When using action observation and motor imagery in combination for motor learning purpose, the scheduling of AO and MI is still an open issue. How should we schedule combinations of AO and MI to get the best out of it? And why is this the case?Continue reading “How to best schedule AO and MI for learning”
How does a combination of motor imagery and action observation (in comparison to motor imagery or action observation alone) affect cognitive performance? And how does this translate into motor performance?Continue reading “AO, MI, AO+MI and cognitive performance”
Together with Christopher Meier from the Sports and Education group here in Bielefeld, I’ve been working on the use of analogies in children. In his PhD project, he focused on the question how analogies influence motor learning, especially in skilled athletes (see here).
Looking at both their performance and their representation structures in motor memory, we recently published a study on the impact of analogy and explicit verbal instructions in junior tennis players (see here).Continue reading “Children, analogies, and motor learning”
How can we use imagery for physical education such that it adds to motor learning, and such that it can be implemented straightforward in a physical education class?Continue reading “Imagery in physical education”
Is Virtual Reality the panacea it first seems? Continue reading “VR and Motor Learning”
We’re part of a Special Section on Observational Learning, see here.
Does mental practice by way of motor imagery training work for children and young adults, both in sports and physical education settings? Continue reading “Developmental aspects of imagery”
Together with Dr. Andrea Menze-Sonneck, I realized a study in a physical education setting, with imagery tailored to the needs of a physical education class. Continue reading “Imagery in physical education”
Some time ago, a student stepped into my office, with thoughts on mental practice for futsal teams in his mind.