Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Sport Psych > Lecture 6 - imagery/ goal setting > Flashcards

Lecture 6 - imagery/ goal setting Flashcards

You may prefer our related Brainscape-certified flashcards:
Sports Trivia flashcards Psychology 101 flashcards GRE® Psychology flashcards
1
Q

What are the aspects of imagery?

A
  • visualisation
  • mental rehersal
  • symbolic rehersal
  • covert practice
  • mental practice
  • recreating experiences in mind
  • recalling memory and experiences as meaningful images
  • Stimulates you like real thing, same neural pathways
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Define imagery

A

“a symbolic experience that may occur in any sensory mode”
(hardy, jones & Gould (1996)
- symbolic experience, doesnt actually happen

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Define mental rehersal

A
  • “the cognitive rehersal of a task in the absence of overt physical movement (Driskell, Copper & Moran (1984)
  • going over something but not actually moving
  • can involve physical
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

How are senses involved in imagery?

A
  • more sense involved= more vivid
  • Tough to see positive one, just see negative
  • Often add emotion to these images
  • Involes visual sense, kniaesthetic sense (knowing where body/ bat is) , auditory (sound of hitting ball), olfactory (smell of grass)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

What did Murphy, Jowdy and Durschi (1990) find?

A

100% of Sports psychologists and 90% athletes use that

  • 96% say it help
  • 84% olympic coaches use it in training
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

What were other findings for imagery?

A
  • Orlick & partington (1988)
  • 99% athletes used imagery
  • more prevalent in sports with a strong start
  • Murphy (1994) - eiter were better, you need to practice
  • Feltz & landers (1983) - more benefical for cognitive, not physical, better for skilled performenrs
  • Cumming & Hall (2002) - national athletes used it more than regional/ recreational
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

When is/ should imagery be used?

A
  • before/ during/ after (hall, 2001)
  • Athletes use it more before than during/after
  • bad at post event reflections
  • Should be used in injury rehabilitation - motivation to get back out there
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

what are the 2 reasons

A
  1. Content
    - relates to WHAT person images
    - muscles feeling loose
  2. Function
    - refers to WHY
    - To feel relaxed
    - cognitive or motivational
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

What is the content of imagery?

A
  1. Images of competigion surroundings - broad or related to purpose of imagery
  2. Positive/ negative characteristics of image
    - positive more common in practice, negative in competition
  3. Senses involveed
    - visual, kina, aud, olf
  4. Perspective takenin creating imagery
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

What are the 2 perspective of imagery?

A

Mahoney & Avener (1977)

  1. internal - from your own view
  2. External - from another
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

What has research shown about the perspectives of imagery?

A

elites prefer internal, but people tend to use both, or depends on task (Hardy & Callow 1999)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

How does imagery work with neural system?

A

Stimulates same effect on nervous system as the actual experience - e.g. psych-neuromuscular theory, symbolic learning theory, bio-informational theory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

What factors affect the use of imagery

A
  • Nature of task (if it involves cognitive components
  • Skill level of performer (novice or elite)
  • Imaging ability (most important factor - distinguished
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Who did the sport imagery questionnaire?

A

Hall et al (2005)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

OUtline Hall et al (2005)

A

Sport imagery questionnaire

  • investigate show good athletes are at imagery
  • 4 areas = arousal/ mastery, goal-oreintated, game plans/ strategy, motor skills
  • these areas are assessed on horizontal axis of general to specific
  • and vertical axis of cognitive to motivational
  • for instance, specific imagine can either be motivational, via being goal orientated or cognitive via motor skills
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

What did Cumming & Hall (2002) do?

A

Compared which type of combination of imagery athletes used

  • assessed recreational, provincial, national ahtletes
  • found recretaional imagine cognitive general most
  • Elite Athletes use imagery more
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Outline Psych-neuromuscular theory

A
  • imagery produces similar neuromuscular activity to the actual movement
  • brain is activated, but not as active
  • predicts imagery is not as useful for cognitive tasks, like tactics
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Outline supporting evidence for psych-neuromuscular theory

A

Jacobson (1931) - imagine arm movements produced small muscle contractions

Suinn (1976) - EMG activity greatest when imaging skiing over rought sections of course - as they require more concentration/ planning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Who came up with symbolice learning theory?

A

Sackett (1934)

20
Q

Outline Sackett (1934) symbolic learning theory?

A

Imagery generates/ strengthens a mental blueprint of required action
- Enables rehearsal of cognitive aspects

21
Q

Who came up with Bio-informational theory?

A

Lang (1977/ 1979)

22
Q

Outline Lang (1977/ 1979) Bio-informational theory

A

Image = fucntionally organised propositions/ plans in the brain

  • Stimulus propositions = content of scene to be imagined
  • Response propositions = responses to scene (verbal, physiological, emotional)
  • Cumming et al (2007) images with response propositions are better
23
Q

Who came up with PETTLEP?

A

Holems & Collins (2001)

24
Q

Outline PETTLEP

A

‘functional equivalence’ involves:

  • Physical nature of movement
  • environment
  • Type of task
  • Timing of movement
  • learning content of movement
  • Emotion of movement
  • Perspective of person

For imagery to be sucessful, needs to recreate as many of these as possible

25
Q

What are the uses of imagery?

A
  • improve concentratio
  • enhance motivation
  • build confidence
  • control emotional responses
  • Acquire, practie and correct skills
  • Acquire, practice strategy
  • prepare for comps
  • Cope with injury
  • Solving problems after performance
26
Q

Outline imager traingin

A

Should be party of daily routine, tailored to athletes
Types of imagery training:
- Martens (1987) - Sport imagery training
- Singer (1988) - 5 step strategy
- Korn (1994) - AIM strategy
- Ungerleider (1996) - Guided imager
- Holmes and Collins (2001) (PETTLEP)

27
Q

When is imagery most effective?

A
  • when using multiple scenes
  • When including Stimulus and response propositions
  • mediated by imagery ability and injury
  • Doesnt cure all
28
Q

Define goals

A

The aim or object of something we are trying to obtain (Locke & Latham) (1985)

29
Q

What did Lathan & Blades (1975) find

A

Truck drivers set goals about how much they could load, over time they could do much more, saving company moeny

30
Q

Define outcome, process and performance goals

A 
outcome = winning, beating others
Performance = not comparing to others, just getting PB
Process = actual behaviours under your control
31
Q

What did locke & Latham Argue?

A
  • Specific goals are better than general goals
  • difficult goals better than easy
  • short term help get long term goals
  • better with timely feedback
  • Goals from others must be accepted
  • Better when public
32
Q

Outline SMARTER goals

A 
Specific
Measurable (on track?
Action - orientated (daily plan)
Resourced - what do i need/ have? Sponsor can change this
Time based
Evaluate
Reset (start again)
33
Q

What did Locke et al (1981) find about goals?

A

90% of studies show positive effects

34
Q

NEED TO KNOW? What are issues with goal setting research in sport

A

Methodological - setting own goals/ rejecting assigned goals

  • small sample size
  • INdividual & task characteristics
  • athlete is already motivated
  • feedback more immediate
35
Q

What did Kyoll & Landers (1995) do?

A

Meta analysis of goal setting research in sport

- Devised 5 principles about how to make goals best

36
Q

What was Kyoll & Landers (1995) 1st goal?

A

Goals should be specific absolute, not general or specific relative

37
Q

What was Kyoll & Landers (1995) 2nd principle

A

Goals are best if moderate, not too easy or too hard moderate

38
Q

What was Kyoll & Landers (1995) 3rd principle

A

Should combine long term and short term goals - to be most effective

Short term increases confidence to achieve long term
- marginal gains

39
Q

What was Kyoll & Landers (1995) 4th principle

A

Public goals better than private, get more feedback

40
Q

What was Kyoll & Landers (1995) 5th principle

A

Set goal co-operatively, not assing one or let them choose

41
Q

Who investigated public goal setting?

A

Ward & Carnes (2002)

42
Q

Outline Ward & Carnes (2002)

A

5 american footballers, had to post their goals

  • about reads, drops and tackles
  • success went from 70% to 95% when goals were public
43
Q

Who looked at how goals influenced performance?

A

Locke, Shaw, Saari & Latham (1981)

44
Q

Outline Locke, Shaw, Saari & Latham (1981)

A

How do goals influence performance?

  1. Direction action - focus and gives meaning to training/ competition
  2. Effort mobilisation - still need effort to achieve it
  3. Persistence - keep going
  4. Development of new learning strategies - try new things to achieve their goal
45
Q

What are the two ways to judge competence?

A
  1. task (meeting demands of task)

2. ego (beating others)

46
Q

What good thigns does setting goals lead to?

A 
√ - engage in training
√ - more effort in training and competition
√- persist when things dont go well
√ - select challengies
√- consistent
√ - continually improving
47
Q

What bad things does goal setting lead to?

A

X - hold back in effort training
X - doubt whether they are good enough so do worse
X - choose too tricky challenges to have an excuse
X - quit

Sport Psych (10 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions