7: Psychological Skills II Flashcards
imagery
visualisation, mental rehearsal, symbolic rehearsal, covert practice, mental practice
recreation of experience in mind
recalling information from memory stored as experiences and shaping them as meaningful images
actually a form of stimulation similar to real sensory experience only it takes place in the mind
should involve as many senses as possible as helps to create ore vivid images
often add emotions internationally or automatically
imagery vs mental rehearsal
imagery = a symbolic experience that may occur in sensory mode
mental rehearsal = the cognitive rehearsal of a task in the absence of overt physical movement
effectiveness of imagery
100% of sports psychologists and 90% athletes use it
97% believing that it helps performance
84% Olympic coaches used it in training and 20% all the time
99% of 235 elite athletes reported vivid use of imagery
elite athletes can utilise it better
beneficial for cognitive rather than physical tasks
national use it more than regional
meta-analysis
medium overall effect of imagery interventions
significant enhancement of motor performance, motivational and affective outcomes
imagery and physical practice more effective than physical practice alone
appears to be a dose-response (more you do it the better it gets)
when is imagery used
before/during/after performance
athletes report using more before than during and after
underused after practice
should be used in injury rehabilitation and on the occasions that it is more focus is on motivation rather than rehearsal
more emphasis as faster recovery has been identified
why do athletes use imagery
content: relates to what the person images e.g. muscles feeling loose
function: refers to why e.g. to feel relaxed, cognitive, and motivational functions
imagery oriented towards general or specific behaviours
higher skill level = increased use of imagery
positive imagery most often reported during practice and pre-competition
negative imagery most often reported during competition
content of imagery
the images of the surroundings in which athletes compete
the positive/negative characteristics of image
the senses involved in imagery
perspective taken in creating imagery
types of imagery
visual
kinaesthetic
auditory
olfactory
visual and kinaesthetic used most often
visual more effective than kinaesthetic
imagery perspective
differs per athlete per situation
internal imagery = execution of a skill from your own POV
external imagery = view from the perspective of an outsider
research: elite athletes prefer internal, few reliable differences between internal/external, difficult to classify someone as either/or, task differences may influence perspective
factors affecting imagery
nature of the task
skill level of performer
imaging ability
using imagery with physical practice
how imagery works
we can generate information from memory that is essentially the same as an actual experience
imaging events can have an affect on our nervous system similar to that of the real world experience
explanations include: psycho-neuromuscular theory, symbolic learning theory, bio-informational theory
psycho-neuromuscular theory
proposes that imagery produces similar neuromuscular activity to the actual movement
ideomotor principle of imagery - selection and control of a particular movement depends on the sensory affect afterwards
evidence:
imagined arm movements produced small muscular contractions
EMG activity greatest when imaging skiing over rough sections of a course
EMG does not replicate exact neural pattern of activity
but, theory in unclear whether activity is muscle specific
this theory predicts imagery should benefit physical tasks more than cognitive ones
symbolic learning theory
proposes that imagery generates and strengthens “mental blueprint” of the required action
enables rehearsal of cognitive aspects of skill e.g. strategy or decision making
beneficial effects of mental practice are greater for cognitive than motor tasks
imagery involves the same neural pathways as actual perception
bio-informational theory
image: a functionally organised set of propositions stored in the long-term memory of the brain
stimulus propositions: the content of the scene to be imagined
response propositions: verbal, motor, physiological, emotional responses to the scene
imagery instructions that include response generate stronger responses
suggests that performance can be enhanced by repeatedly recalling response propositions for a particular stimulus situation and modifying these responses to represent perfect control and execution of a skill
imagery training
should become part of a daily routine
tailored to needs, abilities and interests of the athlete
many different strategies and methods
PETTLEP guidelines invented to make imagery for effective
PETTLEP
physical - nature of environment
environment - the specifics
task - type of it
timing - of movement
learning - the content of the movement
emotion - of the movement
perspective - of the person
uses of imagery
improve concentration
enhance motivation
build confidence
control emotional responses
acquire, practice, and correct sports skills
acquire and practice strategies
prepare for the competition
cope with pain/injury
solve problems
concluding imagery
most effective when using multiple senses
most effective when including stimulus and response propositions
effectiveness may be mediated by imagery ability
neuroscience revealing more about the degree of functional equivalence between imagery and perception
goal setting
specific goals are better than general or ‘do your best’ goals
difficult or challenging goals are better than moderate or easy
short term goals can help attain long term
goal setting works better when there is timely feedback showing progress in relation to the goal
goals must be accepted
goal attainment is facilitated by plan of action
goals are more effective when they exit your head
SMARTER princples
specific
measurable
actioned
resourced
time based
evaluate
reset
issues with goal setting research in sport
methodological: setting own goals/rejecting assigned goals, small sample size
individual and task characteristics: sport participants already motivated, feedback more immediate
meta analysis
goals with larger effect sizes
- specific
- moderately difficult
- combined long term and short term
- public goals
- goals set where participant in involved in process
public goal setting intervention
self-set and public posting of performance goals in five college backers looking at reads, drops and tackles
rapid improvement in practice and competition performance
baseline at 70%, post-intervention 95%
how goals influence performer
directs attention: improve focus and gives meaning to training and comps
effort mobilisation: this is still needed by athletes and may not be achieved by goal setting alone
persistence: the importance of the goal to the athlete drives this
development of new learning strategies: the above will lead the athlete to test new strategies and ways of achieving their goals
