Beneficial effect of a combination of motor imagery and instructional self-talk on learning to use a sport wheelchair

To promote motor skill learning, it is recommended, in addition to real practice, to use strategies such as instructional self-talk (IST) and motor imagery (MI) consisting of internally simulating performing an action. The aim of this study was to test the effects of a combination of IST and MI on the performance of a slalom-type course performed in a sport wheelchair by novices. Forty-four volunteer students (MM_age=20.6), randomly divided into 3 groups—Control, MI, and MI+IST—carried out 3 experimental phases spread over 6 sessions. In session 1 (pre-test), all the groups completed the timed course twice. The following 4 sessions (acquisition) included completing the course 3 times; physically after a neutral counting back task for the Control group, mentally then physically for the MI group, and mentally with instructional self-talk then physically for the MI+IST group. Session 6 (post-test) was similar to session 1. The results show greater improvements in slalom speed for the MI+IST group and fewer cone hit errors for both the MI and MI+IST groups. The benefits of combining practice methods to improve wheelchair skills are discussed.