Table 1.
Group demographics including movement assessment battery for children 2nd edition (MABC-2) scores and movement imagery questionnaire for children (MIQ-C) scores.
*—Characteristics included in the minimization procedure for group allocation.
Fig 1.
Pictorial illustration of each ADL and their respective start and finish. Screenshots were taken from the videos developed for the AOMI intervention.
Fig 2.
Simplified training structure for each ADL for the AOMI intervention.
Children were instructed to read the scripts, imagine the content in time with the video of the task and then perform the action once. This process of reading, imagining whilst watching and then performing was repeated for 10-minutes for each ADL.
Fig 3.
Mean performance time (Panel A) and technique rating (Panel B) data across each test phase (Pre-test, Post-test, Retention) for the combined action observation and motor imagery (AOMI) and control groups for shoelace tying. Mean performance times and technique rating data for children unable to perform shoelace tying at pre-test (n = 9 per group) are presented in Panels C and D, respectfully. Error bars represent standard deviations of group means. * = significant differences between groups.
Fig 4.
Mean performance times (Panel A) and technique ratings (Panel B) data profiles across test phases (Pre-test, Post-test and Retention) for the cup stacking task. Error bars represent standard deviations of group means. * = significant differences between groups.
Fig 5.
Mean performance times (Panel A) and technique ratings (Panel B) data profiles across for the combined action observation and kinaesthetic imagery (AOMI) and control group across test phases (Pre-test, Post-test and Retention) for the shirt buttoning task. Error bars represent standard deviations of group means.
Fig 6.
Mean performance times (Panel A) and technique ratings (Panel B) data profiles across for the combined action observation and kinaesthetic imagery (AOMI) and control group across test phases (Pre-test, Post-test and Retention) for the cutlery use task. Error bars represent standard deviations of group means.