Lecture 3 - Performance Development and Imagery

Question 1

What do you need to be careful of when meeting an athlete in this category? 4 things
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Answer 1

• dont over focus on performance
• dont over diagnose/ over pathologise
• dont conclude too early, dont be looking to diagnose , wait for all the info
• keep checking in case any issues develop

Question 2

What are the 2 classifications in this category?

Answer 2

PDi

PDii

Question 3

Outline the PDi characterisation

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Answer 3

• want to develop mental skills to help physical skills/ performance
• tend to be younger, but beginners arent always young

Question 4

Outline the PDii characterisation

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Answer 4

• physical skills highly developed (elite)

- looking for a little top up of mental skills to boost performance

Question 5

Who plotted the cogitive and somatic anxiety graphs?

Answer 5

Martens et al (1990)

• cognitive is steady build up then fades out after performance
• somatic rises rapidly, peaks during performance then suddenly drops off

Question 6

Outline Catastrophe theory

Answer 6

• Argues there is an optimal level of anxiety
• but after a certain point it becomes detrimental
• Can use imagery interventions to increase anxiety/ arousal - to achieve optimal level of functioning

Question 7

Who came up with the catastrophe theory graph thing

Answer 7

Cox (2007)

Question 8

When can you use counselling stuff?

Answer 8

When something is wrong

Question 9

What are the 2 examples of educating interventions

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Answer 9

• Cognitive-behavioural interventions
• Mindfulness acepptance comitment interventions
• these both educate the athlete, teaches them new things

Question 10

What did Munroe et al (2000) find?

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Answer 10

that 35% of athletes- when they try to do positive imagery, they instead see images of stuff going wrong

Question 11

How do elite athletes use imagery?

**** - feelings

Answer 11

• dont just imagine performance - they sense how they will feel before/ after performance
• use their body in a similar way to the actual performance
• e.g. bobsledders have to do it to practice their runs
• does it directly improve performance? or just calm nerves/ anxiety (indirect benefits)

Question 12

What cant you tell athletes to do?

Answer 12

Can’t say: dont think about missing the putt - cos you immediately will

Question 13

Outline Beilock et al (2001)

Answer 13

• Measured effects of different types of imagery
• had to do a golf putting task
• given a different variety of imagery to do
• by 3rd trial, 5 imagery types had improved performance
• the other 2 made performance worse:
  1. High frequency replacement imagery
• dont think about this, think about this
  2. High frequency suppression imagery
• dont think about missing the putt

Question 14

What were Beilock et al (2001)’s conclusions?

Answer 14

Replacement and Suppression are worst imagery techniques

Question 15

What dictates what imagery you use?

Answer 15

• the goal of performance

- the athlete

Question 16

What are the types of imagery?

Answer 16

• General
• Specific
• motivational
• cognitive

Question 17

Give the variations of imagery types

Answer 17

• General-motivational = arousal
• Specific-motivational = goal-orientated responses (e.g. on the podium)
• Specific cognitive = skills
• General cognitive = strategy

Question 18

Who came up with Psychoneuromuscular theory?

Answer 18

Slade et al (2002)

Question 19

Outline Slade et al (2002)

Answer 19

Psychoneuromuscular theory
- same electrical impulses in muscles are used when thinking about an event, and when actually doing it
- quantity is same, but magnitude is much less - why muscles dont move
X - not much evidence

Question 20

Outline Decety (1996)

Answer 20

• Argues better evidence if you move electrical impulses study to the brain
• same activation in brain areas when doing or imagining an event
• intiating an event = premotor cortex
• being a movement = PFC
• doing movement = cerebellum
• same areas light up but with less magnitude
• functional equivalance

Question 21

Who came up with Symbolic learning theory?

Answer 21

Sacken (1934)

Question 22

Outline Sacken (1934)

Answer 22

argues practicing a task in your mind develops schemas for movement
- develop schemas for cognitive and motor tasks through imagery

Question 23

Who came up with Bio-informational theory?

Answer 23

Lang (1979)

Question 24

Outline Lang (1979)

Answer 24

Bio-informational theory - propositions

• argues an image is just a set of propositions
• stimulus propositions and response propositions
• imagery helps form these propositions/ links
• need to attach emotional/ internal feelings to images
• need stimulus (e.g. crowd) and response (e.g. happiness)
• learning and reinforcement is why imagery works
• need the emotional response though

Question 25

Outline the triple code model | ********

Answer 25

need 3 things for imagery to be succesful 1. Sensory realism - must immerse yourself 2. Somatic response - put body through same physiological experiences 3. Has to have personal meaning to athlete, must be specific/ tailored

Question 26

what do you have to do before implementing imagery? | ************

Answer 26

- first step is to evaluate current imagery ability. What level are they at now? - establish realistic expectations and motivation behind imagery - do not replace physical practice - multimodal intervention - use other techniques - keep checking on how its going

Question 27

Outline Koehn et al (2014) - scripts | Confidence, cognitive, motivational

Answer 27

Some people like to follow a imagery script - can be recorded/ audio/ verbal etc - confidence: "you know you can do it" - cognitive/ specific target areas: "the closer the ball comes, the more focused you are, knowing you will hit it" - Motivational: "you are confident in your own skills, you can meet the challenge and be succesful"

Question 28

What do you do when negative imagery comes into your head?

Answer 28

- Cannot just stop it/ suppress it | - You have to work through it slowly, and ease it out

Question 29

What should imagery include?

Answer 29

Should include execution and outcome - need reinforcement/ response propositions - Need to imagine what needs to happen to get that emotional response

Question 30

Outline the Pettlep model - what does each bit stand for?

Answer 30

``` P: Physical E: Environment T: Task T: Timing L: Learning E: Emotion P: Perspective ```

Question 31

Outline what each letter in PETTLEP Model means

Answer 31

P: Physical - helps to act out movements E: Environment - can help to be in the same environment, or could be a quiet place T: Task - what components of a skill is imaged will vary with skill level T: Timing - has to be realistic - cant be slow motion L: Learning - Update imagery as you get better E: Emotion - need emotional attachment to it - to reinforce P: Perspective - 1st vs 3rd?

Question 32

Outline Williams et al (2010) methods - control vs threat conditions *************

Answer 32

Can imagery influence Anxiety? - studied 20 recreational athletes, in repeated measures - 3 conditions - 3 imagery scripts before doing a task - challenge = taking stress as a motivator - threat = stress damaging confidence 1. Challenge imagery script - you have confidence in your ability to perform 2. Threat Imagery script - you have doubts about your ability to perform 3. Control imagery script - any anxiety you had has now gone - measured heart rate, stroke volume, cardiac output - also asked them if they experienced any somatic/ cognitive anxiety

Question 33

Outline Williams et al (2010) findings

Answer 33

Results: - There was slightly more cognitive anxiety for threat - no difference in somatic - both groups had the same physiological responses - but the challenge condition took it in their stride, in the threat condition it had more effect - Imagery can be used so anxiety benefits you