Motor Learning Reflection

Motor learning is the study of the processes involved in acquiring motor skills and of the variables that promote or inhibit such acquisition (1). Learning a motor skill can be achieved through systematic physical practice. Motor skills consisted of cognitive and physical components. Most of motor skills are not performed in isolation from cognitive components of task, therefore, not only physical practice but also cognitive interventions, such as motor imagery and action observation, can facilitate motor skill learning (2). Empirical research demonstrated that action observation, and imagery has been considered as an effective tool in improving aspects of motor skill learning (3).

Motor Imagery or the cognitive simulation process is “the process of using multiple senses to create a representation of an action in the mind, typically in the absence of overt physical movement” (4). Imagery involves the creation of a symbolic representation from memory, and is primarily a top-down, knowledge-driven process that is primarily under the conscious control of the imager (5).

Action observation refers to observing the performance of other people, or a model in a video (6). Observation can be seen primarily as a bottom-up, percept-driven process that is primarily under the

Although mirror neurons initially discovered in the F5 area of monkey premotor cortex, there are several works that demonstrated the existence of a comparable human homologue of monkeys’ mirror neuron system (14). It is believed that observation and imagery represent a subtle stage of action execution underlined by cortical areas typically involved in motor planning and execution such as supplementary motor area (SMA), premotor cortex and primary motor cortex (M1) (7). Particularly, the premotor cortex seems deeply involved to three processes, motor execution, motor observation (15) and motor imagery