Using Imagery to Improve Sub-Domains of Physical Literacy

Abstract A 4-week quasi-experimental intervention was conducted to examine the effects of imagery on sub-domains of physical literacy (i.e., motivation, confidence, perceived physical competence, and motor competence). Children (N = 9; Mage = 9.11, SD = 0.60) from two sport programs participated in the study. Those in the imagery + physical practice condition received imagery training sessions coupled with physical practice, while those in the physical practice condition only received physical practice. Frequentist and Bayesian statistics showed no between-condition differences at post-intervention; however, results showed that the imagery + physical practice condition reported greater perceived physical competence and received higher scores on motor competence from pre- to post-intervention. Implications for physical activity stakeholders are discussed.