Pensar en Movimiento: Revista de Ciencias del Ejercicio y la Salud ISSN Impreso: 1409-0724 ISSN electrónico: 1659-4436

OAI: https://www.revistas.ucr.ac.cr/index.php/pem/oai
Práctica mental, física o combinada en el desempeño y aprendizaje motor: una respuesta meta-analítica
RecienHorneado_ES
PDF_ES
XML_ES
EPUB_ES

Palabras clave

mental practice
motor learning
motor control
motor skills
práctica mental
aprendizaje motor
control motor
destrezas motrices
prática mental
aprendizagem motora
controle motor
destrezas motoras

Cómo citar

Jiménez Díaz, J., Morera-Castro, M., Chaves-Castro, K., Portuguez-Molina, P., Araya-Vargas, G., & Salazar, W. (2022). Práctica mental, física o combinada en el desempeño y aprendizaje motor: una respuesta meta-analítica. Pensar En Movimiento: Revista De Ciencias Del Ejercicio Y La Salud, 20(2), e51150. https://doi.org/10.15517/pensarmov.v20i2.51150

Resumen

En el proceso de adquisición de destrezas motrices la práctica es un elemento fundamental por que facilita el aprendizaje; esta práctica puede ser de dos tipos: física o mental. El objetivo del presente estudio fue determinar el tamaño de efecto de la práctica física (PF), práctica mental (PM) y la práctica combinada (PC) a lo largo del proceso de adquisición y retención en el desempeño de las destrezas motrices, utilizando el enfoque meta-analítico y el análisis de posibles variables moderadoras. Se utilizó el modelo de efectos aleatorios para calcular el tamaño de efecto (TE). Se incluyeron 24 estudios y se obtuvo un total de 150 TE, separados en cuatro grupos. En la fase de adquisición se encontró que la PF (TE = 1.75; n = 36; IC = 0.96,3.55; Q = 113; I2 = 92%), la PM (TE = 0.80; n = 36; IC = 0.50,1.09; Q = 108; I 2= 74%) y la PC (TE = 1.78; n = 22; IC = 1.39,2.18; Q = 167; I2 = 79%) mejoraron su desempeño; además, el grupo control (GC) mejoró el desempeño en la adquisición (TE = 0.18; n = 22; IC = 0.02,0.35; Q = 19; I 2= 0%). Una metarregresión indicó que solo la práctica física, mental y combinada predicen significativamente el TE. En la fase de retención, ni la PF (TE = -0.97; n = 9; IC = -0.41,0.02; Q = 12; I2 = 29%), la PM (TE = 0.62; n = 6; IC = -0.19,1.45; Q = 22; I2 = 83%), la PC (TE = -0.01; n = 14; IC = -0.26,0.25; Q = 23; I2 = 46%), ni el GC (TE = -0.15; n = 5; IC = -0.75,0.44; Q = 11; I2 = 66%) presentaron un cambio significativo. Se analizaron las posibles variables moderadoras. Los resultados sugieren que los tres tipos de práctica mejoran en el desempeño en la fase de adquisición; mientras que, en la etapa de retención, favorecen a mantener lo aprendido. La PM, no reemplaza la PF; no obstante, bajo algunas condiciones, se puede complementar la PF con PM.

https://doi.org/10.15517/pensarmov.v20i2.51150
RecienHorneado_ES
PDF_ES
XML_ES
EPUB_ES

Citas

Abraham, A., Dunsky, A. y Dickstein, R. (2017). Motor imagery practice for enhancing Elevé performance among professional dancers: A pilot study. Medical problems of performing artists, 31(3), 132–139. https://doi.org/10.21091/mppa.2016.3025

Ahsen, A. (1984). ISM: The Triple Code Model for imagery and psychophysiology. Journal of mental imagery, 8(4), 15-42. https://psycnet.apa.org/record/1986-03197-001

Allami, N., Paulignan, Y., Brovelli, A. y Boussaoud, D. (2008). Visuo-motor learning with combination of different rates of motor imagery and physical practice. Experimental Brain Research, 184(1), 105–113. https://doi.org/10.1007/s00221-007-1086-x

Ay, K., Halaweh, R. y Al-Taieb, M. (2013). The effect of movement imagery training on learning forearm pass in volleyball. Education, 134(2), 227–239. https://www.researchgate.net/publication/271831439_The_Effect_of_Movement_Imagery_Training_on_Learning_Forearm_Pass_in_Volleybal

Azimkhani, A., Abbasian, S., Ashkani, A. y Gürsoy, R. (2013). The combination of mental and physical practices is better for instruction of a new skill. Beden Egitimi ve Spor Bilimleri Dergisi, 7(2), 179-187. https://search.trdizin.gov.tr/yayin/detay/182106/the-combination-of-mental-and-physical-practices-is-better-for-instruction-of-a-new-skill

Bek, J., Poliakoff, E., Marshall, H., Trueman, S. y Gowen, E. (2016). Enhancing voluntary imitation through attention and motor imagery. Experimental Brain Research, 234(7), 1819–1828. https://doi.org/10.1007/s00221-016-4570-3

Borenstein, M., Hedges, L. V., Higgins, J. P. y Rothstein, H. R. (2009). Introduction to meta-analysis. John Wiley & Sons. https://doi.org/10.1002/9780470743386

Borenstein, M., Higgins, J. P. T., Hedges, L. V. y Rothstein, H. R. (2017). Basics of meta-analysis: is not an absolute measure of heterogeneity. Research Synthesis Methods, 8(1), 5–18. https://doi.org/10.1002/jrsm.1230

Cabral-Sequeira, A. S., Coelho, D. B. y Teixeira, L. A. (2016). Motor imagery training promotes motor learning in adolescents with cerebral palsy: Comparison between left and right hemiparesis. Experimental Brain Research, 234(6), 1515–1524. https://doi.org/10.1007/s00221-016-4554-3

Coelho, C. J., Nusbaum, H. C., Rosenbaum, D. A. y Fenn, K. M. (2012). Imagined actions aren’t just weak actions: Task variability promotes skill learning in physical practice but not in mental practice. Journal of Experimental Psychology: Learning Memory and Cognition, 38(6), 1759–1764. https://doi.org/10.1037/a0028065

Contreras-Hernández, J. P., Elizondo-Vargas, E., Jiménez-Díaz, J. y Montero-Herrera, B. (2020). Influencia de la práctica física y mental en la precisión de lanzamientos de penal de fútbol. Revista Horizonte Ciencias de la Actividad Física, 11(1), 1–13. https://dialnet.unirioja.es/servlet/articulo?codigo=8019618

Corrêa, U. C., Walter, C., Torriani-Pasin, C., Barros, J. y Tani, G. (2014). Effects of the amount and schedule of varied practice after constant practice on the adaptive process of motor learning. Motricidade, 10(4), 35–46. https://revistas.rcaap.pt/motricidade/article/view/2905

Crews, R. T. y Kamen, G. (2006). Motor-evoked potentials following imagery and limb disuse. International journal of neuroscience, 116(5), 639–651. https://doi.org/10.1080/00207450600592198

Cuenca-Martínez, F., Suso-Martí, L., León-Hernández, J. V. y La Touche, R. (2020). Effects of movement representation techniques on motor learning of thumb-opposition tasks. Scientific Reports, 10(1), 1–12. https://doi.org/10.1038/s41598-020-67905-7

De Meester, A., Barnett, L. M., Brian, A., Bowe, S. J., Jiménez-Díaz, J., Van Duyse, F., Irwin, J. M., Stodden, D. F., D’Hondt, E., Lenoir, M. y Haerens, L. (2020). The Relationship Between Actual and Perceived Motor Competence in Children, Adolescents and Young Adults: A Systematic Review and Meta-analysis. Sports Medicine, 50, 2001-2049. https://doi.org/10.1007/s40279-020-01336-2

Debarnot, U., Clerget, E. y Olivier, E. (2011). Role of the Primary Motor Cortex in the Early Boost in Performance Following Mental Imagery Training. PLoS ONE, 6(10), e26717. https://doi.org/10.1371/journal.pone.0026717

Debarnot, U., Neveu, R., Samaha, Y., Saruco, E., Macintyre, T. y Guillot, A. (2019). Acquisition and consolidation of implicit motor learning with physical and mental practice across multiple days of anodal tDCS. Neurobiology of Learning and Memory, 164, 107062. https://doi.org/10.1016/j.nlm.2019.107062

Di Rienzo, F., Joassy, P., Kanthack, T., MacIntyre, T. E., Debarnot, U., Blache, Y., Hautier, C., Collet, C. y Guillot, A. (2019). Effects of action observation and action observation combined with motor imagery on maximal isometric strength. Neuroscience, 418, 82–95. https://doi.org/10.1016/j.neuroscience.2019.08.025

Doussoulin, A. y Rehbein, L. (2011). Motor imagery as a tool for motor skill training in children. Motricidade, 7(3), 37-43. https://www.researchgate.net/publication/307779428_A_imaginacao_motora_como_instrumento_de_treino_das_habilidades_motoras_em_criancas

Driskell, J. E., Copper, C. y Moran, A. (1994). Does mental practice enhance performance? Journal of Applied Psychology, 79(4), 481–492. https://doi.org/10.1037/0021-9010.79.4.481

Fairbrother, J. T. (2010). Fundamentals of Motor Behavior. Human Kinetics. https://doi.org/10.5040/9781492597346

Feltz, D. L. y Landers, D. M. (1983). The effects of mental practice on motor skill learning and performance: A meta-analysis. Journal of sport psychology, 5(1), 25–57. https://doi.org/10.1123/jsp.5.1.25

Frank, C. (2016). Learning a motor action “from within”: Insights into perceptual-cognitive changes with mental and physical practice. En M. Raab, P. Wylleman, R. Seiler, A. M. Elbe, A. Hatzigeorgiadis (Eds.), Sport and Exercise Psychology Research (pp. 91–121). Elsevier. http://dx.doi.org/10.1016/B978-0-12-803634-1.00005-4

Frank, C., Land, W. M., Popp, C. y Schack, T. (2014). Mental Representation and Mental Practice: Experimental Investigation on the Functional Links between Motor Memory and Motor Imagery. PLoS ONE, 9(4), e95175. https://doi.org/10.1371/journal.pone.0095175

Frenkel, M. O., Herzig, D. S., Gebhard, F., Mayer, J., Becker, C. y Einsiedel, T. (2014). Mental practice maintains range of motion despite forearm immobilization: A pilot study in healthy persons. Journal of rehabilitation medicine, 46(3), 225–232. https://doi.org/10.2340/16501977-1263

Galdo-Alvarez, S., Bonilla, F. M., González-Villar, A. J. y Carrillo-De-la-Pena, M. T. (2016). Functional equivalence of imagined vs. real performance of an inhibitory task: An EEG/ERP study. Frontiers in Human Neuroscience, 10. https://doi.org/10.3389/fnhum.2016.00467

Gomes, T. V. B., Ugrinowitsch, H., Marinho, N., Shea, J. B., Raisbeck, L. D. y Benda, R. N. (2014). Effects of Mental Practice in Novice Learners in a Serial Positioning Skill Acquisition. Perceptual and Motor Skills, 119(2), 397–414. https://doi.org/10.2466/23.PMS.119c20z4

Guadagnoli, M. A. y Lee, T. D. (2004). Challenge point: A framework for conceptualizing the effects of various practice conditions in motor learning. Journal of Motor Behavior, 36(2), 212–224. https://doi.org/10.3200/JMBR.36.2.212-224

Guillot, A., Lebon, F., Rouffet, D., Champely, S., Doyon, J. y Collet, C. (2007). Muscular responses during motor imagery as a function of muscle contraction types. International Journal of Psychophysiology, 66(1), 18–27. https://doi.org/10.1016/j.ijpsycho.2007.05.009

Heena, N., Zia, N. U., Sehgal, S., Anwer, S., Alghadir, A. y Li, H. (2021). Effects of task complexity or rate of motor imagery on motor learning in healthy young adults. Brain and Behavior, 11(11), e02122. https://doi.org/10.1002/brb3.2122

Hegazy, K., Sherif, A. M. y Houta, S. S. (2015). The effect of mental training on motor performance of tennis and field hockey strokes in novice players. Advances in Physical Education, 5(2), 77-83. http://dx.doi.org/10.4236/ape.2015.52010

Hétu, S., Grégoire, M., Saimpont, A., Coll, M.P., Eugène, F., Michon, P.E. y Jackson, P. L. (2013). The neural network of motor imagery: An ALE meta-analysis. Neuroscience & Biobehavioral Reviews, 37(5), 930–949. https://doi.org/10.1016/j.neubiorev.2013.03.017

Higgins, J. P., Thompson, S. G., Deeks, J. J. y Altman, D. G. (2003). Measuring inconsistency in meta-analyses. BMJ, 327(7414), 557–560. https://www.researchgate.net/publication/10580837_Measuring_Inconsistency_in_Meta-Analyses

Hinshaw, K. E. (1991). The effects of mental practice on motor skill performance: Critical evaluation and meta-analysis. Imagintation, Cognition and Personality, 11(1). https://doi.org/10.2190/X9BA-KJ68-07AN-QMJ8

Hird, J. S., Landers, D. M., Thomas, J. R. y Horan, J. J. (1991). Physical Practice is Superior to Mental Practice In Enhancing Cognitive and Motor Task Performance. Journal of Sport and Exercise Psychology, 13(3), 281–293. https://doi.org/10.1123/jsep.13.3.281

Hoffmann, J. (1993). Vorhersage und Erkenntnis. Hogrefe. https://opus.bibliothek.uni-wuerzburg.de/opus4-wuerzburg/frontdoor/deliver/index/docId/12775/file/X_Hoffmann_Vorhersage-Erkenntnis.pdf

Jackson, P. L., Lafleur, M. F., Malouin, F., Richards, C. L. y Doyon, J. (2003). Functional cerebral reorganization following motor sequence learning through mental practice with motor imagery. Neuroimage, 20(2), 1171–1180. https://pubmed.ncbi.nlm.nih.gov/14568486/

Jeannerod, M. (2001). Neural simulation of action: A unifying mechanism for motor cognition. Neuroimage, 14(1), S103–S109. https://doi.org/10.1006/nimg.2001.0832

Jiménez-Díaz, J. y Morera-Castro, M. (2018). ¿Cómo diseñar la práctica para optimizar el desempeño y aprendizaje motor? Una revision de literatura. Sportis. Revisit Técnico-Cientifica del Deporte Escolar, Educación Física y Psicomotricidad, 4(3), 587–603. https://doi.org/10.17979/sportis.2018.4.3.3103

Kawasaki, T., Kono, M. y Tozawa, R. (2019). Efficacy of Verbally Describing One’s Own Body Movement in Motor Skill Acquisition. Brain Sciences, 9(12). https://doi.org/10.3390/brainsci9120356

Kelsey, I. B. (1961). Effects of Mental Practice and Physical Practice upon Muscular Endurance. Research Quarterly. American Association for Health, Physical Education and Recreation, 32(1), 47–54. https://doi.org/10.1080/10671188.1961.10762070

Kraeutner, S. N., MacKenzie, L. A., Westwood, D. A. y Boe, S. G. (2016). Characterizing skill acquisition through motor imagery with no prior physical practice. Journal of Experimental Psychology: Human Perception and Performance, 42(2), 257–265. https://doi.org/10.1037/xhp0000148

Kraeutner, S. N., Stratas, A., McArthur, J. L., Helmick, C. A., Westwood, D. A. y Boe, S. G. (2020). Neural and Behavioral Outcomes Differ Following Equivalent Bouts of Motor Imagery or Physical Practice. Journal of Cognitive Neuroscience, 32(8), 1590–1606. https://doi.org/10.1162/jocn_a_01575

Kremer, P., Spittle, M, y Malseed, S. (2011). Retroactive Interference and Mental Practice Effects on Motor Performance: A Pilot Study. Perceptual and Motor Skills, 113(3), 805–814. https://doi.org/10.2466/05.11.23.PMS.113.6.815-814

Lang, P. J. (1977). Imagery in therapy: An information processing analysis of fear. Behavior therapy, 8(5), 862–886. https://doi.org/10.1016/S0005-7894(77)80157-3

Lang, P. J. (1979). A bio-informational theory of emotional imagery. Psychophysiology, 16(6), 495–512. https://doi.org/10.1111/j.1469-8986.1979.tb01511.x

Lebon, F., Rouffet, D., Collet, C. y Guillot, A. (2008). Modulation of EMG power spectrum frequency during motor imagery. Neuroscience Letters, 435(3), 181–185. https://doi.org/10.1016/j.neulet.2008.02.033

Lee, C. (1990). Psyching Up for a NLuscular Endurance Task: Effects of Image Content on Performance and Mood State. Journal of Sport & Exercise Psychology, 12(1), 66–73.

Liberati, A., Altman, D. G., Tetzlaff, J., Mulrow, C., Gøtzsche, P. C., Ioannidis, J. P. A., Clarke, M., Devereaux, P. J., Kleijnen, J. y Moher, D. (2009). The PRISMA statement for reporting systematic reviews and meta-analyses of studies that evaluate healthcare interventions: Explanation and elaboration. BMJ, 339, b2700. https://doi.org/10.1136/bmj.b2700

Linden, C. A., Uhley, J. E., Smith, D. y Bush, M. A. (1989). The Effects of Mental Practice on Walking Balance in an Elderly Population. The Occupational Therapy Journal of Research, 9(3), 155–169. https://doi.org/10.1177/153944928900900303

Liu, H., Song, L. y Zhang, T. (2014). Mental practice combined with physical practice to enhance hand recovery in stroke patients. Behavioural Neurology, 2014. https://doi.org/10.1155/2014/876416

Lotze, M., Montoya, P., Erb, M., Hülsmann, E., Flor, H., Klose, U., Birbaumer, N. y Grodd, W. (1999). Activation of cortical and cerebellar motor areas during executed and imagined hand movements: An fMRI study. Journal of Cognitive Neuroscience, 11(5), 491–501. https://doi.org/10.1162/089892999563553

Luft, A. R., Skalej, M., Stefanou, A., Klose, U. y Voigt, K. (1998). Comparing motion-and imagery-related activation in the human cerebellum: A functional MRI study. Human brain mapping, 6(2), 105–113. https://doi.org/10.1002%2F(SICI)1097-0193(1998)6%3A2%3C105%3A%3AAID-HBM3%3E3.0.CO%3B2-7

Magill, R. A. y Anderson, D. (2017). Motor learning and control: Concepts and applications (11th ed.). McGraw-Hill Education.

Matsouka, O., Trigonis, J., Simakis, S., Chavenetidis, K. y Kioumomourjoglou, E. (2010). Variability of practice and enhancement of acquisition, retention and transfer of learning using an outdoor throwing motor skill by children with intellectual disabilities. Studies in Physical Culture and Tourism, 17(2), 157–164.

https://www.academia.edu/77653730/Variability_of_Practice_and_Enhancement_of_Acquisition_Retention_and_Transfer_of_Learning_Using_an_Outdoor_Throwing_

Matsuda, T., Watanabe, S., Kuruma, H., Murakami, Y., Watanabe, R., Senoo, A. y Yonemoto, K. (2011). Neural Correlates of Chopsticks Exercise for the Non-Dominant Hand; Comparison Among the Movement, Images and Imitations–A Functional MRI Study. Rigakuryoho Kagaku, 26(1), 117-122. https://doi.org/10.1589/rika.26.117

Miller, K. J., Schalk, G., Fetz, E. E., den Nijs, M., Ojemann, J. G. y Rao, R. P. (2010). Cortical activity during motor execution, motor imagery, and imagery-based online feedback. Proceedings of the National Academy of Sciences, 107(9), 4430–4435. https://doi.org/10.1073/pnas.0913697107

Moran, A. y O’Shea, H. (2020). Motor imagery practice and cognitive processes. Frontiers in Psychology, 11(394). https://doi.org/10.3389/fpsyg.2020.00394

Mulder, T., Zijlstra, S., Zijlstra, W. y Hochstenbach, J. (2004). The role of motor imagery in learning a totally novel movement. Experimental Brain Research, 154(2), 211–217. https://doi.org/10.1007/s00221-003-1647-6

Munzert, J., Lorey, B. y Zentgraf, K. (2009). Cognitive motor processes: The role of motor imagery in the study of motor representations. Brain Research Reviews, 60(2), 306–326. https://doi.org/10.1016/j.brainresrev.2008.12.024

Newell, K. M. (1991). Motor skill acquisition. Annual review of psychology, 42, 213–237. https://doi.org/10.1146/annurev.ps.42.020191.001241

Oxendine, J. (1969). Effect of mental and physical practice on the learning of three motor skills. Research Quarterly, 40(4), 755-763. https://pubmed.ncbi.nlm.nih.gov/5262106/

Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M. y Moher, D. (2021). Updating guidance for reporting systematic reviews: Development of the PRISMA 2020 statement. Journal of Clinical Epidemiology, 134, 103–112. https://doi.org/10.1016/j.jclinepi.2021.02.003

Porro, C. A., Cettolo, V., Francescato, M. P. y Baraldi, P. (2000). Ipsilateral involvement of primary motor cortex during motor imagery. European Journal of Neuroscience, 12(8), 3059–3063. https://doi.org/10.1046/j.1460-9568.2000.00182.x

Ramsey, R., Cumming, J. y Edwards, M. G. (2008). Exploring a modified conceptualization of imagery direction and golf putting performance. International Journal of Sport and Exercise Psychology, 6(2), 207–223. https://doi.org/10.1080/1612197X.2008.9671862

Robin, N., Dominique, L., Toussaint, L., Blandin, Y., Guillot, A. y Her, M. L. (2007). Effects of motor imagery training on service return accuracy in tennis: The role of imagery ability. International Journal of Sport and Exercise Psychology, 5(2), 175–186. https://doi.org/10.1080/1612197X.2007.9671818

Ruffino, C., Papaxanthis, C. y Lebon, F. (2017). Neural plasticity during motor learning with motor imagery practice: Review and perspectives. Neuroscience, 341, 61–78. https://doi.org/10.1016/j.neuroscience.2016.11.023

Ruffino, C., Truong, C., Dupont, W., Bouguila, F., Michel, C., Lebon, F. y Papaxanthis, C. (2021). Acquisition and consolidation processes following motor imagery practice. Scientific Reports, 11(2295), 1–12. https://doi.org/10.1038/s41598-021-81994-y

Sánchez, X. y Lejeune, M. (1999). Práctica mental y deporte: ¿Qué sabemos después de casi un siglo de investigación? Revista de psicología del deporte, 8(1), 21–38. https://dialnet.unirioja.es/servlet/articulo?codigo=654282

Schädlich, M., Erlacher, D. y Schredl, M. (2017). Improvement of darts performance following lucid dream practice depends on the number of distractions while rehearsing within the dream – a sleep laboratory pilot study. Journal of Sports Sciences, 35(23), 2365–2372. https://doi.org/10.1080/02640414.2016.1267387

Schmidt, R. A. (1975). A schema theory of discrete motor skill learning. Psychological review, 82(4), 225-260. https://doi.org/10.1037/h0076770

Schmidt, R. A. y Lee, T. D. (2011). Motor control and learning: A behavioral emphasis (5th ed.). Human Kinetics.

Schmidt, R. C. y Fitzpatrick, P. (1996). Dynamical perspective on motor learning. Human Kinetics. https://www.researchgate.net/publication/260336860_The_dynamical_perspective_on_motor_learning

Sedgwick, P. y Marston, L. (2015). How to read a funnel plot in a meta-analysis. British Medical Journal, 351, h4718. https://doi.org/10.1136/bmj.h4718

Sharif, M. R., Hemayattalab, R., Sayyah, M., Hemayattalab, A. y Bazazan, S. (2015). Effects of Physical and Mental Practice on Motor Learning in Individuals with Cerebral Palsy. Journal of Developmental and Physical Disabilities, 27(4), 479–487. https://doi.org/10.1007/s10882-015-9432-6

Shea, C. H. y Wright, D. L. (1997). An Introduction to Human Movement: The Sciences of Physical Education. Allyn and Bacon.

Slade, J. M., Landers, D. M. y Martin, P. E. (2002). Muscular activity during real and imagined movements: A test of inflow explanations. Journal of Sport & Exercise Psychology, 24(2), 151-167. https://doi.org/10.1123/jsep.24.2.151

Slimani, M., Tod, D., Chaabene, H., Miarka, B. y Chamari, K. (2016). Effects of Mental Imagery on Muscular Strength in Healthy and Patient Participants: A Systematic Review. Journal of Sports Science & Medicine, 15(3), 434–450. https://pubmed.ncbi.nlm.nih.gov/27803622/

Stecklow, M. V., Infantosi, A. F. C. y Cagy, M. (2010). EEG changes during sequences of visual and kinesthetic motor imagery. Arquivos de neuro-psiquiatria, 68(4), 556–561. https://doi.org/10.1590/S0004-282X2010000400015

Sterne, J. A. C., Savović, J., Page, M. J., Elbers, R. G., Blencowe, N. S., Boutron, I., Cates, C. J., Cheng, H.-Y., Corbett, M. S., Eldridge, S. M., Emberson, J. R., Hernán, M. A., Hopewell, S., Hróbjartsson, A., Junqueira, D. R., Jüni, P., Kirkham, J. J., Lasserson, T., Li, T., … Higgins, J. P. T. (2019). RoB 2: A revised tool for assessing risk of bias in randomised trials. BMJ, 366. https://doi.org/10.1136/bmj.l4898

Stumbrys, T., Erlacher, D. y Schredl, M. (2016). Effectiveness of motor practice in lucid dreams: A comparison with physical and mental practice. Journal of Sports Sciences, 34(1), 27–34. https://doi.org/10.1080/02640414.2015.1030342

Taktek, K., Zinsser, N. y St-John, B. (2008). Visual versus kinesthetic mental imagery: Efficacy for the retention and transfer of a closed motor skill in young children. Canadian Journal of Experimental Psychology/Revue Canadienne de Psychologie Expérimentale, 62(3), 174–187. https://doi.org/10.1037/1196-1961.62.3.174

Urcuyo-Ovares, A., Ávila-Chaverri, J., Diaz-Jiménez, J. y Montero-Herrera, B. (2020). Efecto de la práctica mental y física en el desempeño motor y actividad eléctrica muscular en estudiantes sanos. Pensar en Movimiento: Revista de Ciencias del Ejercicio y la Salud, 18(1), 1-19. https://doi.org/10.15517/pensarmov.v18i1.40368

Weinberg, R. S. y Gould, D. (2019). Foundations of sport and exercise psychology (7th ed.). Human kinetics. https://us.humankinetics.com/products/foundations-of-sport-and-exercise-psychology-7th-edition-with-web-study-guide-paper

Woolfolk, R. L., Murphy, S. M., Gottesfeld, D. y Aitken, D. (1985). Effects of Mental Rehearsal of Task Motor Activity and Mental Depiction of Task Outcome on Motor Skill Performance. Journal of Sport Psychology, 7(2), 191–197. https://doi.org/10.1123/jsp.7.2.191

Wulf, G. y Lewthwaite, R. (2016). Optimizing performance through intrinsic motivation and attention for learning: The OPTIMAL theory of motor learning. Psychonomic Bulletin & Review, 23(5), 1382–1414. https://doi.org/10.3758/s13423-015-0999-9

Ziegler, S. G. (1987). Comparison of Imagery Styles and Past Experience in Skills Performance. Perceptual and Motor Skills, 64(2), 579–586. https://doi.org/10.2466/pms.1987.64.2.579

Comentarios

Creative Commons License

Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.

Derechos de autor 2022 Judith Jiménez Díaz, María Morera-Castro, Karla Chaves-Castro, Priscilla Portuguez-Molina, Gerardo Araya-Vargas, Walter Salazar

Descargas

Los datos de descargas todavía no están disponibles.