Volume 16, Issue 1

Objectives Dynamic visualizations have become valuable assets in acquiring and improving sports skills. However, their instructional efficiency depends on their design and on learners’ cognitive abilities. Intending to improve learning sessions using these technologies, this study investigates the effects of visual realism and visuospatial abilities (VSA) on the memorization of soccer scenes. Methods Twenty-four soccer beginners first performed a multitask VSA test followed by the memorization and reproduction of three dynamic sequences with different levels of realism. An eye-tracking system was used in the memorization phase to record gaze behavior and identify the involved cognitive processes. Results Findings revealed that increasing visual realism disrupted learners’ memorization performance and visual processing. Moreover, learners with high-VSA were more efficient in memorizing soccer scenes than those with low-VSA and benefited more from reduced visual realism than low-VSA. Learners’ visual processing revealed that high-VSA were more focused on creating a mental representation of the content whereas low-VSA were rather visually guided when memorizing the scene. Conclusions Results imply considering learners’ VSA and adapting presentations’ visual realism to optimize tactical learning among beginners.

Objectives The use of imagery to improve golf performance is well established and recognised as a key psychological technique in developing and maintaining excellence. However, the relationship between a golfer’s imagery ability and their imagery use is still poorly understood. The current study examined differences in participants vividness of movement imagery and imagery use and the extent their vividness of movement imagery predicted functions of imagery use. Methods One hundred and one male skilled golfers (Mage=27.80, SD=11.03) with CONGU recognised handicaps ranging from plus 4 to 5 (Mhandicap=1.32, SD=2.74) completed both the Vividness of Movement Imagery Questionnaire-2 (Roberts, R., Callow, N., Hardy, L., Markland, D., & Bringer, J. (2008). Movement imagery ability: Development and assessment of a revised version of the vividness of movement imagery questionnaire. Journal of Sport & Exercise Psychology , 30(2), 200–221) and Sports Imagery Questionnaire (Hall, C. R., Mack, D. E., Paivio, A., & Hauesenblas, H. A. (1998). Imagery use by athletes: Development of the sport imagery questionnaire. International Journal of Sport Psychology , 29, 73–89). Results The results demonstrated no significant differences between Internal and External visual imagery, however, Kinaesthetic imagery scores were significantly higher than External visual imagery scores. Significant differences in imagery use were recorded with participants reporting higher Cognitive specific imagery use scores compared to other functions of imagery use. Regression analyses indicted that golf handicap accounted for 12% in the variance of Cognitive specific imagery use with an additional 12% accounted for by Internal visual imagery and 7% Kinaesthetic imagery. For Cognitive general imagery use golf handicap accounted for 4% of the variance with Internal visual imagery adding a further 5% to the model. Conclusions Our findings highlight that vividness of movement imagery; specifically, Internal and Kinaesthetic imagery ability are significant predictors of skilled golfers Cognitive specific and Cognitive general imagery use.

Objectives This study evaluates ultra-marathon runners’ use of goal-setting, self-talk, and imagery as strategies to help them through the challenge of long-distance running. Methods In stage one, thirty-one self-professed non-runners were recruited and received motivational interviewing (MI) in a group setting, examining their motivation to get healthy. In stage two, five months later, participants were asked if they would consider running an ultra-marathon, and fifteen ( M age =39.47, SD=5.84) agreed. At this point participants were randomly split into an MI or Functional Imagery Training (FIT) group. FIT teaches participants how to master goal centred imagery by controlling attention and elaboration. Groups received similar contact hours and completed four measures that assess grit, resilience, self-efficacy, and imagery ability at baseline and after the race. Results We found no significant differences between measures for finishers and non-finishers or between groups or over time. However, the likelihood of completing the ultra-marathon was five times as likely in the FIT group, than in MI (RR=5.25). Grit and resilience scores were strongly correlated. By receiving FIT, there was a significant association (p=0.04) to complete the ultra-marathon. Conclusions FIT is a relatively cost-effective method to increase exercise adherence through multi-sensory elaboration of goal setting and overcoming barriers or challenges.