Pub Date : 2017-03-10DOI: 10.1515/jirspa-2016-0006
Amit Abraham, Ayelet Dunsky, R. Dickstein
Abstract Motor imagery practice (MIP) is the process of mentally rehearsing motor imagery (MI) contents with the goal of improving motor performance. The potential of MIP in providing motor and non-motor benefits to dancers has not been thoroughly investigated to-date. This study investigated the feasibility of delivering a 6-week MIP intervention for adolescent female dance students and its effect on performance of repeated and static elevé. Participants’ imagery ability and self-reported views and attitudes toward MIP were also investigated. Data regarding ankle plantar-flexion (PF) maximal angles, range-of-motion (ROM), and weight bearing symmetry index (SI) were collected from 25 adolescent female dance students randomly assigned to either MIP (experimental) or upper body exercise (control). Results showed feasibility of delivering the MIP intervention with a significant (p <0.05) improvement in ankle PF maximal angle and ROM for the repeated elevé following the intervention. Participants’ views regarding MIP and their imagery characteristics are also presented and discussed in light of practical implications. This study provides support to a promising relationship between implementing MIP as an adjunct dance training method and eliciting enhanced dance performance.
{"title":"The Effect of Motor Imagery Practice on Elevé Performance in Adolescent Female Dance Students: A Randomized Controlled Trial","authors":"Amit Abraham, Ayelet Dunsky, R. Dickstein","doi":"10.1515/jirspa-2016-0006","DOIUrl":"https://doi.org/10.1515/jirspa-2016-0006","url":null,"abstract":"Abstract Motor imagery practice (MIP) is the process of mentally rehearsing motor imagery (MI) contents with the goal of improving motor performance. The potential of MIP in providing motor and non-motor benefits to dancers has not been thoroughly investigated to-date. This study investigated the feasibility of delivering a 6-week MIP intervention for adolescent female dance students and its effect on performance of repeated and static elevé. Participants’ imagery ability and self-reported views and attitudes toward MIP were also investigated. Data regarding ankle plantar-flexion (PF) maximal angles, range-of-motion (ROM), and weight bearing symmetry index (SI) were collected from 25 adolescent female dance students randomly assigned to either MIP (experimental) or upper body exercise (control). Results showed feasibility of delivering the MIP intervention with a significant (p <0.05) improvement in ankle PF maximal angle and ROM for the repeated elevé following the intervention. Participants’ views regarding MIP and their imagery characteristics are also presented and discussed in light of practical implications. This study provides support to a promising relationship between implementing MIP as an adjunct dance training method and eliciting enhanced dance performance.","PeriodicalId":39479,"journal":{"name":"Journal of Imagery Research in Sport and Physical Activity","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/jirspa-2016-0006","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43091543","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-01-27DOI: 10.1515/jirspa-2017-0005
R. Vangen, Phillip G Post, D. Simpson, G. Cremades
Abstract The present study investigated how task complexity and imagery perspective affected brain wave activity during imagery using electroencephalography (EEG) measures. EEG recordings were collected from 21 collegiate soccer players (male n = 14, female n = 7; M age = 20.71 years, SD = 1.55) visualizing from two perspectives (internal and external) on two motor tasks (simple and complex). Results reveal no differences in alpha brainwave activity during imagery when adopting different imagery perspectives (internal and external) or when imagining a complex or simple task. Results indicate that the left hemisphere was processing more information during imagery of the simple task, as measured by greater alpha brain wave activity in the upper values (11–13 Hz) in the right hemisphere as compared to the left. Findings indicate that the main area of the brain where this activity is different is the temporal lobe (lower and upper alpha levels), which is associated with the processing of auditory information, visual recognition, comprehension and production of language (Corr, 2006). Results imply that guided imagery scripts may interfere with athletes’ imagery experiences as they appear to be devoting greater cognitive resources to processing audio information.
{"title":"Brain Wave Activity Differences in Task Complexity and Perspective During Imagery","authors":"R. Vangen, Phillip G Post, D. Simpson, G. Cremades","doi":"10.1515/jirspa-2017-0005","DOIUrl":"https://doi.org/10.1515/jirspa-2017-0005","url":null,"abstract":"Abstract The present study investigated how task complexity and imagery perspective affected brain wave activity during imagery using electroencephalography (EEG) measures. EEG recordings were collected from 21 collegiate soccer players (male n = 14, female n = 7; M age = 20.71 years, SD = 1.55) visualizing from two perspectives (internal and external) on two motor tasks (simple and complex). Results reveal no differences in alpha brainwave activity during imagery when adopting different imagery perspectives (internal and external) or when imagining a complex or simple task. Results indicate that the left hemisphere was processing more information during imagery of the simple task, as measured by greater alpha brain wave activity in the upper values (11–13 Hz) in the right hemisphere as compared to the left. Findings indicate that the main area of the brain where this activity is different is the temporal lobe (lower and upper alpha levels), which is associated with the processing of auditory information, visual recognition, comprehension and production of language (Corr, 2006). Results imply that guided imagery scripts may interfere with athletes’ imagery experiences as they appear to be devoting greater cognitive resources to processing audio information.","PeriodicalId":39479,"journal":{"name":"Journal of Imagery Research in Sport and Physical Activity","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/jirspa-2017-0005","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43751046","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-01-27DOI: 10.1515/jirspa-2016-0008
Fredrik Weibull, J. Cumming, Sam J. Cooley, Sarah E Williams, V. Burns
Abstract The primary aim of the present study was to investigate the effect of combining layered stimulus response training (LSRT) with one week of imagery rehearsal on exercise imagery ability. Further aims were to investigate pre- to post-intervention changes in exercise related feeling states and interest/enjoyment, and determine if imagery ability at post-intervention was associated with these variables. Forty-five women aged 19 to 50 years (M = 30.53; SD = 10.08) performed LSRT and were randomly assigned to either rehearsal or no rehearsal conditions of an imagery script describing a brisk walk. Both groups significantly improved their ability to image different types of exercise imagery from pre- to post-intervention, but the rehearsal group improved their imagery accuracy significantly more than the control group. Both groups significantly improved on interest/enjoyment, physical exhaustion and positive engagement, but not revitalization or tranquility. For the rehearsal group, post-intervention exercise imagery ability correlated significantly and positively with post-intervention interest/enjoyment, positive engagement, and tranquility. Results indicate that it is feasible to improve exercise imagery ability through a brief imagery intervention and that this increase was associated with better affective responses to exercise.
{"title":"Examining the Feasibility of a Short Intervention for Improving Exercise Imagery Ability","authors":"Fredrik Weibull, J. Cumming, Sam J. Cooley, Sarah E Williams, V. Burns","doi":"10.1515/jirspa-2016-0008","DOIUrl":"https://doi.org/10.1515/jirspa-2016-0008","url":null,"abstract":"Abstract The primary aim of the present study was to investigate the effect of combining layered stimulus response training (LSRT) with one week of imagery rehearsal on exercise imagery ability. Further aims were to investigate pre- to post-intervention changes in exercise related feeling states and interest/enjoyment, and determine if imagery ability at post-intervention was associated with these variables. Forty-five women aged 19 to 50 years (M = 30.53; SD = 10.08) performed LSRT and were randomly assigned to either rehearsal or no rehearsal conditions of an imagery script describing a brisk walk. Both groups significantly improved their ability to image different types of exercise imagery from pre- to post-intervention, but the rehearsal group improved their imagery accuracy significantly more than the control group. Both groups significantly improved on interest/enjoyment, physical exhaustion and positive engagement, but not revitalization or tranquility. For the rehearsal group, post-intervention exercise imagery ability correlated significantly and positively with post-intervention interest/enjoyment, positive engagement, and tranquility. Results indicate that it is feasible to improve exercise imagery ability through a brief imagery intervention and that this increase was associated with better affective responses to exercise.","PeriodicalId":39479,"journal":{"name":"Journal of Imagery Research in Sport and Physical Activity","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/jirspa-2016-0008","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47418251","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-01-01DOI: 10.1515/jirspa-2016-0003
Tanja Hohmann, M. Exner, N. Schott
Abstract The study investigated the effect of vision and auditory distraction on the quality of motor imagery (MI). Sixty participants (M age 24.07 ± 3.64 years) completed the experimental task (modified version of Timed-Up-and-Go-Test (mTUG)) under three conditions: (A) baseline (no distraction), (B) positive and (C) negative auditory stimuli. Subjects were required to physically execute or imagine 10 series of the mTUG in each condition either with open/closed eyes. Results revealed better mental chronometry with open eyes whereas auditory distraction negatively affect performance. Findings imply that vision and auditory distraction should be taken into account as factors that influence MI quality.
摘要本研究探讨了视觉和听觉分心对运动意象质量的影响。60名参与者(年龄24.07±3.64岁)在(A)基线(无分心)、(B)正、(C)负听觉刺激条件下完成实验任务(改良版time - up -and- go test, mTUG)。受试者被要求在每种情况下睁眼或闭眼进行10组mTUG动作。结果显示，睁着眼睛时，心理计时器更好，而听觉分心对表现有负面影响。研究结果表明，视觉和听觉分心应被视为影响心肌梗死质量的因素。
{"title":"The Role of Vision and Auditory Distraction on the Temporal Congruence Between Physical Execution and Motor Imagery","authors":"Tanja Hohmann, M. Exner, N. Schott","doi":"10.1515/jirspa-2016-0003","DOIUrl":"https://doi.org/10.1515/jirspa-2016-0003","url":null,"abstract":"Abstract The study investigated the effect of vision and auditory distraction on the quality of motor imagery (MI). Sixty participants (M age 24.07 ± 3.64 years) completed the experimental task (modified version of Timed-Up-and-Go-Test (mTUG)) under three conditions: (A) baseline (no distraction), (B) positive and (C) negative auditory stimuli. Subjects were required to physically execute or imagine 10 series of the mTUG in each condition either with open/closed eyes. Results revealed better mental chronometry with open eyes whereas auditory distraction negatively affect performance. Findings imply that vision and auditory distraction should be taken into account as factors that influence MI quality.","PeriodicalId":39479,"journal":{"name":"Journal of Imagery Research in Sport and Physical Activity","volume":"11 1","pages":"25 - 33"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/jirspa-2016-0003","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66949657","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-01-01DOI: 10.1515/jirspa-2016-0007
B. Marshall, D. Wright
Abstract This experiment compared the effectiveness of layered stimulus response training (LSRT) and combined action observation and motor imagery (AOMI) for improving golf putting performance and imagery ability characteristics. Twenty-four novice golfers were randomly assigned to LSRT, AOMI or reading (control) intervention groups (n=8), that all incorporated physical practice. Putting performance and imagery ability characteristics were measured at pre-test (day 1), post-test (day 5) and retention test (day 8). Putting performance improved in the LSRT group but not in the AOMI or control groups. Whilst there was no change in general movement imagery ability across the experiment, task-specific imagery ability did improve in both the LSRT and AOMI groups.
{"title":"Layered Stimulus Response Training versus Combined Action Observation and Imagery: Effects on Golf Putting Performance and Imagery Ability Characteristics","authors":"B. Marshall, D. Wright","doi":"10.1515/jirspa-2016-0007","DOIUrl":"https://doi.org/10.1515/jirspa-2016-0007","url":null,"abstract":"Abstract This experiment compared the effectiveness of layered stimulus response training (LSRT) and combined action observation and motor imagery (AOMI) for improving golf putting performance and imagery ability characteristics. Twenty-four novice golfers were randomly assigned to LSRT, AOMI or reading (control) intervention groups (n=8), that all incorporated physical practice. Putting performance and imagery ability characteristics were measured at pre-test (day 1), post-test (day 5) and retention test (day 8). Putting performance improved in the LSRT group but not in the AOMI or control groups. Whilst there was no change in general movement imagery ability across the experiment, task-specific imagery ability did improve in both the LSRT and AOMI groups.","PeriodicalId":39479,"journal":{"name":"Journal of Imagery Research in Sport and Physical Activity","volume":"11 1","pages":"35 - 46"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/jirspa-2016-0007","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66949457","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-01-01DOI: 10.1515/jirspa-2015-0006
Celina H. Shirazipour, Krista J. Munroe-Chandler, T. Loughead, Anthony G. Vander Laan
Abstract The PETTLEP model provides guidelines for employing imagery, including suggestions for image speed. Current models and research emphasize real-time image speed, with the possibility for benefits from slow-motion images when learning a task. This study investigated the effect of three different image speeds (real-time, slow-motion, and fast-motion) on 56 novice golfers’ performance in a putting task. Results demonstrated significant differences in performance among fast-motion and all other image speeds, such that performance was worse following fast-motion imagery compared to performance following other image speeds. There was no difference between performance in slow-motion and real-time image speed conditions. These findings could potentially aid in improving the delivery of imagery interventions to novice athletes.
{"title":"The Effect of Image Speed on Novice Golfers’ Performance in a Putting Task","authors":"Celina H. Shirazipour, Krista J. Munroe-Chandler, T. Loughead, Anthony G. Vander Laan","doi":"10.1515/jirspa-2015-0006","DOIUrl":"https://doi.org/10.1515/jirspa-2015-0006","url":null,"abstract":"Abstract The PETTLEP model provides guidelines for employing imagery, including suggestions for image speed. Current models and research emphasize real-time image speed, with the possibility for benefits from slow-motion images when learning a task. This study investigated the effect of three different image speeds (real-time, slow-motion, and fast-motion) on 56 novice golfers’ performance in a putting task. Results demonstrated significant differences in performance among fast-motion and all other image speeds, such that performance was worse following fast-motion imagery compared to performance following other image speeds. There was no difference between performance in slow-motion and real-time image speed conditions. These findings could potentially aid in improving the delivery of imagery interventions to novice athletes.","PeriodicalId":39479,"journal":{"name":"Journal of Imagery Research in Sport and Physical Activity","volume":"11 1","pages":"13 - 24"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/jirspa-2015-0006","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66949602","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-01-01DOI: 10.1515/jirspa-2016-0004
M. Guerrero, M. Hoffmann, Krista J. Munroe-Chandler
Abstract The purpose of the current study was twofold. The first purpose was to examine the relationship between children’s active play imagery and personal and social skills. The second purpose was to examine the relationship between children’s active play imagery and self-confidence. A total of 105 male and female children (Mage=9.84, SD=1.41) were recruited from various summer programs, and completed inventories that assessed their active play imagery (i. e., capability, social, and fun), personal and social skills, and self-confidence. Hierarchical multiple regression analysis revealed that all three types of active play imagery (social, capability, and fun) were positively and significantly related to personal and social skills, with social imagery accounting for the most variance. Further, regression analysis showed that both fun and capability imagery were positively and significantly associated with self-confidence, with fun imagery accounting for the most variance. This study highlights the usefulness of imagery in fostering children’s personal and social skills as well as self-confidence.
{"title":"Children’s Active Play Imagery and Its Association with Personal and Social Skills and Self-Confidence","authors":"M. Guerrero, M. Hoffmann, Krista J. Munroe-Chandler","doi":"10.1515/jirspa-2016-0004","DOIUrl":"https://doi.org/10.1515/jirspa-2016-0004","url":null,"abstract":"Abstract The purpose of the current study was twofold. The first purpose was to examine the relationship between children’s active play imagery and personal and social skills. The second purpose was to examine the relationship between children’s active play imagery and self-confidence. A total of 105 male and female children (Mage=9.84, SD=1.41) were recruited from various summer programs, and completed inventories that assessed their active play imagery (i. e., capability, social, and fun), personal and social skills, and self-confidence. Hierarchical multiple regression analysis revealed that all three types of active play imagery (social, capability, and fun) were positively and significantly related to personal and social skills, with social imagery accounting for the most variance. Further, regression analysis showed that both fun and capability imagery were positively and significantly associated with self-confidence, with fun imagery accounting for the most variance. This study highlights the usefulness of imagery in fostering children’s personal and social skills as well as self-confidence.","PeriodicalId":39479,"journal":{"name":"Journal of Imagery Research in Sport and Physical Activity","volume":"11 1","pages":"47 - 57"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/jirspa-2016-0004","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66949185","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-01-01DOI: 10.1515/jirspa-2015-0001
Nicole Westlund Stewart, A. Divine, J. O, Barbi Law
Abstract There is a need to develop effective physical activity interventions for children, given the growing concerns about physical inactivity and the related health issues (Colley et al., 2011). The Task Force on Community Preventive Services (2002) strongly recommends that school-based physical activity interventions could be an effective way to increase physical activity levels by modifying the social environment and the behaviours that take place within it. PE is not only an important source of physical activity (Sallis & McKenzie, 1991); it also provides important benefits regarding children’s psychosocial and motor skill outcomes, making them more likely to engage in physical activity into adolescence and adulthood (Sallis et al., 2012). We know that mental skills such as imagery have been shown to influence motivation, participation, and performance in motor learning, sport, and exercise (Hall, 2001). Therefore, the use of imagery in a PE context seems to be a natural extension of its traditional use in sport and exercise settings. The purpose of this review paper is to discuss factors to consider when designing and implementing an imagery intervention in a school-based PE setting. The recommendations will be discussed within three main categories: (a) the specific school context in which the intervention would be administered, (b) the design of contextually-appropriate and feasible methodology, and (c) individualizing imagery prompts to be sample- and situation-appropriate for the developmental level of the students as well as the PE context through which they would be delivered. Limitations as well as recommendations for future research or interventions conducted in PE settings will also be discussed.
鉴于人们对缺乏运动和相关健康问题的日益关注，有必要为儿童制定有效的体育活动干预措施(Colley et al.， 2011)。社区预防服务工作队(2002年)强烈建议，通过改变社会环境和在其中发生的行为，以学校为基础的体育活动干预可能是提高体育活动水平的有效途径。体育锻炼不仅是身体活动的重要来源(Sallis & McKenzie, 1991);它还为儿童的社会心理和运动技能结果提供了重要的好处，使他们更有可能在青春期和成年期参加体育活动(萨利斯等人，2012)。我们知道，像意象这样的心理技能已经被证明会影响运动学习、运动和锻炼中的动机、参与和表现(Hall, 2001)。因此，在体育语境中使用意象似乎是其在体育和锻炼环境中传统使用的自然延伸。本综述的目的是讨论在校本体育环境中设计和实施意象干预时需要考虑的因素。这些建议将在三个主要类别中进行讨论:(a)实施干预的具体学校环境，(b)设计适合环境和可行的方法，以及(c)个性化图像提示，使其适合学生的发展水平和情境，以及他们将通过的体育环境。本文还将讨论在PE环境下进行的局限性以及对未来研究或干预措施的建议。
{"title":"Considerations for Conducting Imagery Interventions in Physical Education Settings","authors":"Nicole Westlund Stewart, A. Divine, J. O, Barbi Law","doi":"10.1515/jirspa-2015-0001","DOIUrl":"https://doi.org/10.1515/jirspa-2015-0001","url":null,"abstract":"Abstract There is a need to develop effective physical activity interventions for children, given the growing concerns about physical inactivity and the related health issues (Colley et al., 2011). The Task Force on Community Preventive Services (2002) strongly recommends that school-based physical activity interventions could be an effective way to increase physical activity levels by modifying the social environment and the behaviours that take place within it. PE is not only an important source of physical activity (Sallis & McKenzie, 1991); it also provides important benefits regarding children’s psychosocial and motor skill outcomes, making them more likely to engage in physical activity into adolescence and adulthood (Sallis et al., 2012). We know that mental skills such as imagery have been shown to influence motivation, participation, and performance in motor learning, sport, and exercise (Hall, 2001). Therefore, the use of imagery in a PE context seems to be a natural extension of its traditional use in sport and exercise settings. The purpose of this review paper is to discuss factors to consider when designing and implementing an imagery intervention in a school-based PE setting. The recommendations will be discussed within three main categories: (a) the specific school context in which the intervention would be administered, (b) the design of contextually-appropriate and feasible methodology, and (c) individualizing imagery prompts to be sample- and situation-appropriate for the developmental level of the students as well as the PE context through which they would be delivered. Limitations as well as recommendations for future research or interventions conducted in PE settings will also be discussed.","PeriodicalId":39479,"journal":{"name":"Journal of Imagery Research in Sport and Physical Activity","volume":"10 1","pages":"31 - 47"},"PeriodicalIF":0.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/jirspa-2015-0001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66949548","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-01-01DOI: 10.1515/jirspa-2014-0009
Joana Ribeiro, J. Madeira, Cláudia Dias, L. Stewart, N. Côrte-Real, A. Fonseca
Abstract The purpose of this investigation was to study the extent to which Portuguese soccer goalkeepers used imagery, and to examine if and how athletes of different ages differed in their use of imagery. Seventy soccer goalkeepers playing in the two major Portuguese soccer leagues completed the translated versions of the Sports Inventory of Mental Strategies, the Imagery Use Questionnaire for Soccer Players, the Sport Imagery Training and the Sport Imagery Questionnaire. The results showed that imagery was most used in competition than in training, preferably in its visual dimension and from an internal perspective. The results also demonstrated that athletes used imagery both for motivational and cognitive purposes, but the motivational function, namely its general-mastery component, was slightly more used and with more vivid images. After competition and when injured, under-21 athletes used imagery significantly less than their older counterparts.
{"title":"The Use of Imagery by Portuguese Soccer Goalkeepers","authors":"Joana Ribeiro, J. Madeira, Cláudia Dias, L. Stewart, N. Côrte-Real, A. Fonseca","doi":"10.1515/jirspa-2014-0009","DOIUrl":"https://doi.org/10.1515/jirspa-2014-0009","url":null,"abstract":"Abstract The purpose of this investigation was to study the extent to which Portuguese soccer goalkeepers used imagery, and to examine if and how athletes of different ages differed in their use of imagery. Seventy soccer goalkeepers playing in the two major Portuguese soccer leagues completed the translated versions of the Sports Inventory of Mental Strategies, the Imagery Use Questionnaire for Soccer Players, the Sport Imagery Training and the Sport Imagery Questionnaire. The results showed that imagery was most used in competition than in training, preferably in its visual dimension and from an internal perspective. The results also demonstrated that athletes used imagery both for motivational and cognitive purposes, but the motivational function, namely its general-mastery component, was slightly more used and with more vivid images. After competition and when injured, under-21 athletes used imagery significantly less than their older counterparts.","PeriodicalId":39479,"journal":{"name":"Journal of Imagery Research in Sport and Physical Activity","volume":"10 1","pages":"17 - 9"},"PeriodicalIF":0.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/jirspa-2014-0009","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66949536","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-01-01DOI: 10.1515/jirspa-2015-0007
Phillip G Post, Cody D. Williams, D. Simpson, J. Berning
Abstract Prior research has largely suggested that imagery is an effective mental skill for enhancing learners’ skill acquisition of cognitive tasks (Hird, Landers, Thomas, & Horan, 1991; Ryan & Simons, 1981). However, additional research is needed to determine if imagery can benefit learners’ skill acquisition of motor tasks. The purpose of the present study was to examine the effects of a four-week PETTLEP imagery intervention on learners’ skill acquisition of a standing long jump. Seventy-six female college students (M age=20.6 yrs; SD=1.77) were assigned into one of four groups: physical practice (PP), imagery plus physical practice (IP+PP), imagery practice (IP), or a control group (CON). The study consisted of three phases: pre-test, intervention, and a post-test. During the intervention phase the PP group completed 80 physical jumps; IP+PP group completed 40 imaged and 40 physical jumps; the IP group completed 80 imaged jumps; and the CON group engaged in a distraction task. During each experimental phase participants filled out the Intrinsic Motivation Inventory (IMI) to assess self-reported motivation. Results revealed that the PP and IP+PP groups outperformed the CON group on the post-test. From pre to post, the PP and IP+PP groups improved, the IP group maintained performance, and CON group decreased in performance. All of the training groups’ reported significantly higher effort/importance ratings on the IMI during the intervention and post-test phases compared to the CON group. Results extend prior research by demonstrating that imagery combined with physical practice can benefit the learning of a complex motor task and that imagery alone may assist learners in maintaining initial skill proficiency.
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