Commentary on Frank et al., (2003): where does learning through motor imagery lie on the perceptual–motor continuum?

In this issue, Frank et al. (2023) propose that motor imagery provides a perceptual–cognitive scaffold allowing ‘perceptual’ learning to transfer into ‘motor’ learning. The present commentary explores the perspective that changes in perception itself are often critical to the development of motor skills. Motor imagery may therefore be most beneficial for developing motor skills with high perceptual demands, such as requiring rapid action selection. Potential challenges for the perceptual–cognitive scaffold approach are identified based on the possible involvement of mechanisms involved in motor learning through movement execution, and how they may be recruited through the use of motor imagery.