Imagery Flashcards
state what it is meant by the key term - imagery
imagery refers to an experience which mimics real life experiences
what do some people find helpful when doing imagery ?
some people find it useful to close their eyes when performing imagery
how does imagery differ from dreams ?
imagery differs from dreams in that we are active and conscious when we form an image
state the 5 types of imagery, and give examples
- visual (eg - visualising the course)
- kinaesthetic (eg - imagining how your muscles will feel)
- auditory (eg - imagining how your shot will sound)
- olfactory (eg - recreating the smell of specific situation)
- taste (eg - sports drinks, sports bottles, chalk, etc…)
imagery involves what 4 things ?
- creating or recreating an experience in your mind
- using all of your senses
- moods and emotions
- it differs from dreams in that we are awake and conscious when we form an image
state 3 (of 6) reasons to why we might use imagery
- improve concentration
- build confidence
- control emotional responses
- acquire and practice sports skills
- cope with pain and injury
- solve problems
what are athletes imaging ? (state 4 things)
- surroundings (i.e. - venues, spectators)
- nature of imagery (i.e. - positive or negative)
- imagery perspective (i.e. - internal or external)
- type of imagery (eg - kinaesthetic, visual, etc…)
state the two different perspectives of imagery
- internal imagery
2. external imagery
state 3 facts to explain internal imagery (1/2 perspectives)
- from your own point of view
- first person
- emphasis on the feeling of the movement
state 3 facts to explain external imagery (2/2 perspectives)
- from the perspective of the observer
- third person
- less kinaesthetic imagery
explain, in 2 points, the differences in perspectives
- some evidence external imagery used for the acquisition and performance of skills dependent on form (eg - a golf swing), and internal for tasks that depend on perception (eg - a tackle)
- internal may be better for open vs closed tasks (Spittle et at, 2000)
state 3 (of 5) situations to when athletes use imagery
- used more pre-comp than during or after
- used more during practice than before or after
- used during injury to promote healing, motivate recovery and rehearse rehabilitation exercises
- majority used during practice and competition (i.e. - not on its own)
- majority used for performance enhancement, particularly leading up to competition (Hall, 2001)
state 2 introductory facts about ‘Paivio’s Analytical Framework of Imagery’ - 1885
- cognitive and motivational functions
2. specific and general levels
what are the 5 areas of ‘Paivio’s Analytical Framework of Imagery’ - 1985
- cognitive specific
- cognitive general
- motivational specific
- motivational general-arousal
- motivational general-mastery
describe ‘cognitive specific’, state an athlete example, and state an exercise example (3 points)
- to learn, improve, or maintain performance of a skill
- improving tennis serve performance
- maintain performance of a db curl
describe ‘cognitive general’, state an athlete example, and state an exercise example (3 points)
- to learn, improve, or maintain performance of strategies, game plans, or routines
- learning a new offensive play
- improving a strategy for a 5k run
describe ‘motivational specific’, state an athlete example, and state an exercise example (3 points)
- to achieve specific process, performance and outcome goals
- winning a race
- performing a set of 10 leg extensions
describe ‘motivational general-arousal’, state an athlete example, and state an exercise example (3 points)
- to regulate emotions, mood, arousal and anxiety
- reducing pre-competition anxiety
- psyching up before a training session
describe ‘motivational general-mastary’, state an athlete example, and state an exercise example (3 points)
- to modify cognitions
- improving confidence
- enhancing motivation to train
state 3 influences of imagery’s effectiveness
- nature of the task
- skill level of the performer
- imagery ability
explain, using 1 point, how the nature of the task can impact the effectiveness of imagery
imagery is better for tasks involving cognitive components (eg - decision making, perception)
explain, using 2 points, how the skill level of the performer can impact the effectiveness of imagery
- stronger evidence for its effectiveness in more experienced performers
- for novices, it helps more with cognitive components, for experienced athletes, it helps to refine skills
who conducted the ‘Imagery Use’ study, and when
Imagery use (Arvinen-Barrow et al, 2007)
what was the point of the - Imagery use (Arvinen-Barrow et al, 2007)
the study set of to compare the influence of the competitive level and the type of sport on the use of imagery
what was the experimental set up to - Imagery use (Arvinen-Barrow et al, 2007)
83 British athletes (39 elite, 44 novice) completed the ‘sport imagery questionnaire’ prior to competition
explain, using 2 points, the results to - Imagery use (Arvinen-Barrow et al, 2007)
- elite athletes use more cognitive specific and cognitive general than novices
- open skilled sport athletes use more motivational general-arousal than in closed sports who used more motivational general-mastery
state two questions commonly asked when someone asks - ‘how do we know if imagery is happening’
- what are people doing when they image ?
2. are people really imagining things when they say they are ?
state the 2 means of assessment to how we know people are imaging
- mental chronometry
2. cognitive interference
explain ‘mental chronometry’ (1st of 2 methods used to assess whether people are actually imagine)
correlates the time it takes to: go through a mental process of an activity, and the time it takes to physically complete the activity
explain ‘cognitive interference’ (2nd of 2 methods used to assess whether people are actually imaging)
visualisation skills are compromised when asked to read, and aural imaging is compromised when asked to listen to music
what did Holmes and Colin (2001) come up with to help develop imagery ability ?
P - physical E - environmental T - task T - timing L - learning E - emotion P - perspective
