Introduction Mental training plays an important role in the comprehensive training for sport performance. Mental training aims to improve the foundation for cognitive regulation of complex movement performance. When mental representation of a sport skill is improved with the aid of systematic techniques, performance is enhanced considerably. It could be determined in different studies that mental training leads to the same changes of the motor representation like the physical training. Aims The computer aided tool “Gymnastic-Mental” should be tested during training practice to make the accomplishment of the mental training more effective and to improve the motor performances. As a result of the examinations, we looked for a training means which can be used in rhythmic gymnastics to optimize the training technique. Methodology In the “Gymnastic-Mental”-programme are selected model examples of sport-specific body techniques and combination techniques as figures. This system can influence the internal movement representations over the visual and acoustic analyzer. The pictures of the technique are to be arranging in the correct order for the movement. Indicators for quantifying the effects of practising and of cognitive learning gain are defined using the “error rate” as a measurement for accuracy of action; “cognitive time consumption” as a measurement for time taken to make decisions and hence availability of representation pattern and “motor time consumption” as a measurement for time taken to complete an action. A group of 8 top level gymnasts were tested. The cognitive and motor components were concurrently examined in preand post-tests. Mental Training was carried out on a daily basis over a one week period. Results A significant learning profit could be proved: After practice, 95% of the pictures were assigned correctly during post-test conditions. The adjournment period with reference to the selection of the pictures decreased on average about 80.6%. The difference with respect to “motor time” is also of statistical importance. Summary After one-week-period of mental training exercise, it can be assumed that the programme supports mental learning (basic structure of the movement) and allows the control of movement association. So mistakes that exist for the reason of a wrong movement association can be assessed and removed. Conclusion The use of the “Gymnastic-Mental”-programme was successful. Although all athletes have an exact movement idea, it becomes clear that the motor implementation still shows considerable deficienies. Therefore, a quantitative evaluation of the biomecanical parameters must take place.

Otto von Guericke University Institute of Sport Science Magdeburg