Asian Journal of Sport and Exercise Psychology最新文献

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.

Effective delivery of imagery training has been studied for some time. Recently, researchers have determined that, in some contexts, Progressive Imagery (PI), in which content is added to the imagery script in phases, can be more effective than Routine Imagery (RI), in which all the imagery content is presented in every session of an imagery program. However, most research to date consists of field studies, lacking ecological validity. We examined the efficacy of a PI program presented to highly-skilled basketball players in league competition across a whole season, using a Single-Case Design (SCD). Participants were five male players from Division 1 of the State Basketball League, who were pre-tested on the Sport Imagery Ability Measure (SIAM) to ensure they had at least moderate imagery ability. We monitored their Free-Throw Shooting (FTS) percentage in every league match of the whole season. The first 4 to 6 matches (Phase A) gave a stable baseline. Phase B, again lasting 4 to 6 matches, involved imagery that focused on static aspects of FTS movements. In Phase C (4 to 6 matches), more complex elements of FTS were added to imagery, including teammates and opponents on court. Phase D, lasting at least 4 matches, introduced imagery of a high-pressure context in which the FTS shot would decide the match. At the end of the season, each participant was interviewed about his experiences with imagery. We employed visual analysis and the split-middle technique to measure performance and self-efficacy. On these measures, all participants improved their FTS from baseline to Phase D, although two performed best in Phase C. Participants reported feeling comfortable with the changing phases, although one commented that he would have preferred the high-pressure imagery earlier, before he faced real high-pressure finals. We concluded that PI was an effective intervention among highly-skilled participants over a full competition season, while timing of high-pressure imagery should be tested prior to crucial season-ending matches.

Over the last three decades, a large amount of experimental research aimed at determining the optimal motor imagery practice guidelines, and provided a comprehensive overview of the main recommendations to develop effective interventions. Yet, the scientific literature paid little attention to transfer effects resulting from motor imagery practice. In the present paper, we examined whether performance gains following motor imagery were task-specific or likely to be transferred to partially distinct motor skills. Twenty-eight golf players of intermediate level were involved in a 12-weeks test-retest design, where swing and putting performances were measured. All participants were subjected to three 4-week imagery interventions (internal visual imagery, external visual imagery and kinesthetic imagery), which were contrasted to a control pre-test measure. During each imagery intervention, they were requested to imagine only the swing shot. All imagery interventions contributed to enhance swing performance, and gains largely transferred to the putting performance in spite of a complete absence of training. A slight superiority of external visual imagery was observed for both shots. Interestingly, individual motor imagery ability scores predicted performance gains under the corresponding motor imagery training condition. Taken together, present findings support transfer effects of motor imagery interventions. Practically, this effect should be considered to achieve optimally effective interventions to enhance performance in relation to individual motor imagery ability profiles.

Self-regulation of learning (SRL) in sports has received much attention from sport sciences researchers. Zimmerman's theory of SRL is frequently used in sport psychology, which, in turn, is derived from the social cognitive theory of self-regulation developed by Bandura. Despite all the contributions to the domain of expertise in general, and sport in particular, this approach has limitations for the understanding and evaluation of SRL in sport performance. Alternatively, we discuss an ecological dynamics perspective of SRL, emphasizing the transactional relationship established between performers and environment as an alternative to attribute to metacognition the explanation for goal directed behaviour, as they self-regulate their performance behaviours. We also discuss methodological consequences for capturing SRL in sport performance guided by an ecological dynamics framework.

In the twenty-first century the Physical Education (PE) landscape is ever changing, with students being immersed increasingly in technologically driven learning environments. Therefore, there is a need to understand how Information and Communication Technology (ICT) are impacting learning opportunities. Specifically, how pedagogical practices could benefit from the development of ICT. This study investigated the effect of using ICT in PE when it is accompanied by a pedagogical innovation to promote students’ motivation. Thirty participants from 5 different indoor climbing PE classes were involved. Three experimental conditions were used: (1) Control, a regular climbing lesson, where traditional climbing holds are used, (2) Placebo climbing lesson, where participants climbed on an instrumented climbing wall with electronic climbing holds but the content of the lesson was similar to the regular condition, and (3) Nonlinear Pedagogy climbing lesson, where participants also climbed on the instrumented wall but with technology used in this context to implement innovative tasks routed on Nonlinear Pedagogy concepts (i.e., fostering motor exploration). Participants were involved in all three conditions and at the end of each condition, and they completed a survey set on their experiences in the climbing lessons. Compared to the control and placebo conditions, external regulation and tension scores were significantly lower and enjoyment scores were significantly higher during the Nonlinear Pedagogy climbing lesson. These results indicated that when integrated with a clear pedagogical purpose, ICT could positively impact learners.

Drowning has been identified as the cause of over 2.5 million preventable deaths globally in the past decade. Lower- and middle-income countries in Asia have recorded the highest numbers of drowning worldwide and children seem particularly vulnerable. Drowning is a complex phenomenon informed by multiple interacting factors, and the majority of deaths occur in natural environments such as ponds, ditches, rivers and oceans. Any potential drowning prevention strategy should acknowledge the important relationships that are created between individuals and their environment in water safety education. In this article, we share how the ecological dynamics theoretical perspective can help inform our understanding of drowning prevention. First, we review recent drowning prevention recommendations provided by the World Health Organization (WHO). Next, we discuss how well WHO's recommendations align with the principles of ecological dynamics. It is acknowledged that in many Asian countries, there are considerable challenges to delivering WHO's drowning prevention interventions. Teaching children basic swimming, water safety and self-rescue skills remains the most practical means to prevent drowning. The relevant scale of analysis for understanding behaviour is the individual-environment relationship. Specifically, the relative fit between these components may dictate how well water safety skills are learnt. Considerations such as installing barriers and adequate supervision around water can be scaffolded alongside an understanding of affordances in the context of water safety. We conclude that water safety education informed by an ecological dynamics approach is an effective partnership to help tackle the drowning pandemic.