 9-19.
26. Roberts, J. W., Bennett, S. J., Elliott, D., & Hayes, S. J. (2014). Top-down and bottom-up processes during observation: Implications for motor learning. European journal of sport science, 14(sup1), S250-S256.
27. Santos, J. M., & Embrechts, M. (2009). On the use of the adjusted rand index as a metric for evaluating supervised classification. In International conference on artificial neural networks. pp. 175-184. Springer, Berlin, Heidelberg.
28. Schack, T. (2004). The cognitive architecture of complex movement. International journal of sport and exercise psychology, 2(4), 403-438.
29. Schack, T. (2012). Measuring mental representations. Measurement in sport and exercise psychology, 8, 203-214.
30. Schack, T., & Mechsner, F. (2006). Representation of motor skills in human long-term memory. Neuroscience letters, 391(3), 77-81.
31. Schack, T., Schütz, C., Krause, A. F., & Seegelke, C. (2016). Representation and anticipation in motor action Anticipation Across Disciplines. Berlin. Springer.
32. Schmidt, R. A. (1975). A schema theory of discrete motor skill learning. Psychological review, 82(4), 225.
33. Schmidt, R. A., & Lee, T. D. (2005). Motor Control and Learning: A Behavioral Emphasis. Champaign, Illinois. Human Kinetics.
34. Singer, R. N. (2002). Preperformance state, routines, and automaticity: what does it take to realize expertise in self-paced events? Journal of Sport and Exercise Psychology, 24(4), 359-375.
35. Sohrabi, M., Farsi, A., & Fouladian, J. (2010). Validation of the Iranian translation of the movement imagery questionnaire revised. Journal of Studies in Sport Sciences, 5(1), 13-24. (In Persian).
36. Ste-Marie, D. M., Law, B., Rymal, A. M., Jenny, O., Hall, C., & McCullagh, P. (2012). Observation interventions for motor skill learning and performance: an applied model for the use of observation. International Review of Sport and Exercise Psychology, 5(2), 145-176.
37. Velentzas, K., Heinen, T., & Schack, T. (2011). Routine integration strategies and their effects on volleyball serve performance and players’ movement mental representation. Journal of Applied Sport Psychology, 23(2), 209-222.
38. Velentzas, K., Heinen, T., Tenenbaum, G., & Schack, T. (2010). Functional mental representation of volleyball routines in German youth female national players. Journal of Applied Sport Psychology, 22(4), 474-485.
39. Walsh, M. M., & Rosenbaum, D. A. (2009). Deciding how to act is not achieved by watching mental movies. Journal of Experimental Psychology: Human Perception and Performance, 35(5), 1481.
40. Wolpert, D. M., Doya, K., & Kawato, M. (2003). A unifying computational framework for motor control and social interaction. Philosophical Transactions of the Royal Society of London. Series B: Biological Sciences, 358(1431), 593-602.
41. Wrisberg, C. A., & Pein, R. L. (1992). The preshot interval and free throw shooting accuracy: An exploratory investigation. The Sport Psychologist, 6(1), 14-23.
2. Bandura, A., & Walters, R. H. (1977). Social learning theory (Vol. 1): Prentice-hall Englewood Cliffs, NJ.
3. Bird, G., Osman, M., Saggerson, A., & Heyes, C. (2005). Sequence learning by action, observation and action observation. British journal of psychology, 96(3), 371-388.
4. Coelho, C. J., Nusbaum, H. C., Rosenbaum, D. A., & Fenn, K. M. (2012). Imagined actions aren't just weak actions: Task variability promotes skill learning in physical practice but not in mental practice. Journal of Experimental Psychology: Learning, Memory, and Cognition, 38(6), 1759.
5. Cohn, P. J., Rotella, R. J., & Lloyd, J. W. (1990). Effects of a cognitive-behavioral intervention on the preshot routine and performance in golf. The Sport Psychologist, 4(1), 33-47.
6. Driskell, J. E., Copper, C., & Moran, A. (1994). Does mental practice enhance performance? Journal of applied psychology, 79(4), 481.
7. Farah, M. J. (1989). The neural basis of mental imagery. Trends in neurosciences, 12(10), 395-399.
8. Foster, D. J., Weigand, D. A., & Baines, D. (2006). The effect of removing superstitious behavior and introducing a pre-performance routine on basketball free-throw performance. Journal of Applied Sport Psychology, 18(2), 167-171.
9. Frank, C. (2014). Mental Representation and Learning in Complex Action: A Perceptual-Cognitive View on Mental and Physical Practice (doctoral dissertation). Bielefeld: Bielefeld University.
10. Gatti, R., Tettamanti, A., Gough, P., Riboldi, E., Marinoni, L., & Buccino, G. (2013). Action observation versus motor imagery in learning a complex motor task: a short review of literature and a kinematics study. Neuroscience letters, 540, 37-42.
11. Holmes, P., & Calmels, C. (2008). A neuroscientific review of imagery and observation use in sport. Journal of motor behavior, 40(5), 433-445.
12. Jeannerod, M. (2001). Neural simulation of action: a unifying mechanism for motor cognition. Neuroimage, 14(1), S103-S109.
13. Kelly, S. W., Burton, A., Riedel, B., & Lynch, E. (2003). Sequence learning by action and observation: Evidence for separate mechanisms. British journal of psychology, 94(3), 355-372.
14. Kim, T., Frank, C., & Schack, T. (2017). A systematic investigation of the effect of action observation training and motor imagery training on the development of mental representation structure and skill performance. Frontiers in human neuroscience, 11, 499.
15. Kolscher, B. M. (1984). The Effects of a Mental and Physical Routine Upon the Performance of Three Female Volleyball Servers:" a Multiple Baseline Study Across Subjects in a Practice Setting". Doctoral dissertation, University of Virginia.
16. Larssen, B. C., Ong, N. T., & Hodges, N. J. (2012). Watch and learn: seeing is better than doing when acquiring consecutive motor tasks. PloS one, 7(6), e38938.
17. Latash, M. L. (2012). Fundamentals of motor control. London. Academic Press.
18. Latash, M. L., & Zatsiorsky, V. (2015). Biomechanics and motor control: defining central concepts. London. Academic Press.
19. Lee, S., Lee, K., & Kwon, S. (2015). Developing and Instructing Pre-Performance Routines for Tenpin Bowling Competitions. Perceptual and motor skills, 120(3), 673-686.
20. Lidor, R. (2004). Developing metacognitive behaviour in physical education classes: The use of task-pertinent learning strategies. Physical Education & Sport Pedagogy, 9(1), 55-71.
21. Lidor, R., & Mayan, Z. (2005). Can beginning learners benefit from preperformance routines when serving in volleyball? The Sport Psychologist, 19(4), 343-363.
22. Liu, H., Song, L.-p., & Zhang, T. (2014). Mental practice combined with physical practice to enhance hand recovery in stroke patients. Behavioural neurology, 2014.
23. Moradi, N., & Fazeli, D. (2017). Investigation of effect of routine introuduction, imagery and mixed methods on performance and mental representation of volleyball overhand float-serve. Journal of Sport Psychology Studies, 20; 149-68. (In Persian).
24. Moran, A. P. (1996). The psychology of concentration in sport performers: A cognitive analysis. London. Psychology Press.
25. Ong, N. T., Larssen, B. C., & Hodges, N. J. (2012). In the absence of physical practice, observation and imagery do not result in updating of internal models for aiming. Experimental brain research, 218(1), 9-19.
26. Roberts, J. W., Bennett, S. J., Elliott, D., & Hayes, S. J. (2014). Top-down and bottom-up processes during observation: Implications for motor learning. European journal of sport science, 14(sup1), S250-S256.
27. Santos, J. M., & Embrechts, M. (2009). On the use of the adjusted rand index as a metric for evaluating supervised classification. In International conference on artificial neural networks. pp. 175-184. Springer, Berlin, Heidelberg.
28. Schack, T. (2004). The cognitive architecture of complex movement. International journal of sport and exercise psychology, 2(4), 403-438.
29. Schack, T. (2012). Measuring mental representations. Measurement in sport and exercise psychology, 8, 203-214.
30. Schack, T., & Mechsner, F. (2006). Representation of motor skills in human long-term memory. Neuroscience letters, 391(3), 77-81.
31. Schack, T., Schütz, C., Krause, A. F., & Seegelke, C. (2016). Representation and anticipation in motor action Anticipation Across Disciplines. Berlin. Springer.
32. Schmidt, R. A. (1975). A schema theory of discrete motor skill learning. Psychological review, 82(4), 225.
33. Schmidt, R. A., & Lee, T. D. (2005). Motor Control and Learning: A Behavioral Emphasis. Champaign, Illinois. Human Kinetics.
34. Singer, R. N. (2002). Preperformance state, routines, and automaticity: what does it take to realize expertise in self-paced events? Journal of Sport and Exercise Psychology, 24(4), 359-375.
35. Sohrabi, M., Farsi, A., & Fouladian, J. (2010). Validation of the Iranian translation of the movement imagery questionnaire revised. Journal of Studies in Sport Sciences, 5(1), 13-24. (In Persian).
36. Ste-Marie, D. M., Law, B., Rymal, A. M., Jenny, O., Hall, C., & McCullagh, P. (2012). Observation interventions for motor skill learning and performance: an applied model for the use of observation. International Review of Sport and Exercise Psychology, 5(2), 145-176.
37. Velentzas, K., Heinen, T., & Schack, T. (2011). Routine integration strategies and their effects on volleyball serve performance and players’ movement mental representation. Journal of Applied Sport Psychology, 23(2), 209-222.
38. Velentzas, K., Heinen, T., Tenenbaum, G., & Schack, T. (2010). Functional mental representation of volleyball routines in German youth female national players. Journal of Applied Sport Psychology, 22(4), 474-485.
39. Walsh, M. M., & Rosenbaum, D. A. (2009). Deciding how to act is not achieved by watching mental movies. Journal of Experimental Psychology: Human Perception and Performance, 35(5), 1481.
40. Wolpert, D. M., Doya, K., & Kawato, M. (2003). A unifying computational framework for motor control and social interaction. Philosophical Transactions of the Royal Society of London. Series B: Biological Sciences, 358(1431), 593-602.
41. Wrisberg, C. A., & Pein, R. L. (1992). The preshot interval and free throw shooting accuracy: An exploratory investigation. The Sport Psychologist, 6(1), 14-23.
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