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The purpose of this study was to examine the role of imagery practice as supplementary practice in the performance of a throwing task. A secondary purpose was to ascertain if different cognitive demands of a motor task affected the use of this supplementary practice. Forty adolescents with mild mental retardation were randomly assigned to the following groups: low cognitive loading-physical practice, low cognitive loading-imagery and physical practice, high cognitive loading-physical practice, high cognitive loading-imagery and physical practice. Subjects engaged in seven practice sessions during which performance scores of a throwing task were recorded. Groups supplemented with imagery practice were superior in performance to nonimagery groups. A higher cognitive loading of the task did not enhance the use of this type of supplementary practice more than a lower loading. The results of this study reflect the efficacy of imagery practice as a means to improve motor performance of students with mild mental retardation.
Surburg et al. (Sat,) studied this question.