Asian Journal of Sport and Exercise Psychology最新文献

In 2015, the United Nations adopted the 2030 Agenda for Sustainable Development and agreed that it is vital for current and future generations to pursue 17 Sustainable Development Goals (SDGs). Science, education, and sport are seen as drivers and important enablers of sustainable development (SD). Yet, even though all professions are called upon to embed SD into their work to facilitate change, and even though sport and exercise psychology professionals could play an important role in this process, there seems to be only little awareness of the need to contribute to SD as a discipline. This paper aims at changing this by elaborating on the reasons why sport and exercise psychologists should care about SD and the SDGs; it explains how psychologists and their clients can benefit from using the principles of SD to guide their professional work and decision making. It will be illustrated how sport and exercise psychology professionals can promote sustainable physical activity and sustainable elite sport, and how they can contribute to the achievement of internationally agreed societal, and global goals as practitioners, as teachers, and as researchers. Furthermore, the normative dimensions of the concept of SD are being discussed.

The effective leadership of, and within, sports teams has consistently been highlighted to be an important factor impacting upon a range of outcomes including team performance, and team functioning. However, while there has been an increasing focus on athlete leadership and leadership development in recent years there is little research exploring leadership (rather than leader) development in youth sport. As a result, the aim of this study was to explore athlete perceptions of athlete leadership and the development of athlete leadership skills in a professional football youth academy. Participants were 34 professional football club youth academy players, arranged into 9 focus groups (depending upon age). The data were analyzed using thematic analysis, with six first order themes emerging (Leader behaviors, selection criteria, shared leadership, growth and development, changing environmental constraints, and leader development). The results highlight a good level of awareness of leadership amongst the youth footballers, but also major limitations in the degree to which they felt they were developed as leaders.

Imagery training is a well-known technique in sport psychology that it is often applied to improving skill performance in a range of sports. In this study, the central aim was to experimentally examine the effect of different imagery frequencies (3, 4, 5 imagery sessions per week) on basketball shooting performance. We applied a new imagery dose-response protocol, in which we varied frequency, but systematically held the other two key imagery dose variables (repetitions and duration of sessions) constant. Participants were 40 male basketball players (Mage = 20.92, SD = 3.01) who were allocated into four conditions: 3 imagery sessions per week, 4 imagery sessions per week, 5 imagery sessions per week, and a control condition. All 3 imagery conditions had 4 weeks of imagery training. For all four conditions, we measured free throw shooting (FTS) at pre-test, Week 1, 2, 3, post-test, and retention test (Week 5). Control condition participants performed their usual basketball practice with no imagery training. Results showed that the 4 imagery sessions per week condition had the highest FTS means at post-test and retention test, with FTS means that were significantly higher than the control condition at post-test and retention test. The findings and information form this study could contribute to the design of effective imagery training by supporting athletes and coaches to tailor imagery programs. Moreover, the imagery dose-response protocol utilised in this study has potential application to further examine imagery dose-response relationships.

This article has been retracted: please see Elsevier Policy on Article Withdrawal (http://www.elsevier.com/locate/withdrawalpolicy).

This article has been retracted at the request of the authors.

The authors regrettably felt they could no longer contribute to the journal due to some conceptual differences and chose to retract this article. The editors regret this outcome and offer their apologies to the readers of the journal.

It is well established that adult dancers have the ability to image and use various types of imagery (e.g., metaphorical, character/role) when training and performing; yet less is known about young dancers. From in-depth interviews, young dancers have reported using various types of imagery (e.g., technique, metaphorical, goal, environment, and motivational) and that their images were multisensory in nature including visual and kinesthetic modalities. Moreover, dance instructors have been found to influence their dancers’ use of imagery and imagery ability through incorporation and encouragement in their classes. However, the impact of training frequency on young dancers’ imagery use and ability has yet to be assessed. Therefore, the purpose of the current study was to examine imagery use, using the Dance Imagery Questionnaire for Children, and imagery ability, using the Movement Imagery Questionnaire for Children in dancers with different training frequency (i.e., number of classes per week). It was hypothesized that dancers with more weekly training would have higher imagery use and ability than dancers with less weekly training. The participants were dancers of various styles (e.g., ballet, tap, jazz, contemporary) between the ages of 7-14 years (M_age = 11.05, 1.88), with 36 dancers training 1- 4 dance classes/week, and 24 training 5-9 or more dance classes/week. A significant difference was found for metaphorical/role imagery such that dancers who trained more often used this imagery type more frequently than dancers who trained less often. Although the dancers who trained most scored higher on all imagery ability subscales (internal, external, and kinesthetic), no significant difference between the two dance groups was found. Based on the current findings, dance teacher training interventions are needed to guide and encourage young dancers’ imagery use and ability.

Imagery is a cognitive process widely used for learning and performance of motor skills (Morris et al., 2005). In this study, we investigated Internal (IP) and External Imagery Perspectives (EP) and actual copying of movement to deepen understanding of the character of imagery perspectives. Research on IP and EP shows that the superiority of one perspective in terms of performance enhancement is still equivocal. Further research is required to understand the character of IP and EP, and to establish how they affect learning and performance of motor skills. We applied a Stimulus-Response (S-R) compatibility protocol to a finger-movement, choice-reaction time (CRT) task to differentiate response latencies for actual copying of the movement, and IP and EP of the movement, after watching internal and external stimulus videos of the CRT button-pressing task. We used paired t-tests to analyse the differences in decision time and movement time for external and internal stimulus videos, in the physical copying of the movement condition. Analysis of variance (ANOVA) was used to examine differences in response times for movement, IP, and EP imagery conditions for internal and external video stimuli. Results showed that the response times in both imagery perspective conditions were significantly slower than response times in the physical movement condition. It was further revealed that response times were faster for the internal view than the external view for the movement and IP conditions, whereas EP latencies were faster for external than internal video stimuli. We concluded that the S-R compatibility protocol can be used to confirm use of IP and EP, which is questionable in studies where participants are simply instructed to use IP or EP, and it is assumed they follow instructions, or even when they are asked to confirm use of IP or EP at the end of studies.

Imagery is a popular technique for enhancing learning, performance, and rehabilitation in sport, but mixed evidence exists to its effectiveness. There have been wide variations in the methods used to deliver imagery interventions and the level of detail reported, making it difficult to draw comparisons across studies. Moreover, there have been few efforts to date to replicate the findings of previous intervention studies. The aim of this paper is to articulate the need for standardized reporting of imagery interventions, which can be achieved through application of the Template for Intervention Description and Replication (TIDieR; Hoffmann et al., 2014). The TIDieR is a 12-item checklist to provide fuller, more accurate and standardized reporting so that these future imagery interventions can be more effectively delivered in practice or replicated in research. We use the TIDieR to describe a personalized guided imagery intervention for improving student-athletes’ regulatory responses to competitive anxiety. Overall, this paper offers practical and evidence-based guidance for researchers designing imagery interventions and recommendations to enable journal editors and reviewers to make easier judgements about rigor. It may also serve as a pedagogical resource for students and trainee sport psychologists undertaking applied research as part of their training.

Research has shown that motor imagery (MI) interventions, involving the systematic and repeated imagination of visual and kinaesthetic components of movements, can enhance performance in sport. Twenty years ago, Holmes and Collins (2001) published the PETTLEP model as a framework to improve the delivery and outcome of MI interventions. The model outlined seven principles to be considered when designing effective imagery interventions: Physical, Environment, Task, Timing, Learning, Emotion, Perspective (i.e., PETTLEP). The incorporation of these principles within MI interventions was assumed to facilitate performance through the optimisation of a functional equivalence between the neurophysiological substrates of motor preparation and execution, and that of MI. Since its conception, this model has become a standard for many in the delivery of imagery interventions in sport and has been corroborated through research and practice. This 20-year review first covers the reach and impact of this influential model and the more recent empirical investigations related to PETTLEP. We then outline how PETTLEP-based imagery may be integrated with action observation to support an increasingly popular approach to the delivery of imagery interventions in sport. Research indicates that combining these two simulation states can enhance sport performance whilst also providing the sport psychologist more control over the imagery experience than is possible through traditional imagery interventions. This article discusses the application of PETTLEP within a combined action observation and imagery framework and provides guidance for sport psychologists for the creation of new PETTLEP-informed interventions.