Thesis (M.S.)--University of North Dakota, 2005. / Includes bibliographical references (leaves 42-43). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis--Wisconsin. / Vita. Includes bibliographical references (leaves 89-93).

Thesis (Ph. D.)--University of Oregon, 2005. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 92-98). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (Ph. D.)--Ohio State University, 2005. / Title from first page of PDF file. Document formatted into pages; contains xvi, 251 p.; also includes graphics. Includes bibliographical references (p. 157-174). Available online via OhioLINK's ETD Center

Thesis (M.S.)--University of North Dakota, 2005. / Includes bibliographical references (leaves 42-43)

Thesis (Ph.D.)--Hong Kong University of Science and Technology, 2008. / Includes bibliographical references (p. 72-80).

abstract: This study investigated the effect of two different preparation methods on hitting performance in a high&ndashfidelity; baseball batting simulation. Novice and expert players participated in one of three conditions: observation (viewing a video of the goal action), visualization (hearing a script of the goal action), or a no&ndashpreparation; control group. Each participant completed three different hitting tasks: pull hit, opposite&ndashfield; hit, and sacrifice fly. Experts had more successful hits, overall, than novices. The number of successful hits was significantly higher for both the observation and visualization conditions than for the control. In most cases, performance was best in the observation condition. Experts demonstrated greater effects from the mental preparation techniques compared to novices. However, these effects were mediated by task difficulty. The difference between experts and novices, as well as the difference between the observation and visualization conditions was greater for the more difficult hitting task (opposite&ndashfield; hitting) than for the easier hitting task (sacrifice fly). These effects of mental preparation were associated with significant changes in batting kinematics (e.g., changes in point of bat/ball contact and swing direction). The results indicate that mental preparation can improve directional hitting ability in baseball with the optimal preparation methods depending on skill&ndashlevel; and task difficulty. / Dissertation/Thesis / M.S. Applied Psychology 2010

Guided imagery, a therapeutic technique in which a healer directs an individual to visualize a scene or sensations, has existed for millennia and is often used within healthcare settings today. A small, though growing number of studies among clinical samples demonstrate that guided imagery produces positive effects such as decreased pain and anxiety. Few studies have dismantled this intervention in order to isolate its active ingredients, and even fewer studies have determined for whom this intervention works. The current study sought to address these gaps in the literature by examining the effects of guided imagery on mood and anxiety among a college sample. The effects of a single session of non-directive guided imagery were examined through a repeated measures, pre-test post-test design with three experimental conditions. Multivariate analysis of data from 107 adults showed that following a distress induction, guided imagery significantly decreased anxiety and negative affect. However, guided imagery did not produce significantly greater changes in mood and anxiety than quiet rest or attention control conditions as hypothesized. Individual difference variables hypothesized as moderators (trait absorption, imagery vividness, imagery control) did not predict outcome; however, self-reported engagement in the experimental conditions predicted magnitude of change in outcome. The discussion outlines potential reasons for these unique findings as well as clinical implications and future directions for research.

Two studies were conducted to investigate the effect of mental imagery training on the magnitude and strength of individuals' self-efficacy for a dart throwing task, and to compare the utility of single-subject and group design studies in investigating imagery in the motor skill domain. The first study employed a multiple-baseline-across-subjects design, in which six (n=6) subjects were administered a 15-session mental imagery training program following baseline sessions of varying lengths. The first ten imagery training sessions included a three minute relaxation component, followed by four minutes of specific imagery training (incorporating self-perception imagery and imagery vividness and controllability training). Subjects were then asked to stand, perform a one minute centering exercise, and to image successful performance of the task. This was immediately followed by the completion of a self-efficacy and imagery rating scale, and actual performance of the task while blindfolded. Two subjects showed that their self-efficacy magnitude for the task had increased as a result of the intervention, one subject demonstrated an increase in self-efficacy strength due to imagery training, and all subjects evidenced a change in their overall pattern of performance from the baseline to intervention phases. The second study used a more traditional group design in which nineteen (n=19) randomly assigned subjects were administered a similar 15-session mental imagery training program. These subjects were compared to a control group of nineteen (n=19) subjects on their ratings of self-efficacy magnitude and strength prior to, immediately following, and eight days after the completion of the imagery intervention. For this study, the intervention differed from the multiple-baseline study, in that the subjects were not required to complete the self-efficacy or imagery rating scales on each day of the intervention, and were not required to physically perform the task. Two 2 x 3 Analyses of variance showed no significant differences between the control and experimental groups on ratings of self-efficacy magnitude or strength. It was concluded from the multiple-baseline study that imagery was able to enhance self-efficacy for the dart throwing task in subjects who were high ability imagers, had previous experience at throwing darts, believed in the performance-enhancing capabilities of mental imagery training, and had been exposed to relaxation and imagery procedures prior to the study. It was concluded from the group design study however, that imagery had no effect on self-efficacy for the dart throwing task for subjects who had previous experience at imagery training, and who believed in the potential for imagery to enhance performance. A comparison of the two designs demonstrated the effectiveness of the single-subject design study in more fully investigating imagery's effect on various aspects of motor skill performance. In particular, the importance of high imagery ability, the use of more task specific measures of imagery ability, and the possibility that performance-based sources of efficacy information may be the only avenue for enhancing self-efficacy for certain individuals, were issues that were raised as a result of the single-subject design study. It was further concluded that the systematic use of such designs provided a practical, relevant and comprehensive evaluation of the effect of imagery on aspects of motor skill performance, although the complementary use of both types of research was recommended. / Graduate

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