ECSS Paris 2023: OP-SH17
Introduction/Objective: Mental training strategies such as music listening and mental imagery, as well as their combination, are commonly used to support motor skill execution in sport. However, their effectiveness may depend on individual characteristics, including physical fitness and imagery ability [1]. This study examined whether individual differences moderate the effects of imagery, music, and their combination (MIMUS) on motor execution variability. Methods: Eighty novices were randomly allocated to one of four conditions: imagery-only, music-only, MIMUS, or control. Participants were trained to perform a precision throwing movement simulating a pétanque shooting technique [2], executing it across four practice blocks, with 5-minute breaks between blocks filled with content-related assigned conditions. In addition, participants completed questionnaires assessing their physical activity levels (IPAQ-long form [3]) and mental imagery abilities (MIQ-3: internal, external, and kinaesthetic [4]) prior to practice. The study comprised acquisition and retention sessions. Bayesian mixed-effects models examined motor execution accuracy, with individual characteristics – fitness levels and imagery abilities - included as interaction terms with condition. Results: All groups improved motor execution accuracy by the end of the retention session (all Odds > 19*), with improvements emerging earlier and more pronounced in the experimental conditions compared with control, notably in the imagery condition (all Odds > 999*). Meaningful motor skill performance improvements were observed across individuals with both low and high fitness levels and imagery ability scores (internal and external perspectives), irrespective of assigned condition (all Odds > 19*). In addition, kinaesthetic imagery ability further enhanced responsiveness to imagery-based strategies, as participants assigned to imagery and MIMUS conditions demonstrated greater performance gains than controls with increasing kinaesthetic imagery scores (Imagery: Odds = 61.2*; MIMUS: Odds = 38.8*). Conclusions: Mental imagery, music, and MIMUS support early motor skill acquisition across individuals with varying fitness levels and imagery abilities. Imagery-based interventions appear particularly beneficial for individuals with stronger kinaesthetic imagery skills. These findings suggest that mental practice interventions are versatile and may be broadly applicable across individuals in sport contexts. [1] Mandolesi, L. et al., 2023 (DOI:10.1007/s00426-023-01876-y) [2] Nurhasan, M. A. et al., 2023 (DOI: 10.47197/retos.v52.97143) [3] Craig, C. L et al., 2003 (DOI:10.1249/01.MSS.0000078924.61453.FB) [4] Williams, S. E. et al., 2011 (DOI: 10.1123/jsep.33.3.416)
Read CV Fernando CastellarECSS Paris 2023: OP-SH17
INTRODUCTION University students who are simultaneously engaged in elite sports programs are identified as dual career (DC) students (1). DC entails complex resource management as peak athletic career often coincides with the most intense period of the academic years, generating a higher systemic load (i.e., sum of hours spent studying and training). Despite the "zero-sum game" theory (2), which suggests that athletic commitments hinder academic potential, academic proficiency of DC athletes may match or even outperform their non-athlete peers. This study aimed to investigate whether the efficiency paradox occurred in DC students. We hypothesized that DC students would have an equal or even higher Academic Return On Investment (ROI) for a given perception of cognitive effort. METHODS Eleven Dual Career powerlifters (DC group) and nine sedentary students (C group) underwent a 10-week monitoring period covering the entire academic semester. Cognitive effort was assessed in both groups using the Paas Mental Effort Rating Scale (PMERS) (3), while Training Rating of Perceived Exertion (RPE) was monitored using the CR10 Borg scale (4). RPE was exclusively collected in the DC group. Academic ROI was computed as the number of exams passed per 100 h of study, academic efficiency was calculated as ROI/(study duration x PMERS). RESULTS In the DC group a repeated measure positive correlation between weekly PMERS and weekly Training RPE was found (r = 0.29, 95% CI [0.063, 0.48], p = 0.013,). Academic efficiency was numerically higher in the DC group (DC:0.49 ± 0.61vs C:0.14 ± 0.25), but it did not reach statistical significance (p=0.06, Cliff’s δ = 0.52). Consistently, academic ROI was numerically higher in the DC group (DC: 5.4 ± 3.9 vs C: 2.3 ± 2.8) but not significant (p=0.12, Cliff’s δ = 0.41). Large effect sizes suggest that such study should be replicated with a larger sample. CONCLUSION This preliminary evaluation showed that cognitive and training perceptions of effort may be related, and that the efficiency paradox in DC students is likely to occur as the DC group had a trend towards a higher academic efficiency than the C group. Yet results were not significant, most likely because of an insufficient sample size. A larger study accounting for an appropriate statistical power analysis is required to conclusively accept or reject the efficiency paradox hypothesis. REFERENCES 1 Stambulova N, et al. Psychol Sport Exerc. 2024;71:102572. 2 Maloney MT, McCormick RE. J Hum Resour. 1993;28(3):555. 3 Paas FGWC. J Educ Psychol. 1992;84(4):429–34. 4 Foster C, et al. J Strength Cond Res. 2001;15(1):109–15.
Read CV Simone MontenegroECSS Paris 2023: OP-SH17