Ms in Learning and Motor Control, Department of Cognitive and Behavioral Sciences and Technology in Sport, Shahid Beheshti University, Tehran, Iran.
Department of Cognitive and Behavioral Sciences and Technology in Sport, Shahid Beheshti University, Tehran, Iran.
PLoS One. 2024 Sep 19;19(9):e0309473. doi: 10.1371/journal.pone.0309473. eCollection 2024.
This study aimed to examine the impact of internal and external audiovisual imagery on the learning of the badminton long serve skill. A lot of 42 right-handed novice women were selected using availability sampling. Participants were categorized into four groups based on their scores from the visual imagery ability questionnaire and Bucknell auditory questionnaire: Visual-Internal imagery, Visual-External imagery, AudioVisual-Internal imagery and AudioVisual-External imagery groups. To generate an auditory pattern, the shoulder joint's angular velocity of a skilled individual was recorded and translated into sound based on frequency characteristic changes. Subjects underwent four sessions of 40 trials each and subsequently participated in retention and transfer tests. Performance accuracy of the badminton long serve was assessed using the Scott and Fox standard test and repeated measures ANOVA was employed to compare performance across groups during test stages. While no significant differences were noted between groups during the acquisition stages, indicated that subjects in the AudioVisual imagery conditions outperformed those in Visual imagery during the retention test. Additionally, the AudioVisual-Internal Imagery group demonstrated superior performance compared to other groups. Internal imagery groups also exhibited better performance in the later stages of acquisition, retention and transfer tests compared to external imagery groups. These findings suggest that the incorporation of audiovisual imagery utilizing movement sonification, alongside physical practice, improves skill development more effectively than visual imagery alone.
本研究旨在探讨内部和外部视听意象对羽毛球正手高远球技能学习的影响。采用便利抽样法选取了 42 名右利手的新手女性。根据视觉意象能力问卷和巴克莱听觉问卷的得分，参与者被分为四个组：视觉-内部意象组、视觉-外部意象组、视听-内部意象组和视听-外部意象组。为了产生听觉模式，记录了熟练个体肩关节的角速度，并根据频率特征变化将其转换为声音。受试者进行了 4 次，每次 40 次试验，然后参加了保持和转移测试。使用 Scott 和 Fox 标准测试评估羽毛球正手高远球的表现准确性，并采用重复测量方差分析比较测试阶段各组的表现。虽然在获得阶段各组之间没有显著差异，但表明在保持测试中，视听意象条件下的受试者表现优于视觉意象条件下的受试者。此外，视听-内部意象组的表现优于其他组。内部意象组在获得、保持和转移测试的后期阶段也表现出更好的表现，与外部意象组相比。这些发现表明，与单独使用视觉意象相比，结合身体练习使用运动发声的视听意象更有效地促进技能发展。
