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This study aimed to investigate the facilitative effect of observational practice combined with mental imagery on learning of soccer dribbling. 140 young boys with the average age of 14,52 (±2,96) and mental imagery score of 48,69 (±5,1), who were unfamiliar with the research task, voluntarily participated in this study. The participants were assigned to homogenous groups according to their pre-tests results as follow: 1- physical practice; 2- observational practice; 3-mental imagery practice; 4-physical-observational practice; 5-physical-mental imagery practice; 6- observational-mental imagery practice and 7- physical-observational-mental imagery practice. Then the participants completed three sessions including ninety trials. At the end of the final training session, an immediate retention test was conducted that followed by a delayed retention test after 48 hours. The results of One-Way ANOVA test indicated that in both immediate and delayed retention tests, the physical-observational-mental imagery group and the physical group had a better performance compared with other groups (p Keywords:Mental imagery; Observational practice; Cognitive practice; Cognitive intervention; Motor learning

International audience; An experiment was conducted to examine the development of a movement sequence representation and the role of eye-movements during observational and physical practice. The task was to reproduce a 1300ms spatial-temporal pattern of a sequence of elbow flexions and extensions. An inter-manual transfer design with a retention and two effector transfer tests (contralateral limb) was used. The mirror transfer test required the same pattern of homologous muscle activation and a sequence of joint angles as experienced during the acquisition phase, and the non-mirror transfer test required the same visual-spatial pattern as performed or observed during acquisition. Participants were randomly assigned to one of four groups differing in eye-movements (free to use their eyes vs. instruction to fixate) and the practice type (observational practice vs. physical practice). The results indicated that permitting to use eye-movements facilitates sequence learning. This advantage was found on both practice types. The results of the transfer tests indicated that participants of the physical practice group who were permitted to use their eyes demonstrated superior transfer performance in the mirror transfer test, while participants in the observational practice group demonstrated better performance on the non-mirror transfer test. These findings indicated that eye-movements enhanced the development of a visual-spatial representation during observational practice as well as a motor representation during physical practice.

There is strong evidence that certain neurophysiological processes link action and observation (Higuchi et al., 2012), which supports the idea that learning a motor skill is enhanced via skill observation (Hayes et al., 2010). Skill learning through observation is optimized when the observation includes a combination of expert and novice models (Rohbanfard and Proteau, 2011). The purported advantage lies in the two types of models’ dissimilar ability (Andrieux & Proteau, 2013). The novice model is characterized by larger margins of error that manifest as variable attempts. Increased variability has been shown to be beneficial in physical practice (Moxley, 1979). The purpose of the first study was to examine the observation of novice variability effect to explore whether it is Schmidt’s (1975) generalized motor programs or schema parameterization representations that is acquired when observing modeled performances. Participants engaged in an observational period in which they observed a criterion model with no variability, a model demonstrating absolute timing variability, a model demonstrating relative timing variability, or a model demonstrating variability in both relative and absolute timing. The results indicate that variability in relative timing information contributes to observational learning, which suggests that generalized motor programs are acquired through observation but not schematic parameterizations. The purpose of the second study was to apply the Rohbanfard and Proteau (2011) paradigm in the medical education context by exploring the impact of video-based observational practice on the clinical learning. First year medical students learned a common surgical skill by observing expert demonstrations of the skill, novice demonstrations, or demonstrations by both an expert and novice model. The study demonstrated a robust effect of observational learning in that all groups improved over time regardless of the type of model they observed. Both studies highlight that an expert model may be the most beneficial when engaging in observational practice. Thesis Master of Science (MSc)

Submitted by Simone Maisonave (simonemaisonave@hotmail.com) on 2020-09-24T15:08:33Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_Anielle_Lemos.pdf: 1214180 bytes, checksum: e0e47f91da0c8e5791506403036eb816 (MD5) Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2020-10-06T00:48:32Z (GMT) No. of bitstreams: 2 Dissertacao_Anielle_Lemos.pdf: 1214180 bytes, checksum: e0e47f91da0c8e5791506403036eb816 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Made available in DSpace on 2020-10-06T00:55:03Z (GMT). No. of bitstreams: 2 Dissertacao_Anielle_Lemos.pdf: 1214180 bytes, checksum: e0e47f91da0c8e5791506403036eb816 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2015-07-09 Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES Estudos utilizando a demonstração autocontrolada têm apresentado resultados positivos para a aprendizagem de habilidades motoras em adultos. O presente estudo examinou os efeitos da demonstração autocontrolada na aprendizagem de uma habilidade motora sequencial do ballet clássico em crianças. Divididas em duas condições de prática, demonstração autocontrolada (grupo Self) e externamente controlada (grupo Yoked) os participantes aprenderam uma sequência com 5 passos de ballet clássico demonstradas por um modelo habilidoso em vídeo. A fase de prática constou de 50 tentativas, enquanto a fase de retenção de 10 tentativas. Os escores de performance, níveis de autoeficácia percebida, emoções positivas relacionadas com a tarefa, a motivação e as preferências relacionadas ao momento de observação das demonstrações foram avaliadas e quantificadas. O grupo Self apresentou maiores escores de performance, de afetos positivos, de autoeficácia e de motivação para prática e aprendizagem do que o grupo Yoked. Conclui-se que a demonstração autocontrolada beneficia a aprendizagem de uma habilidade complexa sequencial do ballet em crianças, quando comparada à demonstração externamente controlada. Studies using self-controlled demonstration have been show positive results for the learning of motor skills in adults. The present study examined the effects of selfcontrolled demonstration on the learning of a sequential motor ballet skill in children. The participants practiced 50 trials of a classical ballet sequence, observing a skilled model on video, divided into two conditions of observational practice, self-controlled (Self group) and externally controlled (Yoked group). Twenty-fours hours after the practice phase the participants performed 10 trials of a retention phase, without demonstration. The performance scores, self-efficacy levels, positive emotions, motivation and preferences related to the time of observation were evaluated and quantified. The results demonstrated that the Self group showed significantly increased performance scores, and reported higher levels of positive affect, selfefficacy, and motivation than the Yoked group. We conclude that self-controlled demonstration benefits learning compared to an externally controlled condition.

Submitted by Simone Maisonave (simonemaisonave@hotmail.com) on 2022-09-01T18:42:47Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_Danilo_Rodrigues_da_Silva.pdf: 1057893 bytes, checksum: 1429265db7950b0b5230e4ff26c121e4 (MD5) Approved for entry into archive by Simone Maisonave (simonemaisonave@hotmail.com) on 2022-09-01T18:43:10Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_Danilo_Rodrigues_da_Silva.pdf: 1057893 bytes, checksum: 1429265db7950b0b5230e4ff26c121e4 (MD5) Made available in DSpace on 2022-09-01T18:43:10Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_Danilo_Rodrigues_da_Silva.pdf: 1057893 bytes, checksum: 1429265db7950b0b5230e4ff26c121e4 (MD5) Previous issue date: 2015-04-28 Sem bolsa O objetivo do presente estudo foi verificar os efeitos da demonstração com diferentes dicas de foco de atenção na aprendizagem de uma habilidade motora contínua complexa em crianças. Os participantes, na faixa etária de 11 anos de idade, praticaram 20 tentativas da tarefa do malabarismo com três saquinhos de feijão. Um vídeo, com o modelo para demonstração da tarefa, foi apresentado a todos os participantes antes da prática e durante a mesma, a cada cinco tentativas. Durante cada demonstração, os participantes do grupo com foco externo tiveram a atenção direcionada para os movimentos dos saquinhos de feijão, enquanto os participantes do grupo com foco interno tiveram a atenção direcionada para o movimento das mãos do modelo. O grupo controle não recebeu nenhuma dica para direcionamento da atenção. A aprendizagem foi avaliada um dia depois da prática, através de testes de retenção e transferência (utilizando bolinhas oficiais de malabarismo), ambos constando de 5 tentativas cada, sem observação do modelo e dicas de atenção. Os resultados de aprendizagem demonstraram inexistência de diferenças significativas entre os grupos, enquanto os resultados de um questionário, aplicado após a prática, demonstrou que a grande maioria das crianças não seguiu as instruções de foco do experimentador. he objective of the present study was to investigate the effects of demonstration with different focus of attention cues on the learning of a complex continuous motor skill in children. Eleven years old participants practiced 20 trials of a juggling task. A video of a model was used for task demonstration. All participants watched the video before and during practice, after every block of five trials. During the model observation, participants of the external focus group had their attention directed to the beanbags movements, while participants of the internal focus group had their attention directed to the movement of the model’s hands. Participants of the control group did not receive specific focus of attention instructions. Learning was assessed one day after practice, through retention and transfer tests (using official juggling balls), both consisting of 5 trials each, without demonstration or attention cues. The results showed no significant differences in learning between the different conditions. The results of a questionnaire, applied after the practice phase, demonstrated that most part of the children did not follow the specific focus of attention instructed by the experimenter.

Over the last 20 years, the topics of action observation (AO) and motor imagery (MI) have been largely studied in isolation from each other, despite the early integrative account by Jeannerod (1994, 2001). Recent neuroimaging studies demonstrate enhanced cortical activity when AO and MI are performed concurrently ('AO+MI'), compared to either AO or MI performed in isolation. These results indicate the potentially beneficial effects of AO+MI, and they also demonstrate that the underlying neurocognitive processes are partly shared. We separately review the evidence for MI and AO as forms of motor simulation, and present two quantitative literature analyses that indeed indicate rather little overlap between the two bodies of research. We then propose a spectrum of concurrent AO+MI states, from congruent AO+MI where the contents of AO and MI widely overlap, over coordinative AO+MI, where observed and imagined action are different but can be coordinated with each other, to cases of conflicting AO+MI. We believe that an integrative account of AO and MI is theoretically attractive, that it should generate novel experimental approaches, and that it can also stimulate a wide range of applications in sport, occupational therapy, and neurorehabilitation.

Copyright @ 2012 Larssen et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. During motor adaptation learning, consecutive physical practice of two different tasks compromises the retention of the first. However, there is evidence that observational practice, while still effectively aiding acquisition, will not lead to interference and hence prove to be a better practice method. Observers and Actors practised in a clockwise (Task A) followed by a counterclockwise (Task B) visually rotated environment, and retention was immediately assessed. An Observe-all and Act-all group were compared to two groups who both physically practised Task A, but then only observed (ObsB) or did not see or practice Task B (NoB). The two observer groups and the NoB control group better retained Task A than Actors, although importantly only the observer groups learnt Task B. RT data and explicit awareness of the rotation suggested that the observers had acquired their respective tasks in a more strategic manner than Actor and Control groups. We conclude that observational practice benefits learning of multiple tasks more than physical practice due to the lack of updating of implicit, internal models for aiming in the former. The Natural Sciences and Engineering Research Council of Canada