The aim of this investigation is to measure if additional pedagogical techniques (Action Observation and Motor Imagery) improve student's ability to identify anatomical structures compared to traditional teaching techniques.

The aim of this investigation is to measure if additional pedagogical techniques (Action Observation and Motor Imagery) improve student's ability to identify anatomical structures compared to traditional teaching techniques. Action observation is defined as watching human movement either via a pre-recorded video or a live demonstration. Motor imagery is defined as the mental representation of human movement, including its sensory and motor aspects, without physically executing the action. For example, imagining the feeling and effort of moving your upper-limb to reach out and grasp a glass of water from on top of a table. Motor imagery practice is defined as the structured engagement in motor imagery over time for the purpose of acquiring and enhancing motor skills.

Traditional teaching of anatomy using a common powerpoint based method, will be compared to the traditional powerpoint method plus the addition of action observation techniques or action observation and motor imagery techniques. The investigation, will also look at whether these interventions have an effect on information retention, by retesting the groups at a later date.

Inclusion Criteria:

• Level 4 (year one) pre-registration Teesside University physiotherapy/Occupational Therapy/Radiography/Sports Rehab students.
• No previous specific University anatomy training.
• Willing to provide informed consent.

Exclusion Criteria:

• Non Teesside University students
• Healthcare students with previous University level anatomy knowledge (including those with past healthcare degrees).
• Not willing to provide consent.

Groups will be allocated by an academic researcher not involved in the study. The outcome assessor will be blinded to group allocation