Research examining the effects of imagery on the acquisition and execution of motor performance has delineated imagery into modalities and perspectives. This delineation includes visual and kinesthetic sensory modalities (e.g., Fourkas, Avenanti, Urgesi, & Aglioti, 2006 ; Guillot et al., 2009
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Nichola Callow, Dan Jiang, Ross Roberts, and Martin G. Edwards
Nikolaos K. Chrysagis, Emmanouil K. Skordilis, Dimitra Koutsouki, and Elizabeth Evans
The purpose was to examine the differences in kinesthetic ability, at the elbow joint, between children with (n = 15) and without (n = 15) spastic hemiplegia. The Kin Com 125 AP isokinetic dynamometer Configuration Chattanooga was used. Results revealed significant (p < .05) interaction between participant groups and side which was a repeated measures factor (nonaffected side for CP group and dominant side for nonCP group vs. affected side for CP and nondominant side for nonCP group) with respect to the passive reproduction of movement (PRM) and detection of passive movement (DPM). The interaction was attributed to the kinesthetic deficits of the hemiplegic participants compared to the control group. A significant relationship was found between the level of spasticity and PRM scores.
David I. Anderson
our human perspective from our picture of the world must lead to absurdity” ( 1962 , p. 3). The current literature on embodied cognition provides numerous examples of the contribution that physical activity and personal kinesthetic experience make to psychological functioning, psychological
Melissa L. Grim, Angela Mickle, and Michael L. Grim
Brian D. Seiler, Eva V. Monsma, Roger Newman-Norlund, and Ryan Sacko
health care professions depends on imagery aptitude. Studies affirm that imagery abilities are not universal ( Debarnot et al., 2014 ). Rather, individuals have varying capacities to generate images along imagery modes of kinesthetic imagery (KI: feeling the timing, force, and speed of a movement) and
Erianne A. Weight, Molly Harry, and Heather Erwin
are to encourage student physical activity without losing instructional time; thus, this study was grounded in 2 veins of literature: kinesthetic learning theory 40 and the Comprehensive School Physical Activity Program (CSPAP) created by the Center for Disease Control. 41 Kinesthetic research
Kelly Lynn Mulvey, Sally Taunton, Adam Pennell, and Ali Brian
executive functioning skills may be warranted. The purpose of this study is to examine if the evidence-based gross motor intervention, Successful Kinesthetic Instruction for Preschoolers (SKIP; Brian, Goodway, Logan, & Sutherland, 2017a ; Goodway & Branta, 2003 ), also improves young children’s executive
Tristan Castonguay, Mary Roberts, and Geoff Dover
speed of the normal bat; this phenomenon is called the “kinesthetic illusion” or “kinesthetic aftereffect.” 9 – 11 The kinesthetic illusion is most noticeable after warming up or preparing for an at-bat. Many players of all levels of sport commonly use the weighted donut to warm-up. A weighted donut is
Gregg Twietmeyer and Tyler G. Johnson
in kinesthetic skills. But PE must be viewed as an integral part of each child’s education for the achievement of such outcomes to actually occur in schools! Sport participation is about more than winning, statistics/data, measurement, and breaking records; it is about learning to play the game for
Lew Hardy and Nichola Callow
Three experiments examined the relative efficacy of different imagery perspectives on the performance of tasks in which form was important. In Experiment 1,25 experienced karateists learned a new kata using either external or internal visual imagery or stretching. Results indicated that external visual imagery was significantly more effective than internal visual imagery, which was significantly more effective than stretching. In Experiment 2, 40 sport science students learned a simple gymnastics floor routine under one of four conditions: external or internal visual imagery with or without kinesthetic imagery. Results revealed a significant main effect for visual imagery perspective (external visual imagery was best) but no effect for kinesthetic imagery. Experiment 3 employed the same paradigm as Experiment 2 but with high-ability rock climbers performing difficult boulder problems. Results showed significant main effects for both visual imagery perspective (external visual imagery was best) and kinesthetic imagery. The findings are discussed in terms of the cognitive processes that might underlie imagery effects.
