Search

Background: Physical practice is the cornerstone of acquiring and developing movement skills in physical education and sport. However, research has suggested that psychological tools, such as mental imagery (MI), could effectively supplement a learner's physical practice schedule. MI is the mental simulation of a movement or situation in the absence of an overt physical output. Previous reviews have established the efficacy of MI for improving motor skills in sport. Further investigation, however, will help strengthen previous findings by focusing exclusively on studies that apply MI programs for the development of sport-specific motor skills. Purpose: The purpose of this paper is to examine the overall effectiveness of MI programs for developing sport-specific motor skills and investigate program principles that may moderate the efficacy of MI programs, such as practice type, skill level, skill complexity, performance measures, duration, practice setting, and session frequency. By examining key program variables for MI, this review seeks to provide practical recommendations for physical educators and sports coaches on how they might effectively design and deliver a MI program to develop sport-specific motor skills. Method: The review was conducted according to the Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) guidelines. To provide practical recommendations for physical educators and sports coaches for effective MI programs, the following moderator variables were examined using subgroup analysis: (1) skill complexity; (2) skill level; (3) program duration; (4) session frequency; (5) MI practice type; and (6) practice context. The PEDro scale was used to assess study quality. The presence of publication bias was evaluated using the Trim and Fill method to calculate an adjusted and unbiased overall effect. Results: The systematic review included 36 studies (n = 1449). A random-effects meta-analysis of standardised mean differences yielded an initial 135 individual effect sizes. A composite approach accounted for statistical dependence between effects and yielded 58 individual effects for further analysis. Analysis indicated that MI has a significant effect on performance (g = 0.476). Further analysis revealed significant effects on performance outcomes for MI combined with physical practice and MI alone (g = 0.579 and 0.298, respectively). Subgroup analyses revealed these beneficial effects be moderated by skill complexity, elements of skill performance, and MI delivery type. Conclusions and recommendations: These results presented in our meta-analysis highlight the overall benefit of MI practice for developing sport-specific motor skills. However, there is a paucity of research on the effects of MI on complex skills and in physical education and sport coaching contexts. Although most studies presented in this review were conducted in controlled research settings, there are clear parallels between the skills practiced in these studies and those implemented in physical education and sport coaching. The efficacy of MI alone presents a potentially beneficial tool when physical practice is not possible or when physical training needs reduction (e.g. in-season sports competition). Therefore, it is encouraged that physical educators and sports coaches collaborate with sport psychology practitioners to investigate the efficacy of the several MI program variables presented in this review.

Purpose: Nonlinear Pedagogy (NLP) proposes that skill development is a nonlinear process, advocating the integration of variability into practice to facilitate individualized movement patterns. However, the influence of a NLP for skills that emphasize a specific movement form is relatively unknown. This study aimed to investigate the impact of a NLP approach when learning a movement form based skill. Method: Sixteen beginners in the power clean (PC), were randomly assigned into a linear pedagogy (LP) condition receiving instructions that prescribed explicit movement form, and a NLP condition presented with analogy-based instructions and two task constraints. Both conditions completed seven lessons across 4-weeks. Results: There were no significant differences in the quantity of exploration, with both conditions demonstrating a similar range of movement patterns. These findings were coupled with a significant improvement in performance accuracy (reduced forward movement of the barbell; F × D) for both conditions. No significant differences were detected in the distribution of barbell trajectory types, with type one, three and four trajectories being exhibited to a similar degree in both conditions. Conclusion: Findings from this study suggests both NLP and LP pedagogies can successfully develop movement form based skills. Overall, both NLP and LP approaches appear to positively influence skill development. These findings have important implications for practitioners suggesting that deviations from instructed technique in learners (i.e., LP approach) do not negatively impact performance. However, further research is needed to determine whether these approaches can more effectively facilitate learners' search for movement solutions that "fit" their individual abilities. [ABSTRACT FROM AUTHOR]

Existing mental imagery (MI) guidelines emphasize the need to replicate critical aspects of physical practice for optimal performance outcomes. However, more research should explore applying contemporary skill acquisition approaches, such as Nonlinear Pedagogy (NLP), to MI for skill development. From a NLP perspective, skilled behavior is predicated on coupling perceptual information and actual movement. This presents a challenge for stimulus-absent modes of practice such as MI. Recent findings indicate that although MI is stimulus-absent, suggesting it is incompatible with a NLP approach, it may also be sensitive to stimuli, potentially allowing for coupling to the environment. This paper aims to provide an alternative ecological dynamics explanation of MI to support the application of NLP principles to MI. Specific examples of NLP applied to MI are also outlined and discussed for practitioners. [ABSTRACT FROM AUTHOR]

Purpose: The power clean and other weightlifting movements are commonly used in the development of muscle power. However, there is a paucity of research examining the use of the hook grip (HG) in weightlifting performance. Therefore, the purpose of this study was to compare 1-repetition maximum (1RM) and kinetic, kinematic, and qualitative variables across a range of loads (75–100%) during power-clean performance with an HG and a closed grip. Methods: A total of 11 well-trained men (power-clean 1RM = 113.4 [15.9] kg, 1.34 × body mass) with at least 3 mo of HG experience volunteered to participate. Following a familiarization session, 1RM testing with the HG and closed grip were completed 5–7 d apart in a randomized order. Barbell kinetic and kinematic variables were recorded via a force platform and dual linear position transducer system. Results: All subjects had a greater 1RM with the HG than with the closed grip (P <.001, effect size [ES] = 0.43). Peak velocity (ES = 0.41–0.70), peak power (ES = 0.43–0.61), peak force (ES = 0.50–0.57), and catch height (ES = 0.40–0.96) were significantly greater (P <.05) when using the HG at all or most of the submaximal intensities. In addition, subjects reported significantly greater perceptions of grip security, power, and technical competency at submaximal but not maximal loads. Conclusions: Athletes and coaches who implement weightlifting movements in their physical preparation should adopt the HG where possible. Furthermore, researchers and sport scientists should control and report the grip type used when performing weightlifting-type movements. [ABSTRACT FROM AUTHOR]

he underlying biomechanical benefits of hook-grip (HG) over conventional closed-grip (CG) remain unclear. This study compared bar-path kinematics and force-time variables of the power clean (PC) performed with HG or CG. We also aimed to compared kinetic changes measured by force platform versus linear position transducer (LPT). Eleven well-trained men volunteered. Following a familiarisation session, HG, and CG 1RM conditions, were randomly completed seven days apart. System kinetics and barbell kinematics were recorded via synchronized force platform+LPT system and two-dimensional motion-capture. Statistical parametric mapping (SPM), analysis of variance, and standardised differences were utilised. The SPM cut-offs were determined via novel combination of force and displacement. No between-condition differences in normalised force-time variables of the pull or catch were detected. The first and second pull duration was similar between conditions (ES = 0.04–0.38). Conversely, catch and total PC durations were shorter at 80–95% (ES = 0.26–0.75), with the weightless phase more prolonged at 95% and 100% (ES = 0.54–0.76) with HG compared to CG. Improved timing of the turnover and catch phases appears to be the primary difference between HG and CG performance. Thus, grip type is possibly irrelevant to non-weightlifting athletes when performing submaximal catch-less derivatives.. [ABSTRACT FROM AUTHOR]

While recent research has indicated that personalised motor imagery (MI) interventions are beneficial to skill performance, little research has investigated the influence of personalised MI on performance of complex weightlifting movements. In addition, this research has rarely compared the efficacy of personalised scripts with instructor-generated scripts and has focused mainly on performance outcomes as opposed to examining the performance processes. A total of 16 individuals novice in the power clean were randomly allocated to one of two conditions: personalised MI, or instructor-generated MI. Participants engaged in a 6-week training intervention, completing three power clean sessions per week. Scripts were listened to five times each week. Results indicated no significant between-condition differences for total forward displacement at 1RM and 90% 1RM (both p = 0.27), but there was a significant difference at 80% of 1RM for total forward displacement between conditions (p = 0.04, g = −0.94). Differences between conditions for rearward displacement were not significant at any intensities (p = 0.54). No significant (p = 0.16–0.97) between-condition differences in kinetic variables were detected at any intensity over the 6-week training period. Findings indicate that the differences in script content do not influence the development of complex weightlifting movements. A large degree of variation was evident when observing the SD's of technical variables for each group which may have contributed to the present results. Future research should seek analysis techniques that allows for further investigation of movement variability and how this impacts the efficacy of personalised MI. [ABSTRACT FROM AUTHOR]