scholarly journals Effect of Mental and Physical Practice on Clinical Skill Learning in Kinesiology

2019 ◽  
Author(s):  
Melanie Perreault ◽  
Christopher Brown ◽  
Robert Doan ◽  
David Dolbow
Keyword(s):  
Athletic Training ◽  
Clinical Skill ◽  
Mental Practice ◽  
Skill Learning ◽  
Physical Practice ◽  
Learning Differences ◽  
Significant Difference ◽  
Post Test ◽  
Study Participants ◽  
Practice Time

Purpose: The amount of information required for an allied health professional has increased dramatically. In-class practice time and large amounts of practice materials may be difficult for instructors to acquire. Mental practice is a method of practice that does not involve physical movement or materials. This study investigated the effect of mental practice, physical practice, and a combination of mental and physical practice on kinesiology students learning three manual muscle tests. Method: Fifty-six students aged 18 to 26 years (M = 20.09, SD + 1.58), pursuing a degree in kinesiology with an emphasis in either athletic training or kinesiotherapy participated in this study. Participants underwent two days of practice that included either mental practice, physical practice, or a combination of mental and physical practice for three Manual Muscle Tests (MMTs). Approximately 48 hours later, participants completed a post-test of the MMTs that was evaluated by two trained examiners. Participants also completed a survey related to demographics, difficulty of the MMTs, and intentions for using mental practice. Results: The MMT post-test ANOVA revealed no significant learning differences between groups for all three Manual Muscle Tests. There were no significant differences in Manual Muscle Tests difficulty ratings between groups; however, there was a significant difference in participants’ difficulty ratings across the Manual Muscle Tests. A majority of participants indicated they would use mental practice in the future. Conclusions: The results indicated that kinesiology students seemed to learn equally well regardless of practice type. Utilization of mental practice in or outside of the classroom may be a strategy to supplement student learning in situations where class time and/or resources for physical skill practice may be more difficult to obtain.

Effects of PETTLEP imagery technique on precision skills: a study on drag flick in Pakistan hockey

2020 ◽  
Vol 15 (1) ◽  
Author(s):  
Shamsa Hashmi ◽  
Tanveer Akhtar ◽  
Maniha Hashmi
Keyword(s):  
Control Group ◽  
Imagery Ability ◽  
Physical Practice ◽  
Test Analysis ◽  
Skill Levels ◽  
Substantial Impact ◽  
Significant Difference ◽  
Post Test ◽  
Imagery Scripts ◽  
Complex Motor Skills

AbstractPresent study was aimed at investigating the role of Physical, Environmental, Task, Timing, Learning, Emotion and Perspective (PETTLEP) Imagery technique in the improvement of skill precision level of hockey drag flickers. For this purpose, both male (83) and female (38) hockey drag flickers (n=121) of age ranged between 17 and 27 years were selected from different hockey teams belonging to clubs, colleges, universities, departments, regional and national academies of Pakistan. Participants were made to undergo a Pretest-Intervention-Posttest research design consisted of 20 drag flicks and filling of SIAQ questionnaire. Drag Flick Precision Measurement Test (DFPMT) along with Sports Imagery Ability Questionnaire (SIAQ) were used to measure their skill precision levels and their imagery ability. The participants were classified into three categories as per their skill precision levels (Point-based), ranging from 48 Novice (upto12 points), 42 Intermediate (13–18 points) and 31 Elite (19 points and above), and were randomly assigned to one of four intervention groups; Physical Practice (PP), PETTLEP Imagery Practice (IP), Physical Practice+PETTLEP Imagery Practice Combination (CP), and No Practice (NP) Control group. Each group performed their respective tasks for 10 weeks through specially designed physical training programs aided by Imagery scripts. Paired sample t test analysis showed that all groups improved significantly (p<0.05) from pre- to post-test, and the CP group improved more with average improvement value of 8.32 for DFPMT and 5.39 for SIAQ (p<0.05) than the IP, PP and NP groups. However, there was no significant difference found between the PP (Sig. 0.73) and NP (Sig. 0.44) groups in SIAQ. Result extend prior research findings and suggests that PETTLEP Imagery practice used in combination with Physical practice has substantial impact on improving performance of complex motor skills, Present findings showed that PETTLEP imagery model was found to improve player’s precision skill levels, especially when it was combined with physical practice. However, further studies in this connection are needed.

Mental Practice and Knowledge of Results in the Learning of a Perceptual Motor Skill

1982 ◽  
Vol 4 (1) ◽  
pp. 52-63 ◽  
Author(s):  
Steven G. Zecker
Keyword(s):  
Motor Skill ◽  
Mental Practice ◽  
Skill Learning ◽  
Physical Practice ◽  
Knowledge Of Results ◽  
Massed Practice ◽  
Improved Performance ◽  
Improved Learning ◽  
And Control

Although mental practice has often been demonstrated to result in improved learning of a motor skill, theoretical accounts of the reasons for this improvement are lacking. The present experiment examined the role of knowledge of results (KR) in motor skill learning, because KR is believed to be crucial to such learning, yet is lacking during mental practice. Subjects in four conditions (mental practice, physical practice, physical practice without KR, and control), tossed beanbags at a target. Results showed that of the four conditions, mental practice showed the largest performance increment, whereas physical practice showed a decrement attributed to massed practice without adequate rest periods. Results suggest that (a) knowledge of results is not always essential for improved performance; (b) mental practice is most beneficial following sufficient experience with the task; and (c) mental practice may be best suited for a massed practice learning situation.

Effect of Verbal Feedback on Dribbling Skill in Basketball During The Eight Weeks Training

2021 ◽  
Vol 15 (11) ◽  
pp. 3349-3351
Author(s):  
Ibrahim Efe Etiler ◽  
Turhan Toros
Keyword(s):  
Test Group ◽  
Skill Learning ◽  
Control Group ◽  
Verbal Feedback ◽  
Control Groups ◽  
Significant Difference ◽  
Post Test ◽  
Research Findings ◽  
And Control ◽  
The Impact

Purpose of this study is to examine the impact of verbal feedbacks given to the player during trainings on the basketball dribbling. The study is performed with total 40 students in two groups having similarities in terms of various factors and having education in Toros University in 2016-2017 academic year. The average age of the research group is (20.87 ± 1.61) for the test group and (20.60 ± 1.09) for the control group. Dribbling Evaluation Form, whose validity and reliability study was conducted by Çamur3 was used as data collection tool. In the data analysis, Shapiro-Wilk test was used to determine whether the scores show normal distribution or not. The Wilcoxon Signed Ranks Test was used to determine the difference between the pre-test and post-test scores of the groups. In the study, 0.05 was used in statistical processes as the level of significance. According to the research findings, there was a significant difference between the test group's pre-test and post-test dribbling values (p <0.05). The Mann-Whitney U Test was used to determine the differences between test and control groups. According to the research findings, a significant difference was found between the test and control groups' post-test dribbling values (p <0.05). As a result, it was observed that verbal feedback during eight weeks of training had a positive effect on dribbling. Keywords: Dribbling, Skill Learning, Basketball, Feedback, Verbal Feedback

scholarly journals EFFECTIVENESS OF LAUGHTER THERAPY ON BLOOD PRESSURE AMONG PATIENTS WITH HYPERTENSION

2017 ◽  
Vol 10 (9) ◽  
pp. 246
Author(s):  
Punitha Josephine Santhanasamy ◽  
Jemmi Priya J
Keyword(s):  
Blood Pressure ◽  
Communicable Disease ◽  
Sampling Technique ◽  
Optimal Level ◽  
Stage I ◽  
Study Group ◽  
Diastolic Hypertension ◽  
Significant Difference ◽  
Post Test ◽  
Study Participants

  Objective: Hypertension is a major non-communicable disease prevailing globally. This study was conducted to determine the effectiveness of laughter therapy on blood pressure among patients with hypertension at a selected hospital, in Kancheepuram District.Methods: A quantitative approach of pre-experimental one group pre- and post-test design was chosen for this study. A total of 50 samples were included in the study using purposive sampling technique. Pre-test was done using the structured instrument, and laughter therapy was implemented following which post-test was done for all the study group participants. Both descriptive and inferential statistics were used for analysis.Results: The distribution of demographic variables depicted that each 17 (34%) study participants were aged from 39-42 to 43-45 years, respectively. On the count of gender, male and female study participants were equal in numbers that is each 25 (50%). The distribution of level of blood pressure in pre- and post-test disclosed that all the 50 (100%) study group participants had Stage I systolic and diastolic hypertension in the pre- test whereas in post-test 45 (90%), had pre-hypertension systolic and diastolic, only 5 (10%) had Stage I systolic and diastolic hypertension. There was a statistically significant difference between pre- and post-test systolic and diastolic blood pressure within study group participants at level p<0.001.Conclusion: This study findings implied that laughter therapy was effective to sustain the blood pressure within the optimal level among patients with hypertension.

scholarly journals The False Memory and the Effect of Murottal Al-Qur’an

2021 ◽  
Vol 7 (1) ◽  
pp. 1-9
Author(s):  
Zulmi Ramdani ◽  
Ujam Jaenudin ◽  
Nani Nuranisah Djamal ◽  
Ari Anggara ◽  
Faridah Pertiwi ◽  
...  
Keyword(s):  
False Memory ◽  
Control Group ◽  
Control Group Design ◽  
First Semester ◽  
Group Design ◽  
Significant Difference ◽  
Post Test ◽  
The Subject ◽  
Study Participants ◽  
Experimental Group

This study aims to see the effect of giving the Murottal Al-Qur'an to the decrease subject’s level of false memory. Experimental design with post-test only control group design was used in this study. Participants involved in the study were 60 psychology students in the first semester by using random sampling. Participants grouped into an experimental group and a control group, each consisting of 30 participants. The instrument used was a false memory question comprising of 30 questions been validated by expert judgment at the trial stage. The instrument validation was carried out qualitatively by three lecturers with psychological and measurement backgrounds. Validation results show that there are language and content improvements in the instruments used, and then the authors correct them so that all experts agree that the instrument is suitable for use. Meanwhile, the results of the study show that there is a significant difference between the two groups given treatment and not, where from the score obtained, the experimental group obtained a greater score on filling in the false memory test than the control group. These studies inform that giving Murottal Al-Qur'an can reduce the level of false memory in the subject.

scholarly journals Effectiveness of planned teaching programme on knowledge regarding pubertal changes among adolescent boys in selected high school of Udupi District

2016 ◽  
Vol 06 (02) ◽  
pp. 017-019
Author(s):  
Ajith Kumar Shetty ◽  
Alphoni P. Georg ◽  
Beena K. J. ◽  
Tandra Kabiraj ◽  
Blenita Paul ◽  
...  
Keyword(s):  
High School ◽  
Statistical Significance ◽  
Knowledge Score ◽  
Psychological Problem ◽  
Adolescent Boys ◽  
Teaching Programme ◽  
Knowledge Questionnaire ◽  
Significant Difference ◽  
Post Test ◽  
Study Participants

AbstractAdolescent is a challenging crossroad between childhood and the adulthood. It is considered as vital because of the physical, physiological and psychological changes take place during this period. These changes occur in puberty may bring about a feeling of fear and apprehension in adolescent boys. Proper knowledge and timely guidance and information can enable them to enjoy the adolescent period. Objectives of the study were to assess the knowledge regarding pubertal changes among adolescent boys, by using a structured knowledge questionnaire and evaluate the effectiveness of planned teaching programme. Pre experimental one group pretest post- test design was used among adolescents in selected high school of Udupi District. The study participants (100) were assessed through a questionnaire and selected by purposive sampling. Data shows that mean knowledge score of the group before intervention was 16.96 ± 3.816. After intervention (the planned teaching program), the mean knowledge score was 24.05 ± 3.036 which indicates the significant difference in mean pre-test and post-test knowledge scores, and paired t-test showed the statistical significance for the effectiveness of planned teaching programme (“t”=14.352 and P<0.05). The study concluded that planned teaching was found to be effective in improving the knowledge regarding pubertal changes among adolescent boys and it would be beneficial to manage the physical and psychological problem related to puberty.

Effect of Verbal Feedback on the Lay-Up Skill in Basketball During Eight Weeks Training

2021 ◽  
Vol 15 (11) ◽  
pp. 3352-3354
Author(s):  
Ibrahim Efe Etiler ◽  
Turhan Toros
Keyword(s):  
Test Group ◽  
Skill Learning ◽  
Control Group ◽  
Verbal Feedback ◽  
Validity And Reliability ◽  
Control Groups ◽  
Significant Difference ◽  
Post Test ◽  
Research Findings ◽  
And Control

The purpose of this study is to examine the effect of verbal feedback given to players during training on lay-up in basketball. In 2016-2017, a study was conducted with a total of 40 students in two groups who were educated at Toros University and showing similarities in terms of some variables. The average age of the research group is (20.87 ± 1.61) for the test group and (20.60 ± 1.09) for the control group. Lay-up Evaluation Form, whose validity and reliability study was conducted by Çamur3 was used as data collection tool. In the data analysis, Shapiro-Wilk test was used to determine whether the scores show normal distribution or not. The Wilcoxon Signed Ranks Test was used to determine the difference between the pre-test and post-test scores of the groups. In the study, 0.05 was used in statistical processes as the level of significance. According to the research findings, there was a significant difference between the test group pre-test and post-test lay-up values (p <0.05). The Mann-Whitney U Test was used to determine the differences between test and control groups. According to the research findings, a significant difference was found between the post-test lay-up values of the test and control groups (p <0.05). As a result, it was seen that verbal feedback during eight weeks of training had a positive effect on the lay-up. Keywords:Lay-up, Skill Learning, Basketball, Feedback, Verbal Feedback

scholarly journals Comparison of ‘Mental Training’ and Physical Practice in the Mediation of a Structured Facial Examination

2020 ◽  
Author(s):  
Arne Nelskamp ◽  
Benedikt Schnurr ◽  
Jasmina Sterz ◽  
Jonas Lorenz ◽  
Robert Sader ◽  
...  
Keyword(s):  
Student Performance ◽  
Clinical Skills ◽  
Clinical Skill ◽  
Maxillofacial Surgery ◽  
Training Group ◽  
Oral And Maxillofacial Surgery ◽  
Mental Training ◽  
Physical Practice ◽  
Significant Difference ◽  
High Level

Abstract Background: The correct performance of a structured facial examination presents a fundamental clinical skill to detect facial pathologies. However, many students are not adequately prepared in this basic clinical skill. Many argue that the traditional ‘See One, Do One’ approach is not sufficient to fully master a clinical skill. ‘Mental Training’ has successfully been used to train psychomotor and technical skills in sports and other surgical fields, but its use in Oral and Maxillofacial Surgery is not described. We conducted a fully randomized experiment to determine if ‘Mental Training’ was effective in teaching a structured facial examination.Methods: 67 students were randomly assigned to a ‘Mental Training’ and ‘See One, Do One’ group. Both groups received standardized video instruction on how to perform a structured facial examination. The ‘See One, Do One’ group then received 60 minutes of guided physical practice while the ‘Mental Training’ group actively developed a detailed, stepwise sequence of the performance of a structured facial examination and visualized this sequence subvocally before practicing the skill. Student performance was measured shortly after (T1) and five to ten weeks (T2) after the training by two blinded examiners (E1 and E2) using a validated checklist.Results: Groups did not differ in gender, age or in experience. The ‘Mental Training’ group averaged significantly more points in T1 (pE1 = 0.00012; pE2 = 0.004) and T2 (pE1 = 0.04; pE2 = 0.008) than the ‘See One, Do One’ group. The intragroup comparison showed a significant (pE1 = 0.0002; pE2 = 0.06) increase in knowledge in the ‘See One, Do One’ group, while the ‘Mental Training’ group maintained an already high level of knowledge between T1 and T2. Gender analysis showed a significant difference in favor of female students at T1 for Rater 1 (pE1 = 0.03).Discussion: ‘Mental Training’ is an efficient tool to teach and maintain basic clinical skills. In this study ‘Mental Training’ was shown to be superior to the commonly used ‘See One, Do One’ approach in learning how to perform a structured facial examination and should therefore be considered more often to teach basic surgical skills.

Immediate Effect of Mental Practice on Performance of a Neurodynamic Skill in Physiotherapy Students: A Randomized Control Trial.

2020 ◽  
Author(s):  
Kajal Uday Chheda ◽  
Isha Akulwar-Tajane
Keyword(s):  
Randomized Control Trial ◽  
Intervention Group ◽  
Mental Practice ◽  
Rank Test ◽  
Control Group ◽  
Physical Practice ◽  
Post Intervention ◽  
Significant Difference ◽  
Randomized Control ◽  
Physiotherapy Students

Abstract Background Mental Practice (MP), "the cognitive rehearsal of a task in the absence of overt physical movement," has been used successfully in teaching and rehearsing complex psychomotor tasks in several domains, including sports; music; and recently, in surgical skills acquisition. This study investigates the implementation of MP on performance of a neurodynamic skill in third year undergraduate Physiotherapy students. Method: It was a randomized control trial (single-blind) conducted in a Physiotherapy institute. A convenient sample of 40 III year undergraduate students who were novice for the topic were recruited. Some important preliminary steps involved development and validation of the tools used in the study viz. an audio script to guide mental imagery practice and an OSPE checklist to assess the outcome. The OSPE checklist was procedural specific for ULNT-1 and included stations for cognitive, psychomotor and affective domains. A neurodynamic skill (ULNT-1 Median nerve) was taught to all the students (n = 38, 2 drop outs) by a teacher as a didactic lecture followed by physical practice which was supervised and guided by the same teacher. After randomization, the intervention group (n = 19) received MP guided by a structured audio script as a single session for 20 minutes delivered to all the participants together in a group. The control group participants (n = 19) intended to serve as a basis of comparison and received no intervention. Pre- and post-intervention assessment was done by a set of examiners who were blinded to the intervention. Comparative analysis was done within the group using Wilcoxon sign rank test and between the groups using unpaired t test. Results MP group showed significant improvement in cognitive, psychomotor, affective domain and total score of OSPE post intervention whereas the control group did not show significant difference except for the total score. Between group comparison showed significant differences in all the domains and total score in favor of the MP group. Also, the extent of improvement (effect size calculated using Cohen’s d) was more in the mental practice group than in the control group. Conclusion MP as an adjunct to physical practice is a time-and cost-effective strategy to augment traditional training and enhance performance of a neurodynamic skill in Physiotherapy students. This preliminary evidence supported by robust scientific base and ease of integration should facilitate adoption of MP in Physiotherapy education. We recommend future studies to further explore the potential of this promising tool.

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