Effect of Motor-Mental Pre-performance Routines on Learning Fine and Gross Motor Skills

This study aimed to investigate the impact of pre-performance routines on the learning of fine motor skills (specifically, the table tennis serve) and gross motor skills (simple volleyball serve).

The research utilized a quasi-experimental design with a pretest-posttest structure and a control group. Forty-five beginner male students (mean age: 17.22±0.69 years) in motor skills were selected using an availability sampling method. They were divided into two experimental groups with pre-performance routines and two control groups without pre-performance routines based on their pre-test scores. The research involved pre-tests, 12 acquisition sessions (practicing forehand table tennis serve and simple volleyball serve skills), post-tests (after the final practice session), and retention and transfer tests (one week later). Data were analyzed with the mixed ANOVA.

The mixed design analysis of variance revealed a significant main effect of training (P=0.01). However, there was no significant difference between the experimental and control groups in acquiring and learning skills. Nonetheless, during the acquisition phase, and particularly in the retention and transfer tests, the experimental groups outperformed the control groups.

The results suggest that pre-performance routines can enhance learning motor skills by improving concentration and utilizing mental imagery. Further research is necessary to explore this area.