Graduate Research Papers

Availability

Open Access Graduate Research Paper

Abstract

The current study adds to the research examining the use of imagery in relation to Paivio's (1985) four functions of imagery. The purpose of this study was to examine the practices of starting and non-starting collegiate football players at an NCAA Division III college in regards to the function of their imagery use. Imagery was assessed using the Sport Imagery Questionnaire (SIQ; Hall, Stevens, & Paivio, 2005). It was hypothesized that starters would have higher CG, MS, MG-M, and MG-A scores than non-starters. It was also hypothesized that non-starters would have higher CS scores than starters. The participants in the study were 67 male collegiate football players. Significant differences were found between starters and non-starters using the Cognitive Specific function of imagery. The starters in this study used imagery more than non-starters to practice mastering specific skills, possibly including skills such as throwing a ball, making a tackle, or performing the perfect block. There were however no significant differences in imagery use between starters and non-starters on the remaining subscales of imagery (Cognitive General, Motivational Specific, Motivational General-Arousal, and Motivational General-Mastery).

The mean SIQ subscale scores indicated that participants in this study used imagery more often than the average intercollegiate athlete (Hall et al., 2005). This above-average use of imagery may have played a critical role in the success the team experienced. Practitioners should embrace imagery by first deciding on the areas in which their team and athletes need improvement. Next, they should assess current imagery use by administering the SIQ. The practitioner can then focus on using mental imagery training to improve the areas in which their team/athletes need improvement. Practitioners should work with athletes individually to develop a mental imagery program for each athlete rather than using a generic team approach to imagery training. Finally, practitioners must understand that athletes may assign different meanings to the same image, they differ in their imagery ability, and mental imagery takes practice and is not a one-time fix. Results from this study indicate that imagery is a powerful tool that practitioners can use to help their athletes achieve optimal performance.

Year of Submission

2012

Degree Name

Master of Arts

Department

School of Health, Physical Education, and Leisure Services

First Advisor

Mickey Mack

Comments

If you are the rightful copyright holder of this graduate research paper and wish to have it removed from the Open Access Collection, please submit an email request to scholarworks@uni.edu. Include your name and clearly identify the thesis by full title and author as shown on the work.

Date Original

2012

Object Description

1 PDF file (64 pages)

Language

en

Download

Comments?

Share

COinS