Self-modeling (SM) involves an observer viewing oneself on an edited video showing desired behaviors (Dowrick, & Dove, 1990). The impact of a SM video on skill acquisition has been frequently explored (e.g., Clark & Ste-Marie, 2006), however, few researchers have investigated SM in competition (Ste-Marie, Rymal, Vertes, & Martini, 2009). Also of limited study has been the underlying self-regulatory mechanisms engaged in alongside a SM video (e.g., Rymal, Martini, & Ste-Marie, 2010). To date, research has not investigated the effects of SM on gymnasts competitive bar performance or how it is used to self-regulate, nor whether SM increases self-regulation. Thus, the purpose here was to investigate the effects of a SM video on gymnasts’ physical performance and self-regulation. Of further interest was to explore the combination of SM and psychological skills training (PST) on competitive performance. Eighteen gymnasts were divided into two groups; SM+PST (n = 10) and SM (n =8). The SM+PST group took part in workshops one month prior to the competitions wherein links between SM and psychological skills were made. The SM group did not do the workshops. Gymnasts competed at four competitions; two received the SM video and two did not. For the video competitions, participants viewed their video three times prior to warm-up and once before competing. After one video competition and one competition that gymnasts did not receive the video, interview sessions were conducted with ten gymnasts. The results of the physical performance data did not show any significant group or condition main effects (all F’s < 1). Imagery ability, however, was a moderating variable. Gymnasts low in visual imagery ability benefitted from the use of the self-modeling video later in the season F(1, 16) = 5.976, p = .026, η2 = .27, (1 – β) = .63, but not early in the season. Through the qualitative analysis of interview questions, it can be said that gymnasts used the SM video as a task analysis strategy before, during, and after their competitive event. Analysis of transcripts also suggested that the SM video encouraged the use of certain self-regulatory processes and beliefs related to the forethought (i.e., before) and self-reflection (i.e., after) phases above and beyond that typically used when competing.

Self-modeling (SM) involves an observer viewing oneself on an edited video showing desired behaviors (Dowrick, & Dove, 1990). The impact of a SM video on skill acquisition has been frequently explored (e.g., Clark & Ste-Marie, 2006), however, few researchers have investigated SM in competition (Ste-Marie, Rymal, Vertes, & Martini, 2009). Also of limited study has been the underlying self-regulatory mechanisms engaged in alongside a SM video (e.g., Rymal, Martini, & Ste-Marie, 2010). To date, research has not investigated the effects of SM on gymnasts competitive bar performance or how it is used to self-regulate, nor whether SM increases self-regulation. Thus, the purpose here was to investigate the effects of a SM video on gymnasts’ physical performance and self-regulation. Of further interest was to explore the combination of SM and psychological skills training (PST) on competitive performance. Eighteen gymnasts were divided into two groups; SM+PST (n = 10) and SM (n =8). The SM+PST group took part in workshops one month prior to the competitions wherein links between SM and psychological skills were made. The SM group did not do the workshops. Gymnasts competed at four competitions; two received the SM video and two did not. For the video competitions, participants viewed their video three times prior to warm-up and once before competing. After one video competition and one competition that gymnasts did not receive the video, interview sessions were conducted with ten gymnasts. The results of the physical performance data did not show any significant group or condition main effects (all F’s < 1). Imagery ability, however, was a moderating variable. Gymnasts low in visual imagery ability benefitted from the use of the self-modeling video later in the season F(1, 16) = 5.976, p = .026, η2 = .27, (1 – β) = .63, but not early in the season. Through the qualitative analysis of interview questions, it can be said that gymnasts used the SM video as a task analysis strategy before, during, and after their competitive event. Analysis of transcripts also suggested that the SM video encouraged the use of certain self-regulatory processes and beliefs related to the forethought (i.e., before) and self-reflection (i.e., after) phases above and beyond that typically used when competing.

Self-modeling (SM) involves an observer viewing oneself on an edited video showing desired behaviors (Dowrick, & Dove, 1990). The impact of a SM video on skill acquisition has been frequently explored (e.g., Clark & Ste-Marie, 2006), however, few researchers have investigated SM in competition (Ste-Marie, Rymal, Vertes, & Martini, 2009). Also of limited study has been the underlying self-regulatory mechanisms engaged in alongside a SM video (e.g., Rymal, Martini, & Ste-Marie, 2010). To date, research has not investigated the effects of SM on gymnasts competitive bar performance or how it is used to self-regulate, nor whether SM increases self-regulation. Thus, the purpose here was to investigate the effects of a SM video on gymnasts’ physical performance and self-regulation. Of further interest was to explore the combination of SM and psychological skills training (PST) on competitive performance. Eighteen gymnasts were divided into two groups; SM+PST (n = 10) and SM (n =8). The SM+PST group took part in workshops one month prior to the competitions wherein links between SM and psychological skills were made. The SM group did not do the workshops. Gymnasts competed at four competitions; two received the SM video and two did not. For the video competitions, participants viewed their video three times prior to warm-up and once before competing. After one video competition and one competition that gymnasts did not receive the video, interview sessions were conducted with ten gymnasts. The results of the physical performance data did not show any significant group or condition main effects (all F’s < 1). Imagery ability, however, was a moderating variable. Gymnasts low in visual imagery ability benefitted from the use of the self-modeling video later in the season F(1, 16) = 5.976, p = .026, η2 = .27, (1 – β) = .63, but not early in the season. Through the qualitative analysis of interview questions, it can be said that gymnasts used the SM video as a task analysis strategy before, during, and after their competitive event. Analysis of transcripts also suggested that the SM video encouraged the use of certain self-regulatory processes and beliefs related to the forethought (i.e., before) and self-reflection (i.e., after) phases above and beyond that typically used when competing.

Self-modeling (SM) involves an observer viewing oneself on an edited video showing desired behaviors (Dowrick, & Dove, 1990). The impact of a SM video on skill acquisition has been frequently explored (e.g., Clark & Ste-Marie, 2006), however, few researchers have investigated SM in competition (Ste-Marie, Rymal, Vertes, & Martini, 2009). Also of limited study has been the underlying self-regulatory mechanisms engaged in alongside a SM video (e.g., Rymal, Martini, & Ste-Marie, 2010). To date, research has not investigated the effects of SM on gymnasts competitive bar performance or how it is used to self-regulate, nor whether SM increases self-regulation. Thus, the purpose here was to investigate the effects of a SM video on gymnasts’ physical performance and self-regulation. Of further interest was to explore the combination of SM and psychological skills training (PST) on competitive performance. Eighteen gymnasts were divided into two groups; SM+PST (n = 10) and SM (n =8). The SM+PST group took part in workshops one month prior to the competitions wherein links between SM and psychological skills were made. The SM group did not do the workshops. Gymnasts competed at four competitions; two received the SM video and two did not. For the video competitions, participants viewed their video three times prior to warm-up and once before competing. After one video competition and one competition that gymnasts did not receive the video, interview sessions were conducted with ten gymnasts. The results of the physical performance data did not show any significant group or condition main effects (all F’s < 1). Imagery ability, however, was a moderating variable. Gymnasts low in visual imagery ability benefitted from the use of the self-modeling video later in the season F(1, 16) = 5.976, p = .026, η2 = .27, (1 – β) = .63, but not early in the season. Through the qualitative analysis of interview questions, it can be said that gymnasts used the SM video as a task analysis strategy before, during, and after their competitive event. Analysis of transcripts also suggested that the SM video encouraged the use of certain self-regulatory processes and beliefs related to the forethought (i.e., before) and self-reflection (i.e., after) phases above and beyond that typically used when competing.

The purpose of this investigation was to determine the effectiveness of using imagery in eliminating post-rest warm-up decrement (WUD) in the volleyball serve, and to assess whether individual differences in imagery ability mediated any possible reductions in WUD. Thirty-nine State level volleyball players were placed into one of 3 groups, High Imagery, Control, and Low Imagery, based on their scores on the Vividness of Movement Imagery Questionnaire (VMIQ). Players served 15 balls at a designated target area, rested for 10 minutes, and then attempted 5 more serves. During the last 2 minutes of the rest period, the players in the High and Low Imagery groups engaged in imagery of successful serving every 10 seconds, for a total of 12 repetitions. The Control group continued to read a magazine article. To ensure adherence to the imagery instructions, players were evaluated at completion of testing. Results revealed the High Imagery group was significantly better on serving performance post-rest, however there was no significant differences when comparing the mean of the last 3 pre-rest trials with the first post-rest trial. The interaction approached significance (p_= .091) and suggested that the High Imagery group may have benefited from the use of imagery. These findings have implications for the Nacson and Schmidt's (1971) activity-set hypothesis that states that an appropriate task will reduce WUD. It may need to include the effect individual differences, such as imagery ability, may have on the performance of that task.

Self-efficacy has consistently distinguished between highly successful and less successful athletes. Given this relationship there is demand in sport to have strategies to enhance self-efficacy. The use of motivational general-mastery (MG-M) imagery is an effective psychological technique to enhance self-efficacy. What moderates the effectiveness of this technique is the athlete’s ability to use MG-M imagery. A single-subject multiple baseline design was employed where inter-collegiate golfers (n = 3; male) completed baseline and post-intervention measures: Motivational Imagery Ability Measure for Sport and the Golf Self-Efficacy Questionnaire. Participants completed the Competitive State Anxiety Inventory prior to each competition and the score recorded for each round of golf was used to evaluate performance. Participants engaged in six sessions of guided MG-M imagery training over a 3-week period. The results of the study demonstrated that the sport confidence and golf self-efficacy of Participants 2 and 3 improved, while Participant 1 remained at a relatively constant level. All participants showed improved imagery ability and Participants 1 and 3 demonstrated improved golf performance. Post-experimental interviews indicated all participants felt the imagery training program was effective and appropriate for their sport.

Self-efficacy has consistently distinguished between highly successful and less successful athletes. Given this relationship there is demand in sport to have strategies to enhance self-efficacy. The use of motivational general-mastery (MG-M) imagery is an effective psychological technique to enhance self-efficacy. What moderates the effectiveness of this technique is the athlete’s ability to use MG-M imagery. A single-subject multiple baseline design was employed where inter-collegiate golfers (n = 3; male) completed baseline and post-intervention measures: Motivational Imagery Ability Measure for Sport and the Golf Self-Efficacy Questionnaire. Participants completed the Competitive State Anxiety Inventory prior to each competition and the score recorded for each round of golf was used to evaluate performance. Participants engaged in six sessions of guided MG-M imagery training over a 3-week period. The results of the study demonstrated that the sport confidence and golf self-efficacy of Participants 2 and 3 improved, while Participant 1 remained at a relatively constant level. All participants showed improved imagery ability and Participants 1 and 3 demonstrated improved golf performance. Post-experimental interviews indicated all participants felt the imagery training program was effective and appropriate for their sport.

Syftet med studien var att undersöka vid vilken situation som simmare använder visualisering mest och varför samt simmarnas visualiseringsförmåga. I studien deltog 278 simmare (15-30 år) i den kvantitativa delen och 3 simmare (17-23 år) i den kvalitativa delen av studien. De instrument som tillämpades till den kvantitativa delen var en konstruktion av SIAM och IPIES som tillsammans mäter idrottares visualiseringsförmåga och användning. Till den kvalitativa delen användes en semikonstruerad intervjumall. Resultaten från studien visade att det fanns några statistisk signifikant skillnad mellan högpresterade och lågpresterande simmare i visualiseringsförmåga. Resultaten visade att simmarena använder visualiseringen för att tänka positiv och fokusera samt förberedda sig inför nästa tävling. Dessutom sågs en tendens från den kvalitativa studien att högpresterade simmare hade bättre visualiseringsförmåga än lågpresterade och de använde visualiserings för att minska nervositet samt förbättra en prestation. Rekommendation med studien var att introducera och uppmuntra simmare att redan i lägre åldrar för visualisering som ett kompletterande träningsform till simningen, för att på så sätt förbättra simmares förberedelser inför tävling samt motivera till högre prestationsnivåer. / The aim of the study was to investigate at which situation swimmers use imagery the most, why, and the swimmers imagery ability. The study involved 278 swimmers (15-30 years) in the quantitative study, and 3 swimmers (17-23 years) in the qualitative part of the study. The instruments that were applied to the quantitative part were a construction of SIAM and IPIES which together measure the athlete's imagery ability´s and uses. For the qualitative part, a semi constructed interview was applied. The result of the study showed that there were statistically significant differences between high-performance and low-performance swimmers in imagery ability. The results showed that the use imagery to think positive and focused and prepare themselves before the next race. There was also a tendency from the qualitative study that high-performance swimmers had better imagery ability than lowperformance and used imagery to reduce nervousness and to improve the performance. Recommendation from the study was to introduce and encourage swimmers in lower ages to imagery as a complementary exercise for swimming, to improve the swimmer's preparation for the competition and motivate to higher performance levels