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Playing with confidence: The relationship between imagery use and self-confidence and self-efficacy in youth soccer players
Journal of Sports Sciences
Abstract
Confidence has been one of the most consistent factors in distinguishing the successful from the unsuccessful athletes (Gould, Weiss, & Weinberg, 19818.
Gould , D. ,
Weiss , M. and
Weinberg , R. 1981. Psychological characteristics of successful and non-successful Big Ten wrestlers. Journal of Sport Psychology, 3: 69–81. View all references) and Bandura (19973.
Bandura , A. 1997. Self-efficacy. The exercise of control, New York: W. H. Freeman. View all references) proposed that imagery is one way to enhance confidence. Therefore, the purpose of the present study was to examine the relationship between imagery use and confidence in soccer (football) players. The participants included 122 male and female soccer athletes ages 11–14 years participating in both house/recreation (n = 72) and travel/competitive (n = 50) levels. Athletes completed three questionnaires; one measuring the frequency of imagery use, one assessing generalised self-confidence, and one assessing self-efficacy in soccer. A series of regression analyses found that Motivational General-Mastery (MG-M) imagery was a signifant predictor of self-confidence and self-efficacy in both recreational and competitive youth soccer players. More specifically, MG-M imagery accounted for between 40 and 57% of the variance for both self-confidence and self-efficacy with two other functions (MG-A and MS) contributing marginally in the self-confidence regression for recreational athletes. These findings suggest that if a youth athlete, regardless of competitive level, wants to increase his/her self-confidence or self-efficacy through the use of imagery, the MG-M function should be emphasised.
... In addition, according to Koehn, Pearce, and Morris (2013), confidence in sport is characterized by a transitory and volatile state and is essential for athletes to feel confident in and remain confident throughout competitions. As a way of stimulating the increase in the self-confidence level of athletes, researchers in the area have indicated the use of specific techniques that can be applied by sports coaches and psychologists in training and competition environments (Mamassis & Doganis, 2004;Munroe-Chandler;Hall & Fishburne, 2008). Among these techniques, the use of imagery and self-talk is highlighted to increase confidence during the competitive season and to reduce confidence fluctuations in moments before competitions (Callow;Hardy & Hall, 2001;Hatzigeorgiadis et al., 2009). ...
... In addition, according to Koehn, Pearce, and Morris (2013), confidence in sport is characterized by a transitory and volatile state and is essential for athletes to feel confident in and remain confident throughout competitions. As a way of stimulating the increase in the self-confidence level of athletes, researchers in the area have indicated the use of specific techniques that can be applied by sports coaches and psychologists in training and competition environments (Mamassis & Doganis, 2004;Munroe-Chandler;Hall & Fishburne, 2008). Among these techniques, the use of imagery and self-talk is highlighted to increase confidence during the competitive season and to reduce confidence fluctuations in moments before competitions (Callow;Hardy & Hall, 2001;Hatzigeorgiadis et al., 2009). ...
... In addition, Fogarty et al. (2016), indicated the application of SCI to sports psychologists interested in the effects of interventions on confidence, mainly because the SCI content is based on current competitive situations. In this sense, mental training sessions (Mamassis & Doganis, 2004) with the References Conclusion use of self-talk techniques (Hatzigeorgiadis et al., 2009), techniques of motivational imagery (Callow & Hardy, 2001;Mills et al., 2001;Vadocz et al., 1997;Munroe-Chandler;Hall & Fishburne, 2008) and the use of cognitive behavioral intervention (Hays et al., 2010), have been shown to be efficient for increasing the self-confidence of athletes. ...
The objective of this study was to translate, adapt and validate the Sport Confidence Inventory (SCI) to Brazilian Portuguese. The final application of the SCI-BR occurred with 540 adolescent athletes involved in a high-level sports competition. In addition, Factorial Exploratory Analysis (FEA) (n=260) and Confirmatory Factorial Analysis (CFA) (n=280) were conducted in approximately 50% of the total sample for each analysis group. High internal consistency (α =0.861), reproducibility (0.899) and content validity (CVC) for "language clarity" (0.796) and "practical relevance" (0.967) indexes were observed. In addition, two factors have been identified that explain the sport confidence construct in Brazilian adolescent athletes. In the CFA, it was observed adequate global indexes of fit to the model for the instrument from two factors (RMSEA=0.078; CFI=0,90; TLI=0.86; SRMR=0.062). With this, it is concluded that the translated SCI has adequate psychometric indicators for the evaluation of sport confidence in Brazilian adolescent athletes.
... Imagery skills and application can be learned and developed (Kızıldağ, 2007). Many previous studies stated that the athletes benefit from imagery in their performance developments (Munroe-Chandler, Hall & Fishburne, 2008). Researchers have provided results claiming that imagery usage in sports might be an ultimately effective performance development technique for athletes for many years (Short, Tenute & Feltz, 2005). ...
... Motivational Specific Imagery that covers individual targets (MS) ( Hall & Fishburne, 2008;Hall et al., 1998). Based on this theory, Hall et al. (1998) developed Sport Imagery Questionnaire-SIQ to find out the frequency of usage of imagery functions by athletes, and they divided motivational functions into two as Motivational General Mastery and Motivational General Stimulation different from Paivio's (1991) original model (Kızıldağ & Tiryaki, 2012). ...
... Self-efficacy helps describe the effect of imagery on performance (Morris, Spittle & Watt, 2005). Reliance is one of the most significant factors that identifies the successful and unsuccessful athletes, and in addition to this, one of the reasons in the increase of self-efficacy and self-confidence is the usage of imagery for Bandura (Munroe-Chandler, Hall & Fishburne, 2008). Bandura suggests that the more special a task is the easier it will be to estimate the behavior from efficacy belief. ...
The aim of this study is to evaluate the imagery and self-efficacy beliefs of athletes. 35 male and 47 female; totally 82 athletes participated in the study. SIQ and SES scale was used to collect the data. SES (Self-Efficacy Scale) that was developed Riggs et al. (1994) was translated and adapted to Turkish by Öcel (2002). SIQ (Sport Imagery Questionnaire) especially developed for sports and it was designed by Hall et al (1998). Turkish adaptation of inventory was done by Kızıldağ in 2007.. According to t test results by gender comparative comparison, sub dimension of sport imagery questionnaire there is a statistically significant difference at the sub dimension of imagery which is the Motivational Specific Imagery and Motivational General Arousal Imagery (p<0.05). The Correlation results showed that there was a significant relationship between Cognitive Imagery and Self Efficacy; Motivational Specific Imagery and Self Efficacy; Motivational General-Mastery and Self Efficacy (p<0.05). The results of this study reveal that, the imagery change in terms of gender, imagery and self-efficacy beliefs show some relationships and this relationship is observable.
... As a consequence, self-esteem, as a mediator, can influence sports participation and sport trait confidence. In order to enhance individual sport participation and sport trait confidence, attention needs to be paid to the self-esteem of adolescents [38]. ...
... Meanwhile, participating in football often requires teamwork, which helps teenagers learn how to communicate and collaborate with others, and to improve their interpersonal skills. High levels of sport trait confidence have a significant impact on football players' competitive performance [38]. Related studies have found that higher sport trait confidence can improve adolescent sports performance, and the improvements in self-esteem brought about by sports performance can have an impact on sport trait confidence [40]. ...
To investigate the relationship between sports participation and sport trait confidence, 1659 teenagers in primary and secondary schools who regularly play football were asked to complete the Sports Participation Scale, Collective Self-Esteem Scale, Self-Esteem Scale, and Sport Trait Confidence Scale. The results show that (1) the positive prediction of football participation on sport trait confidence is not significant; (2) collective self-esteem and self-esteem play a mediating role between football participation and sport trait confidence; (3) the mediating effect occurs through three pathways. The study provides theoretical guidance and empirical evidence for the lead and intervention of adolescent football participation on sport trait confidence. This study created a chain-mediated model to examine the mediating role of collective self-esteem and self-esteem in their relationship, as well as the impact of the two as chain mediators on football participation and sport trait confidence.
... Self-efficacy. The athletes' self-efficacy was evaluated with the Self-efficacy Questionnaire for Soccer (SEQ-S), which was modified by Munroe-Chandler et al. [48] from the SEQ developed by Mills et al. [49]. The questionnaire consists of 5 items, such as "I am confident I can work through difficult situations". ...
... These results were consistent with previous research evidence that perceived competence-supportive coaching behavior can not only indirectly influence athlete engagement through self-efficacy [14], but also predict self-efficacy through task orientation, which in turn influences athlete engagement [23,28]. Specifically, the skills instruction, encouragement, and positive feedback provided by the coach can make the athlete confident to overcome difficulties, confident to face challenges, and able to maintain focus, tenacity, and self-control [48], which determines the degree of athlete engagement during training or competition. Similarly, self-efficacy represents the expected level of performance and skill, while task-oriented athletes tend to be more interested in skill mastery, put effort into it, and practice more skills as their goal [47], therefore, this should be a key determinant of self-efficacy. ...
This study aims to investigate the relationship between perceived coach's competence support, task orientation, self-efficacy and engagement of Chinese high school football players from a competency motivation perspective. A cross-sectional survey of 385 Chinese high school football players (228 boys; 157 girls; Mage = 16.07 years; SD = 1.15; range = 14-19 years) was conducted using proportional stratified random sampling. A multivariate mediation model was tested using structural equation modelling (SEM) to investigate the relationships of perceived coaching competency support on athlete engagement directly, or indirectly through task orientation and self-efficacy. Perceived coach's competence support positively predicted athlete engagement through task orientation and self-efficacy (β = .116, p < 0.01; β = .112, p < 0.01), and perceived coach's competence support positively predicted self-efficacy through task orientation, and then positively predicted athlete engagement (β = .045, p < 0.01). Moreover, perceived coach's competency support also directly and positively predicted athlete engagement (β = .135, p < 0.01). The results showed that task orientation and self-efficacy played a partial mediating role between competence-supportive coaching behavior and athlete engagement (β = .272, p < 0.01). This study shows that perceived coach's competency support not only directly predicts athlete engagement, but also indirectly predicts athlete engagement through the multi-mediated chain of task orientation and self-efficacy. This speaks volumes about the need to develop competence-supportive techniques among high school football coaches in order to maximize athletes' motivation and engagement.
... In the field of educational psychology, there is a strong relationship between self-confidence and academic achievement (Stankov et al., 2012). However, given the dissimilarities in the bases of self-confidence and self-efficacy, it is essential to explore both constructs to fully understand the relationship between these structures (Munroe-Chandler et al., 2008). In line with this, the term "confidence" is used, and the difference between the two constructs lies in the point in time, with self-efficacy being the construct before (hypothetical) cognitive behavior, and self-confidence after cognitive behavior (Morony et al., 2013). ...
... In line with this, the term "confidence" is used, and the difference between the two constructs lies in the point in time, with self-efficacy being the construct before (hypothetical) cognitive behavior, and self-confidence after cognitive behavior (Morony et al., 2013). Therefore, since self-confidence and self-efficacy are different concepts and are measured in different ways, including both is an important component of delivering a more comprehensive examination of different levels of self-confidence-related constructs (Munroe-Chandler et al., 2008) and can provide a more complete understanding of the impact of academic self-confidence on completion of graduate studies. This study included both as important components to better understanding the impact of academic selfconfidence on completion of graduate school. ...
Influenced by Confucianism, the social role is postponed from school to work in Taiwan, most young adults enter the job market after completing a higher education degree. However, in recent years, delayed graduation by postgraduate students has become a problem. To understand this phenomenon, this study recruited a mix of participants who had already graduated and participants who were about to graduate (individuals who had completed their courses and thesis). The aim of the study was to explore (1) how individuals' academic self-efficacy affects their active learning strategies and academic self-confidence and (2) how this is reflected in the duration of their studies. A total of 245 valid questionnaires were collected, comprising the responses of 91 men and 154 women. Among the participants, 34.3% graduated on time, whereas 51% did not graduate on time because of incomplete theses. A confirmatory factor analysis approach was adopted in this study. The results demonstrated that academic self-efficacy was positively related to active learning strategies (higher-order, integrative, and reflective strategies) and active learning strategies were positively related to academic self-confidence, whereas academic self-confidence was negatively related to an extended duration for completing a master's degree.
... It has also been reported that self-efficacy is affected by the use of imagery (Martin et al., 1999). The use of motivational general-mastery imagery by young soccer players has a positive relationship to self-efficacy and confidence (Munroe-Chandler et al., 2008). Moreover, Beauchamp et al. (2002) indicated that the use of motivational general-mastery imagery by golfers has a positive relationship to self-efficacy. ...
... As a result, it was expected that the ability to recall mastery imagery and goal imagery would enhance selfefficacy before the competition. In addition, previous studies on young soccer players (Munroe-Chandler et al., 2008) and golfers (Beauchamp et al., 2002) have shown that mastery imagery has a positive relationship to self-efficacy. Mastery imagery consists of images of controlling the self in difficult situations. ...
Athletes believe imagery is essential for high-quality performance. It is essential to identify what type of imagery significantly contributes to performance. The purpose of this study was to examine the relationship between imagery ability and gymnastics performance, as well as self-efficacy and thoughts during competitions that are related to performance. Fifty-two gymnasts were recruited for this study. Participants were measured for imagery ability, self-efficacy, thoughts during competitions, and performance. Results indicated that skill imagery significantly predicts worry and disengagement in a negative manner, and mastery imagery is positively related to self-efficacy. Moreover, goal imagery has a significant positive relationship to self-efficacy, disengagement, confidence, and performance. In conclusion, the ability to easily image an ideal performance, such as the success of one’s performance or the image of a perfect performance, might increase confidence in the competition and lead to the success of the performance.
... This has been observed widely in physical activities, including exercise and sports. The benefits reported by the previous studies indicate that the use of imagery in this area includes the improvement of performance (4) and efficacy (5). In addition, imagery affects the positive sense of improvement (6) and the motivation for physical activity. ...
... Much of imagery research has been focused on physical activity and sports. Adults and children use this imagery for cognitive and motivational goals (3,5). To explain the active play imagery, it must be pointed that active play is defined as unstructured physical activity, i.e., playing outdoors in leisure time (8). ...
Objectives. The purpose of this study was to determine the validity and reliability of the Persian version of the children’s active play imagery questionnaire.
Methods. For this purpose, 190 athletic children of the average age of 11.5 years were chosen through random sampling and they completed the Persian version of the children’s active play imagery questionnaire (CAPIQ). At first, the data was confirmed with the use of back translation methods and check translation accuracy. Then, a confirmatory factor analysis, based on the structural equations model, was done to determine the constructive validity of the questionnaire. To determine its internal consistency, the Cronbach’s alpha coefficient was used. The intra-class correlation coefficient (ICC) in the test-retest method was calculated to assess the temporal reliability of items.
Results. The confirmatory factor analysis results suggested that the approximation square mean root was 0.07 and the comparative fit index was 0.94. Three factors and 11 items were properly verified in the questionnaire. The results of the Cronbach’s alpha coefficient and the ICC showed that the CAPIQ has appropriate internal and temporal consistency in answers.
Conclusion. Therefore, the Persian version of the CAPIQ can be regarded as a valid and reliable tool to be used by the researchers.
... Additionally, according to Morris et al. (2005), the learning stage at which imagery is employed may have an impact on its effectiveness. Whereas, athletes should focus on imaging training, according to research by Munroe-Chandler, Hall, & Fishburne, (2008), and it was further confirmed by Abma, Fry, Li, and Relyea (2002) and Short et al. (2004), who claimed that employing various functions of imagery material might help athletes' self-confidence and self-efficacy. Yet, the different match sites and inconsistent outcomes are a couple of the difficulties brought up by sport researchers. ...
PETTLEP imagery components consist of the Physical, Environment, Timing, Task, Learning, Emotion and perspective of each player in that team. Meanwhile, Physical Training usually focuses on speed and strength training, as well as endurance training, and may involve interval training, circuit training, fartlek training, and plyometric training. However, the training approach will depend on football player; they may employ a variety of various methods to improve all aspects of their performance. So now, Practice in Mind (PIM) Training is a program that combines imagery and physical training which consists of seven PETTLEP components. Other than motivation, visual, and kinesthetic directions, the imagery material in the PIM training program includes the facilitative imagery direction and stimulus to react to the propositions. Hence to infer that imagery in sports performance is particularly effective in settings where practical restrictions impede physical training, such as biomechanical stiffness, weak physical strength, weariness, injury risk, and restricted access to equipment. In fact, imagery therapies have been shown to increase strength tasks when combined with physical training.
... To collect and use boost, players needed to navigate the arena toward boost pads and position the virtual car to accelerate in a specific direction within a three-dimensional space; mental rotation processes may have contributed to performing these actions. Similar to traditional soccer players using mental imagery (Munroe-Chandler et al., 2008) and connections observed with racing video game experience (Cherney, 2008), successful players may have mentally visualized how to use their virtual car to navigate the arena, which may have relied, in part, on mental rotation ability. ...
Associations with player performance in traditional field-based sports and video games have been observed with specific cognitive abilities and personality traits. The present study investigated whether such connections can be used to predict performance in hybrid genre video games that include game mechanics from multiple traditional games. The focus of the present was on the hybrid genre car-soccer game, Rocket League . The gameplay shares some aspects of traditional soccer and video games along with unique mechanics. Psychological traits that have been observed to correlate with performance in these traditional games were hypothesized to be associated with better Rocket League performance. In the present study, participants greater in mental rotation ability and number processing tended to have higher performance. Evidence from detailed match metrics indicated that they more effectively navigated and maneuvered around the car-soccer arena. Connections with personality traits suggested that player openness and neuroticism affected offensive–defensive metrics, likely via team dynamics. Variations in associations with match metrics indicated that different car-soccer gameplay actions relied upon different psychological abilities. This research suggests that psychological predictors of performance in traditional sports may predict performance in hybrid video games that share game mechanics.
... The use of imagery is believed to positively improve a player's physical and mental performance and boost their self-confidence. Numerous studies have confirmed that imagination and self-confidence contribute to the mental and physical development of athletes in many sports (Short & Short, 2005;Munroe-Chandler et al., 2008;Adegbesan, 2010), but there is little research examining the effects of using internal and external imagery on self-confidence. ...
Students must have high self-confidence in learning physical education, because self-confidence affects individual success in performing motor skills. The purpose of this study was to reveal differences in the influence of internal and external visual imagery on students' self-confidence in learning gymnastics with cartwheels material. This research is a multiple linear regression experimental research. The number of samples in this study were 68 students. Actions are carried out by integrating internal and external visual imagery exercises in gymnastic learning. The data collection technique uses a self-confidence scale as an instrument. Data were analyzed using an independent sample t-test with a significance level of 0.05. The results showed that internal and external visual imagery had a significant effect on students' self-confidence (tcount ttable, sig. 0.05), but there was a significant difference between internal and external visual imagery training (tcount ttable, sig. 0.27 0.05) so that the internal visual imagery training method is better than the external imagery method (mean 71.2941 67.8824). The results of this study indicate that students' self-confidence in performing wheel motion skills can be increased through internal and external visual imagery exercises that are integrated into the learning process, but internal visual imagery training methods are preferred.
... Alternatively, mental imagery may reduce fear of re-injury by enhancing a performers self-efficacy -the belief in one's ability to execute action successfully -toward preinjury movements through the provision of mastery experiences, increasing the performers percpetions of success and the belief that they are capable of obtaining successful movement outcomes (20). Consistent with this notion, Munroe-Chandler et al. (33) found that mental imagery use in youth soccer players was a significant predictor of self-efficacy and self-confidence. Taken together, these findings suggest that mental imagery could facilitate improved levels of self-efficacy and confidence toward performing risky movements, which may improve the ability to successfully regulate negative emotional responses, like fear of re-injury. ...
Returning to sport and exercise following injury requires the athlete to become more confident in the ability to gradually explore the use of the injured area in increasingly complex and challenging ways. Emotional responses, such as fear of re-injury, are a key mental health barrier to a performer’s return to sport and exercise. To navigate such psychological responses, performers need well-developed psychological strategies, like mental imagery (MI), to facilitate a successful return to pre-injury levels of sport and exercise. MI is a well-established strategy for dealing with negative symptoms associated with injury, providing a safe and less intimidating environment to practice movements that may be perceived as risky and otherwise performed within physical training due to the fear of causing further injury. This paper aims to provide sport psychologists with recommendations on how to utilize MI to reduce fear of re-injury during the rehabilitation process to successfully facilitate return to sport and exercise. Specific examples are also outlined and discussed.
... Self-confidence is associated not only with social support (Freeman, Rees, 2010;Rees, Freeman, 2007) but also with imagery use (Munroe-Chandler, Hall & Fishburne, 2008;Hall et al., 2009;Slimani et al., 2016;Marshall & Gibson, 2017) and performance (Gagnon-Dolbec, McKelvie & Eastwood, 2022;Pardilla et al., 2021;Woodman, Hardy, 2003;Martin, Gill, 1991). A crucial aspect of Vealey's integrated model of sport confidence (1998; 2001) is the reciprocal nature of affective, behavioral, and cognitive factors (associated with intrapersonal characteristics of athletes). ...
The aims of this study were to assess the relationship between sport confidence and competitive performance, determine whether imagery has a mediating influence on the relationship, and explore the potential mediating role of sport confidence between confidence sources and sport performance. 519 adolescent athletes aged 14 to 19 years responded to sport confidence, social support, sport imagery and subjective social status instruments. For the analysis of mediation and estimation of the effects between the variables, structural equation modelling was performed. Through structural equation modelling were verified significant direct effects between sport confidence and social support (β=-0.45; p 0.001), age (β=-0.12; p=0.021), sport experience (β=-0.22; p<0.001), performance (β=-0.26; p<0.001), subjective social status (β=-0.49; p<0.001) and sport imagery (β=-0.64; p<0.001). Sport performance suffered significant direct effects from imagery (β=0.18; p=0.013) and sport experience (β=-0.24; p<0.001). Furthermore , it was verified sport imagery mediating influence on the relationship between sport confidence and athletes' performance (β=-0.115; p=0.002) and sport confidence mediating influence on the relationship between social support (β=-0.07; p<0.05) and sport experience (β=-0.031; p<0.05) with performance. We conclude that the proposed model can be useful in explaining the role of sport confidence for performance in sports.
... These studies have produced interesting results and findings. For example, Munroe-Chandler et al. (2008) investigated the interrelationship between the use of imagery, self-confidence and self-efficacy in soccer players. They appreciated that comparing the functions of imagery, imagery that fulfils the motivational general function and is focused on competenceoriented imagery abilities is the most powerful source for promoting self-efficacy and self-confidence in sports. ...
Finding successful solutions to the problems of psychological preparation of athletes is not possible without an understanding of the defining components of the psychological preparation process. Practice and research show that insufficient attention is paid to promoting the psychological preparation of athletes during the training process. It is one of the most important contradictions affecting the psychological preparation of athletes. The development of the psychological training model-Improvement of Athletes' Imagery Ability and Physical Self-Efficacy for the Growth of Athletic Achievements in Sport Model is expected to have positive effects on athletes' psychological preparation, development of imagery ability and physical self-efficacy and help them achieve higher success in sports. The purpose of the developed model is to improve the level of imagery ability and physical self-efficacy of athletes, which will improve their achievements. This model can be used by sports coaches, sports psychologists, athletes, as well as other sports specialists in the training process to promote the growth of athletes. Several methods were used in the process of developing the model: research and analysis of literature sources, Sport Imagery Ability Questionnaire (SIAQ), Self-Efficacy to Regulate Exercise Questionnaire (SEREQ), and mathematical and statistical methods. The sample of respondents consisted of 207 athletes (women and men) aged 18 to 34 years, who represented individual and team sports. The Improvement of Athletes' Imagery Ability and Physical Self-Efficacy for the Growth of Athletic Achievements in Sport Model is based on scientific findings, the results of factor analysis, as well as evaluation of the statistically significant correlation between athletes' imagery ability, physical self-efficacy, and sports achievements. The model consists of interrelated factor structures and five variables. The "Psychological preparation" factor is the overarching factor that combines the following internal factors of the model: "Imagery for Maximum Performance"; "Imagery for Optimization of Skills and Abilities"; "Physical Self-Efficacy", while the "Growth of Athletic Achievements" variable is influenced by all factors of the model.
... For example, a short 10-20minute self-talk intervention helped participants maintain proper squat kinematics while engaging in a high repetition strength training protocol (Macias, Gilbert, Pryor, & Baldis, 2017). Similarly, a 2-week imagery intervention with youth soccer players showed efficacy in increasing levels of confidence (Munroe-Chandler, Hall, & Fishburne, 2008). Thus, results of the pilot study contribute to the limited knowledge about the practical application of a smartphone MBI with student-athletes, as well as brief interventions and their potential outcomes. ...
Mindfulness-based interventions (MBIs) have shown efficacy with diverse populations. The training periods for sport MBIs range 4-10 weeks, but positive outcomes have been found during the first 2-4 weeks This is promising as athletes have busy schedules. Additionally, smartphone MBIs are gaining in popularity, but research with them is just beginning. Therefore, the purpose of this pilot study was to investigate a brief MBI with competitive high school baseball players. Participants included four athletes (mean 15.6 years) from one club team and their head coach. The athletes completed mindfulness training via Headspace (headspace.com). Each athlete was interviewed post-intervention. The head coach was also interviewed to gain insight into any observed changes in his athletes. Consensual Qualitative Research analysis resulted in four categories: Mindfulness, Readiness for Competition, Self-confidence, and Perceptions of the Intervention. All athletes discussed the MBI as facilitative for mental preparation for competition. Further, one athlete initially reporting low self-confidence, felt that his confidence improved after participation in the pilot study. Finally, all participants identified the app as a convenient way to practice mindfulness given their busy schedules. Positive outcomes in the current study are supported in the literature and provide insight into the efficacy and acceptability of a smartphone MBI. Future directions for research and implications for applied settings are discussed.
... 12 To the extent that some young players made a successful transfer, their mental skills and ability to adapt to their new everyday life are crucial. Research has highlighted that motivation, 13 resilience 14 and self-confidence 15 are mental factors that contribute to one's success in dealing with a transition and establishing oneself in a new club. 16 For an academy to be supportive of players in finding functioning coping-strategies and developing coping-skills is key, because it can ease the developmental process from the academy into the first team. ...
The aim of the current study was to gain insight into talented Norwegian football players who made a club transfer to an English football academy, by investigating the players' choice of academy, main challenges upon arrival, how they settled in both athletically and socially and their day-today life in the academy. Eight Norwegian players registered in an English professional football academy between the ages of 16 and 18 years were interviewed in retrospect. The challenges that the players met were mostly related to their efforts to develop as players, such as going into an extremely high-performance environment, which was quite different from what they perceived in their original club. Even though the transfer to an English professional club seemed like the natural choice to make, the players experienced a cultural shock not just athletically, but also socially and emotionally in their everyday life in a host family.
... Finally, trainers can develop Life Control within sportspersons through the referencing of previous achievements and accomplishments and imagining optimal performance (Erdner and Wright, 2018). These interventions are likely to be associated with heightened self-efficacy, the individual's belief in their ability to succeed in specific situations (Munroe-Chandler et al., 2008). Regarding Emotional Control, coaches can improve this factor by developing a sportsperson's understanding of emotion regulation strategies (i.e., cognitive reappraisal, distraction, and action control). ...
The spread of COVID-19 has had a significant impact on global sport. This is especially true at the elite level, where it has disrupted training and competition. Concomitantly, restrictions have disrupted long-term event planning. Many elite athletes remain unsure when major events will occur and worry about further interruptions. Although some athletes have successfully adapted to the demands of the COVID-19 crisis, many have experienced difficulties adjusting. This has resulted in psychological complications including increased stress, anxiety, and depression. This article critically examines the extent to which non-cognitive skills training, in the form of increased awareness of Mental Toughness, can help elite athletes inoculate against and cope with negative psychological effects arising from the COVID-19 pandemic. Non-cognitive skills encompass intrapersonal (motivations, learning strategies, and self-regulation) and interpersonal (interactions with others) domains not directly affected by intellectual capacity. Previous research indicates that enhancement of these spheres can assist performance and enhance mental well-being. Moreover, it suggests that training in the form of increased awareness of Mental Toughness, can improve the ability to cope with COVID-19 related challenges. In this context, Mental Toughness encompasses a broad set of enabling attributes (i.e., inherent and evolved values, attitudes, emotions, and cognitions). Indeed, academics commonly regard Mental Toughness as a resistance resource that protects against stress. Accordingly, this article advocates the use of the 4/6Cs model of Mental Toughness (i.e., Challenge, Commitment, Control, and Confidence) to counter negative psychological effects arising from COVID-19.
... Our results indicated that a child's perception of their own competence was a more important contributor to technical skill performance than actual FMS, with beta values for perceived competence being more than double than those for actual FMS. There is an acknowledgement that self-efficacy plays a role in the use of wider psychological skills in adolescent soccer payers (Munroe-Chandler, et al., 2008) and perceived competence has been identified as a contributor to the impact of FMS on habitual physical activity (Stodden, et al., 2008) and children with lower perceived competence have poorer movement skills (Duncan, et al., 2018). In the context of the current study, although prior work has examined the importance of perceived competence on FMS (Barnett, et al., 2011;Liong, Ridgers, & Barnett, 2015), no work appears to have examined how perceived competence might be related to sport specific technical skills in children. ...
Objective:
This study examined the association between fitness, fundamental movement skills (FMS) and perceived competence on technical skills in boys engaged in grassroots soccer. Methods: Sixty boys (8-12 years of age, Mean ± SD = 10 ± 1 years) undertook assessment of FMS, perceived competence, physical fitness (15m sprint speed, standing long jump distance and seated 1kg medicine ball throw as a composite z-score) and technical skills (dribbling, passing and shooting as a composite z-score).
Results:
Multiple backwards linear regression was used to determine to amount of variance in technical skill explained by FMS, perceived competence and fitness. Results indicated a significant model (F 3,58= 42.04, P = .0001, Adj R2 = .680) which explained 68% of the variance in technical skills. Perceived competence (β=.316, P =.001), Total FMS (β=.140, P =.002), and chronological age (β=.863), P =.001) significantly contributed to the model.
Conclusion:
This study demonstrates that better technical skills (passing, dribbling, shooting) in youth soccer are explained, alongside age, by being competent in FMS and having a more positive perception of competence. Coaches should therefore seek to encourage development of these factors during childhood for the benefit of technical skill performance.
... El objetivo de esta investigación consistió en establecer el efecto de un programa de intervención sobre la autoconanza y la habilidad de imaginería de un grupo de futbolistas. Si bien investigaciones previas revelan la efectividad de la práctica imaginada respecto al rendimiento deportivo y las habilidades mentales (Munroe-Chandler et al., 2008;Rattanakoses et al., 2009), son pocas las que evalúan la efectividad de programas de intervención. ...
Objetivo.
Establecer el efecto de un programa de intervención en práctica imaginada, entendida como el uso de los sentidos para la creación o recreación de imágenes o experiencias y atribuirles significado, sobre la autoconfianza de los futbolistas.
Método.
Participaron 17 futbolistas hombres, 9 en el grupo intervención y 8 en el grupo control, entre los 18 y los 25 años (M = 21, DE = 2.2). La intervención se desarrolló durante 8 sesiones y se basó en el modelo PETTLEP. Se midió la habilidad de imaginería a través del SIAQ y la autoconfianza con la prueba TSCI.
Resultados.
Los participantes mostraron un efecto de interacción en la habilidad de imaginería (F (1, 15) = 4.57, p< 0.05, ηp² = 0.23), mientras que para la autoconfianza solo se estableció un efecto principal en los grupos intervención y control (F (1, 15) = 6.13, p < 0.05, ηp² =.29). Adicionalmente, se observó una correlación positiva alta entre imaginería y autoconfianza (r(8) = 0.79, p < 0.05).
Conclusión.
Se obtuvo un efecto positivo tras la intervención en práctica imaginada en la habilidad de imaginería, lo cual es un avance significativo para la aplicación de la práctica imaginada en deportes de conjunto, como el fútbol.
... W badaniu relacji między używaniem wyobraźni i pewnością siebie (Kwestionariusz do badania intensywności stanu lęku u dzieci CSAI--2C oraz Kwestionariusz Poczucia Własnej Skuteczności SEQ-S u młodych piłkarzy w wieku 11-14 lat (Munroe-Chandler, Hall, Fishburne, 2008) udowodniono znaczący wpływ funkcji motywacyjnej ogólnej mistrzowskiej (MG-M), która jest predyktorem pewności siebie i poczucia własnej skuteczności u badanych. ...
... W badaniu relacji między używaniem wyobraźni i pewnością siebie (Kwestionariusz do badania intensywności stanu lęku u dzieci CSAI--2C oraz Kwestionariusz Poczucia Własnej Skuteczności SEQ-S u młodych piłkarzy w wieku 11-14 lat (Munroe-Chandler, Hall, Fishburne, 2008) udowodniono znaczący wpływ funkcji motywacyjnej ogólnej mistrzowskiej (MG-M), która jest predyktorem pewności siebie i poczucia własnej skuteczności u badanych. ...
The aim of the study is to establish whether there exists a relationship between tem-peramental predispositions and the use of imagery, as well as to examine temperamental traits as predictors of imagery use in children practising various sports. The study involved 82 children (boys and girls) aged 7-11, as well as 82 parents. The participants filled in the Sport Imagery Questionnaire for Children (SIQ-C), in the Polish adaptation of D. Budnik-Przybylska and K. Karasiewicz, and the EAS Temperament Questionnaire by Arnold H. Buss and Robert Plomin (1984) in the Polish adaptation of Włodzimierz Oniszczenko. The research confirmed a significant relationship between temperamental traits and the use of imagery, as well as indicated temperamental predictors of the use of imagery in sport. The article presents the detailed results of the study.
... Although there were many studies reporting that imagery and self-confidence contribute to the mental and physical development of the athletes in many sports branches including football (Short and Short, 2005;Munroe-Chandler et al., 2008;Adegbesan, 2010), it could not be founded a study investigating the size of the effects of the imagery use on self-confidence levels. The hypotheses of the present study are as follows: ...
The aim of this study was to determine the effect of imagery use by the professional football players in Turkey on their self-confidence levels. The study group comprised of 423 professional football players from 24 football clubs from different leagues in 2016-2017 season, Turkey. As data collection tools, in addition to the personal information form, "Sports Imagery Questionnaire" developed by Hall et al. (1998), adapted to Turkish by Vurgun (2010) and "Self-Confidence Scale" developed by Akın (2007) were used. Results showed a positive correlation between internal and external self-confidence and all sub-scales of imagery in the professional football players. Moreover, the cognitive general imagery, cognitive specific imagery, and motivational specific imagery predicted 21.4% of the internal self-confidence. Similarly, the cognitive general imagery and motivational specific imagery predicted 17.7% of external self-confidence for the professional football players. Finally, it was determined that the professional football players' self-confidence levels will increase as the level of imagery use increases.
... Bu regresyon modeline göre sportif imgeleme algısı sportif sürekli kendine güven algısını % 23.3 oranında açıklamaktadır. 11-14 yaş grubunda 122 kız ve erkek futbolcu üzerinde yapılan çalışmada sportif imgeleme kullanımının sportif sürekli kendine güveni ve başarıyı arttırdığını göstermiştir (Munroe-Chandler, Hall ve Fishburne, 2008). Başka bir çalışmada imgeleme kullanımının bilişsel süreçlerin kontrol edilmesinde etkin rol oynayarak rekabette kullanılabilecek bir strateji olduğunu ve sportif sürekli kendine güveni arttırdığını ortaya koymuştur (Strachan, ve Munroe-Chandler, 2006). ...
z Sporcunun performansını geliştirmede, sportif imgeleme ve sportif kendine güven gibi zihinsel süreçler etkili uy-gulamalar olarak kabul edilmektedir. Bu becerilerin, erken yaşta kazanılması önem arz etmektedir. Okullarda sportif faaliyetler, okul sporları vasıtasıyla erken yaşta başlamaktadır. Bu sebeple okul sporlarında öğrencilerin imgeleme becerileri ve sportif kendine güven düzeyine etkisinin araştırılması düşünülmüştür. Bu çalışmada, okul sporlarına katılan ortaöğretim öğrencilerinin imgeleme becerisinden yararlanma ve sportif imgeleme düzeyleri ile sportif gü-ven arasındaki ilişkinin belirlenmesi amaçlanmıştır. Çalışmaya Erzincan ilinde ortaöğretim seviyesinde eğitim gören, 16-17 yaş ortalamaya sahip, farklı spor branşlarında okul sporları yapan 484 erkek ve 226 kız olmak üzere toplam 710 öğrenci katılmıştır. Çalışmada Sporda İmgeleme Envanteri ve Sportif Sürekli Kendine Güven Envanteri ve kişisel bilgi formu kullanılmıştır. Sonuçlar SPSS istatistik paket programına aktarılarak analiz edilmiştir. Araştırmaya katılan öğrencilerin sportif imgeleme algısının, sportif sürekli kendine güven algısına etkisini görmek amacıyla yapılan Reg-resyon analizi sonucuna göre; sportif imgeleme algısının sportif sürekli kendine güven algısını % 95 oranda etkilediği belirlenmiştir. Sportif imgeleme ve sportif güven arasında yapılan korelasyon analizi sonucunda sportif imgeleme becerisi arttıkça sportif sürekli kendine güven algısının da arttığı tespit edilmiştir.. Anahtar Kelimeler: okul sporları, sportif imgeleme, sportif kendine güven Abstract Cognitive processes such as sports imagery and sportive self-confidence are accepted to be effective practices in developing an athlete's performance. It is important that these skills are obtained at earlier ages. Sports activities at schools start at an early age via school sports. Therefore, the effects of students' imagery skills and spor-tive self-confidence levels on school sports are investigated. This study aims to explore the benefits of secondary students participating in school sports from imagery skills and to specify the relationship between sports imaging levels and sportive self-confidence. 484 male and 226 female, with a total number of 710 students who receive the secondary school education in the city of Erzincan with an average age of 16-17 years participated in the research. Imaging at Sports Inventory, Continuous Sportive Self-Confidence Inventory and personal information forms are used in the study. The results are analyzed by conveying to SPSS statistics package software. According to the result of the Regression analysis done with an aim of finding out whether the sports imagery perception of the students that participated in the research has an effect on the continuous sportive self-confidence, it was observed that the sports imagery perception affects the continuous sportive self-confidence perception at a rate of 95%. As a result of the correlation analysis between sports imagery and sportive self-confidence, it was detected that as sports imagery skill improves continuous sportive self-confidence perception improves, as well.
... Lirgg (1991) proposed gender-differences in confidence may be due to perceiving the sport as being more masculine or more feminine, with the difference becoming greater on masculine-type tasks (e.g., football as opposed to ballet). Although this notion has been supported in subsequent research (e.g., Clifton & Gill, 1994), a recent study of American soccer players (Munroe-Chandler, Hall, & Fishburne, 2008) found no gender-differences in confidence levels. This latter finding may reflect a change from traditional perceptions of masculine and feminine sports. ...
We examined positive youth development within a high performance sport environment. Youth football players (N = 455; Males = 315; Females = 140) completed a range of questionnaires including: the Youth Experiences Survey for Sport; Self-Confidence subscale of the Competitive State Anxiety Inventory-2 Revised; Sport Competence Inventory; Prosocial and Antisocial Behaviour in Sport Scale; and the modified Coach-Athlete Relationship questionnaire. The players reported a relatively high level of self-confidence, competence and positive youth experiences. They felt a strong coach-athlete relationship and displayed higher levels of prosocial than antisocial behaviour. Males scored significantly higher than females on self-confidence, perceived self-competence, antisocial behaviour to teammates and opponents, relationship with their coach, and cognitive skills. Findings suggest a relationship between high performance sport environments and positive youth development.
... Bu regresyon modeline göre sportif imgeleme algısı sportif sürekli kendine güven algısını % 23.3 oranında açıklamaktadır. 11-14 yaş grubunda 122 kız ve erkek futbolcu üzerinde yapılan çalışmada sportif imgeleme kullanımının sportif sürekli kendine güveni ve başarıyı arttırdığını göstermiştir (Munroe-Chandler, Hall ve Fishburne, 2008). Başka bir çalışmada imgeleme kullanımının bilişsel süreçlerin kontrol edilmesinde etkin rol oynayarak rekabette kullanılabilecek bir strateji olduğunu ve sportif sürekli kendine güveni arttırdığını ortaya koymuştur (Strachan, ve Munroe-Chandler, 2006). ...
Cognitive processes such as sports imagery and sportive self-confidence are accepted to be effective practices in developing an athlete’s performance. It is important that these skills are obtained at earlier ages. Sports activities at schools start at an early age via school sports. Therefore, the effects of students’ imagery skills and sportive self-confidence levels on school sports are investigated. This study aims to explore the benefits of secondary students participating in school sports from imagery skills and to specify the relationship between sports imaging levels and sportive self-confidence. 484 male and 226 female, with a total number of 710 students who receive the secondary school education in the city of Erzincan with an average age of 16-17 years participated in the research. Imaging at Sports Inventory, Continuous Sportive Self-Confidence Inventory and personal information forms are used in the study. The results are analyzed by conveying to SPSS statistics package software. According to the result of the Regression analysis done with an aim of finding out whether the sports imagery perception of the students that participated in the research has an effect on the continuous sportive self-confidence, it was observed that the sports imagery perception affects the continuous sportive self-confidence perception at a rate of 95%. As a result of the correlation analysis between sports imagery and sportive self-confidence, it was detected that as sports imagery skill improves continuous sportive self-confidence perception improves, as well.
... The effectiveness of imagery training for individuals and team sports has been reported in previous studies (Malouff et al., 2008;Munroe-Chandler et al., 2008;Ramsey et al., 2010). In imagery training, a number of factors such as facilitative and debilitative imagery directions may influence individual performance. ...
Practice in Mind (PIM) Training is a combination of imagery and physical training program which consists of sevens PETTLEP components (i.e. Physical, Environment, Timing, Task, Learning, Emotion, Perspective). The imagery content in PIM training program also integrates the facilitative imagery direction and stimulus-response propositions other than motivation, visual and kinesthetic directions. This study was conducted to determine the effects of PIM training on strategies used by the professional university football players during practice and competition condition. The experimental design was used and participants consisted of 21 players aged 19 to 30 years (M=22.95, SD= 2.79), with different years of experience. All represented UiTM FC football club and took part in the Malaysia premier league 2015. They were engaged in twelve days imagery-physical practices. All players completed the Test of Performance Strategies Questionnaires two days after the first game and six weeks after the first assessment. The results showed that the problem-solving strategies like imagery and relaxation increased after twelve days of PIM training during practices condition. Additionally, during competition condition, players showed some increment in using imagery, goal setting, self-talk and activation method. The present study recommends using PIM training or for the whole league season. The need of team psychologist to train and help coaches to improve skills performance and psychological states of the players needs further investigation.
... Studies addressing psycho-physiological markers of confidence are also needed, as well as experimental studies, especially studies manipulating mental skills and assessing the influence of such manipulation on confidence and efficacy beliefs. The few existing experimental studies in this arena thus far have shown the benefits of psychological interventions in promoting both self and collective efficacy (Munroe-Chandler & Hall, 2004;Munroe-Chandler, Hall, & Fishburne, 2008), reducing anxiety (see Hazell, Cotterill, & Hill, 2014), and instilling coping skills (Reeves, Nicholls, & McKenna, 2011) among football players. Furthermore, with the advancement of neuroscience techniques, more research on the neural markers of confidence and its putative neuro-connections with other high-order processes, such as decision-making, is warranted. ...
Self-confidence is one of the major predictors of performance in football. Collective efficacy is also paramount as high-performing teams show greater group-level confidence compared to lower-performing teams. In this chapter, we review the antecedent , moderator, and outcome variables that influence self-confidence and collective efficacy in football. The first part of the chapter is devoted to self-confidence. We discuss how confidence and self-efficacy beliefs influence athletes' cognitive, affective, and behavioural states and patterns, and elaborate on the linkage between self-confidence and performance in penalty shootouts. In the second part of the chapter, we review the tenets of collective efficacy, as well as measurement guidelines on addressing confidence at the team level. We review empirical evidence on the linkage between self-confidence and collective efficacy and discuss differences in collective efficacy among high-and low-performing football teams. Furthermore, we present research findings suggesting that collective efficacy is dynamically related to myriad team processes, such as cohesion and team mental models. We conclude the chapter with future research recommendations and applied guidelines to enhance self-confidence and collective efficacy in football.
The aim of this research is to examine the relationship between imagery in sports and the sportive confidence in athletes who play volleyball. 277 elite athletes who play volleyball, from 3 league levels (1st League, 2nd League, and Super League) between the ages of 18 and 35 (23.32 ± 4.16), of which 157 are women (21.78 ± 3.54), and 120 are men (25.33 ± 4.04) form the sample population of the research. Personal Information Form, Imaging Inventory, and Continuous Sportive Self-Confidence Inventory were applied to collect data. Independent T-test was applied to examine the distribution of the scores of sub-dimensions of imaging in sports and sportive confidence according to the variables gender, status of national team participation, and athlete's age, and Tukey HSD test with One-Way ANOVA was applied to examine the distribution according to active years in sports, age, and league level. After the findings from the analysis, it was determined that there was a meaningful difference between the sub-dimensions of imaging in sports and sportive confidence scores according to the variables of age, gender, sports age, the status of national team participation, league level, and active years in sports (p<0.05).
This paper describes how imagery can be used to foster coping efficacy. It includes a general overview of coping and coping efficacy. Athletes who struggle with a low coping efficacy can benefit from the use of imagery. When designing imagery interventions it is important to consider the content, function, and outcome. There are three examples of imagery scripts athletes might want to use to improve coping efficacy.
هدفت الدراسة إلى كشف العلاقة بين التصورالعقلي والثقة الرياضية لدى التلاميذ المنخرطين في الرياضة
المدرسية صنف أشبال بولاية تبسة، وذلك من خلال التعرف على مستوى التصورالعقلي لدى عينة
الدراسة، والعلاقة بين أبعاد التصورالعقلي والثقة الرياضية.
اعتمدت الدراسة على عينة مكونة من (171) تلميذ، منهم (111) منخرط من الجنسين في الرياضات
الجماعية و(77) منخرط من الجنسين في ألعاب القوى على المضمار.
تم استخدم مقياس التصورالرياضي المصمم من طرف مارتينز 1982 والذي قام بتعريبه أسامة كامل راتب 1990، وقائمة الثقة الرياضية كحالة المصمم من قبل 1986 ,Vealey وتم تعريبها وتقنينها من قبل (عالوي، 1989). أسفرت النتائج على أن مستوى التصور العقلي متوسط. فيما كشفت النتائج على وجود علاقة ارتباطية ذات دلالة إحصائية عند مستوى الدلالة 0.05 بين كل من التصور البصري، التصور السمعي، االحساس الحركي، الحالة الانفعالية المصاحبة والثقة الرياضية.
Objectives
To identify which functions of imagery are most frequently used by elite athletes, whether imagery usage differs between training and competing contexts, if imagery use differs between genders, and whether any gender differences in imagery use interacts with training and competition contexts.
Methods
62 elite male and female cricketers and Australian Football League players participants completed the Sports Imagery Questionnaire in both training and competition contexts.
Results
Motivational general-mastery imagery (MG-M) imagery was significantly the most frequently used imagery function, with male athletes reporting using imagery significantly more frequently than female athletes. Furthermore, a significant gender by context interaction demonstrated that the male athletes used imagery significantly more frequently before competing compared to before training, whilst conversely the female athletes used imagery significantly more frequently prior to training compared to competition.
Conclusions
Future research should further explore the potential benefits of imagery in female athletic populations by using imagery interventions that are sufficiently bespoke for the needs of female athletes.
Beach volleyball is an important team sport in which physical, technical, tactical,and psychological/social aspects are fundamental to sporting performance. However, this is the first review to analyse scientific production on psychological variables in beach volleyball. This is an integrative review in which a systematic search was carried out in five electronic databases (PubMed/MEDLINE, SPORTDiscus/EBSCO, SciELO, Scopus and BIREME) until September 2022. The terms used were "beach volleyball" OR "voleibolde praia" OR "vôlei de praia". In addition, the search included research with athletes, acute and chronic outcomes, and studies of various methods (e.g.,experimental, observational) involving psychological variables. The initial search identified 652 articles, and after the manual search and application of the inclusion criteria, 18 studies were integrated into a final synthesis.Most of the studies were published between 2011 and 2022 (n= 14; 77.78%). Observational design was the main method used (n= 10; 55.56%). The studies were grouped into nine major topics for synthesis: stress situation, activation levels, concentration, goal orientation and motivation, mental fatigue and performance, anxiety,and performance, discouraging environments, relationships between team members, coping strategies. In general, social relationships and self-control appear significant for performance; thus,coaches must serve as role models for players and sports psychologists can aid in monitoring psychological variables, team dynamics, and develop psychological skills.
Imagery is one of the most researched and widely implemented psychological skills in sport and extensive research has shown imagery to be an effective technique in enhancing motor performance in that domain. Equally, research has also found imagery to have positive effects on a wide array of performance outcomes, however, the literature concerning imagery and youth athletes is lacking even though imagery has been shown to positively contribute to early experiences in sport. A total of 13 studies (n=504) showed some consistency in study authorship with diversity across participant age groups, sport, location (country), design and analysis, sample size, performance measures and intervention time and technique. Additionally, similarities were also found in imagery assessment and reported outcome success, which has shown imagery as being an effective intervention across certain conditions in sport. As this review was the first in sport psychology to utilise the Synthesis without Meta-Analysis (SWiM; 2020) reporting guideline, limitations existed in presenting a thorough investigation into heterogeneity, as well as an assessment of certainty of findings due to the incomparability of study methods. Results have therefore evidenced the usefulness of imagery in contributing to successful performance outcomes in youth sport, but a greater understanding of how to implement imagery interventions at this level is still needed. With respect to participant age, athletic development and developmental psychology models can play a critical role in further informing interventions with young performers.
Objectives
Inducing a negative stereotype toward women usually leads to a decrease in women's motor performance. Given that most studies have focused on explicit stereotype induction among adults, the main aim of this study was to investigate the effects of explicit and implicit gender stereotypes on standing long jump performance in children. The second aim was to investigate the effects of these same manipulations on children’s state anxiety.
Design
A mixed model design with within-between-subject was used with standing long jump performance and state anxiety as dependent variables.
Method
Two hundred and four children (Mage = 10.95 years, SDage = 0.85) participated in this study and were randomly assigned, after baseline measurement, into four different groups (i.e., explicit/implicit vs. explicit vs. implicit vs. control). Specifically, participants performed 8 trials of standing long jump (4 trials during the baseline phase and 4 trials during the experimental phase). Children also completed the competitive state Anxiety Inventory at baseline as well as immediately after the trials.
Results
For motor performance, children in the explicit/implicit group and in the implicit group were negatively affected by the stereotype manipulation during all trials whereas participants in the explicit group were only negatively impacted during the last two trials. However, regarding state anxiety, children were negatively affected after both explicit only and implicit only manipulations and more significantly after explicit/implicit manipulation.
Conclusions
The present research showed that the explicit and implicit manipulations influenced motor performance differently, but that these two manipulations increased state anxiety in the same way. Moreover, the combination of the explicit and implicit inductions leads to a greater significant negative influence on state anxiety but not motor performance.
The aim of this study was to examine the combined effect of mental imagery as well as visualization on performance, self-confidence, and self-report during the performance of the standing salto backward. Eighteen gymnasts (age 22.11 ± 1.71 years) voluntarily participated in this study. Once the warm-up was completed, subjects performed a standing salto backward tucked on the force-plate to determine the baseline performance before each experimental session. Subsequently, subjects were given specific intervention instructions and were asked to perform the standing salto backward tucked to the best of their ability. Participants were asked to engage in two mental strategies namely mental imagery and visualization for 1 min just before performing (Standing salto backward tucked). The results of the present study show that the combined mental simulation (MI and V), generate a potential improvement in performance during the execution of the standing salto backward as well as self-confidence and self-evaluation.
Tujuan dari penulisan artikel ini adalah melakukan tinjauan terhadap tingkat kepercayaan diri atlet pemula yang berlatih di bawah kepengurusan PASI Padang Pariaman. Berdasarkan hasil penelitian yang dilakukan adalah memberikan penyebaran angket dengan mengharapkan pengalaman atlet pemula berlomba pada tingkatan, bagaimana atlet memacu diri untuk mencapai tujuan yang diinginkan, bagaimana keadaan fasilitas dan perannya dalam membantu perkembangan atlet, dan kondisi lingkungan latihan. Dari 9 atlet pemula yang dilakukan analisis determinasi, fasilitas, dan lingkungan latihan dapat disimpulkan bahwasanya atlet remaja PASI Padang Pariaman memiliki tingkat motivasi yang tinggi. Meskipun demikian pada tahap selanjutnya untuk mengetahui bagaimana kepercayaan diri terbangun perlu adanya studi kualitatif melalui aspek yang membangun kepercayaan diri sehingga perkembangan kepercayaan diri dapat diketahui dan bagaimana mengontrol kepercayaan diri pada seseorang melalui teknologi.
The aim of this study is to examine the relationship between the self-efficacy levels and imagery skills of the athletes who receive infrastructure training in handball. In the 2021-2022 season, 285 handball players selected by random method participating in the infrastructure of the teams competing in the Turkish Handball Federation leagues participated in the study. Google Forms platform was used for data collection. This method has been preferred to maintain social distance during the pandemic process. During data collection, information about the study and questionnaires were communicated to the participants via social networks. Volunteers participating in the study were asked to fill in the personal information form, the General Self-Efficacy Scale, and the Sport Imagery Questionnaire. The data obtained in the research were analyzed in the computer environment. Number, percentage, mean±standard deviation were used as descriptive statistical methods in the evaluation of the data. Variables were evaluated after controlling for normality and homogeneity of variances (Kolmogorov-Smirnov and Levene Test). Regression analysis was applied to reveal the relationships between the scales. As a result, it has been revealed that the self-efficacy levels of the athletes, cognitive imagery and motivational special imagery skills have similar and significant effects on their performance. It is thought that this situation arises from the fact that the concepts of self-efficacy and imagery, which are seen as two important concepts in terms of preserving and improving athlete performance, are related
The world's greatest athletes have very well-developed imagery skills. They use imagery every day to improve skills during training, to prepare for competitions, to adjust in technical performance and to imagine success, thereby strengthening their confidence and beliefs for higher achievements. Previous research has shown that the use of imagery for athletes has helped to achieve the desired goals. Physical self-efficacy has received a lot of attention in sports, and it is associated with the use of imagery. High physical self-efficiency means that athlete enjoys sports-related activities and has a constant desire for improvement and development. The aim of this study is to examine the relationship between athlete's imagery abilities and physical self-efficacy. It was assumed that athletes who have a higher physical self-efficacy level would have higher imagery abilities than those who have lower physical self-efficacy level. The study included 69 athletes from various kinds of sports (female and male). The following research methods were used: research and analysis of literature sources, Sport Imagery Ability Questionnaire (SIAQ), Self-Efficacy to Regulate Exercise scale (SERES), mathematical statistical methods. Study findings suggest that athletes who have higher physical self-efficacy use imagery more and have better imagery abilities than athletes who have lower physical self-efficacy level.
Unlike reading motivation, listening motivation has largely been neglected by researchers, teachers, and learners. As one of the only two channels for receiving language input (the other being reading), listening is a very important first step for developing FL proficiency. The present study examined the interrelationships between three predictors (FL listening motivation, interest, and linguistic self-confidence), and an outcome (overall proficiency). One hundred and eleven primary 3–4 English-as-a-foreign-language children in Hong Kong completed a questionnaire and proficiency tests. The findings showed that all four variables were rather strongly inter-correlated. However, the path analysis revealed that the only significant relationship was a complete double mediation route (motivation→interest→confidence→proficiency). The study highlights the importance of listening motivation, furthers our understanding of its relationship with FL interest and confidence, and casts light on the mechanism of how it relates to overall proficiency via two mediators. Theoretical and pedagogical implications are discussed.
The study explored motivational antecedents of subjective effort in adolescent competitive athletes using an integrative approach inspired by the expectancy-value model of achievement motivation as the theoretical framework. In total, 1019 athletes (mean age of 16.5 years) who engaged in various sports from all regions of the Czech Republic participated in the large-scale questionnaire study. We hypothesized two groups of motivational variables as predictors of subjective effort: 1) sport motivation and achievement goal orientations, representing athletes' valuation of sport participation, and 2) self-efficacy and mindset, representing the athletes' expectan-cies of success. We analyzed the questionnaire data within a multiple regression model. The model was significant (F(19, 990) = 19.788, p <.001) and explained 27.5 % of the variance in subjective effort the participants reported exerting in their practice. In the model, subjective effort was significantly predicted by integrated regulation (β=.156), amotivation (β=-.143), task orientation (β=.117), and self-efficacy, both directly (β=.243) and in interaction with inborn talent beliefs (β=-.129). These results suggest that the subjective effort of adolescent athletes may be associated with sport-related identity rather than experiences of enjoyment or external rewards and with a focus on skills development rather than on competition. The results provide further evidence for a complex approach to athletes' motivation , suggesting that motivational variables related to task value as well as expectancies of success should be taken into account to create motivational climates supporting effortful practice and subsequent athletic outcomes of adolescent athletes .
This study aimed to examine the effects of intergenerational programs on high school students’ development of self-efficacy. We used a quasi-experimental ex-post facto design with several follow-ups and conducted a questionnaire survey with 236 high school students. Results showed that the self-efficacy of students who experienced community activities increased over time after the intergenerational programs. Conversely, self-efficacy for students who had not participated in community activities did not change over the three years of the study. Findings indicate that participating in intergenerational programs promotes the development of adolescent self-efficacy through the experience of interaction with different generations in local activities.
Bu çalışmanın amacı, lise öğrencilerinin eğitim stresi düzeylerinin bazı değişkenler açısından incelenmesidir. Araştırmanın evrenini, Isparta İl merkezinde bulunan, proje okullarından bir lisede öğrenim gören 2235 öğrenci, örneklemi ise bu popülasyondan basit tesadüfi örnekleme yöntemi ile belirlenen 441 gönüllü oluşturmuştur. Verilerin toplanması sürecinde, katılımcılara çalışma ve anketler hakkında bilgi verilmiştir. Çalışmaya katılan lise öğrencilerinden kişisel bilgi formu ve eğitim stresi ölçeklerini doldurmaları istenmiştir. Araştırmada elde edilen veriler bilgisayar ortamında analiz edilmiştir. Değişkenler ortalama ± standart sapma, yüzde ve frekans değerleri kullanılarak ifade edilmiştir. İkili grupların analizinde bağımsız gruplarda T testi, ikiden fazla grupların analizinde ise tek yönlü varyans analizi ANOVA testi uygulanmıştır. Farklılığın nereden kaynaklandığını belirlemek için ise Bonferroni testi uygulanmıştır. Testlerin anlamlılık düzeyi için p<0,05 değeri kabul edilmiştir. Sonuç olarak, çalışmaya katılan lise öğrencilerinin eğitim streslerinin ortalama düzeyde olduğu tespit edilmiştir. Katılımcıların cinsiyet, yaş, spor yapma durumu ve haftalık çalışma sürelerine göre eğitim stresi düzeylerinde istatistiksel olarak anlamlı farklılıklar tespit edilmiştir. Bu durumun gelecekteki eğitim ve mesleki hayatlarını etkileyecek olan üniversite eğitimine geçiş gibi önemli bir sınav öncesinde olmalarından kaynaklandığı düşünülmektedir.
Abstract
Background and Aim: Effective learning of practical and clinical skills is one of the top priorities for
nursing and midwifery students. Therefore, the most efficient method(s) for teaching skills should be adopted to
maximize student learning. This study aimed to determine the effect of mental imagery practice based on the
PETTLEP model on the self-efficacy and skill of nursing and midwifery students in nasogastric tube insertion.
Methods: A randomized controlled field trial was conducted with 68 nursing and midwifery students at
Birjand University of Medical Sciences (BUMS). At baseline, the participants completed a demographics form, the
Revised Movement Imagery Questionnaire (MIQ-R), the Learning Self-Efficacy Scale (L-SES), and a checklist of
nasogastric tube insertion skills. Subsequently, the students were randomly assigned to an experimental group and a
control group. During a 90-minute session, the researcher taught the mental imagery technique for nasogastric tube
insertion to the experimental group based on the PETTLEP model. The experimental group practiced mental
imagery for nasogastric tube insertion three times a week for four weeks at the clinical skills lab located in (BUMS).
During this time, the control group performed the usual nasogastric tube insertion practice. When the training
sessions were finished for all students, the self-efficacy questionnaire and nasogastric tube insertion checklist were
completed again.
Results: Statistical analysis showed that the frequency distribution of gender and interest in the nursing
field had a significant difference between students in experimental and control groups (p <0.05). After adjustment,
the covariance analysis showed that the self-efficacy and its mean difference scores were not significantly different
between the groups before and after the intervention (p> 0.05). However, after adjustment, the mean postintervention scores of nasogastric tube insertion skill and its mean difference were significantly higher in the
experimental group than the control group (p <0.05).
The purpose of the present study was to examine the relationship between passion and imagery use in competitive youth gymnastics. The participants included 245 (male, n = 10; female, n = 235) gymnasts between the ages of 7-16 years participating in women's artistic gymnastics (n = 221), men's artistic gymnastics (n = 7), as well as trampoline and tumbling (n = 17). Athletes completed questionnaires measuring the frequency of imagery use and their passion towards the sport of competitive gymnastics. A series of multiple regression analyses indicated that both harmonious and obsessive passion were significantly related to all five types of imagery. More specifically obsessive passion was most strongly associated with four of the five types of imagery (CS, CG, MS, and MG-A), and harmonious passion was most strongly associated with one of the five types of imagery (MG-M). Results and implications of passion and imagery use in competitive youth sport are discussed.
Objectives
To investigate the effects of individual-level observational learning (OLINDV), team-level observational learning (OLTEAM), and multi-level observational learning (OLMULTI) on efficacy beliefs, task cohesion, and performance across three studies in sports teams.
Design
Cross-sectional, experimental and single-case designs were employed across the three studies, respectively.
Method
Study 1 used a cross-sectional design to explore the predictive relationship between OLINDV and OLTEAM use, and collective efficacy and task cohesion in 210 team sports athletes. Study 2 used a repeated-measures experimental design to compare effects of OLINDV versus OLTEAM interventions on collective and self-efficacy in two soccer teams. Study 3 used a single-case A-A-B-B design to assess the effectiveness of OLMULTI interventions on self-efficacy, collective efficacy, task cohesion and performance in an elite age-grade rugby union team across a competitive season.
Results
In study 1, both OLINDV and OLTEAM use predicted collective efficacy, but only OLTEAM use predicted task dimensions of cohesion. In study 2, collective efficacy increased for both the OLINDV and OLTEAM interventions while self-efficacy increased only for the OLINDV intervention. In study 3, visual and effect size analyses indicated increased self-efficacy, collective efficacy task cohesion, and performance for the team during the off- and in-season intervention phases where the OLMULTI interventions were administered alongside usual sporting involvement (training sessions and/or competitive fixtures).
Conclusions
The novel findings of this investigation show that OLINDV, OLTEAM and OLMULTI interventions can enhance efficacy beliefs in practical contexts and warrant application in groups across domains.
Emotions are predicted to influence judgement and decision-making across a range of performance contexts. This experiment tested whether motivational-general arousal imagery can improve the decision-making performance of elite endurance cyclists. In total, 54 cyclists (38 men, 16 women) were assigned to either a positive imagery condition (where positive images associated with the affective experience of winning were encouraged) or a negative imagery condition (where negative images associated with poor performance were encouraged). The cyclists were read one of two scripts designed to elicit positive or negative images during a 20-min maximal sustainable interval on a cycle ergometer. A decision-making task (colour–word match Stroop) was performed before and immediately after the maximal sustainable power interval. Results showed that the manipulation was successful with cyclists in the positive imagery condition reporting more positive affective states (higher levels of happiness and lower levels of dejection) than those in the negative imagery condition. However, there was no significant difference between the two groups in their decision-making performance under physiological duress. These findings indicate that while motivational-general arousal imagery might be a useful method to induce positive emotions during exercise, it is unlikely to improve the decision-making performance of cyclists in performance-relevant conditions.
In-depth semistructured interviews were conducted with 14 male and female professional dancers from several dance forms. Interviews were primarily based in the 4 Ws framework (Munroe, Giacobbi, Jr., Hall, & Weinberg, 2000), which meant exploring Where, When, Why, and What dancers image. A dimension describing How the dancers employed imagery also emerged. What refers to imagery content, and emerged from two categories: Imagery Types and Imagery Characteristics. Why represents the reason an image is employed and emerged from five categories: Cognitive Reasons, Motivational Reasons, Artistic Reasons, Healing Reasons, and No reason - Triggered Imagery. There were also large individual differences reported regarding What images were used and Why. Many new insights were gained, including several imagery types and reasons not commonly discussed in sport and exercise.
The purpose of this research was to examine how high and low trait sport confident track and field athletes differed in their imagery content and imagery ability. NCAA Division I track and field athletes ( M age = 20.5 +/- 1.61 years; M = 7.15 +/- 3.3 years experience; N = 111, 44 males and 67 females) completed the following measures: Trait Sport Confidence Inventory (TSCI), Sport Imagery Questionnaire (SIQ), and Movement Imagery Questionnaire - Revised (MIQ-R). Profile analyses revealed that high trait sport confident athletes utilized each category of imagery (Motivational General - Mastery, Motivational General - Arousal, Motivational Specific, Cognitive General, and Cognitive Specific) significantly more than low trait sport confident athletes. No significant differences emerged between the groups on the two imagery ability scales. The results suggest that the high confident athletes used more imagery, but they did not have higher imagery skills than low confident athletes.
Martin, Moritz, and Hall's (1999) applied mental imagery model was developed to provide an organizational framework to guide future imagery usage research and application. The present study explores 2 aspects of the applied model: the relationship between imagery type and confidence, and 2 possible moderating variables, skill level of the athlete and sport type. One hundred and twenty-three female county netball players participated in the study; 55 from a low standard county and 68 from a high standard county. Participants were administered the Sport Imagery Questionnaire (SIQ). One week later, at a county netball match, the State Sport Confidence Inventory (SSCI) was administered. Hierarchical multiple regression analyses showed that in the lower standard sample, mastery imagery and imagery related to strategies of the game accounted for a significant proportion of the variance in sport confidence. Additionally, imagery related to the emotions of playing predicted confidence negatively. With the higher standard sample, goal achievement oriented imagery was the only significant predictor of variance in confidence. The results are discussed in relation to the pertinence of, and function that, different imagery types have for performers.
Given the nonexistence of a multidimensional competitive state anxiety inventory for children, the 27-item Competitive State Anxiety Inventory (CSAI-2; Martens, Vealey, & Burton, 1990) was revised. The first phase of the process entailed administering a version (the CSAI-2C) with language modified for children ages 8 to 12 years (N = 119). Exploratory factor analysis supported a 3-dimensional competitive anxiety model (Cognitive Anxiety, Somatic Anxiety, and Confidence). The revised inventory includes 5 items per scale compared to the 9 items per scale on the CSAI-2. The second phase of test development for the CSAI-2C included adding items to assess Concentration Disruption (CD). Exploratory factor analytic procedures (N = 627) further supported the original 3 scales, but adequate measurement of the CD dimension was not evidenced. The final phase (N = 632), employing confirmatory factor analysis (CFA), demonstrated the psychometric worthiness of a 3-dimensional model in assessing competitive state anxiety using the CSAI-2C.
This study identified and described the 4 Ws of athletes' imagery use: where, when, why, and what. Due to the in-depth nature of the questions being asked, a qualitative approach was employed. The participants were 14 elite athletes (mean age 19.5 yrs old), representing 7 different sports. A constant comparative method of analysis was conducted by 2 investigators. A conceptual framework was developed to display the 4 Ws of imagery use during and outside practice, as well as for pre-competition, competition, and post competition. The results from the present study indicate where and when athletes use imagery, and extended previous findings on why and for what athletes use imagery. It was proposed that a better understanding of the athletes' images can serve as a guide to future research and from a practical perspective, facilitate the development of more effective imagery interventions. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
A multiple-baseline across-participants design was used to examine the effects of a Motivational General-Mastery imagery intervention on the sport confidence of 4 high-leveljunior badminton players. Sport confidence data were collected once a week for 21 weeks prior to international and county matches. The imagery intervention consisted of six imagery sessions (two per week for 3 weeks) and was administered using a multiple-baseline design with interventions commencing at Weeks 5, 7, 9, and 11 for Participants 1, 2, 3, and 4, respectively. Results of visual inspection and Binomial tests suggested significant increases in sport confidence for Participants 1 and 2, a significant decrease in sport confidence for Participant 3, and a delayed increase in sport confidence for Participant 4. The results are discussed in terms of the implications of using mastery imagery and the usefulness of multiple-baseline designs for furthering imagery research.
In this study, we examined the relationships between self-efficacy, pre-competition imagery use and performance. A modified version of the Sport Imagery Questionnaire was used to assess both the motivational and cognitive functions of imagery used by 51 varsity golfers during the hour before a Provincial University Golf Championship. In line with Martin and co-workers' model of imagery use in sport, we hypothesized that self-efficacy would be positively related to motivational general-mastery imagery use and motivational general-mastery imagery use would be predictive of golf performance. Also, consistent with theorizing by Bandura, we hypothesized that self-efficacy would predict golf performance, but that the relationship between self-efficacy and performance would be mediated by imagery use. The results of hierarchical multiple regression analyses revealed that pre-competition motivational general-mastery imagery accounted for significant variance in both self-efficacy (adjusted R2 = 0.26, P < 0.01) and performance (adjusted R2 = 0.31, P < 0.01). The results also indicated that self-efficacy was predictive of golf performance and that motivational general-mastery imagery use mediated the relationship between self-efficacy and performance. The results are discussed in relation to athletes' pre-competition preparation and intervention.
The purpose of this study was to investigate young athletes' imagery use from a developmental perspective. The participants were 110 male and female athletes competing in both team and individual sports. They represented four different age cohorts (i.e., 7-8, 9-10, 11-12, and 13-14 years). Sixteen focus groups, two for each age category and gender, were used as the method of data collection. The findings indicated "where," "when, " and "why" young athletes use imagery and how imagery use changes as children move from early childhood through to early adolescence. Overall, results revealed that all age cohorts reported using imagery in both training and competition and for both cognitive and motivational purposes. The present research also found support for studying imagery use by young athletes from a developmental perspective.
Despite the advocacy of a confidence-enhancing function of mental imagery, the relationship between confidence and imagery has received little attention from sport researchers. The primary purpose of the present study was to identify the specific image content of confident athletes. Fifty-seven elite competitive rollerskaters completed the Movement Imagery Questionnaire-Revised (MIQ-R), the Sport Imagery Questionnaire (SIQ), and the State Sport Confidence Inventory (SSCI). Results revealed that high sport-confident athletes used more mastery and arousal imagery, and had better kinesthetic and visual imagery ability than low sport-confident athletes did. A hierarchical multiple regression analysis revealed that mastery imagery accounted for the majority of variance in SSCI scores (20%). The results of this study suggest that when it comes to sport confidence, the imaged rehearsal of specific sport skills may not be as important as the imagery of sport-related mastery experiences and emotions.
Previous research (e.g., Barr & Hall, 1992) suggests that imagery is used differentially throughout an athlete's competitive season. The influence of time of season (early vs. late) and type of sport (team vs. individual) on athletes' use of imagery was examined. Male and female varsity athletes representing 10 sports completed the Sport Imagery Questionnaire (Hall, Mack, Paivio, & Hausenblas, in press) early and late in a competitive season. Results indicated that cognitive specific (CS) imagery significantly increased for fencing, field hockey, rugby, soccer, and wrestling. Motivational Specific (MS), Motivational General-Mastery (MG-M), and Motivational General-Arousal (MG-A) imagery showed a significant increase from Times 1 to 2 for rugby, soccer, and wrestling. Most sports demonstrated a significant increase in MS imagery. For all sports, except badminton, cognitive general (CG) imagery increased. Results indicate that imagery use changes during the competitive season, but this depends on the sport.
The purpose of this study was to examine whether a relationship exists between self-efficacy and the use of imagery by athletes involved in individual sports. It was expected that athletes who were high in self-efficacy would more likely use imagery than those who were low in self-efficacy. Fifty varsity athletes involved in wrestling, rowing, and track and field completed both the Sport Imagery Questionnaire [1] and a self-efficacy questionnaire. Results revealed that athletes who are high in self-efficacy in competition situations tend to use more motivational imagery than their low self-efficacy counterparts. No such differences were found for cognitive imagery use in competition, or for the use of either motivational or cognitive imagery in practice.
The Sports Imagery Questionnaire (SIQ) was developed to assess the motivational and cognitive functions of imagery proposed by Paivio's Analytic Framework of Imagery Effects (1985). The present article reports three experiments designed to validate the content and construct properties of the SIQ. Initially, items were developed through a thorough literature review, other imagery questionnaires, and the expert evaluations of research professionals and elite athletes. In Experiments 1 and 2, the items on the SIQ were found to separate into distinct factors. These factors corresponded well with the functions of imagery proposed by Paivio. Experiment 3 was designed to assess construct and predictive validity in a sample of 271 athletes competing in individual and team sports. Again results revealed the existence of five distinct factors corresponding with the motivational and cognitive functions of imagery proposed. Predictive validity of the SIQ was supported in that greater imagery use was associated with successful performance. Finally, differences between individual and team sport athletes were observed with respect to the functions of imagery use. Overall, the results of these experiments indicate that the SIQ may be a useful tool for helping understand how athletes use different types of imagery.
The purpose of this study was to implement a motivational general-mastery imagery intervention in order to increase a soccer team's collective efficacy. The participants were 14 female members of a competitive traveling soccer club (M = 11.47 years, SD = .74). All athletes were placed into one of three groups based on playing position: forwards, midfielders, or defense/goal keeper. A staggered multiple baseline design across groups was employed to evaluate the imagery intervention. Collective efficacy data for training and competition were collected once a week for 13 weeks. The imagery intervention began at weeks 4, 7, and 10 for the forwards, midfielders and defense/goal keeper, respectively. Results from visual inspection as well as Binomial tests revealed athletes' collective efficacy increased with the implementation of the motivational general-mastery imagery intervention for both training and competition for two of the three groups. In order to investigate the athlete's individualized imagery use, an imagery assessment questionnaire was administered. The results showed that the athletes used imagery on almost a daily basis. As well, the athletes had a very positive reaction to the imagery training.
The purpose of the present study was to examine the relationship of an objective measure of skill level, golf handicap, and age to the use of imagery. Five different functions of imagery were assessed through the Sport Imagery Questionnaire: cognitive specific, cognitive general, motivational specific, motivational general-arousal, and motivational general-mastery. Pearson correlations indicated handicap was significantly related to all five functions of imagery, while age was significantly related to the cognitive specific, cognitive general, and motivational general-mastery functions. As handicap decreased there was a corresponding increase in imagery use. As age increased there was a corresponding decrease in imagery use. Five hierarchical regressions were performed and handicap predicted the use of all five functions of imagery. The addition of age to the regression equations significantly added to the prediction of the cognitive functions of imagery use. Also, the interaction between handicap and age had a significant effect on the use of motivational general-mastery imagery.
Imagery has been proposed to be an effective strategy for controlling levels of competitive anxiety, but little b known about how imagery functions to achieve this. This study explored the relationship between imagery use. imagery ability. competitive anxiety and performance. Fifty-seven Junior North American Roller Skating Championship competitors completed the revised Movement Imagery Questionnaire (MIQ-R), the Sport Imagery Questionnaire (SIQ), and the Competitive State Anxiety Inventory—2 (CSAI-2). Results from stepwise multiple regression analyses revealed visual imagery ability and motivational arousal imagery to be predictors of cognitive state anxiety. Visual imagery ability also predicted somatic state anxiety. while motivational mastery imagery was a predictor of self-confidence. With respect to the relationship between imagery use and imagery ability, high imagery ability was associated with higher imagery use. Finally, self-confidence and kinesthetic imagery ability scores correctly classified a majority of the subjects as medalists versus non-medalists. These results suggest that imagery can be used to help control competitive anxiety levels and enhance self-confidence.
The purpose of the present study was to investigate the content of young athletes’ imagery use. The participants were 7–8 (n = 24), 9–10 (n = 30), 11–12 (n = 35), and 13–14 (n = 21) year‐old male and female athletes competing in both team and individual sports. Sixteen focus groups, two for each age category and gender, were used as the method of data collection. Each focus group consisted of 6–8 participants grouped by gender and age and was structured to assess what they image in sport. Emerging from the focus groups were five content categories of imagery including imagery sessions, the effectiveness of imagery, the nature of imagery, the surroundings, and the type of imagery. These categories support previous imagery research conducted with adult athletes (Munroe, Giacobbi, Hall, & Weinberg, 2000). Imagery with respect to age and gender are discussed.
Athletes of all ages report using imagery extensively to enhance their sport performance. The Sport Imagery Questionnaire (Hall, Mack, Paivio, & Hausenblas, 199815.
Hall , C. , Mack , D. , Paivio , A. and Hausenblas , H. 1998 . Imagery use by athletes: Development of the Sport Imagery Questionnaire . International Journal of Sport Psychology , 29 : 73 – 89 . [Web of Science ®]View all references) was developed to assess cognitive and motivational imagery used by adult athletes. No such instrument currently exists to measure the use of imagery by young athletes. The aim of the present research was to modify the Sport Imagery Questionnaire for use with children aged 7–14 years. This was accomplished through three phases. Across these phases, evidence was generated showing adequate factorial, convergent, and discriminant validity and reliability of the instrument, which is termed the Sport Imagery Questionnaire—Children's Version. In addition, the relationships of scores on the Sport Imagery Questionnaire—Children's Version to gender and age were examined. While it was found that male and female athletes employed imagery to about the same extent, there were some age group differences in the use of imagery.
Employed a qualitative methodology to examine the ways in which imagery is used by 3 high-level slalom canoeists and 3 artistic gymnasts. All Ss were 15–17 yrs old. Ss were interviewed about their imagery use and experiences in competition, training, and other environments. Athletes' responses were analyzed using inductive and deductive procedures. A total of 43 raw data themes formed 10 1st order and 3 2nd order dimensions, characterizing the athletes' uses of imagery. Ss reported using imagery in a variety of different environments for cognitive and motivational purposes. Data showed several differences between the canoeists' and gymnasts' uses of imagery, reflecting the differing task demands of each sport. The experience of imagery was unique to each individual, and athletes were able to emphasize certain aspects or manipulate the content of their images for specific cognitive or motivational functions. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
49 college wrestlers competing in the 1980 Big Ten championship tournament completed a psychological skills inventory assessing psychological factors used in training and competition. The relationships between 22 cognitive variables and 2 performance measures (tournament placement and seasonal win–loss record) were examined. Findings reveal that self-confidence, maximum potential, and use of attentional focusing were the most important variables separating the groups. Specifically, successful Ss as compared to less successful Ss were more self-confident, indicated that they were closer to achieving their maximum wrestling potential, and more frequently focused their attention only on wrestling-related thoughts prior to competition. Unlike the previous studies, few differences in anxiety level or in coping responses to anxiety were evident between the successful and less successful Ss. ( 15 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The purposes of this study were to identify sources of self-confidence in athletes within the sport-confidence framework of R. S. Vealey (1986, 1988), develop a reliable and valid measure of sources of sport-confidence, and extend the conceptual framework of sport-confidence to include sources and test predictions within the expanded model. In Phases 1, 2, and 3 of the study, the preliminary conceptual basis for sources of sport-confidence was developed and initial psychometric evidence supported the factor structure, reliability, and validity of the Sources of Sport-Confidence Questionnaire (SSCQ) with 335 college athletes (aged 17–24 yrs). In Phase 4, a confirmatory factor analysis supported the hypothesized nine-factor structure of the SSCQ using 208 high school basketball players (aged 15–18 yrs) as participants. The theoretical and practical significance of certain sources of confidence in building stable and enduring self-confidence and motivation in sport are discussed based on the study results. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Research examining imagery use by athletes is reviewed within the context of an applied model for sport. The model conceptualizes the sport situation, the type of imagery used, and imagery ability as factors that influence how imagery use can affect an athlete. Three broad categories of imagery effects are examined: (a) skill and strategy learning and performance, (b) cognitive modification, and (c) arousal and anxiety regulation. Recommendations are offered for the operationalization and measurement of constructs within the model, and suggestions are provided for how the model may guide future research and application. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Developed an interactional, sport-specific model of self-confidence in which sport-confidence was conceptualized into trait (SC-trait) and state (SC-state) components. A competitive orientation construct was also included in the model to account for individual differences in defining success in sport. To test the relationship represented in the conceptual model, instruments measuring SC-trait, SC-state, and competitive orientation were developed and validated. Validation procedures included 5 phases of data collection involving 666 high school, college, and adult athletes. All 3 instruments demonstrated adequate item discrimination, internal consistency, test–retest reliability, content validity, and concurrent validity. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Anecdotal and research evidence suggest that imagery rehearsal can improve performance in a variety of sports activities at least some of the time. However, the reasons for the effects (or lack of them) are unclear. This paper proposes a conceptual framework that could be used to evaluate the available research literature and guide further research on the use of imagery techniques to modify performance. The framework is based on evidence that imagery mediates behaviour through either cognitive or motivational mechanisms, which affect specific or general response systems. Special emphasis is given to task analysis and the functions of memory and verbal mechanisms in imagery rehearsal.
Social foundations of thought and action: a social cognitive theory Self-efficacy. The exercise of control Pre-competition imagery, self-efficacy and performance in collegiate golfers
- A Bandura
- A Bandura
Bandura, A. (1986). Social foundations of thought and action: a social cognitive theory. Englewood Cliffs, NJ: Prentice Hall. Bandura, A. (1997). Self-efficacy. The exercise of control. New York: W. H. Freeman. Beauchamp, M. R., Bray, S. R., & Albinson, J. G. (2002). Pre-competition imagery, self-efficacy and performance in collegiate golfers. Journal of Sports Sciences, 20, 697–705.
Imagery in sport and exercise Hand-book of sport psychology
- C R Hall
Hall, C. R. (2001). Imagery in sport and exercise. In R. N. Singer, H. A. Hausenblas, & C. M. Janelle (Eds.), Hand-book of sport psychology (2nd ed.) (pp. 529–549). New York: Wiley.
The content of young athletes' imagery use: a developmental perspective
- K J Munroe-Chandler
- C Hall
- G Fishburne
- J Hall
Munroe-Chandler, K. J., Hall, C., & Fishburne, G., O., J., & Hall, N. D. (2007). The content of young athletes' imagery use: a developmental perspective. International Journal of Sport and Exercise Psychology, 5(2), 158–174.