Dataset Information

Interaction of mindfulness disposition and instructional self-talk on motor performance: a laboratory exploration.

ABSTRACT: In considering that high mindfulness disposition individuals possess a unique ability to maintain attention and awareness, and attention is one of the key mechanisms of instructional self-talk, the purpose of this study was to examine the interaction of mindfulness disposition and instructional self-talk on motor performance. Forty-nine college students (M age = 18.96 ± 1.08) with high/low mindfulness disposition (high n = 23; low n = 26) selected out of 126 college students performed a discrete motor task (standing long jump) and a continuous motor task (line tracking task) under instructional and unrelated self-talk conditions. Two separate 2 (self-talk type) X 2 (high/low mindfulness) mixed design ANOVA statistical analyses indicated that mindfulness disposition interacted with unrelated self-talk in the line tracking task. Specifically, low mindfulness participants performed poorer than high mindfulness participants in line tracking task under unrelated self-talk. Further, participants performed better in both standing long jump and line tracking under instructional self-talk than unrelated self-talk. Results not only revealed the triangular relationships among mindfulness, self-talk, and motor performance but also indirectly support the role of attention in self-talk effectiveness. Limitations, future research directions, and practical implications were discussed.

SUBMITTER: Chiu YH

PROVIDER: S-EPMC6556369 | biostudies-literature | 2019

REPOSITORIES: biostudies-literature

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Interaction of mindfulness disposition and instructional self-talk on motor performance: a laboratory exploration.

Chiu Yi-Hsiang YH Lu Frank J H FJH Gill Diane L DL Lin Tzu-Wen TW Chang Chiu-Chen CC Wu Shu-Ching SC

PeerJ 20190606

In considering that high mindfulness disposition individuals possess a unique ability to maintain attention and awareness, and attention is one of the key mechanisms of instructional self-talk, the purpose of this study was to examine the interaction of mindfulness disposition and instructional self-talk on motor performance. Forty-nine college students (M age = 18.96 ± 1.08) with high/low mindfulness disposition (high n = 23; low n = 26) selected out of 126 college students ...[more]

PMID: 31205824

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Project description:Performance variation is a critical issue in motor imagery brain-computer interface (MI-BCI), and various neurophysiological, psychological, and anatomical correlates have been reported in the literature. Although the main aim of such studies is to predict MI-BCI performance for the prescreening of poor performers, studies which focus on the user's sense of the motor imagery process and directly estimate MI-BCI performance through the user's self-prediction are lacking. In this study, we first test each user's self-prediction idea regarding motor imagery experimental datasets. Fifty-two subjects participated in a classical, two-class motor imagery experiment and were asked to evaluate their easiness with motor imagery and to predict their own MI-BCI performance. During the motor imagery experiment, an electroencephalogram (EEG) was recorded; however, no feedback on motor imagery was given to subjects. From EEG recordings, the offline classification accuracy was estimated and compared with several questionnaire scores of subjects, as well as with each subject's self-prediction of MI-BCI performance. The subjects' performance predictions during motor imagery task showed a high positive correlation (r = 0.64, p < 0.01). Interestingly, it was observed that the self-prediction became more accurate as the subjects conducted more motor imagery tasks in the Correlation coefficient (pre-task to 2nd run: r = 0.02 to r = 0.54, p < 0.01) and root mean square error (pre-task to 3rd run: 17.7% to 10%, p < 0.01). We demonstrated that subjects may accurately predict their MI-BCI performance even without feedback information. This implies that the human brain is an active learning system and, by self-experiencing the endogenous motor imagery process, it can sense and adopt the quality of the process. Thus, it is believed that users may be able to predict MI-BCI performance and results may contribute to a better understanding of low performance and advancing BCI.

Project description:BACKGROUND:Internet-based mindfulness interventions are a promising approach to address challenges in the dissemination and implementation of mindfulness interventions, but it is unclear how the instructional design components of such interventions are associated with intervention effectiveness. OBJECTIVE:The objective of this study was to identify the instructional design components of the internet-based mindfulness interventions and provide a framework for the classification of those components relative to the intervention effectiveness. METHODS:The critical interpretive synthesis method was applied. In phase 1, a strategic literature review was conducted to generate hypotheses for the relationship between the effectiveness of internet-based mindfulness interventions and the instructional design components of those interventions. In phase 2, the literature review was extended to systematically explore and revise the hypotheses from phase 1. RESULTS:A total of 18 studies were identified in phase 1; 14 additional studies were identified in phase 2. Of the 32 internet-based mindfulness interventions, 18 were classified as more effective, 11 as less effective, and only 3 as ineffective. The effectiveness of the interventions increased with the level of support provided by the instructional design components. The main difference between effective and ineffective interventions was the presence of just-in-time information in the form of reminders. More effective interventions included more supportive information (scores: 1.91 in phases 1 and 2) than less effective interventions (scores: 1.00 in phase 1 and 1.80 in phase 2), more part-task practice (scores: 1.18 in phase 1 and 1.60 in phase 2) than less effective interventions (scores: 0.33 in phase 1 and 1.40 in phase 2), and provided more just-in-time information (scores: 1.35 in phase 1 and 1.67 in phase 2) than less effective interventions (scores: 0.83 in phase 1 and 1.60 in phase 2). The average duration of more effective, less effective, and ineffective interventions differed for the studies of phase 1, with more effective interventions taking up more time (7.45 weeks) than less effective (4.58 weeks) or ineffective interventions (3 weeks). However, this difference did not extend to the studies of phase 2, with comparable average durations of effective (5.86 weeks), less effective (5.6 weeks), and ineffective (7 weeks) interventions. CONCLUSIONS:Our results suggest that to be effective, internet-based mindfulness interventions must contain 4 instructional design components: formal learning tasks, supportive information, part-task practice, and just-in-time information. The effectiveness of the interventions increases with the level of support provided by each of these instructional design components.

Dataset Information

Interaction of mindfulness disposition and instructional self-talk on motor performance: a laboratory exploration.

Publications

Interaction of mindfulness disposition and instructional self-talk on motor performance: a laboratory exploration.

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