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The effects of action observation and motor imagery on students’ ability to identify anatomical locations: a randomised control trial.

Lookup NU author(s): Dr Daniel EavesORCiD

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This work is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0).

Abstract

Purpose: Action observation (AO) and motor imagery (MI) are two forms of mental practice that can facilitate motor learning. We investigated if mental practice techniques (AO vs. combined AO+MI) can improve entry-level healthcare students’ ability to locate anatomical structures in the immediate and short-term. Materials and methods: Within a randomised control trial design, participants received a traditional anatomy lecture (Control), or lecture plus AO, or lecture plus combined AO+MI. Mental practice involved either watching a physiotherapist’s demonstration of (AO), or watching and imagining the feeling of (AO+MI) locating upper-limb anatomical points on a human model. Post intervention, participants located these points on a human model, assessed by diagnostic ultrasound, immediately and at one-week follow-up. Results: Immediately post, accuracy was greater for AO+MI (M=2.0, 95% CI=1.6-2.4) and AO (M=2.13, 95% CI=1.7-2.6), than Control (M=1.43, 95% CI=1.0-1.8; ps < 0.05). At the follow-up, AO+MI (M = 2.23, 95% CI = 1.8-2.7) was significantly more accurate than AO (M = 1.30, 95% CI = 0.8-1.8; p < 0.01). Conclusions: While mental practice groups out-performed the Control immediately post, only the AO+MI group retained this advantage. Educators should therefore consider augmenting traditional anatomy lectures with mental practice as a low-cost resource for enhancing learning.

Publication metadata

Author(s): Chesterton P, Tears C, Richardson M, Emery C, Eaves DL

Publication type: Article

Publication status: Published

Journal: Disability and Rehabilitation

Year: 2025

Volume: 47

Issue: 24

Pages: 6508-6515

Online publication date: 17/03/2025

Acceptance date: 11/03/2025

Date deposited: 08/10/2025

ISSN (print): 0963-8288

ISSN (electronic): 1464-5165

Publisher: Taylor & Francis

URL: https://doi.org/10.1080/09638288.2025.2479643

DOI: 10.1080/09638288.2025.2479643

Data Access Statement: The data that support the findings of this study are available from the corresponding author, (PC) upon reasonable request.

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