Petyltp Essay

An example of vivid imagery was when Bradley started winning the arm wrestling matches, and remembering winning is just not everything. “It was like a thrill I have experienced at my grandfather’s lake house in Louisiana, when I hooked my first big fish, Big Joe, but when my cousin saw the fish, he said, “that a keeper,” I realized I would be happier with the fish to be let go instead of grilling it” (pg. 162) Bradley compares Big Joe to arm wrestling in that Big Joe is a hard to catch and his father is hard to be beaten in arm wrestling. “Whenever you think that you have Big Joe, you cut the line and let the legend go on” (pg. 162). Another example of vivid imagery is “His arms have always protected me and my family, knowing they caught my mother whenever she fainted across the room and that they carried me, full grown, up and down the stairs when I had mononucleosis” (pg. 162). This quote is very descriptive in giving us primary examples of what it was like for his father’s arms to protect him and his mother from any harm, knowing that they were safe in his arm’s.

In 2006, Drierdiger et al published an article in the Journal of Sports Science on how imagery is used by injured athletes. In their research 10 injured athletes representing seven different sports received physiotherapy, and were interviewed on what kind of imagery they used. The interview guide consisted of three sections. The first section examined the injured athletes about their use of imagery in training and competition, the second

Elliott (1973) examined the concept that those who used imagery would have better recall than those who used rehearsal memory techniques while performing an additional task of either looking at an unrelated picture, reading a short passage or listening to numbers being recited. He also hypothesized that words that were more concrete in nature would have a higher recall rate than those that were abstract. As he expected, Elliott (1973) found that those who used imagery to memorize information did better on recall during all three additional tasks and that concrete words overall had a higher recall rate. He further cemented this idea when he unexpectedly tested participants on their long-term memory after

The motor imagery task and a spatial imagery task. In trying to imagine swinging an arm to hit the ball back and forth to an imagined instructor was possible, but also stimulating. The exercise required listening and also physical activity. In the second scenario I imagined walking through each room of my house I found that I could not concentrate on the task for the reason of the thirty second periods of mental imagery (not enough time for me to think). I could see that this task would help stimulate a patient that is partially aware since it seems it would be able to exercise the brain.

The idea of mental imagery has always been a controversial subject in the field of psychology. Many psychologists have argued that such a concept is impossible to measure because it can not be directly observed. Though they are right about this, it is not impossible to measure how quickly mental rotations of images are processed in our brains. Subjects in this experiment were presented two shapes simultaneously, via computer screen, and asked to make judgement, as quickly as possible, as to whether the two shapes presented were the same or mirror images. Two different shapes were used in this experiment, each given as often as the other. During each trial one shape remained stationary and the other was rotated with varying

Mental practice and imagery can be used to familiarise athletes with the competition site, such as a football field; motivate athletes as it helps them go over their aims or goals for the game, such as beating an opponent or simply just scoring a goal; it helps them focus on positive outcomes rather than negative so that their strengths can outweigh their weaknesses and also refocus back on the game if the athlete is losing concentration, such as remembering their best performance; and imagery is also beneficial to assist with healing an injured or fatigued athlete when training is not

Cognitive psychologists and cognitive neuroscientists have come up with some very clever experimental designs to study mental imagery. If you think about it, virtually all of psychology is concerned with the study of phenomena that are “inside your head,” and mental imagery is no different. Fortunately many smart people have risen to this chal- lenge. The idea that mental imagery shares fundamental properties with actual visual

Throughout my research, I have learned that this question (Does mental, physical, or both forms of practice help most?) is frequently asked by sports trainers and athletes looking for methods to improve their technique and performance in sports activities. Mental practice is a frequently overlooked form of practice, yet the most used in training to do anything. In fact, many coaches often say that performing is 90 percent physical and 10 percent physical. When you mentally practice an activity, it means you are mentally rehearsing the activity, often imagining performing the task perfectly in your mind. As stated in a web article, mental imagery works by training our minds to “…create the neural in patterns in our brain to teach our muscles to do exactly what we want them to do.”(2) In the case of my experiment, you would imagine performing the

Gould, Petlichkoff, Prentice and Tedeschi (2000) and Hemings and Holder (2009), suggest that athletes who perceive

(2013) audiovisual feedback assists in reaching a movement goal and has the potential to motivate the learner to train longer than with a simple and abstract visualization. Additionally, Sigrist et al. (2013) address feedback strategies may also be classified according to the point in time at which feedback is provided: either during a motor task execution or by multimodal augmented feedback which includes visual and audio feedback.

As a collegiate swimmer, doing anything in my power to improve my times in order to help the team succeed is a crucial part of my day-to-day activities. Based on this article, one thing that I can add to my routine is using imagery to visualize my events. Visualization is defined as creating/re-creating the experience of activity in the mind (Post, Muncie, & Simpson, 2012). Previous research proposes that creating these experiences facilitates skill acquisition, performance, motivation, confidence and arousal (Post et al., 2012). This research has been performed previously on certain sports that are discrete (have a definite beginning and end) and have typically shown that imagery has been a beneficial aspect to improving sport performance

Visualization is a common term used to describe guided imagery or the process of forming images in our mind like pictures or moves, images recreating our best performances, and the way it feels to perform just the way we want it to. These images can be visual, kinesthetic- how our body feels, tactile-how it feels to the touch, auditory-how it sounds, even olfactory-what we smell. Using mind power we can call upon these images over and over, enhancing skill through repetition rehearsal. The mind and body can become more prepared to actually perform the skill, and can improve both physical and mental reactions in certain situations. The developing athletes, who make the fastest progress and who ultimately become their best, make extensive use of mental imagery. They use it daily, as a means of directing what will happen in training, and as a way of pre-experiencing their best competition performances. Mental imagery often starts out simply, as you think though your goals, your moves, and your desired competitive performances.

In recent years, brain training games have become a topic of interest among both researchers and common people alike. Researchers are interested in the healing properties of brain training while normal people are looking towards brain training as a way to improve their performance and get a leg up on the competition in school, work, and life. Up until recently, it was believed that the brain was unchangeable in terms of memory capacity. Researchers were well aware of the fact that the brain is capable of changing and forming new connections when brain damage occurs. However, the idea that humans can train their brains to be more efficient and stronger seemed like a far-fetched cry from reality up until the late 1990’s (Weicker, Villringer & Thöne-Otto, 2016). As time went on and more research was conducted in the field of brain training, it became clear that brain training is not an exact science; however, it does carry, many real cognitive benefits.

A panel of qualified soccer coaches independently examined and selected a total of 20 video action stimuli to be presented to the soccer participants. Research predicted that the data suggests that skilled players can anticipate their opponent’s intentions earlier and more accurately than their lesser-skilled counterparts (Ford, McRobert, Roca, & Williams, 2013). However, for less skilled participants, researchers expected no significant differences in the search rate and gaze strategy employed across task conditions due to their lack of domain and task-specific knowledge compared with their more skilled counterparts (Ford, McRobert, Roca, & Williams, 2013). It was also hypothesized that during the far task condition, in which the ball was far away from the participant, skilled players would employ more fixations of shorter duration to more informative areas in the scene; for example the 11 vs. 11 situations. While for the near task, where the ball was close to the participant, skilled participants were expected to have fewer fixations of longer duration, predominantly to the player in possession of the ball (Roca et al., 2011; Williams et al., 1994). Evidence shows that skilled players were better at anticipating because they made more effective use of meaningful postural cue information. A cue is something that can help an individual with memory recall. It can be said that the skilled soccer player had better free recall or cued recall

PS of an athlete is often perception dependent as to whether it can be SE enhancing or debilitating. For example, the physiological feedback of ‘butterflies’ before competition could serve to enhance SE if it is perceived as excitement or readiness; however, it can also serve to reduce the athlete’s self-belief, if they view this an anxiety based response to the task at hand. Maddux (1995) proposed two additional determinants of SE, emotional states and imaginal experiences, both of which can be applied to the regulation of physiological states. If the athlete can learn to have a positive emotional appraisal of the somatic responses they experience when faced with a challenging task, this will serve to increase feelings of control and enhance SE. Furthermore, the athlete can engage in imagery to image success in the task or engage in mental rehearsal to help achieve goals set and increase SE trough personal acknowledgment of PA.