Imagery interventions in sport

Murphy, Sam

doi:10.1249/00005768-199404000-00014

Cited by 163 publications

(141 citation statements)

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“…These results are surprising given that several reviews (e.g. Feltz and Landers, 1983;Murphy and Jowdy, 1992;Murphy, 1994) have concluded that imagery is less eþ ective than physical practice in facilitating motor performance. Hall et al (1992) discussed three factors in¯uencing the eþ ectiveness of imagery (i.e.…”

Section: Discussionmentioning

confidence: 88%

Retroactive interference effects of mentally imagined movement speed

Boschker

Bakker

Rietberg

2000

Journal of Sports Sciences

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In two retroactive interference experiments, we assessed the eþ ect of mentally imagined movement speed on subsequent motor performance. All participants performed a sequential motor action at three speeds during a baseline test and a retention test. During the retention interval of Experiment 1, the participants (n = 50) physically performed the action at a slow speed, physically performed it at a fast speed, imagined it at a slow speed, imagined it at a fast speed, or performed a no-practice control task. In Experiment 2, the participants (n = 24) imagined the movement, overtly vocalized words, or both, all at a slow speed. The results revealed that the speed of the imagined motor action aþ ected the speed of subsequent performance in the retention test and that imagery and physical practice were functionally equivalent. The results are consistent with Lang' s bio-informational theory.

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Section: Discussionmentioning

confidence: 88%

Retroactive interference effects of mentally imagined movement speed

Boschker

Bakker

Rietberg

2000

Journal of Sports Sciences

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“…44 Mental skills interventions aim to help performers consistently perform in the upper range of their abilities. Specific mental skills applied for performance enhancement have included mental imagery, [45][46] energy management, 44,[47][48] attention and thought management, [48][49] goal-setting, 50 and performance routines. 51 In the following paragraphs we will review which of these mental skills have been used in surgery, to what extent, and what evidence of efficacy exists.…”

Section: Definition Of Mental Skillsmentioning

confidence: 99%

“…Imagery refers to the quasi-sensory experiences, which exist in the mind in the absence of those stimulus conditions, and can produce genuine sensory and perceptual experiences. [45][46] Comprehensive reviews on the efficacy of imagery to enhance sport performance have shown significant benefits compared to controls. 48 applied with athletes and surgeons of different experience levels and found that imagery is most useful when it is applied to expert performers as a supplemental training tool to refine and improve skills.…”

Section: Mental Imagerymentioning

confidence: 99%

Application of Mental Skills Training in Surgery: A Review of Its Effectiveness and Proposed Next Steps

Anton

Bean²,

Hammonds

et al. 2017

Journal of Laparoendoscopic & Advanced Surgical Techniques

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“…The examined reviews on the subject of MS report moderately positive to very positive findings supporting the effectiveness of MS (Grouios, 1992;Murphy, 1990;Murphy, 1994;Richardson, 1967;Suinn, 1997;Suinn, 1985). It is unequivocally found that mentally Educational applications of mental simulation practicing is more effective than engaging in no practice at all.…”

Section: General Effects Of Mental Simulationmentioning

confidence: 99%

Prospective Educational Applications of Mental Simulation: A Meta-review

Meer¹,

Theunissen²

2009

Educ Psychol Rev

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This paper focuses on the potential of Mental Simulation (mentally rehearsing an action to enhance performance) as a useful contemporary educational method. By means of a metareview, it is examined which conditions impede or facilitate the effectiveness of Mental Simulation (MS). A computer search was conducted using Ovid PsycINFO. Reviews, metareviews or meta-analyses published between 1806-2006 were included. The current paper presents the results of 10 publications in which about 630 studies on mental simulation or mental practice are reviewed. According to the analyses, conditions that influence the effect of MS are the type of skill practiced, personal factors, time per trial, amount of trials, and instructional procedures. Based on these insights, it is reflected upon in which areas MS would be functional with regard to contemporary educational demands, such as for emotional, behavioral and (other) complex cognitive tasks. An increasingly complex society --with high-speed, global, and multimedia information exchange possibilities --requires the mastery of more and more complex skills. This means that the learner must combine any blend of cognitive, motor, behavioral and/or emotional skills. Examples of such skills are improvisational, strategic or analytical skills as well as reasoning, problem solving and decision-making. Complex skills put a high cognitive strain on the learner and call for effective and personalized practice that is available at the exact time that the learner is ready for it (Kester, Kirschner, Van Merriënboer, & Baumer, 2001;Van Merriënboer, Clark, & de Croock, 2002). This indicates that contemporary education must focus on the individualized practice of complex cognitive skills, independent of time and place.To support these learners, a trend has developed towards highly advanced and multimedia supported learning. Technological solutions such as mobile learning, e-learning, and serious gaming are offered in order to achieve higher quality in terms of efficient and effective education (Billings, 2005;Buckley & Anderson, 2006;Gee, 2003;Keegan, 2002;Lieberman, 2006;Prensky, 2001;Ritterfeld & Weber, 2006;Rosenberg, 2000;Ting, 2005). Though the value of these high-tech solutions is acknowledged, simpler alternatives for effective learning should not be discarded as they may be equally sophisticated. What is more, some educational methods might not need much costly technology at all and instead rely on natural human abilities. One such method is 'Mental Simulation' (MS). MS (also known as 'Mental Practice' and sometimes referred to as 'Imaginary practice') is a technique by which the mind creates a mental representation of a preconceived idea or action with the intent to practice in order to enhance performance (Hinshaw, 1991;Landau, Leynes, & Libkuman, 2001). An example of MS is when a tennis player closes his eyes and visualizes himself as he prepares for a perfect serve. He imagines how his arm feels when he lifts it to throw the ball in the air. He sees the 2 Educational applic...

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Imagery interventions in sport

Cited by 163 publications

References 0 publications

Retroactive interference effects of mentally imagined movement speed

Retroactive interference effects of mentally imagined movement speed

Application of Mental Skills Training in Surgery: A Review of Its Effectiveness and Proposed Next Steps

Prospective Educational Applications of Mental Simulation: A Meta-review

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