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Watanabe H, Washino S, Ogoh S, Miyamoto N, Kanehisa H, Kato H, Yoshitake Y. Observing an expert's action swapped with an observer's face increases corticospinal excitability during combined action observation and motor imagery. Eur J Neurosci 2024; 59:1016-1028. [PMID: 38275099 DOI: 10.1111/ejn.16257] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/05/2023] [Revised: 01/02/2024] [Accepted: 01/03/2024] [Indexed: 01/27/2024]
Abstract
This study aimed to examine whether observing an expert's action swapped with an observer's face increases corticospinal excitability during combined action observation and motor imagery (AOMI). Twelve young males performed motor imagery of motor tasks with different difficulties while observing the actions of an expert performer and an expert performer with a swapped face. Motor tasks included bilateral wrist dorsiflexion (EASY) and unilateral two-ball rotating motions (DIFF). During the AOMI of EASY and DIFF, single-pulse transcranial magnetic stimulation was delivered to the left primary motor cortex, and motor-evoked potentials (MEPs) were obtained from the extensor carpi ulnaris and first dorsal interosseous muscles of the right upper limb, respectively. Visual analogue scale (VAS) assessed the subjective similarity of the expert performer with the swapped face in the EASY and DIFF to the participants themselves. The MEP amplitude in DIFF was larger in the observation of the expert performer with the swapped face than that of the expert performer (P = 0.012); however, the corresponding difference was not observed in EASY (P = 1.000). The relative change in the MEP amplitude from observing the action of the expert performer to that of the expert performer with the swapped face was positively correlated with VAS only in DIFF (r = 0.644, P = 0.024). These results indicate that observing the action of an expert performer with the observer's face enhances corticospinal excitability during AOMI, depending on the task difficulty and subjective similarity between the expert performer being observed and the observer.
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Affiliation(s)
- Hironori Watanabe
- Department of Sports and Life Sciences, National Institute of Fitness and Sports in Kanoya, Kagoshima, Japan
- Faculty of Human Sciences, Waseda University, Saitama, Japan
| | - Sohei Washino
- Human Augmentation Research Center, National Institute of Advanced Industrial Science and Technology, Chiba, Japan
| | - Shigehiko Ogoh
- Department of Biomedical Engineering, Toyo University, Saitama, Japan
- Neurovascular Research Laboratory, Faculty of Life Sciences and Education, University of South Wales, Pontypridd, UK
| | - Naokazu Miyamoto
- Faculty of Health and Sports Science, Juntendo University, Chiba, Japan
| | - Hiroaki Kanehisa
- Department of Sports and Life Sciences, National Institute of Fitness and Sports in Kanoya, Kagoshima, Japan
| | - Hirokazu Kato
- Division of Information Science, Nara Institute of Science and Technology, Nara, Japan
| | - Yasuhide Yoshitake
- Graduate School of Science and Technology, Shinshu University, Nagano, Japan
- School of Human Movement and Nutrition Sciences, The University of Queensland, Brisbane, Australia
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Hiromitsu Y, Ishikura T. Effects of Different Observational Angles in Learner-Chosen Video Self-Modeling on Task Acquisition and Retention. J Mot Behav 2023; 56:184-194. [PMID: 37964620 DOI: 10.1080/00222895.2023.2282069] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/30/2022] [Accepted: 10/11/2023] [Indexed: 11/16/2023]
Abstract
This study aimed to examine the influence of different observational angles in video self-modeling on task acquisition and retention. We randomly assigned 42 Japanese university students to three camera-angle groups, i.e., a front-angle, a rear-angle, and a control group. The participants performed a 3 × 6 × 3 cup-stacking task with three sequential laps. The front- and rear-angle groups viewed video self-modeling created from previously self-chosen videos. The retention phase was conducted 1 week after the acquisition phase. The rear-angle group demonstrated the fastest movement times in the acquisition phase. Our findings indicate that viewing learner-chosen video self-modeling from a rear angle enhances motor skill acquisition but does not contribute to motor skill learning.
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Affiliation(s)
- Yuya Hiromitsu
- Faculty of Health and Sports Science, Doshisha University, Kyoto, Japan
- Organization for Research Initiatives and Development, Doshisha University, Kyoto, Japan
| | - Tadao Ishikura
- Faculty of Health and Sports Science, Doshisha University, Kyoto, Japan
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Ashraf R, Abdoli B, Khosrowabadi R, Farsi A, Pineda JA. The Effect of Modeling Methods on Mirror Neuron Activity and a Motor Skill Acquisition and Retention. Basic Clin Neurosci 2023; 14:631-646. [PMID: 38628836 PMCID: PMC11016881 DOI: 10.32598/bcn.2021.3245.1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/12/2021] [Revised: 04/13/2021] [Accepted: 07/27/2023] [Indexed: 04/19/2024] Open
Abstract
Introduction Mirror neurons have been suggested as a potential neural mechanism of observational learning. This study aims to investigate the effect of self-modeling, skilled model, and learning model on mu rhythm suppression and golf putting acquisition and retention. Methods The study was conducted on 45 male volunteer students (aged 19.4±0.37 years) in three experimental groups, self-modeling, skilled, and learning models with six sessions of physical and observational training in three periods of pre-test, acquisition, and retention. In the pre-test, after the initial familiarity with the skill, participants performed 10 golf putting actions while scores were recorded. Then, electrical brain waves in C3, C4, and Cz regions were recorded during the observation of 10 golf putting actions by their group-related models. The acquisition period consisted of golf putting training during six sessions, each consisting of six blocks of 10 trials. Before each training block, participants observed golf putting related to their group 10 times in the form of a video. Acquisition and delayed retention tests were also performed by recording scores of 10 golf putting actions, as well as recording electrical brain waves while observing the skill performed by the related model. Results Mixed analysis of variance (ANOVA) showed that the mu rhythm suppression in the pre-test was more in the self-modeling group compared to the skilled model and learning model groups, but this suppression was not significantly different in all three groups in the acquisition and retention tests. In putting task variables, all three groups that had no significant difference in the pre-test period made considerable progress in learning the desired skill from the pre-test to the acquisition test, and this progress was somewhat stable until the retention test. Also, both in the acquisition and retention periods, the self-modeling group showed better performance than the other two groups; however, no significant difference was observed between these groups. Conclusion These results suggest that the model-observer similarity is a crucial factor in modeling interventions and can affect the rate of mu rhythm suppression.
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Affiliation(s)
- Ramin Ashraf
- Department of Behavioral and Cognitive Science in Sport, Faculty of Sport Science and Health, Shahid Beheshti University, Tehran, Iran
| | - Behrouz Abdoli
- Department of Behavioral and Cognitive Science in Sport, Faculty of Sport Science and Health, Shahid Beheshti University, Tehran, Iran
| | - Reza Khosrowabadi
- Institute for Cognitive and Brain Sciences, Shahid Beheshti University, Tehran, Iran
| | - Alireza Farsi
- Department of Behavioral and Cognitive Science in Sport, Faculty of Sport Science and Health, Shahid Beheshti University, Tehran, Iran
| | - Jaime A Pineda
- Department of Cognitive Science and Neuroscience, University of California, La Jolla, United States of America
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Abstract
AbstractWhile studies have indicated that visual feedback promotes skill acquisition and motor learning in controlled settings and for various sports, less is known about its feasibility in physical education, which has specific needs and conditions. For this reason, a systematic literature review was conducted regarding video-based visual feedback in physical education. Out of 2030 initially examined studies, 11 matched the selection and quality criteria. The goal was to determine whether visual feedback can be effective regarding motor learning in physical education in primary and secondary schools, and to investigate whether different visual feedback variants (expert modeling and self-modeling), supported by verbal feedback, are more effective than verbal feedback alone. Subsequently, the different conditions (e.g., age, group size, duration) of the included studies were evaluated for their suitability for everyday applications. Video-based visual feedback seems to be effective to enhance motor learning in physical education and seems to be more effective than solely verbal feedback. However, the results show that the specific conditions (class size, scheduled lessons, available time, technical equipment, the digital literacy of teachers, and data protection) of a school environment must be considered before implementing visual video feedback in daily practice.
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Diekfuss JA, Grooms DR, Hogg JA, Singh H, Slutsky-ganesh AB, Bonnette S, Riehm C, Anand M, Nissen KS, Wilkerson GB, Myer GD. Targeted Application of Motor Learning Theory to Leverage Youth Neuroplasticity for Enhanced Injury-Resistance and Exercise Performance: OPTIMAL PREP. ACTA ACUST UNITED AC 2021; 3:17-36. [DOI: 10.1007/s42978-020-00085-y] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/22/2023]
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Portell M, Sene-Mir AM, Anguera MT, Jonsson GK, Losada JL. Support System for the Assessment and Intervention During the Manual Material Handling Training at the Workplace: Contributions From the Systematic Observation. Front Psychol 2019; 10:1247. [PMID: 31231277 PMCID: PMC6560057 DOI: 10.3389/fpsyg.2019.01247] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/23/2019] [Accepted: 05/13/2019] [Indexed: 11/23/2022] Open
Abstract
Efficacy of classical manual material handling (MMH) training interventions on back pain prevention at the workplace has been called into question. The way that observation (self-observation or hetero-observation) is used in other areas to create feedback addressed to modify motor activities can justify innovative components for these interventions. However, their implementation and evaluation cannot be done without tackling the methodological challenge of developing a reliable observational instrument to measure manual handling practice during the training process. The aims of this study were: (1) justify and develop an hetero-observation (H-O) instrument to assess changes in the worker behavioral patterns with a level of analysis convenient to derive a parallel version for the systematic self-observation (S-O) during training on MMH; (2) provide evidence on the inter-rater reliability of the H-O instrument; (3) provide evidence on the usability of the S-O instrument and its perceived usefulness; and (4) provide evidence on the benefits that can be derived with the use of the H-O instrument to create feedback based on T-pattern and polar coordinate analysis. A mixed method approach mainly grounded on systematic observation was used. A convenience sample composed by blue-collar workers participated in the study. Based on literature review and expert opinion, the H-O instrument proposed was composed by six dimensions (feet, knee joints, back, elbow joints, load position, and interaction between back tilt and displacement) plus a structural dimension which defined MMH phases. The inter-rater reliability of this instrument was almost perfect for all dimensions using a tolerance level of 2 s (the range of time-unit kappa was from 0.93 to 0.97 and the range of event-based kappa was from 0.82 to 0.9). The usability and usefulness of the S-O instrument was highly valued by workers. Regarding the way to use hetero-observations to create feedback, the paper shows the great potential of T-pattern and polar coordinate analysis. The observational instruments developed combined with these techniques make it possible to characterize the body positions adopted during manual handling performance, and this is crucial to create feedback on performance instead of only feedback on results.
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Affiliation(s)
- Mariona Portell
- Department of Psychobiology and Methodology of Health Sciences, Universitat Autònoma de Barcelona, Cerdanyola del Vallès, Spain
| | - Anna M. Sene-Mir
- Physical Activity and Sports Studies Centre, University of Vic – Central University of Catalonia, Vic, Spain
| | - M. Teresa Anguera
- Faculty of Psychology, Institute of Neurosciences, University of Barcelona, Barcelona, Spain
| | | | - José L. Losada
- Faculty of Psychology, University of Barcelona, Barcelona, Spain
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Steel KA, Mudie K, Sandoval R, Anderson D, Dogramaci S, Rehmanjan M, Birznieks I. Can Video Self-Modeling Improve Affected Limb Reach and Grasp Ability in Stroke Patients? J Mot Behav 2017; 50:117-126. [DOI: 10.1080/00222895.2017.1306480] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Affiliation(s)
- Kylie Ann Steel
- School of Science and Health, Western Sydney University, Australia
- Brain, Behavior and Development, The MARCS Institute, Sydney, Australia
| | - Kurt Mudie
- School of Science and Health, Western Sydney University, Australia
- Institute of Sport, Exercise and Active Living (ISEAL), Victoria University, Melbourne, Australia
| | - Remi Sandoval
- School of Science and Health, Western Sydney University, Australia
| | - David Anderson
- Department of Kinesiology, San Francisco State University, California
| | - Sera Dogramaci
- New South Wales Institute of Sport, Sydney Markets, Australia
| | | | - Ingvars Birznieks
- School of Science and Health, Western Sydney University, Australia
- School of Medical Sciences, University of New South Wales, Sydney, Australia
- Neuroscience Research Australia, Randwick, Australia
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Steel KA, Ellem E. Is Mixed Practice More Effective than Physical Practice Alone for the Acquisition of Non-dominant Side Kicking Performance? Front Psychol 2016; 7:1665. [PMID: 27826280 PMCID: PMC5078264 DOI: 10.3389/fpsyg.2016.01665] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/17/2016] [Accepted: 10/11/2016] [Indexed: 12/02/2022] Open
Abstract
Perceiving and executing unfamiliar movements, such as left handed/footed movement skills in sports, places additional demands on the perceptual-cognitive system of players that may increase errors. The video self-modeling (VSM) method may provide an accessible solution to this issue, therefore the purpose of this study was to investigate the effect of the VSM method on the improvement of a non-preferred side kicking task. N = 28 participants engaged in one of three conditions; Mirror reversed/ physical practice (PP), best-of/ PP, or physical practice only. Though not significant, data analysis indicated improved kicking accuracy for all groups, with VSM groups showing the most improvement. However, qualitative data revealed the “best-of” group demonstrated more positive views toward their progress compared to other groups, and both VSM groups were more likely to attend to movement cues than target based cues. These trends may suggest merit for the use of VSM techniques, though its application and the source of mechanistic factors warrant further investigation.
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Affiliation(s)
- Kylie A Steel
- Science and Health, Human Movement Science, Western Sydney UniversityPenrith, NSW, Australia; The MARCS InstituteSydney, NSW, Australia
| | - Eathan Ellem
- Science and Health, Human Movement Science, Western Sydney University Penrith, NSW, Australia
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Marques PG, Corrêa UC. The effect of learner's control of self-observation strategies on learning of front crawl. Acta Psychol (Amst) 2016; 164:151-6. [PMID: 26821171 DOI: 10.1016/j.actpsy.2016.01.006] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/28/2014] [Revised: 09/29/2015] [Accepted: 01/16/2016] [Indexed: 11/22/2022] Open
Abstract
This study investigated the effect of learner's control of self-observation strategies on motor skill learning. For this purpose, beginner and intermediate learner swimmers practised the front crawl. Seventy college students took part in this experiment. They comprised 40 novice learners, both male (n=19) and female (n=21), with an average age of 20.7 years (±0.44), and 30 intermediate learners, both male (n=17) and female (n=13), with an average age of 21.1 years (±0.86). The design involved a pretest (one day), four acquisition sessions (four days), and a retention test (one day). They were divided into three groups: (1) choice, which could choose to watch a video with their best or overall performance during practise; (2) yoked, which were paired to those of the choice group; and (3) control (did not watch any video). The measures included the performance of front crawl and self-efficacy. The results showed that: (1) beginners who chose a type of observation strategy had superior motor skill learning; (2) for intermediate learners, self-observation promoted better motor learning, regardless of the control of choices; (3) self-observation improved self-efficacy beliefs.
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Wulf G, Lewthwaite R. Optimizing performance through intrinsic motivation and attention for learning: The OPTIMAL theory of motor learning. Psychon Bull Rev 2016; 23:1382-414. [DOI: 10.3758/s13423-015-0999-9] [Citation(s) in RCA: 445] [Impact Index Per Article: 55.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/27/2022]
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Harasym J, Langevin M, Kully D. Video self-modeling as a post-treatment fluency recovery strategy for adults. J Fluency Disord 2015; 44:32-45. [PMID: 25707576 DOI: 10.1016/j.jfludis.2015.01.003] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/27/2014] [Revised: 01/14/2015] [Accepted: 01/15/2015] [Indexed: 06/04/2023]
Abstract
PURPOSE This multiple-baseline across subjects study investigated the effectiveness of video self-modeling (VSM) in reducing stuttering and bringing about improvements in associated self-report measures. Participants' viewing practices and perceptions of the utility of VSM also were explored. METHODS Three adult males who had previously completed speech restructuring treatment viewed VSM recordings twice per week for 6 weeks. Weekly speech data, treatment viewing logs, and pre- and post-treatment self-report measures were obtained. An exit interview also was conducted. RESULTS Two participants showed a decreasing trend in stuttering frequency. All participants appeared to engage in fewer avoidance behaviors and had less expectations to stutter. All participants perceived that, in different ways, the VSM treatment had benefited them and all participants had unique viewing practices. CONCLUSION Given the increasing availability and ease in using portable audio-visual technology, VSM appears to offer an economical and clinically useful tool for clients who are motivated to use the technology to recover fluency. EDUCATIONAL OBJECTIVES Readers will be able to describe: (a) the tenets of video-self modeling; (b) the main components of video-self modeling as a fluency recovery treatment as used in this study; and (c) speech and self-report outcomes.
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Affiliation(s)
- Jessica Harasym
- Institute for Stuttering Treatment & Research (ISTAR), Faculty of Rehabilitation Medicine, University of Alberta, Canada.
| | - Marilyn Langevin
- Institute for Stuttering Treatment & Research (ISTAR), Faculty of Rehabilitation Medicine, University of Alberta, Canada; Department of Communication Sciences and Disorders, Faculty of Rehabilitation Medicine, University of Alberta, Canada.
| | - Deborah Kully
- Institute for Stuttering Treatment & Research (ISTAR), Faculty of Rehabilitation Medicine, University of Alberta, Canada; Department of Communication Sciences and Disorders, Faculty of Rehabilitation Medicine, University of Alberta, Canada
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Ste-Marie DM, Vertes KA, Law B, Rymal AM. Learner-Controlled Self-Observation is Advantageous for Motor Skill Acquisition. Front Psychol 2013; 3:556. [PMID: 23355826 PMCID: PMC3554505 DOI: 10.3389/fpsyg.2012.00556] [Citation(s) in RCA: 28] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/16/2012] [Accepted: 11/27/2012] [Indexed: 11/20/2022] Open
Abstract
There were two main objectives of this research. First, we wanted to examine whether video feedback of the self (self-observation) was more effective for motor skill learning when the choice to view the video was provided to the learner (learner-controlled, LC) as opposed to an experimenter-controlled (EC) delivery. Secondly, we explored whether there were differences in the self-regulatory processes of self-efficacy and intrinsic motivation, as well as perceived choice between the LC and EC conditions. Two groups (LC and EC) of children (M age of 11.2 years; SD = 1.89) attempted to learn a progression of trampoline skills during a 2-day acquisition phase in which video self-observation was available. The second acquisition day was followed by a no self-observation retention test 1 day later. It was hypothesized that, during retention, the LC group would be more self-efficacious about their ability to progress through the trampoline skills, show greater intrinsic motivation and perceived choice, and go further in skill progression than the EC group. Analysis of the acquisition data showed the LC group had greater increases in self-efficacy as compared to the EC group. Results of the retention test showed that the participants in the LC group obtained higher scores on the intrinsic motivation and perceived choice measures and had higher skill progression scores as compared to the EC group. Regression analysis showed that group assignment and self-efficacy were significant predictors of the physical performance benefits noted in retention. These findings are discussed within Zimmerman's (2004) self-regulation of learning model.
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Affiliation(s)
| | - Kelly A. Vertes
- School of Human Kinetics, University of OttawaOttawa, ON, Canada
| | - Barbi Law
- School of Physical and Health Education, Nipissing UniversityNorth Bay, ON, Canada
| | - Amanda M. Rymal
- Department of Kinesiology, San Francisco State UniversitySan Francisco, CA, USA
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Affiliation(s)
- Peter W. Dowrick
- Creating Futures, Center on Disability Studies, University of Hawaii at Manoa, Manoa, HI, USA
- Psychology Department, University of Auckland, Auckland, New Zealand
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