EFFECT OF ACTIVE REST BY ORAL READING ON A MIRROR-DRAWING TASK

This study investigated the effect of active rest on perceptual-motor learning. Two groups received different techniques for promoting recov ery during an 8-min. rest period between practice on a mirror-drawing task. The two techniques were active rest by reading orally a book unr elated to the experiment and passive rest during which the group sat w ithout moving the body or thinking about the experiment. Significantly fewer number of errors in the mirror drawing occurred for those subje cts who used oral reading during rest. The possibility of raising arou sal was discussed.