Professional Dancers Describe Their Imagery: Where, When, What, Why, and How

Nordin, Sanna M; Cumming, Jennifer

doi:10.1123/tsp.19.4.395

Cited by 101 publications

(159 citation statements)

References 26 publications

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“…No association was found between the time point at which imagery was used and intervention success: χ 2 (10, n ¼ 20) ¼ 14.64, p ¼ 0.146, phi ¼ 0.86). This supports recommendations that imagery can have successful benefits when used at home, during physical practice, and before competition (Nordin & Cumming, 2005;Hall, 2001).…”

Section: Sj Cooley Et Al: Methodological Variations In Guided Imagsupporting

confidence: 67%

“…Second, a method known as layering was used to modify scripts (Nordin & Cumming, 2005;Calmels et al, 2004), whereby new layers of detail were added to the imagery scenario in stages, to increase the vividness and details within the image (i.e. Calmels et al, 2004).…”

Section: Sj Cooley Et Al: Methodological Variations In Guided Imagmentioning

confidence: 99%

“…For example, an athlete who uses relaxation imagery before a sprint race may reduce arousal levels below his/her individual zone of optimal functioning (Hanin, 2000). Further, a person lacking control over an image could allow debilitative emotions and negative performance outcomes to enter their imagery producing detrimental effects (Nordin & Cumming, 2005).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Methodological Variations in Guided Imagery Interventions Using Movement Imagery Scripts in Sport: A Systematic Review

Cooley

Williams

Burns

et al. 2013

Journal of Imagery Research in Sport and Physical Activity

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Imagery studies have varied widely in the methods used to deliver guided imagery interventions. This variation has led to difficulties comparing studies and uncertainty as to what methods should be followed. A review is needed to evaluate the interventions to date to inform applied recommendations. The aim of this systematic review was to (1) assess the quality of intervention design, (2) investigate the extent to which interventions vary, (3) highlight the different methods that should be considered in the design and implementation of future interventions, and (4) investigate adherence to some of the current theories and models of imagery use. A total of 20 interventions administered between the years 2001 and 2011 were compared over 17 main areas, including imagery ability, duration, script development, delivery method, and adherence to the PETTLEP model and the bio-informational theory. The results of this review found evidence of many inconsistencies between interventions and demonstrate a need for more comprehensive practical guidelines. Recommend-ations are offered for the design of future interventions, including increasing imagery practice time and the use of personalised imagery scripts. Numerous questions are raised to strengthen and direct future research such as the need for continued modification of scripts throughout an intervention.

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Section: Sj Cooley Et Al: Methodological Variations In Guided Imagsupporting

confidence: 67%

Section: Sj Cooley Et Al: Methodological Variations In Guided Imagmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Methodological Variations in Guided Imagery Interventions Using Movement Imagery Scripts in Sport: A Systematic Review

Cooley

Williams

Burns

et al. 2013

Journal of Imagery Research in Sport and Physical Activity

Self Cite

View full text Add to dashboard Cite

show abstract

“…Imagery modality was also considered to determine whether athletes' ratings represented their ease of seeing, ease of feeling, or a combination of the two. Athletes report experiencing kinesthetic imagery in conjunction with visual imagery (Glisky, Williams, & Kihlstrom, 1996), and research suggests imaged feelings can include physiological responses, emotions, rhythm and timing, weight, and spatial awareness (Callow & Waters, 2005;Nordin & Cumming, 2005). Consequently, we predicted that, based on the content of SIAQ items, ease of imaging ratings would reflect an image generated with both visual and kinesthetic imagery.…”

Section: Studymentioning

confidence: 99%

Measuring Athlete Imagery Ability: The Sport Imagery Ability Questionnaire

Williams

Cumming

2011

Journal of Sport and Exercise Psychology

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116

123

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This research aimed to develop and provide initial validation of the Sport Imagery Ability Questionnaire (SIAQ). The SIAQ assesses athletes' ease of imaging different types of imagery content. Following an extensive pilot study, 375 athletes completed a 20-item SIAQ in Study 1. Exploratory factor analysis revealed a 4-factor model assessing skill, strategy, goal, and affect imagery ability. Confirmatory factor analysis (CFA) established this 4-factor structure in Study 2 (N = 363 athletes). In Study 3 (N = 438 athletes), additional items were added to create a fifth mastery imagery subscale that was confirmed through CFA. Study 4 (N = 220 athletes) compared the SIAQ to the Movement Imagery Questionnaire-3. Significant bivariate correlations (p < .05) confirmed the SIAQ's concurrent validity but demonstrated differences in imagery ability of different content. Overall, the SIAQ demonstrates good factorial validity, internal and temporal reliability, invariance across gender, and an ability to distinguish among athletes of different competitive levels. Findings highlight the importance of separately assessing imagery ability of different content.

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“…The studies above (Mainwaring & Krasnow, 2010;Nordin & Cumming, 2005), identified that imagery is important in developing a sense of enjoyment. This is in line with Hilda's report and with the importance she placed on exploring imagery as a pedagogical strategy while being a beginner teacher.…”

Section: Master Teachers As Role Modelsmentioning

confidence: 99%

The acquisition of pedagogical expertise in dance : a constraints-led approach

Rodrigues¹

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The aim of this PhD research program was to explore the acquisition of pedagogical expertise in dance teachers. A review of the literature on dance pedagogy and expertise revealed three limitations in relation to dance teachers' pedagogical development. First, the literature suggested that a dancer's transition to teacher was traditionally based on replication of previous teachers' behaviours.Second, the literature additionally identified that there appears to be a tendency within the dance field to accept as dance teachers those who have rich and varied experiences as expert dance performers; although they may have little pedagogical knowledge and experience. Thirdly, there is not a unified theoretical consensus on how to analyse the acquisition of pedagogical expertise in dance teachers.The majority of theoretical approaches to dance pedagogy have been based on traditional information processing theory and within the theoretical framework of cognitive psychology. This latter approach can be viewed as limited because of its exclusive focus on the individual and neglect of important ecology influencing an individual's behaviour. Some promising research in the dance and sport literature has theorised individuals as dynamical systems performing in their ecologies. The ecological dynamics theoretical approach is multidisciplinary in nature and allows theorisation of a range of factors in human performance systems, such as those found in dance. Within this approach, the constraints-led theoretical framework allows analysis of environmental, task, and individual factors. Given the lack of prior research in the field and the variety of dance experience to be studied, it was concluded that combining the constraints-led theoretical framework with a qualitative approach would be appropriate to undertake a retrospective investigation of the potential constraints influencing the acquisition of pedagogical expertise. The following research questions (RQs) guided the general enquiry. This research project included an initial data-driven thematic analysis followed by a theory-driven thematic analysis. In other words, both inductive and deductive thematic analyses were conducted and, after extensive analysis and refinement, the interpretation of rich data concerning participants' life experiences, allowed for the identification of five major themes that influenced their acquisition of pedagogical expertise. These themes were then mapped into the constraints-led theoretical framework as environmental constraints (mentors, role models, and students); task constraints (rules); and individual constraints (needs). These environmental constraints were then explored with reference to previous research related to each specific theme (i.e., mentors, role models, students, rules, and needs) as well as with reference to empirical research and the theoretical principles of the constraints-led theoretical framework.The results of this research study provide theoretical as well as potential practical contributions to the fields of e...

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Professional Dancers Describe Their Imagery: Where, When, What, Why, and How

Cited by 101 publications

References 26 publications

Methodological Variations in Guided Imagery Interventions Using Movement Imagery Scripts in Sport: A Systematic Review

Methodological Variations in Guided Imagery Interventions Using Movement Imagery Scripts in Sport: A Systematic Review

Measuring Athlete Imagery Ability: The Sport Imagery Ability Questionnaire

The acquisition of pedagogical expertise in dance : a constraints-led approach

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